e: /mb/JH/DPS PCET Practice of Teaching 2009
Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector
Teachers in the lifelong learning sector value all learners individually and equally. They are committed to lifelong learning and professional
development and strive for continuous improvement through reflective practice. The key purpose of the teacher is to create effective and
stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners.
These are the overarching professional standards for all those who teach in the lifelong learning sector.
Domain A
Professional values and practice
Domain B
Learning and Teaching
Domain C
Specialist learning and teaching
Domain D
Planning for learning
Domain E
Assessment for learning
Domain F
Access and progression
33
Note:
S = Scope; K = Knowledge; P = Practice
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain A: Professional values and practice
The practice of teaching is underpinned by a set of professional values that should be observed by all teachers, tutors and trainers in all
settings. This domain sets the standards for these values and their associated commitments.
Teachers in the lifelong sector value:
AS 1
All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.
AS 2
Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community
sustainability.
AS 3
Equality, diversity and inclusion in relation to learners, the workforce, and the community.
AS 4
Reflection and evaluation of their own practice and their continuing professional development as teachers.
AS 5
Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.
They are committed to:
34
AS 6
The application of agreed codes of practice and the maintenance of a safe environment.
AS 7
Improving the quality of their practice.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Professional Knowledge and Understanding
Teachers in the lifelong learning sector know and understand:
35
AK 1.1
What motivates learners to learn and the importance of learners’ experience and aspirations
AK 2.1
AK 2.2
Ways in which learning has the potential to change lives.
Ways in which learning promotes the emotional, intellectual, social and economic well being of individuals and the population as
a whole.
AK 3.1
Issues of equality, diversity and inclusion.
AK 4.1
AK 4.2
AK 4.3
Principles, frameworks and theories which underpin good practice in learning and teaching.
The impact of own practice on individuals and their learning.
Ways to reflect, evaluate and use research to develop own practice, and to share good practice with others.
AK 5.1
AK 5.2
Ways to communicate and collaborate with colleagues and/or others to enhance learners’ experience.
The need for confidentiality, respect and trust in communicating with others about learners.
AK 6.1
AK 6.2
Relevant statutory requirements and codes of practice.
Ways to apply relevant statutory requirements and the underpinning principles.
AK 7.1
AK 7.2
AK 7.3
Organisational systems and processes for recording learner information.
Own role in the quality cycle.
Ways to implement improvements based on feedback received.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain A: Professional Values
Professional Practice
AP 1.1 Encourage the development and progression of all learners Evidence:
through recognising, valuing and responding to individual motivation,
experience and aspirations.
AP 2.1 Use opportunities to highlight the potential for learning to
positively transform lives and contribute to effective citizenship.
AP 2.2 Encourage learners to recognise and reflect on ways in which
learning can empower them as individuals and make a difference in
their communities.
36
AP 3.1 Apply principles to evaluate and develop own practice in
promoting equality and inclusive learning and engaging with diversity.
e: /mb/JH/DPS PCET Practice of Teaching 2009
AP 4.1 Use relevant theories of learning to support the development of
practice in learning and teaching.
AP 4.2 Reflect on and demonstrate commitment to improvement of
own personal and teaching skills through regular evaluation and use
of feedback.
AP 4.3 Share good practice with others and engage in continuing
professional development through reflection, evaluation and the
appropriate use of research.
37
AP 5.1 Communicate and collaborate with colleagues and/or others,
within and outside the organisation, to enhance learners’ experience.
AP 5.2 Communicate information and feedback about learners to
others with a legitimate interest, appropriately and in a manner which
encourages trust between those communicating and respects
confidentiality where necessary.
e: /mb/JH/DPS PCET Practice of Teaching 2009
AP 6.1 Conform to statutory requirements and apply codes of practice.
AP 6.2 Demonstrate good practice through maintaining a learning
environment which conforms to statutory requirements and promotes
equality, including appropriate consideration of the needs of children,
young people and vulnerable adults.
AP 7.1 Keep accurate records which contribute to organisational
procedures.
AP 7.2 Evaluate own contribution to the organisation’s quality cycle.
38
AP 7.3 Use feedback to develop own practice within the organisation’s
systems.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain B: Learning and teaching
The values set out in Domain A support and inform all the commitments, knowledge and practice set out in the other domains.
Teachers in the lifelong sector value:
AS 1
All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.
AS 2
Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community
sustainability.
AS 3
Equality, diversity and inclusion in relation to learners, the workforce, and the community.
AS 4
Reflection and evaluation of their own practice and their continuing professional development as teachers.
AS 5
Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.
They are committed to:
39
BS 1
BS 2
BS 3
BS 4
BS 5
Maintaining an inclusive, equitable and motivation learning environment.
Applying and developing own professional skills to enable learners to achieve their goals.
Communicating effectively and appropriately with learners to enhance learning.
Collaboration with colleagues to support the needs of learners.
Using a range of learning resources to support learners.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Professional Knowledge and Understanding
Teachers in the lifelong learning sector know and understand:
BK 1.1
BK 1.2
BK 2.1
BK 2.2
BK 2.3
BK 2.4
BK 2.5
BK 2.6
BK 2.7
Principles of learning and ways to provide learning activities to meet curriculum requirements and the needs of all learners.
Ways to engage, motivate and encourage active participation of learners and learner independence.
The relevance of learning approaches, preferences and skills to learner progress.
Flexible delivery of learning, including open and distance learning and on-line learning.
Ways of using learners’ own experiences as a foundation for learning.
Ways to evaluate own practice in terms of efficiency and effectiveness.
Ways in which mentoring and/or coaching can support the development of professional skills and knowledge.
BK 3.1
BK 3.2
BK 3.3
BK 3.4
BK 3.5
Effective and appropriate use of different forms of communication informed by relevant theories and principles.
A range of listening and questioning techniques to support learning.
Ways to structure and present information and ideas clearly and effectively to learners.
Barriers and aids to effective communication.
Systems for communication within own organisation.
BK 4.1
Good practice in meeting the needs of learners in collaboration with colleagues.
BK 5.1
BK 5.2
The impact of resources on effective learning.
Ways to ensure that resources used are inclusive, promote equality and support diversity.
40
BK 1.3
Ways to maintain a learning environment in which learners feel safe and supported.
Ways to develop and manage behaviours which promote respect for and between others and create an equitable and inclusive
learning environment.
Ways of creating a motivating learning environment.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain B: Learning and Teaching
Professional Practice
BP 1.1 Establish a purposeful learning environment where learners Evidence:
feel safe, secure, confident and valued.
BP 1.2 Establish and maintain procedures with learners which
promote and maintain appropriate behaviour, communication and
respect for others, while challenging discriminatory behaviour and
attitudes.
BP 1.3 Create a motivating environment which encourages learners to
reflect on, evaluate and make decisions about their learning.
BP 2.1 Provide learning activities which meet curriculum requirements
and the needs of all learners.
41
BP 2.2 Use a range of effective and appropriate teaching and learning
techniques to engage and motivate learners and encourage
independence.
BP 2.3 Implement learning activities which develop the skills and
approaches of all learners and promote learner autonomy.
e: /mb/JH/DPS PCET Practice of Teaching 2009
BP 2.4 Apply flexible and varied delivery methods as appropriate to
teaching and learning practice.
BP 2.5 Encourage learners to use their own life experiences as a
foundation for their own development.
BP 2.6 Evaluate the efficiency and effectiveness of own teaching,
including consideration of learner feedback and learning theories.
BP 2.7 Use mentoring and/or coaching to support own and others’
professional development, as appropriate.
42
BP 3.1 Communicate effectively and appropriately using different
forms of language and media, including written, oral and non-verbal
communication, and new and emerging technologies to enhance
learning.
BP 3.2 Use listening and questioning techniques appropriately and
effectively in a range of learning contexts.
e: /mb/JH/DPS PCET Practice of Teaching 2009
BP 3.3 Structure and present information clearly and effectively.
BP 3.4 Evaluate and improve own communication skills to maximise
effective communication and overcome identifiable barriers to
communication.
BP 3.5 Identify and use appropriate organisational systems for
communicating with learners and colleagues.
BP 4.1 Collaborate with colleagues to encourage learner progress.
43
BP 5.1 Select and develop a range of effective resources, including
appropriate use of new and emerging technologies.
BP5.2 Select, develop and evaluate resources to ensure they are
inclusive, promote equality and engage with diversity.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain C: Specialist learning and teaching
The values set out in Domain A support and inform all the commitments, knowledge and practice set out in the other domains.
Teachers in the lifelong sector value:
AS 1
All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.
AS 2
Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community
sustainability.
AS 3
Equality, diversity and inclusion in relation to learners, the workforce, and the community.
AS 4
Reflection and evaluation of their own practice and their continuing professional development as teachers.
AS 5
Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.
They are committed to:
44
CS 1
CS 2
CS 3
CS 4
Understanding and keeping up to date with current knowledge in respect of own specialist area.
Enthusing and motivating learners in own specialist area.
Fulfilling the statutory responsibilities associated with own specialist area of teaching.
Developing good practice in teaching own specialist area.
Professional Knowledge and Understanding
e: /mb/JH/DPS PCET Practice of Teaching 2009
Teachers in the lifelong learning sector know and understand:
CK 1.1
CK 1.2
Own specialist area including current developments.
Ways in which own specialism relates to the wider social, economic and environmental context.
CK 2.1
Ways to convey enthusiasm for own specialist area to learners.
CK 3.1
CK 3.2
CK 3.3
CK 3.4
CK 3.5
Teaching and learning theories and strategies relevant to own specialist area.
Ways to identify individual learning needs and potential barriers to learning in own specialist area.
The different ways in which language, literacy and numeracy skills are integral to learners’ achievement in own specialist area.
The language, literacy and numeracy skills required to support own specialist teaching.
Ways to support learners in the use of new and emerging technologies in own specialist area.
CK 4.1
CK 4.2
Ways to keep up to date with developments in teaching own specialist area.
Potential transferable skills and employment opportunities relating to own specialist area.
45
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain C: Specialist learning and teaching
Professional Practice
CP 1.1 Ensure that knowledge of own specialist area is current and Evidence:
appropriate to the teaching context.
CP 1.2 Provide opportunities for learners to understand how the
specialist area relates to the wider social, economic and
environmental context.
CP 2.1 Implement appropriate and innovative ways to enthuse and
motivate learners about own specialist area.
46
e: /mb/JH/DPS PCET Practice of Teaching 2009
CP 3.1 Apply appropriate strategies and theories of teaching and
learning to own specialist area.
CP 3.2 Work with learners to address particular individual learning
needs and overcome identified barriers to learning.
CP 3.3 Work with colleagues with relevant learner expertise to identify
and address literacy, language and numeracy development in own
specialist area.
CP 3.4 Ensure own personal skills in literacy, language and numeracy
are appropriate for the effective support of learners.
47
CP 3.5 Make appropriate use of, and promote the benefits of new and
emerging technologies.
e: /mb/JH/DPS PCET Practice of Teaching 2009
CP 4.1 Access sources for professional development in own specialist
area.
CP 4.2 Work with learners to identify the transferable skills they are
developing, and how these might relate to employment opportunities.
48
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain D: Planning for learning
The values set out in Domain A support and inform all the commitments, knowledge and practice set out in the other domains.
Teachers in the lifelong sector value:
AS 1
All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.
AS 2
Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community
sustainability.
AS 3
Equality, diversity and inclusion in relation to learners, the workforce, and the community.
AS 4
Reflection and evaluation of their own practice and their continuing professional development as teachers.
AS 5
Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.
They are committed to:
49
DS 1
DS 2
DS 3
Planning to promote equality, support diversity and to meet the aims and learning needs of learners.
Learner participation in the planning of learning.
Evaluation in the planning of learning.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Professional Knowledge and Understanding
Teachers in the lifelong learning sector know and understand:
DK 1.1
DK 1.2
DK 1.3
How to plan appropriate, effective, coherent and inclusive learning programmes that promote equality and engage with diversity.
How to plan a teaching session.
Strategies for flexibility in planning and delivery.
DK 2.1
DK 2.2
The importance of including learners in the planning process.
Ways to negotiate appropriate individual goals with learners.
DK 3.1
DK 3.2
Ways to evaluate own role and performance in planning learning.
Ways to evaluate own role and performance as a member of a team in planning learning.
50
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain D: planning for learning
Professional Practice
DP 1.1 Plan coherent and inclusive learning programmes that meet Evidence:
learners’ needs and curriculum requirements, promote equality and
engage with diversity effectively.
DP 1.2 Plan teaching sessions which meet the aims and needs of
individual learners and groups, using a variety of resources, including
new and emerging technologies.
51
DP 1.3 Prepare flexible session plans to adjust to the individual needs
of learners.
e: /mb/JH/DPS PCET Practice of Teaching 2009
DP 2.1 Plan for opportunities for learner feedback to inform planning
and practice.
DP 2.2 Negotiate and record appropriate learning goals and strategies
with learners.
DP 3.1 Evaluate the success of planned learning activities.
52
DP 3.2 Evaluate the effectiveness of own contributions to planning as
a member of a team.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain E: Assessment for learning
The values set out in Domain A support and inform all the commitments, knowledge and practice set out in the other domains.
Teachers in the lifelong sector value:
AS 1
All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.
AS 2
Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community
sustainability.
AS 3
Equality, diversity and inclusion in relation to learners, the workforce, and the community.
AS 4
Reflection and evaluation of their own practice and their continuing professional development as teachers.
AS 5
Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.
They are committed to:
53
ES 1
ES 2
ES 3
ES 4
ES 5
Designing and using assessment as a tool for learning and progression.
Assessing the work of learners in a fair and equitable manner.
Learner involvement and shared responsibility in the assessment process.
Using feedback as a tool for learning and progression.
Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner
progress.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Professional Knowledge and Understanding
Teachers in the lifelong learning sector know and understand:
EK 1.1
54
EK 1.3
Theories and principles of assessment and the application of different forms of assessment, including initial, formative and
summative assessment in teaching and learning.
Ways to devise, select, use and appraise assessment tools, including, where appropriate, those which exploit new and emerging
technologies.
Ways to develop, establish and promote peer-and self-assessment.
EK 2.1
EK 2.2
EK 2.3
EK 2.4
Issues of equality and diversity in assessment.
Concepts of validity, reliability and sufficiency in assessment.
The principles of assessment design in relation to own specialist area.
How to work as part of a team to establish equitable assessment processes.
EK 3.1
EK 3.2
Ways to establish learner involvement in and personal responsibility for assessment of their learning.
Ways to ensure access to assessment within a learning programme.
EK 4.1
EK 4.2
The role of feedback and questioning in assessment of learning.
The role of feedback in effective evaluation and improvement of own assessment skills.
EK 5.1
EK 5.2
EK 5.3
EK 5.4
The role of assessment and associated organisational procedures in relation to the quality cycle.
Concepts of validity, reliability and sufficiency in assessment.
The principles of assessment design in relation to own specialist area.
How to work as part of a team to establish equitable assessment processes.
EK 1.2
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain E: Assessment for learning
Professional Practice
EP 1.1 Use appropriate forms of assessment and evaluate their Evidence:
effectiveness in producing information useful to the teacher and the
learner.
EP 1.2 Devise, select, use and appraise assessment tools, including
where appropriate, those which exploit new and emerging
technologies.
55
EP 1.3 Develop, establish and promote peer-and self- assessment as
a tool for learning and progression.
e: /mb/JH/DPS PCET Practice of Teaching 2009
EP 2.1 Apply appropriate methods of assessment fairly and
effectively.
EP 2.2 Apply appropriate assessment methods to produce valid,
reliable and sufficient evidence.
EP 2.3 Design appropriate assessment activities for own specialist
area.
56
EP 2.4 Collaborate with others, as appropriate, to promote equity and
consistency in assessment processes.
e: /mb/JH/DPS PCET Practice of Teaching 2009
EP 3.1 Ensure that learners understand, are involved and share in
responsibility for assessment of their own learning.
EP 3.2 Ensure that access to assessment is appropriate to learner
need.
EP 4.1 Use assessment information to promote learning through
questioning and constructive feedback, and involve learners in
feedback activities.
57
EP 4.2 Use feedback to evaluate and improve own skills in
assessment.
e: /mb/JH/DPS PCET Practice of Teaching 2009
EP 5.1 Contribute to the organisation’s quality cycle by producing
accurate and standardised assessment information, and keeping
appropriate records of assessment decisions and learners’ progress.
EP 5.2 Conduct and record assessments which adhere to the
particular requirements of individual learning programmes and, where
appropriate, external bodies.
EP 5.3 Communicate relevant assessment information to those with a
legitimate interest in learner achievement, as necessary/appropriate.
58
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain F: Access and progression
The values set out in Domain A support and inform all the commitments, knowledge and practice set out in the other domains.
Teachers in the lifelong sector value:
AS 1
All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.
AS 2
Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community
sustainability.
AS 3
Equality, diversity and inclusion in relation to learners, the workforce, and the community.
AS 4
Reflection and evaluation of their own practice and their continuing professional development as teachers.
AS 5
Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.
They are committed to:
59
FS 1
FS 2
FS 3
FS 4
Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.
Providing support for learners within the boundaries of the teacher role.
maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist
area.
A multi-agency approach to supporting development and progression opportunities for learners.
e: /mb/JH/DPS PCET Practice of Teaching 2009
Professional Knowledge and Understanding
Teachers in the lifelong learning sector know and understand:
FK 1.1
FK 1.2
Sources of information, advice, guidance and support to which learners might be referred.
Internal services which learners might access.
FK 2.1
Boundaries of own role in supporting learners.
FK 3.1
Progression and career opportunities within own specialist area.
FK 4.1
FK 4.2
Professional specialist services available to learners and how to access them.
Processes for liaison with colleagues and other professionals to provide effective guidance and support for learners.
60
e: /mb/JH/DPS PCET Practice of Teaching 2009
Domain F: Access and progression
Professional Practice
FP 1.1 Refer learners to information on potential current and future Evidence:
learning opportunities and appropriate specialist support services.
FP 1.2 Provide learners with appropriate information about the
organisation and its facilities, and encourage learners to use the
organisation’s services, as appropriate.
61
FP 2.1 Provide effective learning support, within the boundaries of the
teaching role.
e: /mb/JH/DPS PCET Practice of Teaching 2009
FP 3.1 Provide general and current information about potential
education, training and/or career opportunities in relation to own
specialist area.
FP 4.1 Provide general and current information about a range of
relevant external services.
FP 4.2 Work with colleagues to provide guidance and support for
learners.
62
e: /mb/JH/DPS PCET Practice of Teaching 2009
AP 4.1 Use relevant theories of learning to support the development of
practice in learning and teaching.
Rationale, observations, learning journal.
AP 4.2 Reflect on and demonstrate commitment to improvement of Observer feedback, PDT and Mentor feedback within lesson
own personal and teaching skills through regular evaluation and use evaluations.
of feedback.
AP 4.3 Share good practice with others and engage in continuing Observer feedback, PDT and Mentor feedback, Research in modules
professional development through reflection, evaluation and the EM0M12, EM0M13, EM0M14, EM0M15.
appropriate use of research.
63
Profile of Minimum Core of Language, Literacy, Numeracy and ICT
2009
Teaching2006
PCETPractice
e: /mb/JH/DPS
PracticeofofTeaching
e: /mb/JH/Cert
1
Language and Literacy: Personal, social and cultural factors influencing language and literacy learning
and development.
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
2
The different factors affecting the acquisition and development of language and literacy skills
The importance of English language and literacy in enabling users to participate in public life, society and the modern economy
Potential barriers that can hinder development of language skills
The main learning disabilities and difficulties relating to language learning and skill development
Multilingualism and the role of the first language in the acquisition of additional languages
Issues that arise when learning another language or translating from one language to another
Issues related to varieties of English, including standard English, dialects and attitudes towards them
The importance of context in language use and the influence of the communicative situation
Explicit knowledge about language and of the four skills: speaking, listening, reading and writing
49 64
Speaking
2.1
Making appropriate choices in oral communication episodes
2.2.
Having a knowledge of fluency, accuracy and competence for ESOL learners
2.3
Using spoken English effectively
Listening
2.4
Listening effectively
Reading
2.5
Interpreting written texts
2.6
Knowledge of how textual features support reading
2.7
Understanding the barriers to accessing text
Writing
2.8
Communicating the writing process
2.9
Using genre to develop writing
2.10 Developing spelling and punctuation skills
e: /mb/JH/DPS PCET Practice of Teaching 2009
1
Language and Literacy: Personal, social and cultural factors influencing language and literacy learning
and development.
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
1.1
The different factors affecting the acquisition and development
of language and literacy skills
1.2
The importance of English language and literacy in enabling
users to participate in public life, society and the modern economy
1.3
skills
Potential barriers that can hinder development of language
1.4
The main learning disabilities and difficulties relating to
language learning and skill development
65
1.5
Multilingualism and the role of the first language in the
acquisition of additional languages
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching / 2009
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
1.6
Issues that arise when learning another language or translating
from one language to another
1.7
Issues related to varieties of English, including standard
English, dialects and attitudes towards them
1.8
The importance of context in language use and the influence of
the communicative situation
Reflect on their impact and application to your teaching
66
e: /mb/JH/DPS PCET Practice of Teaching 2009
2
Explicit knowledge about language and of the four skills: speaking, listening, reading and writing
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
Speaking:
2.1
Making appropriate choices in oral communication episodes
2.2. Having a knowledge of fluency, accuracy and competence for
ESOL learners
2.3
Using spoken English effectively
Listening:
2.4
Listening effectively
Reflect on their impact and application to your teaching
67
e: /mb/JH/DPS PCET Practice of Teaching 2009
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
Reading:
2.5
Interpreting written texts
2.6
Knowledge of how textual features support reading
2.7
Understanding the barriers to accessing text
Writing:
Communicating the writing process
2.9
Using genre to develop writing
2.10
Developing spelling and punctuation skills
68
2.8
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2009
3
Personal Language Skills
Speaking
3.1
Expressing yourself clearly, using communication techniques to help convey meaning and to enhance the delivery and
accessibility of the message
3.2
Showing the ability to use language, style and tone in ways that suit the intended audience, and to recognise their use by others
3.3
Using appropriate techniques to reinforce oral communication, check how well the information is received and support the
understanding of those listening
3.4
Using non-verbal communication to assist in conveying meaning and receiving information, and recognising its use by others
Listening
3.5
Listening attentively and responding sensitively to contributions made by others
Reading
3.6
Find, and select from, a range of reference material and sources of information, including the internet
3.7
Use and reflect on a range of reading strategies to interpret texts and to locate information or meaning
3.8
Identify and record the key information or messages contained within reading material using note-taking techniques
69
Writing
3.9
Write fluently, accurately and legibly on a range of topics
3.10 Select appropriate format and style of writing for different purposes and different readers
3.11 Use spelling and punctuation accurately in order to make meaning clear
3.12 Understand and use the conventions of grammar (the forms and structures of words, phrases, clauses, sentences and texts)
consistently when producing written text
e: /mb/JH/DPS PCET Practice of Teaching 2009
3
Personal Language Skills
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
Speaking:
3.1
Expressing yourself clearly, using communication techniques to
help convey meaning and to enhance the delivery and accessibility of the
message
3.2
Showing the ability to use language, style and tone in ways that
suit the intended audience, and to recognise their use by others
3.3
Using appropriate techniques to reinforce oral communication,
check how well the information is received and support the understanding
of those listening
70
3.4
Using non-verbal communication to assist in conveying meaning
and receiving information, and recognising its use by others
Listening:
3.5
Listening attentively and responding sensitively to contributions
made by others
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2009
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
Reading:
3.6
Find, and select from, a range of reference material and
sources of information, including the internet
3.7
Use and reflect on a range of reading strategies to interpret
texts and to locate information or meaning
3.8
Identify and record the key information or messages contained
within reading material using note-taking techniques
Writing:
3.9
Write fluently, accurately and legibly on a range of topics
71
3.10 Select appropriate format and style of writing for different
purposes and different readers
3.11 Use spelling and punctuation accurately in order to make
meaning clear
3.12 Understand and use the conventions of grammar (the forms
and structures of words, phrases, clauses, sentences and texts)
consistently when producing written text
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2009
4
Numeracy: Personal, social and cultural factors influencing numeracy learning and development.
4.1
4.2
4.3
4.4
4.5
5
The different factors affecting the acquisition and development of numeracy skills
The importance of numeracy in enabling users to participate in, and gain access to, society and the modern economy
Potential barriers that hinder development of numeracy skills
The main learning difficulties and disabilities relating to numeracy skills learning and development
The common misconceptions and confusions related to number-associated difficulties
Explicit knowledge of numeracy communication and processes.
Communication
5.1
5.2
Making and using decisions about understanding
Communicating processes, and understandings
Processes
72
5.3
5.4
5.5
5.6
5.7
5.8
A knowledge of the capacity of numeracy skills to support problem solving
Making sense of situations and representing them
Processing and analysis
Using numeracy skills and content knowledge
Interpreting and evaluating results
Communicating and reflecting on findings
e: /mb/JH/DPS PCET Practice of Teaching 2007
e: /mb/JH/DPS PCET Practice of Teaching 2009
4
Numeracy: Personal, social and cultural factors influencing numeracy learning and development.
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
4.1
The different factors affecting the acquisition and development
of numeracy skills
4.2
The importance of numeracy in enabling users to participate in,
and gain access to, society and the modern economy
4.3
Potential barriers that hinder development of numeracy skills
4.4
The main learning difficulties and disabilities relating to
numeracy skills learning and development
73
66
4.5
The common misconceptions and confusions related to
number-associated difficulties
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2009
5
Explicit knowledge of numeracy communication and processes.
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
Communication
5.1
Making and using decisions about understanding
5.2
Communicating processes, and understandings
Processes
5.3
A knowledge of the capacity of numeracy skills to support
problem solving
74
5.4
Making sense of situations and representing them
5.5
Processing and analysis
5.6
Using numeracy skills and content knowledge
5.7
Interpreting and evaluating results
5.8
Communicating and reflecting on findings
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2009
6
Personal Numeracy Skills
Communication
6.1
6.2
6.3
6.4
6.5
Communicate with others about numeracy in an open and supportive manner
Assess own and other people’s understanding
Express yourself clearly and accurately
Communicate about numeracy in a variety of ways that suit and support the intended audience, and recognise such use by
others
Use appropriate techniques to reinforce oral communication, check how well the information is received and support the
understanding of those listening
Processes
75
6.6
6.7
6.8
6.9
6.10
6.11
6.12
6.13
Use strategies to make sense of a situation requiring the application of numeracy
Process and analyse data
Use generic content knowledge and skills
Make decisions concerning content knowledge and skills
Understand the validity of different methods
Consider accuracy, efficiency and effectiveness when solving problems and reflect on what has been learnt
Make sense of data
Select appropriate format and style for communicating findings
e: /mb/JH/DPS PCET Practice of Teaching 2007
e: /mb/JH/DPSPCET Practice of Teaching 2009
6
Personal Numeracy Skills
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
Communication
6.1
Communicate with others about numeracy in an open and
supportive manner
6.2
Assess own and other people’s understanding
6.3
Express yourself clearly and accurately
76
6.4
Communicate about numeracy in a variety of ways that suit
and support the intended audience, and recognise such use by others
67
6.5
Use appropriate techniques to reinforce oral communication,
check how well the information is received and support the
understanding of those listening
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2009
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
Processes
6.6
Use strategies to make sense of a situation requiring the
application of numeracy
6.7
Process and analyse data
6.8
Use generic content knowledge and skills
6.9
Make decisions concerning content knowledge and skills
6.10
Understand the validity of different methods
77
6.11 Consider accuracy, efficiency and effectiveness when solving
problems and reflect on what has been learnt
6.12
Make sense of data
6.13
Select appropriate format and style for communicating findings
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2009
7
ICT: Personal, social and cultural factors influencing ICT learning and development
7.1
7.2
7.3
7.4
7.5
8
The different factors affecting the acquisition and development of ICT skills
The importance of ICT in enabling users to participate in public life, society and the modern economy
Understanding of the range of learners’ technological and educational backgrounds
The main learning disabilities and difficulties relating to ICT learning and skill development
Potential barriers that inhibit ICT skills development
Explicit knowledge about ICT
Communication
8.1
Making and using decisions about understanding
8.2
Communicating processes and understandings
Processes
8.3
Purposeful use of ICT
8.4
Essential characteristics of ICT
8.5
How learners develop ICT skills
78
9
Personal ICT Skills
Communication
9.1
Communicate with others with/about ICT in an open and supportive manner
9.2
Assess own, and other people’s, understanding
9.3
Express yourself clearly and accurately
9.4
Communicate about/with ICT in a variety of ways that suit and support the intended audience, and recognise such use by others
9.5
Use appropriate techniques to reinforce oral communication, check how well the information is received and support
understanding of those listening
Processes
9.6
Using ICT systems
9.7
Finding, selecting and exchanging information
9.8
Developing and presenting information
e: /mb/JH/DPS PCET Practice of Teaching 2007
e: /mb/JH/DPS PCET Practice of Teaching 2009
7
Personal, social and cultural factors influencing the development of ICT skills
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
7.1
The different factors affecting the acquisition and development
of ICT skills
7.2
The importance of ICT in enabling users to participate in and
gain access to society and the modern economy
7.3
Understanding the range of learners’ technological and
educational backgrounds
79
7.4
The main learning disabilities and difficulties relating to ICT
learning and skill development
69
7.5
Potential barriers that inhibit ICT skills development
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2009
8
Explicit knowledge about ICT
Please record the module number and date when the following have been
addressed in the PGCE PCET course:
Communication
8.1
Making and using decisions about understanding
8.2
Communicating processes and understandings
Processes
8.3
Purposeful use of ICT
80
8.4
Essential characteristics of ICT
8.5
How learners develop ICT skills
Reflect on their impact and application to your teaching
e: /mb/JH/DPS PCET Practice of Teaching 2007
e: /mb/JH/DPS PCET Practice of Teaching 2009
9
Personal ICT Skills
Please record the dates and times of the activity
Communication
9.1
Communicate with others with/about ICT in an open and
supportive manner
9.2
Assess own, and other people’s, understanding
9.3
Express yourself clearly and accurately
9.4
Communicate about/with ICT in a variety of ways that suit and
support the intended audience, and recognise such use by others
81
9.5
Use appropriate techniques to reinforce oral communication,
check how well the information is received and support understanding
of those listening
70
Processes
9.6
Using ICT systems
9.7
Finding, selecting and exchanging information
9.8
Developing and presenting information
Reflect on the development of your own ICT skills
e: /mb/JH/DPS PCET Practice of Teaching 2009
82