Certificate in Education (Learning and Skills)
Postgraduate Certificate (Learning and Skills)
Teaching File
Professional Development Record
Forms and Documents
Name………………………………………………………....
Teaching subject/area………………………………………
Institution……………………………………………………..
Department of Education
University of the West of England, Bristol
Frenchay Campus, Coldharbour Lane,
Bristol BS16 1QY
Tel. 0117 965 6261
Teaching File, PDR,
forms and documents
Section 1
Guidance on arrangements for
Practical Teaching observations
Section 2
Teaching File
Section 3
Professional Development Record
Section 4
Other forms and documents
(including GMV and GMY
Component B assignment briefs)
Section 1
Guidance on
arrangements for
Professional Practice
Visits
Module GMV Practical Teaching 1
and
Module GMY Practical Teaching 2
Additional guidance on arrangements for Practical Teaching
observations by University Tutor, Mentor and peer
The following information should be read in conjunction with module outlines
in your Programme Handbook - Modules UTLGMV-10-1 Practical Teaching 1
(year 1) and UTLGMY-20-2/3 Practical Teaching 2 (year 2).
For each Practical Teaching module you will be formally observed
teaching:
o On 3 occasions by your University Tutor (one of these is a
video/DVD recording to be viewed together with your UT)
o On 2 occasions by your Mentor
o On at least 1 occasion by your peer observer
For each Practical Teaching module you should observe:
o Your peer observer at least once
o Experienced teachers (e.g. your Mentor and/or others). One of
these observations is required for Component B of the
assignment for GMV (Practical Teaching 1)
A typical schedule would be:
1. PREPARATION
 You negotiate a mutually convenient time for a visit with your observer, who
may be your University Tutor (UT), Mentor or peer. It is your responsibility to
contact the observer to arrange the observations.

You must inform your Mentor of the dates and times of UT visits and arrange
where possible for UT and Mentor to meet on that day at a mutually
convenient time and place. Whether or not you are also present at this
meeting will be at the discretion of your UT and Mentor.

At the beginning of the lesson you will give your Teaching File, containing a
copy of the session plan, to the observer. Session plans should use the
“Session Plan” form in your Teaching File (Form FTPT8). This will help the
observer give appropriate feedback.

Ideally you make time to meet the observer at some time before the class and
discuss with them the plan and any other relevant points. Check that they
have blank copies of the two observation feedback forms.

You should organise a place for the observer to sit, with a table or surface to
write on if possible. Make sure the whole class is visible to the observer – a
place to the side and towards the back is often best, but check with the
observer. Have your Teaching File, including the current Session Plan and
copies of resources etc., ready for the observer. A scheme of work is often
very useful here, and should be included if appropriate.
2. THE OBSERVATION
 You should normally introduce the observer to the group before you start. You
may want to check with the observer on how this is to be done.

You manage the session and the observer watches you do this, normally for
at least one hour. The observer should not take part in the lesson and should
only intervene if the taught students are at risk in any way.

The observer uses the Open Feedback Form (Form FTPT9/10) and
Structured Feedback Form (Form PT11) to record their observations.
3. AFTER THE OBSERVATION: THE POST OBSERVATION TUTORIAL
 The observer will usually discuss the observation with you straight after the
session. (If it is not possible, you should arrange a time to do this as soon as
possible after the session).

The discussion must include an oral self evaluation by you and a mutual
discussion of written feedback from the observer, given in relation to the six
areas listed in your Award Handbook under the relevant module details and
on structured feedback sheet (Form PT11).

The observer will show you and will discuss the feedback on the two forms on
which they have recorded their observations. You need a copy of these forms
(you may need to photocopy) and you should keep these available for
subsequent observations and tutorials in your Teaching File.

Mentor and UT observations and feedback must be followed by (and/or
incorporate) a review of the Teaching File (see guidelines Form PT14), which
should be complete and up to date.

The post-observation tutorial by Mentor and UT must also include a
discussion of the Professional Development Record (Form PT15) particularly
focusing on updating your Individual Learning Plan (Form PT17).

The discussion between you and the Mentor/UT can also include a review of
the Teaching Log (Form PT1) and consideration of assignment requirements.

After/during your post-observation tutorial with your UT or Mentor, you must
fill in the Tutorial Record Form (Form PT5). Your Mentor/UT must agree any
action and initial the form. A copy must be made and given to UT/Mentor.
Your Mentor may prefer to make his/her own record instead/in addition. This
form must be placed in your Teaching File. A review of the action proposed
will form part of the following tutorial.

After each observation you should ask the observer to sign the Record of
Practical Teaching form (Form PT3). This is also placed in your Teaching
File. Mentor and UT will need to verify on this form that they have seen and
discussed your Teaching File and PDR, and that these are complete and up
to date.
4. AFTER THE TUTORIAL

After a post-observation tutorial with your UT, you will need to introduce your
Mentor to your UT if possible, and ensure that they have a place to talk.

After an observation by your Mentor, peer or UT, you will complete a Post
Lesson Self Appraisal Form (Form PT4) which must be added to your
Teaching File. This must not merely describe what happened. It must explain,
justify, critically examine what you did, e.g. why did you choose the subject
matter? Was it suitable? Did it challenge the learners? How do you know?
Why might that be? Was the structure appropriate? Why/why not? Was the
pace to fast/too slow? What makes you say that? What are the
consequences? Your UT and Mentor will need to see this Self Appraisal Form
at the next tutorial or observation when they look at your Teaching File.
FURTHER DETAILS
Definition of teaching
For the purposes of this module, ‘teaching’ can be taken to include a wide range of
activities within which your intention is to bring about learning in others. The range
would include: lecturing to large and small groups; conducting seminars and tutorials
with groups and individuals; group and team-based work of various kinds; one-to-one
support; inducting learners into an organisation; electronic communication to foster
learning, whether in ‘real time’ or in a virtual’ environment; telephone tutorials. You
should ensure that your logged and observed activities reflect a range of such
situations, and your University Tutor will negotiate with you as to the kinds of
teaching activity they visit, so as to achieve a balance. As a general rule we expect at
least 25% overall of your teaching to involve work with a class of learners, or a group
of at least four, where you are engaged in a series of lessons over a period of time
and where you have responsibility for setting up, managing and assessing the
outcomes of the lesson.
Peer Observer
You will be asked to pair up with a colleague on this module to observe each other’s
teaching at least once per module. Where possible this should be a colleague on the
course who is working in a different teaching environment and teaching a different
subject. For example, if you are an IT teacher in a FE college you could pair up with
someone teaching Life Skills in a prison. The idea is to experience a wide range
across the Learning and Skills sector. Ideally you will retain the same ‘partner’ and
develop a mutually helpful relationship. If for some reason you are unable to remain
with the same course colleague you may ask another person to observe you or to be
observed by you. You should discuss this with your University Tutor.
University Tutor
When you have been given the name of your University Tutor, it is your responsibility
to contact him/her to arrange a visit. After the three visits your University Tutor will
complete a UT/Mentor’s Summary Report Form (Form PT12 for module GMV or
PT13 for module GMY). You are not expected to meet all the learning outcomes in
each observation visit but must meet all of them over the three visits. The three visits
should be spread out over the year so we can monitor your development. Additional
visits may be necessary in some cases.
Video or DVD recording of practical teaching – University Tutor observation
One of the UT tutor observations should be a video or DVD recording of a single,
minimum of one hour, maximum of two hours, session of your own teaching. If this is
impossible for any reason (e.g. in a prison education setting) you need to negotiate with
your UT an alternative additional “live” observation.
This is most easily achieved by recording a conventional teaching session with a group
of learners. The recording may be made by a colleague and freely follow movement and
action during the session. However, this will not always be possible and you may place
a standing camera and tripod in appropriate positions in the teaching environment,
moving it from time to time, for example, recording teaching in the introductory and
closing stages and associated learner activity in the middle of the session. The
recording should, however made, show principal phases, certainly including any teacher
exposition and some related learner action or response.
You and the University Tutor will normally view the video recording together at your
place of study or at the University, using video/DVD playback facilities. It is recognised
that observing a recording is significantly different from a live observation. Although you
are expected to bring a plan of the session as usual, the tutor will still need to spend
some time clarifying the context of the session, which may not be totally apparent in a
recording. Video/DVD observation also offers opportunities for detailed analysis of
processes that are unavailable in the conventional live observation, and tutors will wish
to stop and discuss the recording as it is played back. It will therefore normally be
impossible to view an entire recording. You are therefore asked to come to video/DVD
observations prepared to share a maximum of 30 minutes viewing and having decided
which episodes you wish to show. You should also be prepared to 'rewind' or 'fast
forward' at the tutor's request. Recordings need not be of the highest technical quality,
though this is obviously desirable, but events should be clearly visible and audible.
Mentor
You should have arranged to have a Mentor at the start of the course (see pp. 14-20
Handbook). You should check that the University has details of your Mentor and that
they have completed the Mentor Agreement and CV (Form PT6) and sent these to
UWE. The Mentor will do 2 observations as a minimum, again spread out over the
year rather than closely spaced. They will also provide 2 additional formal tutorials.
Guidance on their role is provided in the Mentor/Mentee Handbook which is available
online but we will provide them with a hard copy when we have received their contact
details. After their two observation visits your Mentor will complete a UT/Mentor’s
Summary Report Form (Form PT12 for module GMV or PT13 for module GMY)
which they will pass to your UT. Your Mentor is asked to discuss this with your UT
who will take the advice and recommendations of your Mentor into account when
deciding on a final Pass/Fail and grade for Practical Teaching.
You should alert your Mentor to your UT’s visits and if possible arrange for them to
meet on each occasion.
Jacquie Rogers
September 2011
Section 2
TEACHING FILE
N.B. You will need to photocopy additional forms as
required. Electronic versions of all forms are available
on open access via the UWE website by following
these links:
www.uwe.ac.uk/UWEDepartments/CAHE (shortly to become
ACE)/Education/Partnership/Partnership Documentation
Pages/Inservice: Learning and Skills/Forms
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT14
TEACHING FILE GUIDELINES
Every trainee engaged in the awards must maintain a Teaching File.
Aim: The purpose of the file is to assist orderly development in practical teaching and to
facilitate and provide evidence of progression, specifically in fulfilling the LLUK criteria. It will
contribute to the evidence required for meeting these criteria in the final assessment of
practical teaching.
Uses: University Tutors and Mentors should be shown the updated file at each formal
observation. It will include material relating to the observed lesson as well as completed
paperwork relating to all sessions previously observed by tutor, mentor and peer. Discussion
of the file will focus especially on areas for development and on the appropriateness of the
range of teaching experience.
Structure: The file must be secured in an indexed ring binder. This must bear a title page
clearly marked PG Cert Ed (Learning and Skills) or Cert Ed. (Learning and Skills) Teaching
File, with your name, main teaching subject, and the name of your institution. All the forms
needed are in your pack and are available online (see the front of your Award Handbook for
details). The file will be organised into the following labelled sections:
1. THE CURRENT OBSERVATION. Include for this:
 Completed UWE pro forma lesson plan for the lesson (form FTPT8)
 Copies of handouts or other lesson materials for this lesson.
 The relevant scheme of work.
 Plans of all previous lessons taught by the observed teacher in this scheme.
2. PREVIOUSLY OBSERVED LESSONS. Included here should be the following records
for all previous sessions which have been observed by the mentor, university tutor and
peer observer for module GMV Practical Teaching 1 and/or GMY Practical Teaching 2:
 Observer feedbacks (forms FTPT9, 10 and 11)
 Relevant extracts from any overarching schemes of work to which lessons relate
 Lesson plans (form FTPT8)
 Post lesson self appraisals (form PT4)
 Optional: examples of copies of handouts or other lesson materials for these
lessons
3. MENTOR MEETINGS. Include here:
Records of all tutorials with the mentor (form PT5).
4. UNIVERSITY TUTOR MEETINGS. Include here:
Records of all tutorials with the university tutor (form PT5).
5. RECORD OF PRACTICAL TEACHING OBSERVATIONS. Include here:
The ongoing record of visits by UT, mentor and peer, which should be signed and up to
date (form PT3).
6. TEACHING LOG. Include here:
The ongoing log of teaching hours (form PT1).
7. TEACHING TIMETABLE. Include here:
A summary timetable of your teaching for this and previous terms (form PT2 or similar).
8. PROFESSIONAL DEVELOPMENT RECORD (PDR). See other guidance and forms
PT15-20. Clearly separate this section from the rest using a labelled divider or similar.
1. THE CURRENT
PROFESSIONAL PRACTICE
VISIT
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT8 – SESSION PLAN – Practical Teaching modules
Name of Teacher
Course and year:
Date/week no:
Start time:
Module/unit:
Topic:
Duration:
Location:
No. learners:
Context for this session (e.g. group profile, special needs of learners, learners’ relevant prior
knowledge/experience)
Rationale for approach and strategies to be used this session (why are you using this
approach/strategy? e.g. points arising from previous session evaluation, response to individual/group
needs of learners, awarding body requirements etc.)
Formal/summative assessment (longer term):
Aim(s) of this session:
Differentiated learning objectives (number these*)
At the end of the session ALL learners will be able to:
1.
2.
3.
…
…
Equality and diversity considerations:
Sustainability considerations:
Use of ILT/ICT:
At the end of the session SOME learners will be able to:
Functional/Key Skills embedded in
the session:
Health and Safety considerations:
Policies/codes of practice e.g.
ECM/Youth Matters:
TIME
CONTENT/TUTOR
ACTIVITY
LEARNER
ACTIVITY
LEARNING
OBJECTIVE
NO.*
ASSESSMENT
METHOD
RESOURCES
MEMORY JOGGER - brief review of session to be completed shortly afterwards e.g.
during debrief with observer
2. PREVIOUS PROFESSIONAL
PRACTICE VISITS
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT9 - PRACTICAL TEACHING MODULES OPEN FEEDBACK FORM
This is for ‘as it happens’ feedback during observed sessions and is to be used together with the
Structured Feedback Form.
MODULE:
(Please delete as appropriate)
This is the FIRST
SECOND
GMV Practical Teaching 1
THIRD
GMY Practical Teaching 2
ADDITIONAL observed session for this Practical Teaching Module.
Name of observed teacher: ………………………………………………
Establishment:…………………….
Name of observer:....................................................................................Role: Mentor, UT, Peer or other
Subject of session:………………………………………
Time of visit: ……………..
Date: ...................
Teaching situation to be observed:
Please tick aspects commented on :
Professional values and practice
Assessment for/of learning
Equal opportunities


Planning for learning
Access and progression


Learning and teaching

Issues for future development
Specialist learning and teaching

National minimum core skills



Signed ..........................................………… Mentor / University Tutor / Peer / other
(delete as appropriate)
Please note there is a continuation sheet available if necessary. A copy of this completed form should be given to the observed teacher as soon as
possible after the observation. The observer should retain a copy. Please ensure that all copies are legible.
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT10 - PRACTICAL TEACHING MODULES: OPEN FEEDBACK
CONTINUATION SHEET No. ……..
NAME OF OBSERVED
TEACHER:……………………………………………………………………………………………
Signed: ……………………………………………………….
Date: ………………………………
NB Please ensure that this continuation sheet is firmly attached to the front sheet
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT11 - Practical Teaching Structured Feedback Form
Either
GMV Practical Teaching 1 or GMY Practical Teaching 2 (please delete as appropriate)
Complete both pages of this brief pro forma in the final ten minutes of an observation or, if you like, shortly afterwards together with the trainee. Let the trainee keep a copy. It is designed to
summarise your conclusions in a helpful way, complementing your ‘as it happens’ feedback given on the ‘Open Feedback Form’, letting the trainee know how they are doing in each of the
assessed areas and what they have to work on.
Name of observed teacher:……………………………………………………………………………..
Name of observer (print): ……………………………………………………………… Role (please delete): UNIVERSITY TUTOR, MENTOR, PEER, OTHER
Date of observation: ………………………………………………………………………
LLUK
domains
Strengths
Targets for improvement –
focus for next scheduled
meeting with UT/Mentor
Professional
values and
practice (A)
* Where “U” is indicated here, action is needed by trainee, Mentor and University Tutor
Trainee’s performance
relative to normal
expectation at this stage
in the programme*.
U = Unsatisfactory
S = Satisfactory
G = Good
VG = Very good
Key questions - for guidance
PT1 refers to requirement for Practical Teaching 1 (GMV)
PT2 refers to Practical Teaching 2 (GMY)
Adapted from LLUK and OFSTED – see module specifications for
further guidance.
Is trainee’s conduct with students and others appropriate?
Does it meet needs of learners? (PT 1) Does the trainee show
ethical professionalism and understanding of appropriate
professional standards? Is there evidence of reflective
evaluation in trainee’s practice? Does the trainee model and
promote commitment to equality of opportunity? (PT 2) Is the
session managed safely and with awareness of policies such
as Every Child Matters/Youth Matters and/or other relevant
legislation? (PT1 and PT2)
LLUK domains
Strengths
Targets for improvement –
focus for next scheduled
meeting with UT/Mentor
U* = Unsatisfactory
S = Satisfactory
G = Good
VG = Very good
Key questions - for guidance
Planning for
learning (D)
Is the trainee getting to know the learners and to identify their
individual needs? Does the session plan meet the needs of
individuals and group(s)? Is sufficient variety planned? (PT1)
Are the requirements of the curriculum met? Is there sufficient
flexibility to adapt to changing and diverse needs? (PT2)
Learning and
teaching
(B)
Is there an orderly, inclusive and motivating learning
environment? Does the trainee use effectively an appropriate
range of teaching and learning strategies and resources? Are
effective communication skills demonstrated? Are elements of
essential/functional skills embedded? (PT1) Are these
informally assessed? (PT2)
Specialist
learning and
teaching (C)
Does the trainee show sufficient command of their subject and
its pedagogy? Do they show willingness and ability to develop
this further? (PT1) Do they have a significant and up to date
command of their specialist subject and its pedagogy? Are
opportunities to embed essential/functional skills exploited
within specialist teaching and learning? Is this fully reflected in
their classroom practice? (PT2)
Assessment for
(and of) learning
(E)
Does the trainee use both formal and informal assessment
appropriately? Is constructive feedback used with learners to
enable progression? (PT1) Is assessment valid, reliable, and
sufficient? Is any formal assessment conducted appropriately
with respect to institutional and awarding body requirements?
(PT2)
Access and
progression (F)
Does the trainee ensure all learners have full access to the
programme and give suitable support to help them make good
progress? (PT1) Does the trainee liaise well with colleagues
and others to meet the needs of learners? (PT2)
* Where “U” is indicated here, action is needed by trainee, Mentor and University Tutor
Department of Education –Part-time In-service Learning & Skills Awards
FORM PT4 - Post Session Self Appraisal Form
GMV Practical Teaching 1 GMY Practical Teaching 2 [In-service awards]
N.B. letters in square brackets below refer to relevant LLUK domains
Name:
University Tutor:
Class:
Date
Planning for learning [D] (e.g. variety of methods, suitability of scheme of work, session plan,
learning outcomes, selection of learning content and activities, target setting, inclusion,
differentiation, improvements on previous plans)
Learning and teaching [B] (e.g. orderliness and quality of learning environment, inclusiveness of
learning activities, relevance to SOW, range and effectiveness of teaching and learning strategies
and resources, communication with learners, LSAs and others, embedding of functional skills,
management of learners)
Specialist learning and teaching [C] (e.g. subject pedagogy, subject-specific issues, application
of the curriculum/syllabus)
Assessment for (and of) learning [E] (e.g. use of formal and informal assessment and feedback
from learners, appropriateness of feedback, satisfying requirements of awarding body/institution)
Access and progression [F] (e.g. support for all learners, monitoring progress, liaison with
colleagues to ensure learner progression)
Professional values and practice [A] (e.g. your professional conduct, ethics, inclusivity, diversity
and equality issues, professional codes of practice, quality issues, reflection on own practice, health
and safety, attention to Every Child Matters/Youth Matters and/or other relevant policies)
In the light of the above and taking into account the comments of the observer, I
now think the session could have been improved by………
3. MENTOR MEETINGS
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT5 - UNIVERSITY TUTOR / MENTOR TUTORIAL RECORD FORM
(*please delete as appropriate)
To be completed by trainee and agreed by *UT/mentor at the end of each tutorial.
NAME OF TRAINEE: ………………………………………........... TIME: ……………………….
NAME OF UT/MENTOR: ……………………………………….………
Tutorial no.
1, 2, 3, 4, 5, 6
DATE: ………………………
(Ring as appropriate and/or continue numbers)
PROGRESS ON PREVIOUS ACTION POINTS :
NOTES OF CURRENT DISCUSSIONS :
1. Teaching: methods and arrangements
2. Knowledge and skills in the teaching subject
3. Professional Development Record (including Minimum Core skills) and Teaching File
4. Other
ACTION TO BE TAKEN
BY TRAINEE:
ACTION TO BE TAKEN
BY UT/MENTOR :
Initialled by Trainee:
Initialled by UT/Mentor:
4. TUTORIAL RECORD OF
PROFESSIONAL PRACTICE
VISITS
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT5 - UNIVERSITY TUTOR / MENTOR TUTORIAL RECORD FORM
(*please delete as appropriate)
To be completed by trainee and agreed by *UT/mentor at the end of each tutorial.
NAME OF TRAINEE: ………………………………………........... TIME: ……………………….
NAME OF UT/MENTOR: ……………………………………….………
Tutorial no.
1, 2, 3, 4, 5, 6
DATE: ………………………
(Ring as appropriate and/or continue numbers)
PROGRESS ON PREVIOUS ACTION POINTS :
NOTES OF CURRENT DISCUSSIONS :
1. Teaching: methods and arrangements
2. Knowledge and skills in the teaching subject
3. Professional Development Record (including Minimum Core skills) and Teaching File
4. Other
ACTION TO BE TAKEN
BY TRAINEE:
ACTION TO BE TAKEN
BY UT/MENTOR :
Initialled by Trainee:
Initialled by UT/Mentor:
5.
RECORD OF PROFESSIONAL
PRACTICE VISITS
Department of Education –Part-time In-service Learning & Skills Awards
FORM PT3 - Record of Professional Practice Visits
GMV-10-1 Practical Teaching 1
Date
Time
Live or
Video?
Teaching File
seen and up
to date
PDR seen and
discussed
Signed
Teaching File
seen and up
to date
PDR seen and
discussed
Signed
Uni Tutor
Visit 1
Uni Tutor
Visit 2
Uni Tutor
Visit 3
Mentor visit
1
Live
Mentor visit
2
Live
Peer Visit 1
Live
Peer Visit 2
Live
Additional
visit
UT/Mentor
GMY-20-2 or GMY-20-3 Practical Teaching 2
Date
Time
Live or
Video?
Uni Tutor
Visit 1
Uni Tutor
Visit 2
Uni Tutor
Visit 3
Mentor visit
1
Live
Mentor visit
2
Live
Peer Visit 1
Live
Peer Visit 2
Live
Additional
visit
UT/Mentor
6. TEACHING LOG
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT1 – Learning and Skills Teaching Log
Either GMV Practical teaching 1 (50 hours to be recorded) or GMY Practical Teaching 2 (100 hours to be recorded)
[please circle] DUPLICATE THIS
FORM AS NECESSARY
Date
Times
Institution
Title of Course and module/unit
Course Leader/
Manager
7. TEACHING TIMETABLE
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT2 - Practical Teaching Schedule
Information for tutors, mentors and peer observers: Teaching schedule to be filled in as appropriate and copies returned to your
University Tutor, mentor or peer observer. Even if you do not as yet have any exact dates please say so and return the form part filled.
Your Name (please print):
Work Address:
Home Tel:
Subject:
e-mail:
Mentor name and email:
Mobile:
Dates and Times
Work Tel:
Classes and Locations (please include room numbers and enclose maps, if they might be
helpful):
Section 3
PROFESSIONAL
DEVELOPMENT RECORD
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT15 - Professional Development Record (PDR)
What is the PDR?

The Professional Development Record is a file of written evidence of your own
professional development during the programme. It must be kept safely and separately in
a clearly marked section of your Teaching File. It must be available at each formal
observation by your University Tutor and at each meeting and observation by your
Mentor.

The PDR is an individual record of your training and development, which will enable you,
with the support of university tutors and your Mentor, to identify any learning or
professional needs you may have, to record a plan to address them and to monitor and
review these regularly. It therefore forms what LLUK refers to as an ‘individual learning
plan’ (ILP).
What part does it play in assessment?

The first part of the PDR forms Component B of the first taught module of the
programme, GMU-20-1 Preparing for Teaching in the Lifelong Learning Sector. It will
enable you to demonstrate that you have met the learning outcomes for the PTLLS
(Preparing to Teach in the Lifelong Learning sector) qualification, which provides a basic
minimum standard for all those entering the profession from September 2007, and
confers threshold status to teach. This first part of the PDR is formally assessed and
must be submitted by the deadline given to you. Guidelines for this are provided
separately (PT16).

Part of the purpose of the PDR is to complement the Teaching File and professional
practice visits in providing evidence that you have met the LLUK Standards, particularly
those which are hard to evidence in other ways, such as Domain A: Professional values
and practice. The new LLUK Standards can be accessed at
http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf

The remainder of the PDR continues to be reviewed at each University Tutor visit and
each observation/meeting with your Mentor. In both the first and second Practical
Teaching modules (GMV and GMY) the PDR forms part of the supporting documentary
evidence (along with the Teaching File), which must be signed off on the Record of Visits
form (PT3) as satisfactory by the University Tutor in order to receive a final satisfactory
recommendation (pass or fail).
PROFESSIONAL DEVELOPMENT RECORD (PDR): A reflective journal
YEAR 1
PDR 1:
Every week: submitted in February with component B UTL-GMU-10-1
PDR 2
At least two additional entries for Teaching File providing evidence to continue to support UTLGMV-10-1, shown to your Mentor and UT and assessed as part of your Teaching File in June
YEAR 2
PDR 2
At least five more entries for your Teaching File, spread out over the year, to be shown to your
UT and Mentor. You are encouraged to make more entries, if you wish, to support your
reflective practice.
Minimum of one each in Autumn, Spring and early Summer Terms (three). Of the two
remaining, one should be a summary at the end of the course just before assessment, and one
can be at any time in the second year.
These five entries will support UTL-GMY-2/3 and will be assessed as part of your Teaching File
in June of the final year.
PT16
PDR Part 1
Guidelines for first part of Professional Development Record (PDR)
Component B GMU-20-1
You need to complete the following, ready for submission by the following
deadline………………………………………………………………………….
You should submit this as Component B (no ring binders please!), but you are advised to keep
a copy and place it in your Teaching/PDR file. It will form the first section of the ongoing PDR,
which you must present at each visit by your University Tutor and at meetings and observations
with your Mentor.
1. Curriculum Vitae
This must contain:
 Personal/contact details (briefly)
 Education
 Employment/work experience
It should also contain the following, although the emphasis you place on these is up to you:
 Skills acquired
 Additional information, e.g. hobbies, interests where relevant
 General statement e.g. career/life objectives
2. Brief autobiography (between 400-500 words) starting at birth and leading up to what
brought you here. How you tackle this is up to you!
3. Personal needs analysis. At the start of the course, complete the Personal Needs
Analysis form provided. Consider each heading addressing your strengths as well as
the areas you consider to be areas for development.
4. Individual Learning Plan. Complete this at the start of the course after you have
completed the Personal Needs Analysis.
5. Reflective Log for each session in the module, including a summative visual illustration
(see GMU Component B brief). Use the proforma provided, photocopying if necessary.
Complete immediately after each session.
Department of Education – Part-time In-service Learning & Skills Awards
PDR Part 1
FORM PT17 - Personal Needs Analysis for Professional Development Record (PDR)
(to be submitted as part of Component B GMU-20-1)
Name:
Strengths
Professional values & practice –
commitment to raising students’
achievement
Reflecting and evaluating your own
performance – commitment to
improving own teaching
Subject knowledge
1. Specialist personal skills
2. Knowledge and understanding of:
a. its purpose and values
b. the curriculum areas
c. assessment and examination
procedures
d. sources for updating skills and
knowledge
e. department structures and career
paths
Planning & preparation
- understanding programme
learning outcomes
- considering appropriate
teaching & learning approaches
Developments
Strengths
Teaching & learning strategies
- developing a range of techniques
for individuals, groups and learning
through experience
Organising & managing the learning
process
- effective learning environment
- plan & structure
- communication
- resources
Providing learners with support
- literacy
- numeracy
- language
Monitoring & assessment
- methods for monitoring
progress
- appropriate assessment
methods
- using information for planning
Literacy:
a. knowledge,
b. skills
Numeracy:
a. knowledge,
b. skills
Developments
Department of Education – Part-time In-service Learning & Skills Awards
Individual Learning Plan
Monitoring:
Goal Agreed
Timescale:
When?
Action:
What? Who?
By
whom?
Achieved
?
What has the impact
been?
Department of Education – Part-time In-service Learning & Skills Awa
PDR part 1
FORM PT18 - Reflective Log for Professional Development Record (PDR)
(to be submitted as part of Component B GMU-20-1)
This structured journal is intended to help you record and develop your
learning from session to session in module GMU-20-1 Preparing for Teaching
in Lifelong Learning. Use a separate sheet for each session.
SESSION TITLE:…………………………………………………………………..
SESSION NUMBER:…………………………… DATE:…………………………
TUTOR:………………………………………………………………………………
The main activities were:
I learned:
I realise I still need to explore/develop:
I shall follow up by:
PART 2 – you will be able to address the assessment domains (AL1
Conceptual, CL1 Contextual, GL1 Action) by answering these questions:
How does this session link to my practice? (GL1/CL1)
(Give examples)
Which ideas/perspectives/theorists link with this session/my practice? How?
(AL1/GL1)
Department of Education – Part-time In-service Learning & Skills Awards
I shall follow up by:
PDR Part 1
Form PT19 - PTTLS checklist for Professional Development Record
This document, together with your microteaching, will enable us to assess you against the
PTLLS criteria (LLUK 2007). It will be completed after the microteaching session in GMU20-1 and included in your PDR.
PTLLS learning outcomes (relates
to assessment for module GMU
Comp. B)
The anticipated role and
responsibilities of the trainee in
the workplace and strategies for
maintenance of effective
performance
Legal, professional and other
codes of practice likely to apply
to the trainee in the placement
Potential needs of learners and
likely helpful responses to their
needs
Session planning and schemes
of work
Ways of encouraging learning in
the trainee’s subject specialism
Ways of encouraging learning in
numeracy, oracy, literacy and
ICT within the subject specialism
Differentiation and other ways of
promoting creativity, equality
and inclusion in a diverse
classroom
Addressed
in which
sessions or
readings?
Evidence
Ways of motivating students
Communicating effectively with
students
Use of resources for teaching
and learning
Establishing ground rules for
appropriate behaviour
The purposes of feedback to
students
Basic rationales for educational
record keeping and related
issues
Initial and subsequent functions
of assessment and issues
arising
An evaluation of microteaching
performance
Department of Education – Part-time In-service Learning & Skills Awards
PDR Part 2
FORM PT20 - Guidelines for the second part of the Professional
Development Record (PDR): Reflective Journal Part 2
Introduction
The PDR Part 2 is a continuing record of your reflections on
professional practice. This is to be begun and maintained by all
students upon completion of PDR Part 1 (see Form PT16) or upon
joining the programme with credit for Practical Teaching 1 (module
UTLGMV-10-1) and Preparing for Teaching (module UTLGMU-20-1).
It is a kind of personal journal or diary, but one which others may see,
because it is to be handed to the University Tutor and Mentor when
they arrive to assess your teaching and at Mentor tutorials. They will
then sign that it has been seen and discussed (see forms PT 3 (record
of observations) and PT5 (tutorial form).
The second part of your Professional Development Record is a vital
part of your Teaching File providing evidence that you have met the
criteria for UTLGMV-10-1 in year 1 (minimum 2 additional entries) and
UTL-GMY-20-2/3 in Year 2 (minimum 5 entries).
FAQs
What is the PDR 2?
It is a reflective journal providing a continuing record of your thoughts
and any conclusions drawn about your professional situation and
development. You might find it helpful to read Chapter 1 in Susan
Wallace’s book, Teaching, Tutoring and Training in the Lifelong
Learning Sector (Wallace 2007) in which she discusses the reasons
for keeping a journal and suggests strategies using a number of
exemplars. She puts it this way:
“If we don’t examine our experiences and reflect on them in a
constructive way, how will we learn from our successes and
our mistakes?”
(p.5)
You can choose to write about a series of events, general patterns in
your professional experience or about selected events such as specific
lessons, encounters with students or colleagues. What you write about
is up to you.
How many entries should I make?
YEAR 1
PDR 1: you will have already completed
Every week: submitted in February with component B UTL-GMU-10-1
How many entries should I make for PDR2?
YEAR 1
PDR 2
At least two additional entries for Teaching File providing evidence to
continue to support UTL-GMV-10-1, shown to your Mentor and UT
and assessed as part of your Teaching File in June
YEAR 2
PDR 2
At least five entries for your Teaching File spread out over the year, to
be shown to your UT and Mentor
Minimum of one each in Autumn, Spring and early Summer Term (3)
The fourth should be a summary at the end of the course just before
assessment. The final entry can be made at any time in Year 2.
These entries are supporting UTL-GMY-2/3 and assessed as part of
your Teaching File in June of your second year.
NOTE: These are minimum requirements and we would encourage
you to use the Reflective Journal to provide a true Professional
Development Record that is reflective and personal to you.
What should it look like overall?
How you put this together is partly your decision. You may prefer to write
in



a bound notebook
a loose leaf folder,
or electronically.
You may wish to keep a separate confidential section,
not to be shown to the observer, but note this is in
addition to the word limit.
What do I need to know before writing each entry?
Each entry should:
 Be a minimum of 150 words or equivalent
 Be added to before each Mentor or University Tutor teaching
observation or at least written once every half term or equivalent
 Be clearly dated
 Be shown to the observer before or immediately after the observation
or during tutorials
 Reflect your aspirations, achievements and concerns
 Discuss your plans for future development of your professional practice
 Pick up and develop points you made in your Personal Needs
Analysis/ILP
 Be read by and discussed with the observer
N.B. One or more entries should explore your judgement of your progress
in relation to the following:
 What is ethical professional behaviour? (e.g. dilemmas)
 Liaising with colleagues
 Equality and diversity (embedding inclusivity in planning and delivery)
 Your plans and development in relation to your personal NMC skills
(National Minimum Core skills in ICT, numeracy and literacy)
The reason for this is that these criteria for Practical Teaching 2 may be difficult to
evidence in other ways.
Wallace suggests a series of questions to guide you when reflecting on
your practice which you might find helpful:
What problems were there with the lesson [or other professional
experience]?
Why did they arise?
How can I avoid it happening like that next time?
What succeeded?
Why?
How can I increase the chances of repeating this success?
(Wallace 2007 p.10)
Do I have to present my reflections in a formal written form?
No. Although you will mainly need to write about your reflections, you
can do this in bullet point form if you wish, or partly through diagrams,
posters or other graphics. Written style can be informal (this is a
working document) so you could write in note form if you feel more
comfortable with this. The entries are intended to reflect your ideas and
feelings at the time, so try to write soon after the event you wish to
discuss.
Section 4
OTHER FORMS AND
DOCUMENTS






Mentor Agreement and CV (PT6)
UT/Mentor’s First Summary Report (PT12)
UT/Mentor’s Final Summary Report (PT13)
Additional assignment submission form (PT7)
Assignment guidance Practical Teaching 1: Module GMV
Assignment guidance Practical Teaching 2: Module GMY
Department of Education – Part-time In-service Learning & Skills Awards
PT6a
MENTOR AGREEMENT
This form provides confirmation that there is an agreement about choice of Mentor on
the part of the Mentor, the Mentee and the institution (if both Mentor and Mentee are
employed in the same institution).
Name of Mentee ……………………………………………………………
Institution………………………………………………………………………………
Area of teaching specialism…………………………………………………………
Contact details:
Tel work…………………………………………………………………………………
Tel home………………………………………………………………………………
Mobile…………………………………………………………………………………
Email address………………………………………………………………………….
Name of Mentor………………………………………………………………………
Institution……………………………………………………………………………….
Area of teaching specialism…………………………………………………………
Contact details:
Tel work………………………………………………………………………………
Tel home………………………………………………………………………………
Mobile…………………………………………………………………………………
Email address………………………………………………………………………
I agree to be Mentor to the above named trainee.
Signed…………………………………………….. Date…………………………..
Mentee’s Line Manager
I agree that………………………………………………….. is a suitable Mentor
for…………………………………………………. and will have appropriate hours
allocated off timetable to carry out this role (10 hours is the suggested minimum.)
Signed…………………………………………… Date………………………
Print name………………………………………………………..
Mentee
I agree to the above arrangements.
Signed……………………………………………… Date…………………………
Please return this, together with the CV form to: Part-time Programmes
Administration, Department of Education, UWE Frenchay Campus,
Coldharbour Lane, Bristol BS16 1QY
Department of Education – Part-time In-service Learning & Skills Awards
PT6b
Mentor CV
It is important that the trainee receives subject-specific support from a suitably
qualified and experienced colleague. Please give brief details here. If your
background is not in the same teaching area as your trainee, please specify in
addition the name and background of another member of staff who will
provide this for the trainee and who will work with you in this role.
Mentor name…………………………………………………………………….
Current position………………………………………………………………….
Relevant qualifications – subject and teaching:
Teaching experience:
Number of years teaching experience…………………………………………
Other relevant experience (e.g. in workplace):
If another person will be providing subject-specific support:
Name of subject supporting teacher…………………………………………….
Qualifications and experience in the trainee’s subject area:
Please return this, together with the Mentor Agreement form to: Parttime Programmes Administration, Department of Education, UWE
Frenchay Campus, Coldharbour Lane, Bristol BS16 1QY
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT12 - UNIVERSITY TUTOR/MENTOR’S FIRST SUMMARY REPORT
(Please delete as appropriate) PG Cert./Cert. Ed. Learning and Skills – Module GMV Practical Teaching 1 Component A
Name of trainee teacher……………………………………… ……………….. Institution…………………………………..………………………………………
Mentor or University Tutor (please delete) name ………………………….………………………………….................
NOTE TO MENTOR: Please complete as much of the following as you wish, but you must at least complete DOMAIN C – *Specialist Learning and
Teaching, and sign the form at the end. Please discuss this form with the University Tutor at your meeting at the end of the module and provide
him/her with a copy by the end of July (Year 1). If this is impossible please send the form to the University Tutor.
In order to pass, trainees must have demonstrated the foundations of
technical competence in all the activities listed below as related to the
following domains of the LLUK professional standards.
Professional values and practice (Domain A)
1. Professional conduct with learners and in liaison with
appropriate and relevant parties to meet effectively the
needs of learners
Planning for learning (Domain D)
2. Planning the appropriate use of a variety of delivery methods
3. Devising session plans which meet the aims and needs of
individual learners and groups
4. Reflective practice
*Specialist Learning & Teaching (Domain C)
5 Demonstration of willingness and capacity to develop their
own knowledge and skills in teaching the subject specialism
Fulfilled
Not
fulfilled
Comments – strengths/ areas for development
Learning and Teaching (Domain B)
6 Establishing and maintaining an orderly and inclusive learning
environment
6. Selection and use of inclusive learning activities to enthuse
and motivate learners, ensuring that curriculum requirements
are met
7. Selection and use of a range of resources to promote inclusive
and, where appropriate, self directed learning
8. Use of different communication methods and skills to meet the
needs of learners and the organisation
9. Embedding elements of functional skills, including as
appropriate, numeracy, oracy, literacy and ICT, in their subject
specialist teaching
Assessment of and for learning (Domain E)
10. Use of feedback from learners and appropriate others in the
assessment of learning.
11. Conducting and recording assessments which meet the
requirements of the learning programme and the organisation
including, where appropriate, the requirements of external
bodies.
12. Use of a range of informal assessment methods ensuring that
learners produce valid and usable evidence.
13. Communication of relevant assessment information to those
with a legitimate interest in learner achievement.
Access and progression (Domain F)
14. Supporting learners and referring them as appropriate for
further support.
Based upon ……………… formal observations of practical teaching and ……………. informal observations.
MENTOR : Recommended overall grade for Module GMV (Practical Teaching 1) Component A is PASS / FAIL (please delete)
UNIVERSITY TUTOR : After consultation with the Mentor the overall grade for GMV Component A is PASS / FAIL (please delete)
UT signature ……………………………… Mentor signature …………………………………………… Date …………………………………
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT13 - -UNIVERSITY TUTOR / MENTOR’S FINAL SUMMARY REPORT
(Please delete as appropriate) PG Cert./Cert. Ed. Learning and Skills (please delete – Module GMY Practical Teaching 2 Component A
Name of trainee teacher……………………………………………..……………….
Institution…………………………………..…………………………………
Mentor or University Tutor (please delete) name: ………………………….………………………………….................…………………………………
NOTE TO MENTOR: Please complete as much of the following as you wish, but you must at least complete DOMAIN C – *Specialist Learning and
Teaching, and sign the form at the end. Please discuss this form with the University Tutor at your meeting at the end of the module (at the latest
by the end of July) and provide him/her with a copy. If this is impossible please send the form to the University Tutor or Programme Leader.
NOTE TO UT: After consultation with Mentor please complete this form or countersign Mentor’s version, providing a final grade. Keep a copy
and give a copy to UWE Admin staff for filing.
In order to pass, trainees must have demonstrated professional
competence in all the following domains of the LLUK professional
standards
Professional values and practice (Domain A)
1. Behaviour with students, colleagues and others consistent with
an ethical professionalism and an understanding of the
appropriate professional standards for teachers
2. Reflective practice and learning from experience
Planning for Learning (Domain D)
3. Planning the appropriate use of a variety of delivery methods
4.
Devising sessions and programmes of study consistent with
approved curricula and schemes of work and with the diverse
and changing needs of individual learners and groups.
Fulfilled
Not
fulfilled
Comments – strengths/ areas for development
*Specialist Learning and Teaching (Domain C)
5. Development of a reflexive command of knowledge, skills,
resources, conventions and debates within the subject
specialism.
Learning & Teaching (Domain B)
6. Establishing and maintaining orderly and inclusive learning
environments.
7. Selection, development and varied use of inclusive learning
activities to enthuse and motivate learners, ensuring that
curriculum requirements are met.
8. Selection, development and extensive use of a range of
resources to promote inclusive learning and teaching.
9. Sensitive and confident use of different communication
methods and skills to meet the needs of learners and the
organisation.
10. Embedding and informally assessing elements of functional
skills, including numeracy, oracy, literacy and ICT, in their
subject specialist teaching.
Assessment for (and of) Learning (Domain E)
11. Systematic use of feedback from learners and appropriate
others in the assessment of learning.
12. Appropriate use of a range of initial, formative and summative
assessment methods, ensuring learners produce assessment
evidence that is valid, reliable, sufficient, authentic and current.
13. Conducting, and recording the results of, initial, formative,
evaluative and summative assessments which meet the
requirements of the learning programme and the organisation
including, where appropriate, the requirements of external
bodies.
Assessment for (and of) Learning (Domain E) (… Cont’d)
14. Communicating relevant assessment information to those with
a legitimate interest in learner achievement.
Access and Progression (Domain F)
15. Liaison with appropriate and relevant parties to meet the needs
of learners effectively.
16. Readiness and sensitivity in challenging discriminatory
behaviours.
MENTOR :
Based upon ………………formal observations of practical teaching and ……………. informal observations.
Recommended overall grade for Module GMY (Practical Teaching 2) Component A is PASS / FAIL (please delete)
Mentor signature …………………………………………… Date …………………………………
Note to Mentor:
Please ensure a completed copy of this form is handed to the University Tutor and to your Mentee by the due date for this module. If at all possible
you should discuss the points made above and the final outcome with the University Tutor before this.
UNIVERSITY TUTOR :
After consultation with the Mentor the overall grade for GMY Component A is PASS / FAIL (please delete)
UT signature ………………………………………………….. Date …………………………………
Department of Education – Part-time In-service Learning & Skills Awards
FORM PT7 - ADDITIONAL ASSIGNMENT SUBMISSION SHEET
In order to help you meet all the assessment criteria for your assignment we would like
you to say how you think you have met the elements of the criteria.
Name:
Module No:
In the boxes below identify the assessment criteria, the separate aspects of them and
how you think you have met them.
Assessment Criteria
Evidence
Criterion:
Criterion:
Criterion:
We would also like you to say how you have addressed targets carried forward from the
previous assignment.
Module in which target was set:
Target:
Evidence
Assignment Guidance - Module GMV-10-1
Practical Teaching and Professional Development 1
Submission dates for Component B
W/c 25 June 2012 (Specific day at centres may differ – please
check with your programme leader).
N.B. You MUST include a copy of your completed Record of
Visits (PT3) form and UT/Mentor’s First Summary Report with
your Comp B essay.
You should NOT hand in your Teaching File/PDR.
The full information regarding Practical Teaching 1 (module GMV) is set out in
your Programme Handbook in Section 2.
Component A
(Taken from Module Specifications; see your Teaching File for full details of
Component A requirements.)
Students must be observed teaching meeting specified criteria and receive a
final satisfactory recommendation (pass or fail). Towards meeting the
Component A criteria listed below (see handbook), the student must have
presented two ongoing personal portfolios: a Teaching File (see PT14) and a
Professional Development Record (PDR) and these must have been signed
off by a University Tutor as meeting the appropriate guidelines, before a Pass
decision is possible. Trainees must have shown the foundations of technical
competence in the activities listed below* as related to the following domains
of the LLUK professional standards. This means that while the trainee is
unlikely at this stage to be fully effective in all areas, adequate grounds now
exist for an expectation that by the end of the programme, professional
competence will have been reached in each area (see list in PROGRAMME
HANDBOOK p.15)
*These are the criteria on PT12 – UT/ Mentor’s First Summary Report.
You should ensure that your mentor either gives their First Summary
Report to your UT and discusses it with him/her, or if this is impossible,
posts it to Sian Maher at the Education Admin Office at UWE.
N.B. YOU SHOULD NOT HAND IN YOUR TEACHING FILE AND PDR WITH
YOUR COMPONENT B ESSAY. THESE SHOULD HAVE BEEN
MONITORED BY YOUR UT AND MENTOR DURING THE YEAR.
NOTE: That there is only one opportunity for Component A.
Component B (Taken from Module Specifications)
This assignment is equivalent to 1500 words.
 Effectively this means that your word count should not exceed
1500 words (10% leeway either side). You are advised to include
the 2 session plans to which the essay refers in an Appendix
which is not included in the word count.
You will COMPARE two teaching sessions in the SUBJECT SPECIALISM,
one delivered by the TRAINEE and one delivered by an EXPERIENCED
teacher and OBSERVED by the Trainee.
Detail is set out on p.31 of the Programme Handbook, but you need to cover:
Inclusive teaching and learning: comparing and evaluating the teaching and
learning approaches used in the 2 sessions, evaluating how the sessions met
the personalised needs of individual learners and analysing the extent to
which ground rules and other methods underpinned appropriate behaviour
and respect for others.
Resource based learning: analyse the effectiveness of resources used in
the sessions
Record keeping, assessment and feedback: describe and discuss the
effectiveness of practice in giving feedback to learners, evaluate initial,
formative and summative assessment methods seen in the observed
sessions, explaining how records of learner progress can contribute to
effective assessment.
Functional skills: identify and evaluate or suggest ways in which elements of
functional skills were or might have been embedded in the sessions
Reflective practice: use the comparison to reflect upon and evaluate the
general effectiveness of their own teaching, making recommendations for
modification and innovation as appropriate
Domain Criteria
See your Programme Handbook to check these and ensure that you meet
them. For example, to fully meet AL1 ( Conceptual Domain) you should refer
to ideas or theories of others, and you should reference them correctly, using
the UWE Harvard system.
Note: the mark for this component gives your % grade for the module, but you
must also pass Component A to pass the module overall
Assignment Guidance - Module GMY-20-2 (or 3)
Practical Teaching and Professional Development 2
Submission date for Component B
June 2013 (NB This date will be announced early in Year 2 of
your programme. Centres may differ as to which day – please
check with your Programme Leader)
You should NOT hand in your Teaching File/PDR. Your PT3 signature
sheet and Final Summary Report should be included in your assignment
submission.
More information regarding Practical Teaching 2 (module GMY) is set out in
your Programme Handbook in Section 4. Level 2 for Cert Ed and Level 3 for
PG Cert.
Component A
(Taken from Module Specification; see your Teaching File for full details of
Component A requirements.)
Students must be observed teaching meeting specified criteria and receive a
final satisfactory recommendation (pass or fail). Students must have shown
professional competence assessed as equivalent to what could reasonably be
expected from a satisfactorily functioning newly qualified teacher in their
subject specialism. Towards meeting the Component A criteria listed below
(see handbook), the student must have presented two ongoing personal
portfolios: a Teaching File (see PT14) and a Professional Development
Record (PDR) and these must have been signed off by a University Tutor as
meeting the appropriate guidelines, before a Pass decision is possible.
Specifically, trainees must have demonstrated professional competence in the
following … (see handbook).
These are the criteria on PT13 – UT/ Mentor’s Final Summary Report..
You should ensure that your mentor either gives their Final Summary
Report to your UT and discusses it with them, or if this is impossible,
posts it to Sian Maher in the Admin Office at UWE.
N.B. YOU SHOULD NOT HAND IN YOUR TEACHING FILE AND PDR WITH
YOUR COMPONENT B ESSAY. THESE SHOULD HAVE BEEN
MONITORED BY YOUR UT AND MENTOR DURING THE YEAR.
YOU SHOULD HAND IN YOUR PT3 SIGNATURE SHEET AND THE FINAL
SUMMARY REPORT WITH COMPONENT B.
Component B (Taken from Module Specifications)
This assignment is equivalent to 1500 words.

Effectively this means that your word count should not exceed
this (10% leeway either side). You are advised to include the 3
session plans to which the essay refers in an Appendix which is
not included in the word count.
It consists of a comparative description and detailed critical evaluation of three
linked sessions taught by the trainee,

You need to choose 3 sessions which you have taught. These
should be linked in some way, which you will need to explain in
your introduction. For example they could be 3 consecutive
sessions of the same course with the same group of students, or
3 sessions on the same topic with different groups of students, or
3 sessions in which you are using the same teaching and learning
approach/methods with 3 different groups or on 3 different
occasions. There may be other ways in which you could define
“linked sessions” but you must make this clear in your essay. You
need to compare these sessions with one another and critically
evaluate them, which means discussing their strengths and
weaknesses, perhaps suggesting improvements.
relating to quality in planning and delivery

This means that you will need to discuss the above in relation to
your session planning, for example by referring directly to the
session plans in the Appendix. You will also need to discuss this
in relation to the way the session actually went.
as well as to the tracking and evaluation of progression in individual learning.

You will need to mention how you met the individual needs of
these learners through, for example, differentiation, and how you
tracked or monitored their progress over these sessions.
It will demonstrate reflection on links between performance in the delivered
sessions and the writer’s ongoing targets as identified in the Professional
Development Record (PDR).

You should mention any specific links between your reflections
on your teaching in these sessions and any targets you set for
yourself in your PDR (PT17 Personal Needs Analysis and ILP)
Assessment Criteria (AL2/3, CL2/3, GL2/3)
See your Programme Handbook, from page 29, to check these and ensure
that you meet them. For example to fully meet Criterion A (L2 or L3) you
should refer to ideas or theories of others, and you should reference them
correctly, using the UWE Harvard system.
Note: the mark for this component gives your % grade for the module, but you
must also pass Component A to pass the module overall.