University of Greenwich

SECONDARY PGCE PROGRAMME

PROFESSIONAL STUDIES Handbook

2016-17

CONTENTS

Page

3 Letter from PS Course Leader

4 PGCE Programme Structure & Calendar 2016-17

5 Introduction to Professional Studies & School Based Research Course

7 Professional Studies & School Based Research Course Timetable

10 Suggested Texts

12 Professional Studies & Assignment

16 Assessment Criteria

18 Missed Sessions Proforma

19

22

23

Information on Research Skills Referencing Course specifications

29 School of Education regulations and policies.

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Dear Trainees and School Colleagues, We are pleased to introduce to you our Professional Studies Guide, which we hope will be of value to Professional Coordinating Mentors, subject mentors and trainees alike. The course has been written to embrace the Teachers’ Standards for Qualified Teacher Status and the University sessions respond to current training priorities including behaviour management, SEND, safeguarding, The Prevent Duty, Child Development and Mental Health, SMSC etc. All trainees are initially enrolled at level 7 - the ‘post graduate’ route for this course with the option of transferring to level 6 in February. The Masters level credits acquired as a result of successfully completing the Level 7 course can eventually be used as part of a Masters degree through the accreditation of prior learning. This guide provides the aims and course outlines for both levels along with timetables for sessions and advice on preparing for them. There is also guidance on the professional studies and the assignment (again at both levels) which is the assessed element of the course. School based Professional Studies Schools also run their own PS programme (which might also be shared for example, with NQTs). This course guide therefore also provides a useful reference point for school-based Professional Coordinating Mentors when organising their own ‘in house’ professional studies programmes. Any of the topics in the University based programme can be given a school-based perspective. While we hope that all topics in this course can be given a school-based perspective, there are certain topics relating to the Standards which would particularly benefit from school based input. These are:

The Safeguarding agenda/e-safety info /Child development (mental health) from the perspective of the secondary school (Reference TS5)

Supporting inclusion and individual needs in school (Reference TS5)

Working with others in school (Reference TS8)

School policies e.g Part 2 of the Teachers’ Standards – Personal & Professional Conduct & more recently ‘The Prevent Duty’ (including Radicalization)

The use of local and national assessment data to inform practice & promote pupil progress (Reference TS6)

We would appreciate if schools could prioritise these issues as part of their induction procedures and ongoing PS programme.

This handbook will contribute to the successful integration of school and university based inputs in professional studies.

Roz Hornsby PGCE Professional Studies Co-ordinator Secondary Education 0208 331 9459

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PGCE Programme Structure

Postgraduate Certificate in Education (PGCE) 150 credits @ levels 5, 6 and 7 (Masters) Professional Graduate Certificate in Education (PGCE) = 150 credits @ levels 5 and 6

Professional Graduate Certificate in Education Post Graduate Certificate in Education

School Experience A = 15 credits @ Level 5

School Experience B = 15 credits @ Level 6

Subject Knowledge & Pedagogy 1 = 30 credits @ Level 6

Subject Knowledge & Pedagogy 2 = 30 credits @ Level 6

Professional Studies & literature review/ critical analysis of trainees own practice = 45 credits @ Level 6

Professional Studies & literature review/ critical analysis of trainees own practice = 45 credits @ Level 7

E-portfolio = 15 credits @ Level 6

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E-portfolio = 15 credits @ Level 7

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Introduction to the Professional Studies & School Based Research Course ACAD 1320 – level 7 (ACAD 1319- level 6)

This course represents the professional studies and critical analysis of an area or topic of professional or pedagogical interest of the PGCE Programme which complements and is integrated with the Subject Studies and School Placements (see programme structure on page 4). This course covers those aspects of teaching and learning and the wider role of the teacher which all secondary teachers need to understand and engage with, whatever their subject. It also emphasises the fact that, although belonging to a departmental team of teachers, you will also be expected to contribute to the work of the whole staff, to whole-school systems, ethos, events and practice. The content of the course engages with many of the Teachers’ Standards especially those which relate to the Safeguarding agenda. The timetable in this handbook indicates a breakdown of how each session engages with the Standards. These are: (Part One) TS1 -Set high expectations TS2 Promote good progress and outcomes by pupils TS3 Demonstrate good subject and curriculum knowledge TS4 Plan and teach well -structured lessons TS5 Adapt teaching to respond to the strengths and needs of all children TS6 Make accurate and productive use of assessment TS7 Manage behaviour effectively TS8 Fulfil wider professional responsibilities (Part Two)

Upholding public trust in the profession and maintain high standards of ethics and behaviour within and outside school

You should ensure that, as you move through this course, you use your participation in PS and school-based enquiry to develop your knowledge, skills and understanding in the Standards areas. We would also hope that this course will contribute substantially to your reflective work in the Professional e-Portfolio. The Professional Studies sessions run throughout the year, interspersed with university-based subject work and your school placements, and you will be expected to base your professional studies and school based research assignment on observations and inputs you carry out during your school placements. In this way, PS supports, underpins and provides a holistic background for your subject-based teacher education.

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Most PS sessions at university last a whole day. The university-based PS programme is a combination of sessions which might begin with a keynote followed by a seminar or workshop in smaller cross-subject tutorial groups. This enables you to work with colleagues who are teaching subjects other than your own and to take advantage of opportunities for collaboration and gain insights from outside your own subject area. Collaborative and shared learning are important features of the work of these groups and can be employed as teaching/learning strategies in your own teaching. Some of the keynotes and some seminars are provided by practising professionals from schools. For each session there is required reading which will need to be done in advance. This will mean that you are able to maximise the learning experience. The readings are posted on Moodle. You are expected to check the professional studies area on Moodle regularly. You are expected to attend every session. If you do not attend at least 80% you could be required to repeat the entire course.

If you do miss any sessions you must complete the ‘missed session’ proforma and send this to you PS tutor. This will need to be agreed and signed your PS seminar tutor.

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SECONDARY PGCE

Professional Studies

Programme for 2016-2017

16/9/16

Friday

(week 0)

10-12

Lecture

1-4pm

Seminars

Lecture introduction to the course

i) A background to the nature of secondary education: history,

ideology and policy (KE)

ii) Post graduate level 7 and expectations

Seminar

Ice breakers -getting to know each other

Curriculum, different curricula, model and purposes

Planning a curriculum

Cross curricular models

Working at level 7 – literature review, exploration of an area of

professional or pedagogic interest and critical analysis

Rooms

(Tbc on

Moodle)

22/9/16

Thursday

(week 1)

10-12am

Lecture

1-4pm

Seminars

Lecture

i) Child Development and Mental Health - Health lecturer

Amanda Collins Eade

ii) Teachers Standards Part 2 (Professionalism)

Seminar 1

Social and mental development issues in adolescents

Seminar 2

SMSC & Pastoral issues

Homophobia

M002

29/9/16

Thursday

(week 2)

10-12

Seminars

1-4pm

Seminars

Seminar 1

Introduction to learning: what is learning? How do we learn?

Do people learn in different ways?

Seminar2

Inclusion: What does inclusion mean? An introduction to

individual needs and personalised learning

Focus on the professional studies assignment

Discussion in small groups/collaborative learning

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6/10/16

Thursday

(week 3)

10-12

Lecture

1-2pm

Seminars

2-4pm

Seminars

Lecture

Behaviour to Learn (Part 1) Managing Behaviour and Learning -

Bryony Bowen from Drumbeat Special School

Brian Lloyd Erith School

Seminar 1

Behaviour to Learn: Managing behaviour and learning-

practical tasks with senior staff from schools.

Seminar 2

SEND (Special Educational Needs and Disability) -

H016

27/10/16

Thursday

(week 6)

10-12

Lecture

1-4pm

Seminars

Lecture

Safeguarding/Child Protection/Looked after Children (LAC)

(Part 1) - Aretha Banton Harris Academy Bromley

E-Safety –keynote speaker tbc

Seminar

Safeguarding Agenda

Safeguarding - Cyberbullying, Arranged marriages and

associated issues

M002

21/11/16

Monday

(Week 9)

11-12

Lecture

1-2pm

Seminars

2-4pm

Lecture

Lecture 1

i) English as an Additional Language & Supporting literacy

(Part 1) keynote- Nabila Millikan - The John Roan School

Seminar

EAL practical tasks

Lecture 2

Assessment for Learning Strategies Chris Philpott

M140

M055

(Norbert

Singer)

6/1/17

Friday

(Week 16)

10-12

Lecture

1-4pm

Seminars

Lecture

i) Using data to track pupils’ progress. Progress and

Attainment 8. Brian Lloyd - headteacher from Erith School &

specialist in school data analysis (Erith School)

ii) Preparation for Applying for your First Teaching Post –Brian

Lloyd - headteacher of Erith School and Alan Dane –headteacher of

Harris Academy Bermondsey/other Bexley head teachers

Seminar

Part 1- Interactive data tasks led by school colleagues.

Part 2 -Applying for your first teaching post –

writing an effective job application. Mock interviews with

partnership representatives, eg PCMs/ deputy

heads/ teachers/ PS tutors etc.

M002

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9/1/17

Monday

(week 17)

11-1pm

Lecture

2-5pm

Seminars

Lecture

Diversity and Inclusion

Special Educational Needs & Disability (SEND) –Katie Cornell

Drumbeat Special School.

Pupil Referral Units (PRUs)

Roland Gooding - Headteacher from Valence Special School

Seminar

SEND tasks

Behaviour Management revisited

M002

22/1/17 5am Hand in Part 1 - Intial Focus and Research for PS assignment.

1000 words

16/2/17

Thursday

(week 22)

10-12

Lecture

1-3pm

Seminars

Lecture

i) Preparing for a Masters degree – Jane Barnard

ii) Voice coaching for teachers - Janet Shell (Professional voice

coach and opera singer)

iii) The teacher and the law (Unions Anne Mallach, Jane

Salisbury)

Alan Newland

Seminar

Carousel - Voice Workshop / Feedback/ discussion on Part 1 of

assignment. Preparation for final submission.

M002

20/4/17

Thursday

(Week 31)

10-12

Lecture

1-4pm

Seminars

Lecture

i)The Prevent Duty - & Part 2 TS /Safeguarding – Looked

after Children

Douglas Greig - headteacher Plumstead Manor School.

Seminar 1

Inclusion – Travellers, looked after children

Seminar 2

Part 2 of the Teachers’ Standards

The ‘Prevent Duty’ (Radicalisation)

Teaching in Modern Britain

Teaching in Schools in Challenging Circumstances

M002

21/4/17

Friday

(week 31)

10-12

Lecture

1-4pm

Seminars

Lecture

i) Effective use of TAs- Max Fishel (Valence Special School)

ii) Phonics - Dr Mark Betteney

Seminar

i) Developing Classroom Management in relation to latest school

experience and visits to Alternative Placements

ii) Numeracy Across the Curriculum

iii) Further feedback and support for PS assignments where

necessary.

M002

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Suggested Texts

Below is a selection of suggested general texts that cover the range of topics addressed through the professional studies course. This is not an exhaustive list. Each session also has suggested readings which are specific to that PS area. Bartlett, J (2015) Outstanding Assessment for Learning In The Classroom, David Fulton Barton, G (2015) Teach Now! The Essential of Teaching. Sage Briggs S (2016) Meeting Special Educational Needs in Secondary Classrooms –Inclusion and How to Do it. David Fulton Brooks, V., Abbott, I. and Bills, L. (2007) Preparing to Teach in Secondary Schools (2nd Edition), Open University Press. (available as an e-book) Capel, S., Leask, M. and Turner, T. eds (2005), Learning to Teach in the Secondary School (4th Edition), Routledge Falmer. (available as an e-book) Capel, S., Leask, M. and Turner, T. eds (2016), Learning to Teach in the Secondary School (7th Edition), Routledge Falmer

8/5/17

(by 5am)

PS assignment submitted TOTAL 4000 words-level 7

3000 words- level 6

1/6/17

Thursday

(Week 37)

1-3pm

Lecture

3-4pm

Seminars

Lecture

Preparation for the Induction Year (LS/RH) & Phil Siddle

(NASUWT)

Identifying targets for the NQT year. Transition document. (LS)

Seminar

Tutorials on PS assignment (as required)

22/6/17

Thursday

(Week 40)

2-3pm

Lecture

Finaleee!!

Picnic

Finale meeting /contemplating an MA?-next steps

& social celebration gathering

M002

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Capel S. Leask M. and Turner, T. eds (2010) Readings for Learning To Teach in the Secondary School. A Companion to M level Study. Routledge. Daniels, K. Patterson G Dunston, Y (2015) The Ultimate Student Teaching Guide. Sage Denby, N (2012) Training to Teach – A Guide for Students, Sage Dillon, J. and Maguire, M. (2007) Becoming a Teacher: Issues in Secondary Teaching (3rd Edition), Open University Press. Ellis, V. ed (2013), Learning and Teaching in Secondary Schools (5th Edition), Learning Matters. Fautley, M. and Savage, J. (2010) Secondary Education Reflective Reader, Learning Matters. Fleming, P (2013) Becoming A Secondary School Teacher, Routledge Gershon, M (2015) How To be Outstanding in The Classroom. David Fulton Ghaye, T (2012) Teaching and Learning through Reflective Practice, David Fulton Guy, P (2015) Transforming Reading Skills in the Secondary School – Simple strategies for improving literacy, David Fulton Harris, M (2016) How to Develop the Habits of Outstanding Teaching, David Fulton Hoult, S (2005) Reflective Reader Secondary Professional Studies, Learning Matters. McDonagh C, Roche M & Sullivan B, Glenn, M (2012) Enhancing Practice through Classroom Research, Routledge Mercier, C Philpott, C & Scott, H (2013) Professional Issues in Secondary Teaching, Sage O’Leary, M (2014) Classroom Observation –A Guide to the Effective Observations of Teaching and Learning, Routledge Sewell K (2012) Doing your PGCE at M- Level (2nd edition), Sage Sharp, J (2009) Success with your Research Project, Learning Matters Thomas, G (2009) How to do your Research Project, Sage Toward, G & Henley, C (2015) The Art of Being a Brilliant NQT, Crownhouse Wright, T (2008) How to be a Brilliant Trainee Teacher, Routledge

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Professional Studies Assignment

There are two parts to the PS assignment. Please note the submission deadlines. Part 1-Initial focus and research - must be submitted by 22nd January 2017 at 5am (please note the time). Part 2 –A literature review PLUS the critical analysis of your own practice focusing on and exploring a theme of personal interest within the field of Professional Studies in Education, must be submitted by 8th May 2017 (before 5am) Only Part 2 will count as the summative submission. Part 1 is to support you in your preparation for the final submission.

Part 1 – A literature review ( 1000 words) In preparation for Part 1 of the assignment for PS you need to ensure that you are able to:

Identify a focus area of which explores an area of personal interest. (agreed with your university tutor)

access the appropriate information,

reference the literature cited using the Harvard referencing system

write in continuous prose.

Work written at this stage will have the following advantages:

It can feed into Part 2 (and the more substantial part) of the assignment

You will have completed a substantial part of your literature research & review

Tutors will be able to offer formative feedback on your writing skills that will benefit work throughout the programme

THIS IS NOT FORMALLY ASSESSED AND THE MARK IS NOT RECORDED AT THIS STAGE *Please note that your final submission on 8/5/17 is the ONLY one which COUNTS towards your PGCE.

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PART 1 Guidance

1. Part 1 - this introduces your chosen focus and an annotated bibliography.

2. You will need to choose a specific topic from the PS course and refine and focus your research on a particular area (this MUST NOT be too BROAD or SUBJECT SPECIFIC) e.g. here are some examples of some themes/ topics: Using effective questioning techniques to raise attainment for higher attaining pupils in the classroom. Using positive reinforcement to counteract or supersede low level behaviour when used as an intervention technique. Examining the effect of strategically grouping pupils in relation to monitoring levels of engagement in lessons. Using specific behaviour management strategies to effectively manage and motivate learning for autistic pupils. (Try to choose a topic that you find stimulating and of relevance.)

3. Read around the topic by starting from the suggested general texts and gradually working down to sources specific to your area of critical analysis. Make use of bibliographies to follow up and point you to relevant research. It is important that you draw on scholarship from articles published in academic journals therefore a search of academic databases is essential. Although some academic papers are available on the internet, you should be wary of internet sources more generally. It is suggested that the Reading section of your Research Proposal contains no more than two internet sites. However, please note this does not prevent you from referencing the wealth of policy documents in PDF format that you can access online.

4. Highlight how by critically analysing this theme or topic it might impact on your own practice/ approach.

5. The wordage is recommended to be approx. 1000 (with a margin of 10%).

6. Tutors will discuss your ideas with you (face to face and electronically) but are not in a position to

read drafts.

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PART 1 – Professional Studies assignment – Initial Focus and Research (to be submitted via Moodle by 22/1/17 5am)

NAME

PS TUTOR’S NAME

SUBJECT

AREA OF CRITICAL ANALYSIS /FOCUS (approx. 250 words)

REASON FOR THIS FOCUS

Part 2 - Action research

This final assignment will be 4,000 words and will need to be submitted by 14/5/17. Please put your tutor’s name on the front sheet/ your banner number and submit it on MOODLE.

FINAL ASSIGNMENT SUBMISSION

Annotated Bibliography

READING -outline the key literature you have found relevant to your theme/topic. This is likely to form the substance of your literature review. Show a range of view points and demonstrate critical thinking. You should be including at least 5 key texts, 4 journal articles, plus other sources.

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Regardless of what you have submitted earlier –this is the piece of work which will be formally assessed and your grade recorded (pass/fail). Use the information gathered from Part 1 to build on.

FINAL SUBMISSION GUIDANCE The process for completing the assignment will be:- You need to state the TOPIC /THEME & QUESTION

1 Introduction – Introduce and outline the background and focus of your investigation, why it interests you and the setting. (you are advised to focus on an aspect of one of the ‘PRIORITY AREAS’ such as Managing behaviour/EAL/ SEND/NUMERACY/LITERACY/ SMSC etc or another area covered on the PS programme)(500 words) 2. Literature review - This part of the assignment is important. It forms the basis for your assignment. The research in the literature informs your critical analysis. What are the theoretical ideas surrounding the theme or topic of your work which arise from the reading you have carried out? Draw out any contrasting views. (approx. 1000 WORDS)

3 - Analysis –How has your practice developed over the period of training? Show your understanding of how established techniques of research and enquiry are used to create and interpret original knowledge within education. Identify, critique and evaluate existing educational practices and theory. Does your practice shed any light on the theory you have read? (level 7 approx. 1500 words / level 6- 1000 words) 4- Conclusion –How, as a result of wider reading and your experience to date, your practice has been adapted or modified? (level 7 approx. 1000 words / level 6- 500 words) 5 -References (not a bibliography/ not included in word count) – only reference the material (Harvard style) you have mentioned in the assignment.

6- Appendices (not included in word count) of supporting material – for example, planning and data. e.g. lesson plans, evaluations, resources, observation forms. The CRITICAL ANALYSIS needs to be based on something that, as a trainee, you can change and experiment with in your practice. Regulations for all assignments Trainees have the option of submitting at level 6 or level 7 (Students who opt to submit at Level 6 will need to re-register for the Professional Graduate Certificate in Education at level 6 preferably by the END of February). Across levels 6 and 7 (M) there will only be an entitlement to two resubmissions. IMPORTANT – If you do not pass an assignment it is recommended that you consult with your tutor. All late work must be accompanied by an ‘extenuating circumstances form’ – please see the back of this booklet for guidance. There are no extensions!

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Assessment Criteria

PGCE (Secondary) Assignment Marking Descriptors L7 2016/17

Excellent

Very Good

Good

Satisfactory

Fail

Knowledge and understanding of literature

Authoritative, original interpretation of and engagement with an extensive range of relevant literature. Skilful application of key concepts. Work shows systematic, comprehensive understanding of the relationship between theory and practice. Clear evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments

Original interpretation of a wide range of relevant literature. Demonstrated engagement with and application of key concepts. Work shows thorough understanding of the relationship between theory and practice. Clear evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments.

Thorough review of relevant literature. Effective use of key concepts. Work shows firm understanding of the relationship between theory and practice. Good evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments.

Background reading is evident and adequate. Key concepts are discussed. The work shows some understanding of the relationship between theory and practice. Satisfactory evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments

Material cited is either irrelevant or insufficient. Work shows little understanding of the relationship between theory and practice. Little evidence of observations or research undertaken in the classroom or applied to practice nor used to substantiate arguments.

Analysis and application

Insightful and innovative contribution to developments within a professional context. Demonstrates critical analysis and synthesis of complex ideas. Demonstrates consideration of ethical issues Original analysis of key approaches and theories, shows creativity in the application of knowledge + learning. Excellent level of criticality

Integrated and innovative application of learning to a professional context. Deals creatively with ideas/issues. Demonstrates Rigorous analysis of key approaches and theories, shows creativity in the application of knowledge + learning. Demonstrated consideration of ethical issues. High level of criticality.

Thorough consideration of relationship between theory and practice. Deals creatively with ideas /issues Sound analysis of key approaches and theories, shows creativity in the application of learning + knowledge. Demonstrated consideration of ethical issues. Good level of criticality.

Discussion of the implications of theory for practice. Deals with ideas/issues with satisfactory creatively Understanding of the key approaches and theories, shows creativity in the application of knowledge and learning. Demonstrated consideration of ethical issues. Some criticality evident

Little or no link between theory and practice Inadequate consideration of ethical issues. Shows little understanding of creativity in the application of knowledge and learning. understanding of creativity when applying Inadequate awareness of how to deal with ideas/issues creatively

Communication Strong rationale, extremely well planned and sharply focused. Coherent and original argument rigorously pursued. Assured and highly articulate writing, observes all academic conventions in style and content. All literature is correctly and consistently referenced within the text and bibliography/reference section

Strong rationale, well planned and sharply focused. Cogent argument consistently applied. Clear, well structured, fluent and engaging writing that observes all academic conventions in style, content and Standard English. All literature is correctly and consistently referenced within the text and reference section.

Good rationale, clear focus, consistent, carefully structured argument. Clear and cohesive writing style. Background reading is good. The work observes all academic conventions in style, content and Standard English. All literature is consistently referenced within the text and bibliography/reference section

Clear rationale, adequate focus, issues defined, relevant argument, satisfactory structure. Coherent writing style. Background reading is adequate. The work observes academic conventions, in style, content, and standard English. All literature is consistently referenced within the text and bibliography/reference section.

Limited rationale and argument, poor focus, issues ill defined, structure, confusing. Incoherent writing style. Inadequate background reading The work does not observe academic conventions in style, content or standard English. Many referencing errors in the text or reference section or both. Tendency to description.

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PGCE Secondary Assignment Marking Descriptors L6 2016/17

Excellent Very Good Good Satisfactory Fail

Knowledge and understanding of literature

Systematic understanding of key aspects of the study demonstrated. Coherent and detailed knowledge, some of which is informed by current debates Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline) Wide range of literature is evidenced, (some of it recent) to support arguments, different perspectives, alternative views.

Clear understanding of key aspects of the study demonstrated. Coherent, detailed knowledge, some of which is informed by current debates. Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). Good range of literature is evidenced (some of it recent) to support arguments, different perspectives, alternative views

Relevant reading is evident and demonstrates an understanding of the key issues. The selection of material related to the chosen influences is appropriate and includes reference to key texts, some of which are current. Insightful in places, could be more consistent throughout.

Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors. There is some evidence that the literature has helped to inform thinking, appears however to demonstrate a narrow grasp of the issues and ideas.

There is insufficient evidence of engagement in relevant background reading or authoritative opinion. Where background reading is referred to, there is little evidence that it has been understood. The student will be referred for additional support in their writing

Analysis and application

Critical evaluation of arguments & assumptions. Abstract concepts and data rigorously debated. Clear conceptual understanding shown when making judgements, in the framing of appropriate questions to achieve a solution or identify a range of solutions to a problem. Ability to apply accurately established techniques of analysis and enquiry to the action research/ study. Demonstrates the ability to consider critically the complexities in the relationship between theory and practice.

Critical evaluation of arguments & assumptions. Abstract concepts and data are convincingly debated. Firm conceptual understanding shown when making judgements, and in the framing of appropriate questions to achieve a solution or identify a range of solutions to a problem. Ability to apply accurately established techniques of analysis and enquiry to the study. Theory and practice have been explored in a critical manner to produce a convincing argument

Some critical evaluation of arguments & assumptions attempted. Abstract concepts and data are well debated. Some evidence of conceptual understanding is shown when making judgements, and in the framing of appropriate questions to achieve a solution or identify a range of solutions to a problem. Good evidence of knowledge and understanding being applied. Theory and practice have been incorporated in a critical manner to produce a good argument

There is some evidence of knowledge and understanding being applied. The work is descriptive rather than analytical and critical. An evaluation of arguments, assumptions, concepts and data is attempted. Limited evidence of conceptual understanding when making judgements, or when framing questions or attempting to identify a range of solutions to a problem. Some evidence of knowledge and understanding being applied. Theory and practice sufficiently critical and incorporated to produce a reasonable argument.

In the examination of the topic area there is little evidence of knowledge and understanding being applied. It is a predominantly descriptive account. The response has not achieved an acceptable level to pass

Communication Clearly written, effective structure. Committed to correct academic conventions eg referencing

Well written, clearly structured Committed to correct academic conventions, eg referencing

Coherent, accessible structure. Most academic conventions correct .

In places the structure obscures the discussion. Minor errors in Standard English. Minor errors or omissions when referencing.

Incoherent structure little sense of direction. Errors in Standard English. Does not meet academic conventions.

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Work to Cover Missed College Session/Course Activity If a trainee has missed a whole day of PS they need to demonstrate at least 5 hours of equivalent work /research

Student Teacher …………………………………………………………………………. Session/Activity Missed …………………………………………………………………. Date of Session/Activity …………………………………………………………………. Work Required (this needs to be sent or presented to the PS tutor concerned and cannot solely be comprised of a list of what the student has read) Include with this form

Completion Date …………………………………………………………………………...

To be completed by the PS Tutor: This work satisfactorily covers the work undertaken in the missed session/activity identified above. In order to cover the work undertaken in the missed session/activity satisfactorily, you still need to: Signed …………………………………………………… PS Tutor Date ……………………………………………………… This proforma must be included in your school file.

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Awareness of Research Skills Areas and Questions to be considered when exploring literature in the chosen field of interest:

• Why carry out Research? • What is meant by research? • What can be researched?

Masters level requires:

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

• a comprehensive understanding of techniques applicable to their own enquiry • originality in the application of knowledge, together with a practical understanding of how

established techniques of research and enquiry are used to create and interpret knowledge in the discipline

• conceptual understanding that enables the trainee: – to evaluate critically current research and advanced scholarship in the discipline – to evaluate methodologies and develop critiques of them and, where appropriate, to propose

new hypotheses. What Is Research?

Research is the systematic investigation of a given question or area to gather data in order to answer the question or hypothesis

Why carry out research?

To contribute to the knowledge base of a profession through publication of sound ethical research

To gain understanding; to examine and understand the relationships eg between x and y (boys and reading/ money and happiness/ women and their positions in senior management/ change and teacher stress/ mentoring and practice/ maths pedagogy and children’s achievement

How Do WE carry Out Research? You need to read the literature in the aspect of education that you are researching. The ‘literature review’

should provide a firm foundation for the topic to be investigated, give a starting point for your enquiry and

enable you to compare and contrast your practice and your findings with others.

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ETHICS The lectures and seminars, and their associated reading and directed activities, will prepare you on how to undertake research. Be prepared to learn new terminology! A very important aspect of research is that it must be ethical – in short, it must ‘do no harm’. Researchers must always consider the impact of their work on the individuals and context concerned. They have a moral and a professional responsibility to ensure that:

no-one is disadvantaged by the research

all parties are fully informed about the purpose and nature of the research

permissions are sought wherever appropriate (voluntary informed consent must be sought)

confidentiality is maintained

people involved are told that they have the right to withdraw at any point

the outcomes of the research are made available to those involved.

Researchers at all levels have to complete a Research Proposal to gain approval for their research to go ahead. You will also need to familiarise yourself with the British Education Research Association’s ethical guidelines. Choosing The Focus of an Assignment Can be internally identified through:

SWOT

Institutional Self-Evaluation process

Focus Group interviews -purposive

Triangulation of stakeholder views (survey questionnaires/ interviews/ focus groups)

Using Case studies to investigate practice

• The Case Study enables you to carry out an in-depth systematic investigation of the key issue, set within the context of your school

• It recognises the singular nature and specific aspects of your context: eg minority ethnic population and achievement; motivating gifted students; setting or mixed attainment groupings.

• A case study can relate to one student/ one specific group/ one class/ one change in relation to the curriculum or pedagogy/ and is defined by a time period eg 6 weeks/ 4 months.

• Data can take the form of interviews/observations/ student voices/ questionnaires/ documentation/ samples of students work/ statistical data of exam performance/ attendance records.

• Key requirements: Objectivity and an Ethical Approach in gathering data to present an unbiased report from which you decide Action

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A reference list looks like this: References Adams, F. (2003) ‘5.14: Origins, Development and Implementation’, in T.G.K. Bryce and W.M. Humes (eds) Scottish Education, Edinburgh, Edinburgh University Press Bines, H. (1998) ‘Hail zero intolerance? Opinion’, Times Educational Supplement, 22 May, P.15 Bush, L. and Coulby, D. (eds) (1991) Contradiction and Conflict. The 1988 Education Act in Action. London: Cassell Clark, M. (1997) ‘Developments in Primary Education in Scotland’, in M. Clark and P. Munn (eds) Education in Scotland: Policy and Practice from Pre-school to Secondary. London: Routledge Types of Listings

Book Give author surname, initials, date (in brackets), title, where published: publisher – in that order Eg Weston, S.M. (1998) Education. London: Open Books

Chapter in a Book Eg. Brown, G. (1996) ‘The Presentation of Self’ in E.C.J. Pike (Ed), Equality and the Self. Loughborough: Open Books. (Note that the author’s surname comes first but for the editor, initials come before surname, and that the book title is in italics, not the chapter title.)

Journal Article Eg. Green, L.J. & Brown, A.D. (1999) ‘The Revised Curriculum’ Journal of Education, 28, 376-384

Material cited in another text Blenkin, G.M. (1980) ‘The influence of initial styles of curriculum development’, in A.V. Kelly (ed) (1980) Curriculum Context, London: Paul Chapman Publishing 45-64

Paper presented at a meeting or conference

Eg. Logan, P.S. (2000). ‘Assessment within the Revised National Curriculum.’ Presented at the meeting of the British Education Research Assn. St Mary’s College, Twickenham. January (2004)

Education Acts Education Reform Act (1988) London: HMSO

DFE Department for Education Special Educational Needs Code of Practice, London: HMSO

Newspaper, Magazine article Turner, B. (2005) ‘School Rules’, The Independent (London) 8th February, P.1

Electronic Media The goals of an electronic reference are to credit the author and to enable the reader to find the material. http://www.netskills.ac.uk. If it is from a website source it should be set out in this way. Author, Initials (Year) Document Title (WWW) location of document (date accessed) eg. James, H. (2002) What is the Montessori Method? Accessed 20/06/04, from (WWW) http://www.montessori.org.uk/montessorimethod.htm

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Course Specification -this is the official course specification approved by the university for L7

School Education Department Secondary Code ACAD 1320 Course Title Professional Studies and Area of Focus Course Coordinator Roz Hornsby Level (please tick) 4 5 6 7 √

Credit 45 Pre-requisites

Introduction & Rationale This course complements the subject studies and school placements and covers those aspects of teaching and learning, and the wider role of the teacher which all secondary school teachers need to understand and engage with. It also gives trainees an opportunity to explore deeply an area of professional and/or pedagogic interest Aims Trainees will be able to develop a good understanding and awareness of the relationship between educational theory and practice in order to develop the ability to apply their knowledge to educational settings they have experienced, or are experiencing, and which will also inform their future teaching Learning Outcomes On completing this course successfully trainees will be able to:

develop their professional expertise through the critical awareness, knowledge and understanding of their practice and its potential impact on the learning of the students that they teach, supported by and embedded within current theoretical perspectives

demonstrate understanding that enables them to engage with and evaluate current research and advanced scholarship,

develop a good understanding of how established techniques of research and enquiry are used to create and interpret original knowledge within education,

identify, critique evaluate existing educational practices and theory

apply theoretical perspectives to develop their professional understanding across the eight professional standards (and Part 2 of the standards)

Indicative Content Issues addressed during the course will include coverage of the following topics:

National policy and frameworks and the implications for the teacher including working collaboratively

Developing effective relationships for learning

Equality of opportunity

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Theories and practice of learning

The pastoral curriculum, and the role of PSHE and SMSC (social, moral, spiritual, cultural)

Assessment including the use of local and national statistical data

Inclusion

Special Educational Needs & Disability

Behaviour Management

Personalised learning and EAL

Literacy and numeracy development

The teacher and the law Main Learning and Teaching Activities Formal keynote lectures Seminars in cross-subject active tutorial groups Role play Directed reading Key tasks to be carried out in schools as part of the action research project Individual tutorial Self directed research and practice Learning Time (1 credit = 10 hours)

Scheduled contact hours:

Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work , fieldwork, external visits, work-based learning where integrated into a structured academic programme

lectures 25

seminars 35

supervised practical sessions

tutorials 30

formative assessment 30

other scheduled time

Guided independent study

Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision

Independent coursework 230

Independent laboratory work other non-scheduled time

Placements (including work placement and year abroad)

100

Total hours (’Should be equal to credit x 10’)

450

25

Assessment Details:

Assessment method Assignment, Literature review

Grading mode Pass/Fail

Weighting % N/A

Pass mark Pass

Word length 4,000

Outline details A literature review, and critical analysis of the trainee’s own practice, which explores a theme of personal interest within the field of Professional Studies in Education (area chosen with the agreement of the trainees course tutor)

Are students required to pass all components in order to pass the course?

Yes

Indicative Course Materials and Reading:

Author Date Title Publisher ISBN

Capel, S, Leask, M and Younie S. (eds)

2013 (7th Edition)

Learning to Teach in the Secondary School

Routledge

Ellis V. (ed) 2013 5th edition

Learning and Teaching in Secondary Schools

Learning Matters Available as an eBook through my ilibrary

Hart, C 1998 Doing Literature Review Open University 978-0761959755

Cole, M 2009 Equality in the Secondary School – Promoting good practice across the curriculum

Continuum Publishers Ltd.

978-1847061010

Oliver, P 2012 Succeeding with your literature review: a handbook for students

Open University Press

Available as an eBook through my ilibrary

Savage, J 2011 Cross-curricular teaching and learning in the secondary school

Routledge Available as an eBook through my ilibrary

Leask, M., Capel, S., & Turner, T.

2013 6th edition

Learning to teach in the secondary school: a companion to school experience

Routledge Available as an eBook through my ilibrary

Scott, H., Mercier,

C., & Philpott, C

2013 Professional Issues in secondary teaching

Sage Available as an eBook through my ilibrary

Allen, V. 2014 Understanding and supporting Critical Available as an

26

behaviour through emotional intelligence: a critical guide for secondary teachers

Publishing eBook through my ilibrary

Course Specification --this is the official course specification approved by the university for L6

School Education Department Secondary Code ACAD 1319 Course Title Professional Studies and Area of Focus Course Coordinator Roz Hornsby Level (please tick) 4 5 6 √ 7 Credit 45 Pre-requisites Introduction & Rationale This course complements the subject studies and school placements and covers those aspects of teaching and learning, and the wider role of the teacher which all secondary school teachers need to understand and engage with. It also gives trainees an opportunity to explore deeply an area of professional and/or pedagogic interest Aims Trainees will be able to develop a good understanding and awareness of the relationship between educational theory and practice in order to develop the ability to apply their knowledge to educational settings they have experienced, or are experiencing, and which will also inform their future teaching. Learning Outcomes On completing this course successfully trainees will be able to:

develop their professional expertise through the critical awareness, knowledge and understanding of their practice and its potential impact on the learning of the students that they teach, supported by and embedded within current theoretical perspectives

demonstrate understanding that enables them to engage with and evaluate current research and advanced scholarship,

develop a good understanding of how established techniques of research and enquiry are used to create and interpret original knowledge within education,

27

identify, critique evaluate existing educational practices and theory

apply theoretical perspectives to develop their professional understanding across the eight professional standards (and Part 2 of the standards)

Indicative Content: Issues addressed during the course will include coverage of the following topics:

National policy and frameworks and the implications for the teacher including working collaboratively

Developing effective relationships for learning

Equality of opportunity

Theories and practice of learning

The pastoral curriculum, and the role of PSHE and SMSC (social, moral, spiritual, cultural)

Assessment including the use of local and national statistical data

Inclusion

Special Educational Needs & Disability

Behaviour Management

Personalised learning and EAL

Literacy and numeracy development

The teacher and the law Main Learning and Teaching Activities

Formal keynote lectures Seminars in cross-subject active tutorial groups Role play Directed reading Key tasks to be carried out in schools as part of the action research project Individual tutorial Self directed research and practice

Learning Time (1 credit = 10 hours)

Scheduled contact hours:

Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work , fieldwork, external visits, work-based learning where integrated into a structured academic programme

lectures 25

seminars 35

supervised practical sessions

tutorials 30

formative assessment 30

other scheduled time

Guided independent study

Note: include in guided independent

Independent coursework 230

Independent laboratory work other non-scheduled time

28

study preparation for scheduled sessions, follow up work, wider reading or practice, revision

Placements (including work placement and year abroad) 100

Total hours (’Should be equal to credit x 10’) 450

Assessment Details:

Proposed assessment

Assessment method Assignment, Literature review

Grading mode Pass/Fail

Weighting % N/A

Pass mark Pass

Word length 3,000

Outline details A literature review, and critical analysis of the trainee’s own practice, which explores a theme of personal interest within the field of Professional Studies in Education (area chosen with the agreement of the trainees course tutor)

Are students required to pass all components in order to pass the course?

Yes

Indicative Course Materials and Reading:

Author Date Title Publisher ISBN

Capel, S, Leask, M and Younie S. (eds)

2013 (7th Edition)

Learning to Teach in the Secondary School

Routledge

Ellis V. (ed) 2013 5th edition

Learning and Teaching in Secondary Schools

Learning Matters Available as an eBook through my ilibrary

Hart, C 1998 Doing Literature Review Open University 978-0761959755

Cole, M 2009 Equality in the Secondary School – Promoting good practice across the curriculum

Continuum Publishers Ltd.

978-1847061010

Oliver, P 2012 Succeeding with your literature review: a handbook for students

Open University Press

Available as an eBook through my ilibrary

Savage, J 2011 Cross-curricular teaching and learning in the secondary school

Routledge Available as an eBook through my

29

ilibrary

Leask, M., Capel, S., & Turner, T.

2013 6th edition

Learning to teach in the secondary school: a companion to school experience

Routledge Available as an eBook through my ilibrary

Scott, H., Mercier, C.,

& Philpott, C 2013 Professional Issues in secondary

teaching Sage Available as an

eBook through my ilibrary

Turner, T., Capel, S., & Leask, M.

2010 Readings for learning to teach in the secondary school: a companion to M level study

Routledge Available as an eBook through my ilibrary

Allen, V. 2014 Understanding and supporting behaviour through emotional intelligence: a critical guide for secondary teachers

Critical Publishing Available as an eBook through my ilibrary

The key difference between Post and Professional PGCE in this assignment is: We will expect to see a more sustained and critical discussion of THE TOPIC as well as a well-argued justification for the decisions made in relation to the issue that has been investigated. ________________________________________________________________________ STUDENTS WHO CHOOSE TO SUBMIT THEIR ASSIGNMENTS AT LEVEL 6 WILL NEED TO RE REGISTER FOR THE PROFESSIONAL GRADUATE CERTIFICATE OF EDUCATION AT THE END OF FEBRUARY.

ALL UNIVERSITY POLICIES AND REGULATIONS IN FULL CAN BE FOUND AT : http://www2.gre.ac.uk/current-students/regs

The Students’ Union University of Greenwich (SUUG)

The Students’ Union University of Greenwich (the SU) is your Union. They represent you, advise you, entertain you and much, much more.

The Advice Service The SU Advice Service provides free, confidential and impartial generalist advice to all students at the University of Greenwich. Advice and support is offered to all regardless of religion, race, gender, disability or sexual orientation. The service offers a client-centred approach, providing students with the options and information needed to make their own decisions.

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The service can arrange for a student representative to accompany clients to hearings relating to appeals, plagiarism, university disciplinaries, fitness to practise, complaints committees etc. The Advice Service can be the first point of contact in any query and provide general sources of information or signposting to an appropriate agency or specialist. Click to find out more about what the Advice Service can do for you at Greenwich and Avery Hill and at Medway.

Getting in Touch

There are many ways you can stay in touch and get involved with SUUG:

Through the SUUG website or the GK Unions website.

You can also connect with us and other University of Greenwich Students by following our Facebook and Twitter pages, found here: www.facebook.com/sugreenwich and www.twitter.com/sugreenwich.

Information Where a programme forms part of the qualifications required by a professional or statutory body, clear information will be provided about specific assessment requirements that must be met for progression towards the professional qualification including criteria for the marking and grading of assessments. The requirements of that body will take precedence over those of the University regulations in the awarding of the professional qualification.’ Statement agreed with the RGTSA: ‘Student teacher complaints regarding the School Direct Programme will be referred to the University of Greenwich for consideration according to its published procedures.