Modern Languages: PGCE 2015-16 Personal Learning Record
Autumn Term and School Experience Overview
w/c
University sessions
(subject sessions to be
added)
14.09.15
In
school:
Induction
day on
Thursday
17th
ML:


Professionalism
Nature of teaching
and learning
subject

Introduction to ML
teaching
Self as learner
Subject knowledge
enhancement (SKE)
Teacher
Professionalism
Language Learning
Cycle
History of the UK
Education System
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21.09.15

ML:
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
History of ML
teaching in the UK
NC for ML
Observing ML
lessons at Minster
Lesson planning
Target language
Language Learning
Cycle (2)
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
SS1 Getting to know the school
Finding out information about the host school
Coordinator plans induction day
Mentor plans induction into department
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
ML :14.9.15
Submit Task 1 Part 1:
“My starting point as a
teacher of Modern
Languages: myself as
learner”
w/c
University sessions
(subject sessions to be
added)
28.09.15
In
school:
Wed 30th
–
Fri 2nd
ML:

Introduction to
Schools and Society

Digital learning:
visit to Alderman
White School
Primary Languages
& Transition
Introduction to
Micro-Teaching
BFL
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
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
SS1 Getting to know the school
Building an understanding of the community the
school serves including organising a tour of the
catchment area
Coordinator or mentor supports student teacher in
undertaking tour of school catchment area, then
discusses findings.
TL1 The Pupil’s Day
Spending a day carrying out a pupil pursuit
Mentor supports student teacher to arrange pupil
pursuit and teacher to follow for the teacher’s day.
Mentor discusses pupil pursuit – implications for
pupils and the student teacher.
TL2 The Teacher’s Day
Spending a day shadowing a teacher and observing
all lessons and activities they are involved in
TL3a Observing and Understanding Lessons
As part of the day shadowing a teacher, observing
a lesson with a focus on teacher and pupil activities
PCG1 Pupil care and guidance
An ongoing task about getting to know how a
school organises pastoral care and the role of a
form tutor
Mentor discusses teacher pursuit – implications for
the student teacher.
Arrange to observe some lessons in your SKE focus
language
Mentor/Coordinator arrange(s) attachment to
pastoral/tutor group.
Coordinator arranges briefing session on the school’s
system of pastoral care.
Mentor agrees timetable with student teacher
(including KS3 class and KS4 class for teaching
and 6th form where applicable).
Mentor and student teacher agree focus activities for
following week.
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
Completion of first SS1
Getting to Know the
School Reflection Point
Completion of TL1 The
Pupil’s Day Reflection
Point
Completion of TL2 The
Teacher’s Day Reflection
Point
w/c
University sessions
(subject sessions to be
added)
05.10.15

In school:

Behaviour for
learning
Educating the whole
child (including child
protection)
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

BFL (2)
Grammar
Micro-teaching
Wed 7th –
Fri 9th
ML:
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
TL3b Observing and understanding lessons
Observing a lesson to understand what makes an
effective lesson and what lesson planning entails.
Ideally this is a co-observation with an
experienced colleague. Creating a plan for the
observed lesson and discussing it with the teacher
Mentor organises a co-observation of a lesson.
Mentor and student teacher discuss findings and
implications of lesson planning observations for future
teaching. Mentor highlights key pedagogical principles
and departmental policy.
Completion of TL3
Observing and
understanding lessons
Reflection Point
TL4 The curriculum
Getting to know the National Curriculum, identifying
areas for development in relation to subject
knowledge, identifying topic(s) to be taught on SE and
developing plans for sequences of lessons
Mentor makes SoW and departmental resources
available to student teacher.
Subject knowledge audit
Student teacher shares subject knowledge audit with
mentor and discusses plan for subject knowledge
enhancement strategies.
Mentor and student identify topic(s) to be taught later in
SE
TL8 Getting to know pupils with special educational
needs
A three stage activity getting to know a pupil with
SEN, initially identifying a pupil in a class that student
teacher will be teaching, learning about them and
observing them in lessons
SS2 - 6 Education for social justice tasks
A set of five tasks to be completed collaboratively with
other student teachers at the school. Each task
involves beginning to understand a factor that might
impact on a pupil’s success at school and how the
school approaches this
PCG1 Pupil care and guidance
An ongoing task about getting to know how a school
organises pastoral care and the role of a form tutor
Mentor discusses individual needs of pupils in a class to
be taught by student teacher in the future. Mentor
supports student teacher to make contact with SEN
colleague to discuss one individual pupil’s needs and
supports the student teacher to work on enhancing their
awareness of this pupil’s needs prior to lessons and
during observations.
Coordinator supports student teachers to complete the
Education for social justice tasks and discusses their
findings and reflections.
Coordinator arranges briefing session on child protection
Mentor supports student teacher to arrange
observations of teachers in the department.
Mentor supports student teacher to start teaching small
groups or parts of lessons.
Mentor and student teacher agree focus activities and
teaching for following week.
Completion of TL4 The
curriculum Reflection Point
Possible first draft of plan
for a sequence of lessons
that will be taught on SE
Completion of first part of
TL8 Getting to know pupils
with SEN
Findings from Education
for social justice tasks and
Reflection Points
w/c
12.10.15
In school:
Mon 12th
–
Fri 16th
University sessions
(subject sessions to be
added)
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
TL7 Behaviour for learning
Beginning to understand how experienced teachers
manage classrooms in order to develop behaviour
management strategies by initially observing two
different teachers’ approaches and creating a mind
map
Mentor and student teacher discuss classroom
management observations and implications for the
student teacher. Discuss student teacher’s use of space,
voice and body language.
Mind map of behaviour for
learning
TL8 Getting to know pupils with special educational
needs
Individually supporting the identified pupil in at least
one lesson with clear targets to achieve
Mentor discusses the individual SEN pupil’s targets with
the student teacher and how they can support the pupil
in lessons. Discuss the student teacher’s support and
the pupil’s learning after the lessons.
Completion of second part
of TL8 Getting to know
pupils with SEN
Preparatory task for whole course lecture Introduction
to children’s learning (19 October) – students will be
sent an email outlining a discussion task that must be
completed in advance of the lecture responding to the
following questions:
◦How do children learn?
◦How can I help children to learn?
◦How will I know when learning is happening?
SS2 - 6 Education for social justice tasks
A set of five tasks to be completed collaboratively with
other student teachers at the school. Each task
involves beginning to understand a factor that might
impact on a pupil’s success at school and how the
school approaches this
Coordinator arranges briefing session on SEN
Coordinator could support a discussion with their cohort
of students.
Contribution to online
forum by 16 October
Coordinator supports student teachers to complete the
Education for social justice tasks and discusses their
findings and reflections.
Findings from Education
for social justice tasks and
Reflection Points
Mentor and student teacher discuss progress with
Personal Learning Record.
Amended plan for
sequence(s) of lessons
It is recommended that the majority of these are
completed before half term
PCG1 Pupil care and guidance
An ongoing task about getting to know how a school
organises pastoral care and the role of a form tutor
Mentor supports student teacher to plan and teach
one whole lesson.
Mentor discusses teaching timetable with student
teacher for after half term.
w/c
University sessions
(subject sessions to be
added)
19.10.15


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
ML:






Introduction to
children’s learning
Education for social
justice
Teachers and the
law
Teaching PSHE
Pupil care and
guidance (bullying,
sex and
relationships
education, being a
form tutor)
Inclusive Schools
Seminars (Autism
and Asperger
Syndrome;
Dyslexia)
Introduction to
children’s learning
in ML
Meeting with
former PGCE ML
students
Differentiation
KS4
Academic Writing
Global citizenship
and intercultural
competence
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
Tuesday 20 October –
Teacher and the Law
jigsaw activity.
26.10.15
Independent study time
focusing on tasks around
lesson planning
ML:
Independent study time
focusing on tasks around
lesson planning, including
planning a sequence of
lessons incorporating all
stages of the LLC
ML:30.10.15
Submit Task 1 Part 2:
”Understanding learning:
implications for myself
as teacher”
w/c
02.11.15
In school
all week
University sessions
(subject sessions to be
added)
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
TL5 The role of support staff
Understanding the role of support staff by
observing them and discussing their role
Mentor supports student teacher to observe and talk
to a Teaching Assistant.
TL7 Behaviour for learning
Further developing BfL mind map following
observations and teaching experiences
Mentor and student teacher discuss classroom
management strategies student teacher wants to
implement.
Mind map of behaviour
for learning
SS1Getting to know the school
Understanding how the school uses data to track,
and support, pupil progress
Coordinator arranges briefing session on data
tracking and progress
Completion of SS1
Getting to know the
school Reflection Point
SS2 - 6 Education for social justice tasks
A set of five tasks to be completed collaboratively
with other student teachers at the school. Each
task involves beginning to understand a factor that
might impact on a pupil’s success at school and
how the school approaches this
Coordinator supports student teachers to complete
the Education for social justice tasks and discusses
their findings and reflections.
Findings from Education
for social justice tasks
and Reflection Points
PCG1 Pupil care and guidance
An ongoing task about getting to know how a
school organises pastoral care and the role of a
form tutor
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
Completion of TL5 The
role of support staff
Reflection Point
Arrange for SKE language lesson to be videoed
Mentor and student teacher review student teacher’s
planning, teaching and development priorities.
Mentor and student teacher agree focus activities
and teaching for following week.
Mentor monitors gradual build-up of teaching
over the next four weeks.
Amended plan for
sequence(s) of lessons
w/c
09.11.15
In school
all week
University sessions
(subject sessions to be
added)
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
TL6 Assessing and responding to pupils’ work
Understanding how to judge what pupils’ work tells
a teacher about their learning and how feedback
can impact on learning by examining a sample of
marked work
Mentor and student teacher discuss departmental
policy on assessment and marking and use of data in
the department.
SS2 - 6 Education for social justice tasks
A set of five tasks to be completed collaboratively
with other student teachers at the school. Each
task involves beginning to understand a factor that
might impact on a pupil’s success at school and
how the school approaches this
Coordinator supports student teachers to complete
the Education for social justice tasks and discusses
their findings and reflections.
PCG1 Pupil care and guidance
An ongoing task about getting to know how a
school organises pastoral care and the role of a
form tutor
Mentor supports student teacher to examine a
sample of marked work.
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
Completion of TL6
Assessing and
responding to pupils’
work Reflection Point
Findings from Education
for social justice tasks
and Reflection Points
Video SKE Language lesson
Mentor and student teacher review student teacher’s
planning, teaching and development priorities.
Mentor and student teacher agree focus activities
and teaching for following week.
Mentor monitors gradual build-up of teaching.
Amended plan for
sequence(s) of lessons
w/c
16.11.15
In school
all week
University sessions
(subject sessions to be
added)
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
TL7 Behaviour for learning
Having a lesson observed with a focus on
classroom management
Mentor observes student teacher teaching a lesson
with a focus on behaviour management and
classroom management rules and conventions.
TL8 Getting to know pupils with special educational
needs
Teaching a lesson with the identified SEN pupil in
it, planning for their personalised learning
Mentor and student teacher discuss a lesson to be
taught by the student teacher where the needs of
the individual SEN pupil are focused on at each stage
of the planning, teaching and evaluation process.
Discuss what has been learnt from undertaking
Activity TL8 and the implications of this on
differentiating teaching in the future.
Preparation for Schools and Community
Marketplace
A collaborative task where all the student teachers
in the school work together to create a table top
display about their school and its community (if
there is a large group of students in one school
then more than one display will be needed)
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
Completion of TL7
Behaviour for learning
Reflection Point
Completion of TL8
Getting to know pupils
with special educational
needs Reflection Point
Coordinator supports students to gather information
and resources for Marketplace display
PCG1 Pupil care and guidance
An ongoing task about getting to know how a
school organises pastoral care and the role of a
form tutor
Professional Development Evaluation School
Experience
A self-evaluation tool reviewing the autumn term
practice
Mentor and student teacher review progress with
subject knowledge audit and subject knowledge
enhancement strategies.
Mentor and student teacher review student teacher’s
planning, teaching and development priorities.
Mentor and student teacher agree focus activities
and teaching for following week.
Mentor monitors gradual build-up of teaching.
Amended plan for
sequence(s) of lessons
Professional
Development
Evaluation School
Experience must be
completed and shared
with the mentor in
advance of School
Assessment Meeting
1.
w/c
23.11.15
In school
all week
University sessions
(subject sessions to be
added)
School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
Preparation for Schools and Community
Marketplace
A collaborative task where all the student teachers
in the school work together to create a table top
display about their school and its community (if
there is a large group of students in one school
then more than one display will be needed)
Coordinator supports students to gather information
and resources for Marketplace display
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
Completion of PCG1 Pupil
Care and Guidance
Reflection Point
PCG1 Pupil care and guidance
An ongoing task about getting to know how a
school organises pastoral care and the role of a
form tutor
Key Reflection Point
Reflecting on learning over SE to support
preparation for the next phase of the course
Mentor and student teacher review student teacher’s
planning, teaching and development priorities.
Completion of Key
Reflection Point
Mentor ensures the student teacher has taught
a minimum of twenty lessons, including
sequences of lessons.
School Experience
Profile must be
emailed to the
university by Friday
27 November.
PLR1 must be ready to
share with peers and
tutors from Monday
30 November
w/c
University sessions
(subject sessions to
be added)
30.11.15
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

ML:






07.12.15


ML:




School-based focus activities
(Nb This is a suggested order for the tasks
and may need to be modified to fit in with the
specific routines of the school/department)
Support from mentor or coordinator
Assessment deadlines
and outcomes of
Tasks and Assessment
that could be shared
for discussion with
mentor or coordinator
Assessment for
learning
Inclusion and SEN
Inclusive Schools
Seminars
(Understanding and
Responding to the
Needs of Lesbian,
Gay, Bisexual and
Trans Students;
Educational and
behavioural
difficulties)
Assessment for
learning in ML
Inclusion and SEN
in ML
Second Language
Acquisition
Writing Skills
Listening &
Speaking Skills
Learning with
Technology in ML
School and
community market
place
Education for social
justice discussions
Peer review of
Personal Learning
Record
SKE presentations
Photoshop stories
PD 3 Tutorials
7 and 8 December student led education for
social justice discussions
9 December Schools and
Community Market Place
ML :8.12.15
Submit SKE Portfolio
University sessions in January in preparation for Teaching Practice:





Learning to read: reading to learn
English as an additional language
Values and principles in teaching
Inquiring into teaching and learning
Inclusive Schools Seminars (Language and communication; Learning in special schools; Looked after children)
ML Sessions in January in preparation for Teaching Practice:







Reading Skills in Ml
Questioning and Thinking skills
CLIL
Working with EAL/Bi-lingual learners in ML
Key Stage 5
Making Effective use of Data in ML
Applying for ML Jobs