Institute of Education
PGCE Secondary Programme
EPGS615 & EPGS615SD - Professional Issues
EPGS719 & EPGS719SD - Professional Studies
2015-16
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PIoE Professional Studies 2015 -16
Contents
Page
Introduction
3
Weekly Programme
4
Assignments
7
This document is available on the relevant module site. Trainees or staff who require copies
of this or other programme documents in a different format or medium should contact the
Programme Leaders or Subject Pathway Leader.
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PIoE Professional Studies 2015 -16
EPGS615/EPGS615SD and EPGS719/EPGS719SD – Professional Studies
Introduction
The aims of the modules are:
 to introduce you to general professional issues in education
 to introduce some of the fascination, complexity and need for personal beliefs in
teaching and learning
 to develop your understanding of education as an academic discipline
The modules are designed to provide a framework for based on theory and research for
you to combine with your reading, writing, and thinking on and in practice. You are
expected to reflect actively upon current issues in education and relate them to teaching
and to your own subject area.
Professional Studies (the modules and the assignments) focus on issues that are pupil
centred as well as organisational and structural. Taught sessions will include
investigative and structured activities through presentations, seminars and group work.
Observations and mentor sessions in schools will extend, enrich and contextualise your
understanding of the issues covered, as well as give you real opportunities for reflection
on practice. Specifically you are encouraged to follow up your chosen assignment theme
by investigating the theme in practice in your first placement school.
A range of relevant reading is indicated on the Professional Studies Moodle site. Whilst
this reading is not always explicitly used in sessions, it is implicit throughout and you
should consult any appropriate resources available on the Professional Studies Moodle
site prior to and after the weekly sessions.
Teaching sessions for Professional Studies
The structure of the weekly sessions is designed to introduce you to relevant
professional issues by supporting your engagement with up to date literature and
research and providing you with opportunities to explore the application of ideas. Each
week will vary according to topic. The general structure is:
1000 - 1200 Professional Studies Seminar: the emphasis will be on developing critical
reflection on theory and practice.
1300-1500 Professional Studies Seminars: you will be introduced to different
professional issues in interactive sessions.
Weeks 14, 27 and 30
Tutorials in small group will be arranged with your Professional Studies Group Tutor
to support your assignments.
See Moodle for room details.
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PIoE Professional Studies 2015 -16
Weekly Programme
Below is an outline programme for the sessions this year.
Sessions are in the following rooms:
Group A Rolle 114
Group B Rolle 212
Group C Rolle 214
PU
week
9
Date
Topic
21/9/15
1000-1200 Professional Studies Seminar
Pre-reading:


What is education? What is learning?
Education debates: Do computers improve results?
1300-1500 Professional Studies Seminar
• Module introduction, assignments and overview
 Teacher as professional - including standards, e safety (online
identity)
10
28/9/15

Introduction to reflective writing; re-visit pre-course task/

Postcard to yourself
1000-1200 Professional Studies Seminar
 Open forum for discussion and reflection on practice: why “it”
happened; what questions would you like to ask; what would you
want others’ perspective on?
 Introduction to reflective writing; re-visit pre-course
task/paragraph on OECD report
1300-1500 Professional Studies Seminar
 Perspectives on behaviour management – Below the Radar;
Withitness

Behaviour management scenarios
Reading for next week:
The future of education
Ken Robinson:
http://www.ted.com/talks/ken_robinson_changing_education_paradigms
https://www.thersa.org/globalassets/pdfs/videos/2010/10/rsa-animate--changing-paradigms/rsa-lecture-ken-robinson-transcript.pdf
Blog that argues against Robinson’s ideas:
https://pragmaticreform.wordpress.com/2013/10/12/what-sir-ken-got-
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PIoE Professional Studies 2015 -16
wrong/
Khan Academy:
https://www.youtube.com/watch?v=zxJgPHM5NYI
https://www.khanacademy.org/
11
5/10/15
1000-1200 Professional Studies Seminar
 Open forum for discussion and reflection on first days in school
 Beginning to build an argument; presentation/activity based on
reading on the future of education
1300-1500 Professional Studies Seminar
 The history of education activity

12
12/10/15
Education and the future: education for sustainable development
Reading on SEND Code of Practice for next week.
1000-1200 Professional Studies Seminar
 Open forum for discussion and reflection
 SEN&D code of practice; implications for teachers. Discussion
informed by weekly preparation reading, school policies and
practice
1300-1500 Professional Studies Seminar
 The dyslexia debate
Reading for next week:
Black, P. and Wiliam, D (1998) “Inside the Black Box: Raising Standards
Through classroom Assessment.” Phi Delta Kappa
http://www.spd.dcu.ie/site/teaching_today/documents/raisingstandardst
hroughclassroomassessment.pdf
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19/10/15
1000-1200 Professional Studies Seminar
 Open forum for discussion and reflection
 Education for sustainable development in practice
 PT1 briefing inc PDP
1300-1500 Professional Studies Seminar
 Assessment: using assessment formatively and summatively
14
26/10/15
Prepare for tutorials for next week. Ensure you have planned two answers
and drafted at least one.
1000-1200 Assignment tutorials in small groups for EPGS615
1300-1500 Assignment tutorials in small groups for EPGS615
15
2/11/15
Complete your action points from tutorials.
1000-1200 Professional Studies Seminar
 Open forum for discussion and reflection
 Paired presentations on critical reading: building an argument on
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PIoE Professional Studies 2015 -16
assessment
1300-1500 Professional Studies Seminar

24
4/1/16
Theorising motivation: a critical consideration of the use of
Dweck’s mind sets in schools
Work on assignments.
1000-1200 Professional Studies Seminar

Theorising learning: a critical consideration of learning styles

Building an argument
1300-1500 Professional Studies Seminars
 Workshop discussion of the Professional Studies assignment
EPGS719
25
11/1/16
Draft out ideas for assignment and start a reading list.
1000-1200 Professional Studies Seminar
 Open forum for discussion and reflection

Reading research critically
1300-1500 Professional Studies Seminar

26
18/1/16
Approaches to the curriculum
Reading for assignment.
1000-1200 Professional Studies Seminar
 Open forum for discussion and reflection

Pair review of assignments: drafts and reading
1300-1500 Professional Studies Seminar
 Assessment in schools: life after levels
27
25/1/16
Prepare for sharing reading and tutorial.
1000-1200 Professional Studies Seminar
 Communities of practice and the trainee teacher
1300-1500 Professional Studies Seminar
 Evidence for qualification and PT2 Briefing

30
15/2/16
Shared reading/tutorials
1000-1200 Drop in tutorials
1300-1500 Drop in tutorials
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PIoE Professional Studies 2015 -16
NB Deadline for EPGS719 Professional Studies Assignment is 22/2/16 at
3pm.
ASSIGNMENTS
EPGS615 & EPGS615SD Induction and Professional Issues Assignment Brief
(this is one element of the module assignment)
Submission: Tuesday 15th December 2015
For this assignment you are required to write responses of 750 words each to two of the
following four questions. Your responses should refer to professional and policy documents
as well as academic writing (please refer to the Professional Studies reading list found on
Moodle) and your own professional practice. Credit is given for critical evaluation and
reflection on issues and practice.
1. How could you plan to manage low-level disruption in a mixed ability Year 8 class?
2. How would you support a year 7 pupil in your tutor group who was struggling to
settle in secondary school?
3. How do teachers measure pupils’ progress?
4. What is meant by, ‘a safe learning environment’ and what role does the classroom
teacher have?
You should make it clear as to which questions you have chosen and your responses should
be structured in a logical way. It is important that you communicate your ideas effectively.
Your work should also have a list of references at the end. Your referencing should follow
the Harvard system and your responses should be free of grammatical and spelling errors.
Submission deadline: 3pm Tuesday 15th December 2015 via Moodle.
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PIoE Professional Studies 2015 -16
PGCE Secondary Programme
EPGS615/EPGS615SD element - Induction Professional Issues
Assessment Sheet
Level 6
Trainee Name:
Trainee Reference Number:
Subject Pathway:
First Marker:
Date:
First Marker’s Signature:
Level 6 Module Outcome: [Provisional until confirmed at Assessment Board]
PASS  FAIL 
Identify and critically evaluate current professional issues and the legal and statutory requirements of a
teacher
First Marker’s Comments:
Show evidence of relevant reading and reference this to own professional experience
First Marker’s Comments:
Ensure work is clearly expressed, coherent, well-structured and referenced consistently using
appropriate academic conventions
First Marker’s Comments:
Second Marker’s Comments
Signature:
Date:
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PIoE Professional Studies 2015 -16
EPGS719 – Professional Studies Assignment
Submission date: 23/2/ 2015, 3pm
The written assignment for this module is a 5000 word assignment to identify
perspectives from literature and build an argument with a specific focus on one of the
following themes:
The complex opportunities and challenges of setting high expectations which inspire,
motivate and challenge pupils.
The complex opportunities and challenges of promoting good progress and outcomes by
pupils.
The complex opportunities and challenges of adapting teaching to respond to the strengths
and needs of all pupils.
The complex opportunities and challenges of making accurate and productive use of
assessment.
The complex opportunities and challenges of managing behaviour effectively to ensure a
good and safe learning environment.
You are advised to devise your own question from one of these themes, using your reading
and practice to guide you in consultation with your Professional Studies tutor.
Each week there will be opportunities for reflective discussion and writing in order to
support your research of educational ideas and issues, which will be used to support
your assignment writing. Your ideas will contribute to the construction of your written
assignment. Your school experience will also will contribute to aspects of your
assignment.
Building an argument means you need to be critical and analytical in your dealing with a
complex topic. You will consider views and perspectives and then support your own
view based on your critical evaluation of literature and practice. It may be helpful to
think of the assignment as a record of your own reasoning, as you balance views and
test them against each other. The resultant work will be of value to you as a
professional teacher. Try to ensure that your writing makes sense to the reader by
outlining the topic and stating what you will and will not include. You will need to set
out your own position on the topic and finally reach your conclusion.
The following points, taken from the IMP handbook, will help you to successfully build
an argument.

Introduce the topic or research question and set out the position from which you intend to
argue.
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PIoE Professional Studies 2015 -16

An argument should contain supporting evidence for your point of view. This evidence may
be critical reflection of authors' views or from reflection on practice. Include all the
premises upon which you base your argument.

Analyse the work of other authors to test the validity of your argument.

Provide a balance between the differing points of view.

The argument needs to continue and be referred to throughout your assignment. When
there are a series of assertions, each being a reason for the next, the argument should move
in a single direction, so that there is an order and a structure that takes us through the
writer’s thinking and reasoning processes.

Check your argument is logical, consistent and valid.

Remember to continually analyse your argument and reason whether the assertions are
sound.

An argument should contain at least one statement that is reasoned for. This is known as the
conclusion of the argument. As far as possible, reasons for the same conclusion should be kept
together, to maintain the cohesion of the study. Make sure your argument reaches a conclusion
(http://www.plymouth.ac.uk/imp)
Suggested reading, particularly chapters from the course reader Brooks, Abbott &
Huddleston (2012), the General Teaching requirements in National Curriculum
documents and the Programme Handbook, is listed. The reading list should provide
opportunities for wider reading. Where appropriate other texts and web references will
be indicated on the module site.
In the event of failure at Level 7 you will be provided with the opportunity to
undertake a referral regardless of whether the module is achieved at Level 6 (subject
to the outcome of the Award Assessment Board). If a trainee’s Level 7 module
subsequently fails at the second attempt, the original Level 6 mark will not be
affected.
Submission deadline: 3pm Monday 23rd February 2014 at the Student Counter in the Rolle
building. We recommend that you hand in work before or at the start of the day and do not
leave printing or last minute adjustments until the day of the deadline.
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PIoE Professional Studies 2015 -16
PGCE Secondary Programme
EPGS719 Professional Studies - Assessment Sheet
Trainee Name:
Trainee Reference Number:
Subject Pathway:
First Marker:
Date:
First Marker’s Signature:
PASS  FAIL 
Level 7 Module Outcome: [Provisional until confirmed at Assessment
Board]
Level 6 Module Outcome: [If you have failed the module at Level 7 but
PASS  FAIL 
achieved Level 6, the Award Assessment Board will provide you with an
opportunity to undertake a referral in the module or accept the Level 6
outcome].
SECTION A – CRITICAL READING
Shows knowledge and understanding of the key concepts in current literature on a suitable topic.
Level 7 Pass
Level 6 Pass
Fail
A clear and strong rationale for the
There is a rationale for the
Limited rationale offered for the
choice of a sufficiently complex
choice of a suitable topic.
choice of topic. Knowledge and
topic. Evidence of good knowledge
Knowledge and understanding understanding of key concepts is
of critical understanding of main
of key concepts are sufficient
not demonstrated. Literature
concepts and issues in the area of
to inquire into perspectives on base very limited; insufficiently
study. The writing is contextualised
the topic. Literature used is
current and/or inappropriate.
within a broad range of recent and
relevant and sufficiently varied
relevant research/professional
to inform different
literature.
perspectives.
First Marker’s Comments:
SECTION B – ANALYSIS OF THE VIEWS
Shows ability to dissect the views raised by the literature review in regard to the specific area of study.
Level 7 Pass
Level 6 Pass
Fail
Critical analysis of views arising from Identifies a number of views
Offers few distinct ideas, or
the literature raises a range of
from the literature related to
interpretations; few implications
original ideas and insights.
the chosen topic.
drawn from the literature review.
First Marker’s Comments:
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PIoE Professional Studies 2015 -16
SECTION C – SYNTHESIS AND EVALUATION
Shows ability to relate views identified in the literature to practice and make sound and balanced
judgements to arrive at a conclusion.
Level 7 Pass
Level 6 Pass
Fail
The study coherently balances views The study clearly identifies
The study fails to identify
from the literature and the resulting different views from the
different views from the
analysis. There is a clear statement
literature and the resulting
literature review and the
regarding the relevance, importance analysis. There are a number
resulting analysis. There is
and the potential impact of the
of points made that are then
insufficient attention to how this
analysis upon teaching and learning. related to teaching and
work may impact upon teaching
A clear conclusion is reached
learning. A clear conclusion is
and learning. The conclusion is
through a logical progression.
reached.
weak or absent.
First Marker’s Comments:
SECTION D – OVERALL COHERENCE AND CONFORMITY
Shows ability to write with clarity, fluency and coherence. Assignment has structure and effective
communication of intended meanings. Referencing is accurate and consistent.
Level 7 Pass
Level 6 Pass
Fail
Work well structured and presented The work is structured and
Work weakly ordered/presented;
to provide clear effective
presented to communicate
does not communicate ideas
communication of intended
ideas. Clear and coherent
clearly and/or coherently;
meaning. Clear, fluent and coherent throughout; references
references
throughout; references accurate and generally accurate/consistent. inaccurate/inconsistent. Weak
consistent. Excellent use of ICT
Good use of ICT skills.
application of ICT skills.
skills.
First Marker’s Comments:
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PIoE Professional Studies 2015 -16