SECTION 3
SUBJECT PROGRAMME: DESIGN & TECHNOLOGY
(including Professional Studies)
CONTENTS
PAGE
Autumn Term 2010
UWE:
Placement A:
UWE:
Placement A
6 September – 24 September
27 September – 8 October
11 October – 29 October
1 November - 14 December
3-D-2
3-D-6
3-D-10
3-D-13
4 January - 19 January
20 January - 4 February
7 February - 25 February
28 February – 8 April
3-D-19
3-D-22
3-D-26
3-D-28
26 April - 20 May
23 May – 3 June
6 June - 29 June
30 June – 1 July
3-D-33
3-D-37
3-D-39
3-D-42
Spring Term 2011
UWE:
Placement B:
UWE:
Placement B:
Summer Term 2011
Placement B:
UWE:
Placement B/C:
UWE:
A note on Policy Frameworks and Web Materials:
The UK Government formed in May 2010 is currently reshaping education policy and guidance for teachers and
schools. Consequently there is considerable remodelling of Government departments, agencies, and their web
pages. We have therefore: listed policy and statutory requirements which were correct at the time of writing this
handbook; we will give the latest guidance in sessions and online materials; will uploaded documents to our
virtual learning environment (VLE) wherever possible, and have minimised references to websites in the current
handbook.
You are advised to check that all policy materials you use reflect latest government policy, and are referring to the
key documents currently in force.
3-D-1
DESIGN & TECHNOLOGY UWE BLOCK: 6 September – 24 September 2010
Subject Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
UWE Block 1 6 – 10 September 2010

Introduction to the PGCE D
& T training programme.

Read Handbook thoroughly
and note key sections
C13, C11,
C8

The model of the Design and
Technology teacher at UWE.

Undertake suggested
readings (Dodd, Attar,
Penfold, Eggleston)
H and S:
Core
Level

Organisation strategies.
Introduction to the assignments and
assessment requirements.
D&T Seminar 1:

A rationale for Design and
Technology: the place in the
curriculum: an historical and
contemporary perspective



Read the Programmes of
Study (PoS) for D&T in the
National Curriculum (2008).
MCC, BT:
Portfolio
E4
C1, C4
Set up D and T Seminar and
Professional Studies File
Set up Q14 Subject Knowledge
Development Portfolio
Q14, Q15
Q14
MCC
C7
H and S:
Core
Level
Q10, Q22, Q30
MCC
E4
Study DATA Minimum
Competences RP No 4
(Revised Ed 2003).
C2
Q14, Q15


Defining D&T specialist
areas:MT, FT, ECT, TT, GP
and Product Design.
Subject Knowledge
Development: Individual
needs audit through
completion of subject
knowledge profile.


Reflect on own learning
experience in the field of
designing and making to
identify main and second
specialist areas.
Complete UWE SKP Block
1 Action Plan.
C7 plus
specialist
fields
H and S
Core
Level
Q22, Q25
EL:PL&T, MCC
E3, E4
C1, C6
Attend compulsory Basic Skills
Workshops
Introduction to ICT in D&T: CAD/CAM
and how to enhance students’
learning.
D&T Workshop 1
Communicating ideas, modelling
ideas.

Use SK profile to record workshops
attended.
Q23
C1 – C6,
C14
Q14, Q6, Q30,
Q32

Complete tasks set in
Workshop 1.

Start key word glossary Q14
Subject Knowledge
Development File
EL: O&M, MCC

Whole group visit to SS
Great Britain
C1

Focus on DATA H&S
competences.

Attend H&S training
programme.
Introduction to core
competences.
Introduction to Health and Safety and
DATA Competences
Q14

L2 Food Safety in Catering
CIEH.
3-D-2
E3
C8, C15
Q30, Q31, Q33
H and S:
Core and
Extension
Levels
EL:O&M, MCC
E2
C3
DESIGN & TECHNOLOGY UWE BLOCK: 6 September – 24 September 2010
Subject Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
UWE Block 1 13 – 17 September 2010
D&T Seminar 2

NC D and T in the NC.
Introduction to PoS – key
concepts and key processes

Design and Technology
Framework.

Schemes of Work
development
D&T Seminar 3

Learning and teaching in
Design and Technology:
classroom organisation,
teaching whole classes,
groups, individuals,
differentiation, raising
achievement, assessment
for learning and monitoring
student achievement.
D and T Workshop 1 continued
Practical realisation



Read NC D and T
Programmes of Study and
familiarise yourself with the
structure: Importance, Key
Concepts, Key Processes,
Range and Content and
Curriculum Opportunities.
C7, C14
H and S
Core
Level
EL:O&M, MCC
E4
C6
Q10, Q22, Q24,
Q25, Q30, Q31
Download UWE proforma
Scheme of Work and lesson
plan.
Analyse the D and T
pedagogical approaches on
SK Profile
Use sessions and Power Cover
(supported by technical staff) to
continue SK development.
Q1,Q8,Q10
EL:PLT
MCC
E4
H and S:
Core
Level
Q14
UWE Block 1 20 – 24 September 2010
D & T Seminar 4






Q11, Q22,Q25
Q30, Q31
Undertake required readings
from Seminar.
Planning and preparing to
teach
Managing the D&T
environment:
Entry and exit routines
H&S, risk assessment
Managing behaviour in
specialist rooms.
Developing Subject Knowledge for
teaching:
E3
C2


D and T Workshop 1
Communicating Ideas, Modelling
Ideas
Select and attend Basic
Skills workshops using SKP
Action Plan..
Independent practice and
attend generic ICT
workshops.
Complete workshop and display in the
Street for assessment and feedback
3-D-3
C12
Q14
EL:PL&T, MCC
E3
Q14, Q32
DESIGN & TECHNOLOGY UWE BLOCK: 6 September – 24 September 2010
Subject Sessions
D and T Seminar 5


Directed Study

H&S
DATA
Set up PP Placement A File
Indicative
QTS Standards,
Units, ECM, CCS
EL:PL&T,
MCC
Preparation for PP in School
A.
Further guidance on
Enabling Learning: The
Process of Learning and
Teaching assignment.
Further Recommended Reading
Curriculum Development:
Attar D (1990) Wasting Girls’ Time, the History and Politics of Home Economics, Virago
Dodd T (1978) Design and Technology in the School Curriculum, Hodder & Stoughton
Penfold (1988) Craft, Design and Technology Past, Present and Future, Trentham Books
Teaching Design and Technology:
Barnes B et al (2002) Issues in Teaching Design and Technology
Davies L (2005) 100 Red Hot Starters for Design & Technology, Letts
Owen-Jackson (ed) (2001) Aspects of Teaching Design and Technology: perspectives on practice
Owen-Jackson (2001) Teaching Design and Technology in Secondary Schools: a reader, Routledge Farmer
Owen-Jackson (2000) Learning to Teach Design and Technology in the Secondary School: a companion to school
experience, Routledge Farmer
Rutland M (ed) (1997) Teaching Food Technology in Secondary Schools, David Fulton
Spendlove D (2008) 100 Ideas for Teaching Design & Technology, Continuum
DATA (Rev 2003) Minimum Competences to Teach Design and Technology in the Secondary School: Research
Paper No 4, DATA
HSE:
BSI (2002) Compendium of Essential Design and Technology Standards, BSI
BS4163: 2000 Health and Safety for Design and Technology in Schools and Similar Establishments: Code of
Practice, BSI 2000
DATA (1998) The Health and Safety Training Standards in Design and Technology, DATA
DATA Risk Assessment in Secondary Schools Design and Technology Environments
DATA Safety in Technology: Food and Textiles
www.bsi-global.com
www.cleapss.org.com
www.cieh.org (syllabus for L2 Food Safety in Catering)
Subject Specialisms:
Separate book lists will be issued for each specialist area.
3-D-4
Professional Studies at UWE: 6 September – 24 September 2010
A note on Policy Frameworks and Web Materials:
The UK Government formed in May 2010 is currently reshaping education policy and guidance for teachers and
schools. Consequently there is considerable remodelling of Government departments, agencies, and their web
pages. We have therefore: listed policy and statutory requirements which were correct at the time of writing this
Handbook; we will give the latest guidance in sessions and online materials; will uploaded documents to our
virtual learning environment (VLE) wherever possible, and have minimised references to websites in the current
Handbook.
You are advised to check that all policy materials you use reflect latest government policy, and are referring to the
key documents currently in force.
Indicative
Professional Studies Sessions
Directed Study
QTS Standards,
Units, ECM, CCS
Prior to this session:
Wednesday September 8th
Capel S., Leask M. and Turner T. ((Eds)(2009) QTS Standards
Becoming a Teacher I: The Curriculum ‘Big Learning to Teach in the Secondary School
(QTS)
Picture’
(5th Edition) London: Routledge Falmer Ch 7.
Q3a, Q3b, Q6,
The School, Curriculum and Society; and
Q7a, Q7b, Q8
Capel S., Leask M., and Turner T. (Eds)(2010)
Units
9.00-10.00 Lead Lecture 2D67;
Readings for Learning to Teach in the
10.30-12.00 Seminar rooms
Secondary School London: Routledge
BT, CC
Ch7. The School, Curriculum and Society
See also: suggested reading from online topic Every Child
Welcome, Orientation and Overview
Matters Policy
pages in PS materials section of the UWE
(ECM)
Virtual Learning Environment (VLE):
E4
Blackboard.
Access online the Government’s Schools
Common core
System Structural Reform Plan and latest
skills for the
guidance on curriculum at the DfE website;
Children’s
and, when published the Autumn 2010 White
Workforce (CCS)
Paper on Education www.education.gov.uk/
For the next session: Access the Byron
C4, C5
Report (2008) and the Byron Progress Review
(2010) online via the VLE and research
guidance on e-safety for schools
Follow up to this session:
QTS
Tuesday September 14th
Look at the VLE materials and latest
government guidance on Child Protection and
Q3, Q18, Q19
Becoming A Teacher II: Teacher’s
Safeguarding (inc e-safety).Record actions
Professional Responsibilities and Duties:
arising from CP& S briefing on your action
Units
Child Protection and Safeguarding
plan.
BT, CC
Preparation for next PS Session:
ECM
9.00-10.00 Lead Lecture 2D67;
Audit and develop your awareness of:
How people learn: An introduction to theories E1, E2, E3
10.30-12.00 Seminar
CCS
of learning and how these relate to work in
schools. Teaching styles and their impact on
C1, C2, C3, C5,
pupils’ learning. Read Capel et al (2009) Ch5
C6
on learning, and Capel et al (2010) Ch5
For this session:
QTS
Tuesday September 21st
Engage critically with readings on Learning
Theory provided in advance of session, and
Q11, Q12, Q13
Curriculum Challenges I: Enabling
Units
critique contrasting viewpoints with a view to
Learning and Teaching- Learning Theory
exploring this in later assessed work.
BT, CC, EL
- Capel et al (2009) Ch 5.
ECM
9.00-10.00 Lead Lecture 2D67;
- Capel et al (2010) Ch 5.
Follow Up:
10.30-12.00 Seminar
E3, E4
CCS
Access the online learning materials via the
VLE and library resources to support this
C2, C3
process
Further Professional Development
Trainees to access online Professional Studies VLE materials and locate the appropriate topic pages and
independently, or in a study group, explore the web links and readings.
Your progress through the guiding questions and suggested further development on each topic will continue through
the course and be dependent on your individual training needs.
By the end of the course you will be expected to have engaged with all of the Professional Studies topics.
3-D-5
PLACEMENT A: 27 September – 8 October 2010
STUDENT TIME
Attendance on Placement
Responsibility for Planned Teaching (RPT)
Directed Study (DS)
Personal Study in Placement (PS:Sch)
SPT
SM
HOURS EACH WEEK
Full-time
6 - 8 hours during this block
12.5
5
1 hour for trainee group
1½ hours for individual or pair of trainees
Senior Professional Tutor Agenda – During this block you will need to:

Organise induction programme for trainee(s) and inform them of Safeguarding and Child Protection
procedures.

Maintain the green placement file for each trainee, placing in it the yellow copies of mentor session weekly
review sheets, SPT record sheets and lesson observation feedback forms.

Monitor the work of your mentors.

Organise trainee’s work on placement-based directed study tasks, see shaded box on relevant page.

Run weekly, timetabled Professional Studies sessions covering content outlined on relevant page.

Allocate each trainee to a tutor group/tutor in FE.
Subject Mentor Agenda – During this block you will need to:

Introduce trainee to the Faculty/Department including staff (both teaching and support) and provide the
trainee(s) with copies of Faculty/Department policies, Schemes of Work and examination specifications.

Discuss and organise trainee’s timetable for this and the next block.

Support trainee in lesson planning (using UWE proforma or agreed alternative proforma), evaluating and
target setting.

Monitor trainee teaching file, lesson evaluations and completion of directed study tasks.

Complete one formal lesson observation and feedback during this block (yellow copy to SPT) identifying
targets for development.

Additionally, a weekly written lesson observation feedback is strongly recommended.

Review trainee’s Subject Knowledge Profile and set up SK development programme for this and the next
block.

Facilitate trainee’s work on the Enabling Learning: The Processes of Learning and Teaching assignment.

Run weekly timetabled Subject Mentor sessions covering content outlined in the SM session section.

Ensure weekly Mentoring Session Records are completed and yellow copies passed to SPT.
During this block the following items should be placed in the
trainee’s green school file, held by the SPT
Trainee timetable (with RPT, DS, PS, SPT/SM contact clearly marked)
Copies of 2 Mentor Session Weekly Review Sheets
1 written lesson observation feedback form
3-D-6
Item provided by
Trainee/mentor
Subject Mentor
DESIGN & TECHNOLOGY PLACEMENT A: 27 September – 8 October 2010
Mentor Sessions
Directed Study
H&S
DATA
Introduction to D and T staff
(teaching and technical)
Introduction to D & T department’s
facilities, resources and access to
ICT facilities.
Introduction to D & T faculty/
department’s policies.


C7, C15
Provide trainee with timetable for
this and next week taking account
the trainees’ specialist areas
Support trainees in using the D
and T lesson plan proforma to
prepare and plan lessons or
episodes in lessons

Indicative
QTS Standards,
Units, ECM, CCS
Week beginning 17 September 2010
Q32, Q30







Read department handbook.
Relate facilities to NC
requirements.
Identify school’s ICT facilities and
begin work on identified
requirements for ICT action plan.
BT: Portfolio
H and S:
Core
Levels
E2
C1
Q7, Q9, Q22,
Q22, Q25
Plan and deliver the required
number of lessons using the UWE
LP proforma. Ensure all lessons
are fully evaluated
Submit PP File to Subject Mentor
for scrutiny
EL:PL&T, BT
E 3, E4
C3













Discuss trainees main and
subsidiary specialist area
requirements
Use the Subject Knowledge Profile
to develop programme of subject
knowledge development to support
teaching.
Identify other opportunities for
Subject Knowledge for teaching
development

Introduction to KS2/3 schemes of
work.
KS3 NC PoS.
Discuss approaches to teaching
D&T
Identify projects to be
made/constructed/practised (at
UWE) in preparation for main
placement.

Discuss the D&T learning
environment .
Workshop procedures.
Preparation of practical areas.
Use of practical demonstration.
Different needs of learners.
Motivating learners.







Undertake a number of lesson
observations to familiarise yourself
with the curriculum demands of
your chosen specialist areas.
Discuss your SK development
needs with your Subject Mentor
Identify a range of SK activities for
the placement (and to continue
into the next placement)
Specialist
fields
Q14, Q15
MCC
H and S
Core and
Extension
levels
E3
C1
Using a lesson observation
proforma observe a number of
lessons in all 4 specialist areas as
KS2, 3 and 4.
Note the different types of learning
and teaching activities taking
place. Note teachers’ class
management strategies including
entry and exit routines, starters
and plenaries.
Q1, Q10, Q 25,
Q22,
Use lesson observations to identify
strategies.
Continue to develop key word
glossary.
Prepare and teach at least ONE
demonstration in specialist area.
Record ideas for enhancing the
D&T learning environment, eg
displays, handling collections.
Q10, Q18, Q31
3-D-7
EL: O&M, MCC
EL: O&M, MCC
H and S
Core
Levels
E2, E3
DESIGN & TECHNOLOGY PLACEMENT A: 27 September – 8 October 2010
Mentor Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Week beginning 4 October 2010
Q26, Q28

Introduce D&T department or
Faculty monitoring and
assessment policies and
strategies.

Engage in some informal
monitoring and feedback to
students.
BT:AS
E3
C2





Set up a minimum of two lesson
observations of KS4 GCSE
teaching in trainees’ main
specialist area as part of 14-19
curriculum understanding (where
possible).
Support trainees’ MCC preparation
(see handbook).

Set up one lesson observation of
AS/A2 level teaching (11-18
schools/ colleges) as part of 14-19
curriculum understanding (where
possible).


Discuss Health & Safety practice in
D&T.
Identify trainee’s level of H & S
training.










Discuss issues emerging from
observations of trainees’ early
teaching experiences. Help them
to evaluate critically and use this to
improve their effectiveness.
NB One formal observation this
block.
Discuss requirements of EL:PL&T
assignment.

Discuss with trainee the timetable
for next block.
Provide Schemes of Work for
groups on timetable.




Familiarise yourself with GCSE
specification for the groups to be
observed.
Ask for copies of the Schemes of
Work for KS 4.
Gather resources, titles of
textbooks etc to support MCC.
H and S
Core and
Extension
levels
Q22
Read AS/A2 specification.
Record your impressions of the
lesson. Identify some of the
differences between KS3, 4 and 5.
H and S
Core and
Extension
levels
Q14, Q15
Familiarise yourself with
workshops/FT rooms/other
facilities
H & S procedures, handbook,
isolation switches and safety
equipment and COSHH
regulations.
Know Fire Exit procedures.
H and S
Core and
Extension
levels
Q30
Use the guidance provided and
support from your Subject Mentor
to evaluate all lessons or part
lessons taught.
Record targets from discussions
Identify lesson or part lesson for
EL:PL&T assignment
C1 – C15
Identify your subject knowledge
development needs to meet the
Schemes of Work.
Prepare list of projects/resources
to develop during next UWE Block
3-D-8
MCC
MCC
BT: Portfolio
MCC
E2
C3
Q 7, Q 9, Q32,
Q29
BT: Portfolio
Q14
Professional Studies in School: 27 September – 8 October 2010
Indicative Content
Senior Professional Tutor Sessions
Directed Study
Session 1: Context Setting
 Read the school/college mission
statement, prospectus and most recent
inspection report. Familiarise yourself
with the school’s staff handbook or
other guidance including Child
Protection and Safeguarding/E-Safety
policy
Welcome your trainee group and introduce them to
your institution.
This will include:
1. a discussion based on a programme of
shadowing:
- a pupil
- a teacher
- an LSA
in a structured way, perhaps using a few key
focus questions or looking at particular issues;
2. a welcome and an introduction to the institution
for a member of the senior leadership team;
3. a list of key post-holders;
4. a programme of being introduced to key people,
systems and initiatives that will support trainees
in finding their feet and being most effective in
supporting learning;
5. a schedule for observing colleagues across the
school teaching a range of pupil age and ability
groups;
6. attachment to a tutor group or pastoral team;
7. outline briefing on fire, H&S and e-safety
policy and child protection procedures.
 Familiarise yourself with the staff
handbook and in particular the
section(s) on classroom management,
behaviour for learning, rewards and
sanctions.
 In a trainee group devise a list of key
information that you need and key
questions that would help you
understand the nature of this setting –
and discuss priorities.
Indicative
QTS Standards,
Units, ECM, CCS
QTS Standards
Q7, Q8, Q9, Q14,
Q15
Every Child
Matters Policy
E1, E2, E3, E4
Common Core
Skills for the
Children’s
Workforce
C1, C3
Units BT, EL
 Ensure that you introduce yourself to
key support staff, e.g.
- school library/resource centre
- ICT systems manager
- LSA/HLTA staff
Session 2: Structured Review & Target Setting
 Discuss trainees’ first impressions of the
school/college and how these have changed
during this first section of the placement.
 Ask trainees to share their own professional
strengths to reflect on what challenges they will
face and how they will action plan their
development to overcome these during this
placement.
 Confirm the programme for key player briefings/
scheduled developmental experience for when
trainees return, e.g. spending time with a Child
Protection Officer, SEN and GT teams, extracurricular activities; briefing on curriculum
development across the whole school; ‘learning
to learn’ etc.
 Discuss and make links to the Enabling Learning
(reflective writing about early teaching)
assignment to be completed on return to UWE.
 Gather the appropriate policies,
contextual data about classes, e.g. lists
of SATS/CATs etc performance
indicators, SEN/GT registers in order to
further your knowledge about the
placement setting and the classes you
will teach.
QTS Q3, Q5, Q21
Unit BT
ECM E1, E2
CCS C3, C4, C5
 Speak with your pastoral team
colleagues and gather information
about the PSHE programme to be
followed by the group(s) you are
attached to for the remainder of the
term. Negotiate a role where you can
learn about the work of a tutor and the
pastoral team for when you return.
 Ensure you have been briefed on child
protection and e-safety issues.
SPT to organise:
 Prospectus/key performance data/key policy extracts for trainees.
 Programme of contextualisation/welcome, e.g. meet key post-holders, pupil/staff shadowing and staff observations.
 Attachment to, and active involvement in, a tutor group/pastoral team.
 Appropriate Child Protection in outline and H&S briefing, e.g. fire evacuation; absence reporting
 Opportunities to engage with ‘best practice’ and innovation outside of the trainees’ teaching area
 In-school QA for training process: oversight of quality of training programme and mentor-trainee interaction.
3-D-9
DESIGN & TECHNOLOGY UWE BLOCK: 11 October – 29 October 2010
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
D&T Workshop 2
 Revisit and re-audit subject
knowledge profile.
 Specialist Fields: Designing and
making.
 Introduction to Cross Curriculum
Activity BLITZ!
 Develop SK through completion of a
minimum of TWO design and make
tasks
 Work collaboratively as a team
Specialist
fields
Q14, Q32, Q6,
Q30
D&T Seminar 6
 Bring BT Portfolio and PP file to
support reflection on PP.
Subject Sessions
UWE Block 2 11 October-15 October
 Review and reflection on PP in
School A.
 Learning objectives to learning
outcomes
MCC
E2, E4
Q1, Q 7, Q8
C15, C14
EL: PL&T
BT: Portfolio
 Bring and review lesson plan for
EL:PLT assignment
E3
C1, C2
Developing Subject Knowledge for
teaching:
 Select and attend Basic Skills
workshops using SKP Action Plan.
C12
Q14, Q23, Q17
EL:PL&T, MCC
 Independent practice and attend
generic ICT workshops.
E3
 Use Power Cover (supported by
technical staff) to continue SK
development.
Using ICT in subject teaching: training
sessions of specialist D&T software as
available.
Health & Safety (legal requirements)
 COSHH, good workshop practice
 Managing a hazardous
environment.
 Complete tutorials on Pro Desktop,
Speed Step, Fittingly Sew, Birchfield
Sensory Analysis, Crocodile
Clips/PCB Wizard
 All: 2D Design
Corel Draw
Focus Software
 Internet research activity to support
Workshop 3.
C12
 Attend H & S training programme as
appropriate.
 Read COSHH, H & S and
CLEAPPs Handbook.
 Familiarise yourself with BS 4163:
2000.
H and S
Core and
Extension
Levels
Q14, Q 21, Q3,
Q30
 Develop Scheme of Work for KS3
Workshop 2 Designing and Making:
BLITZ
C11, C15
Q 10, Q18, Q25,
Q30
Q16, Q17
MCC
E5
C1, C2
BT: Portfolio
UWE Block 2 11 October-15 October
D&T Seminar 7
 Designing compelling learning
experiences,
 PLTS,
 Cross-curriculum strategies
MCC, EL:O&M
E3, E4
3-D-10
DESIGN & TECHNOLOGY UWE BLOCK: 11 October – 29 October 2010
Subject Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Developing Subject Knowledge for
teaching:
 Select and attend Basic Skills
workshops using SKP Action Plan.
 Independent practice and attend
generic ICT workshops.
 Use Power Cover (supported by
technical staff) to continue SK
development.
C12
Q14, Q23, Q17
D&T Workshop 4
 Key Stage 4 Introduction to
Examination Boards and
Specifications.
 Interrogate OCR, AQA, EDEXEL,
WJEC websites.
 Identify support on offer for
teachers/students.
EL:PL&T, MCC
E3
Q 22, Q28
C1 – C15
MCC, BT:AS
E3
D and T Workshop 5
BLITZ
 Attend briefing on the Bristol Blitz
(History trainees)
 Research into Dig for Victory, Make
do and Mend, Utility clothing and
furniture, Propaganda and the
Ministry of Information, Codes and
ciphers
 Develop a range of appropriate
activities to support cross curriculum
workshop day.
 Work with groups of Y9 students
from local partnership schools at
UWE.
C1 – C15
H and S
Core and
Extension
levels
Q7, Q24, Q32
UWE Block 2 25 October- 29 October
D and T Workshop 3
Product Analysis
Plan and deliver spot demo.
D&T Seminar 8
 The D and T learning environment:
Classroom strategies for managing
student behaviour.
 Preparation for Placement B
Meet with Personal Tutor
 Begin to gather together a handling
collection appropriate to your main
specialist subject.
Q8, Q22
EL: PL&T
MCC
 Prepare support pack for spot demo
to include worksheet, key words,
display material and teaching notes.
H and S
Core
levels
Q22, Q25
 Consider the issues of managing
pupil behaviour in specialist rooms.
 List 10 specific strategies for your
main specialist area.
C1 – C15
H and S
Core and
Extension
levels
Q1, Q2, Q10,
Q30, Q31
BT: Portfolio, SK Profile and other files
3-D-11
H and S
Core and
Extension
Levels
MCC, BT:
Portfolio
EL:O&M
Q1 – 33
BT: Portfolio
Professional Studies at UWE: 11 October – 29 October 2010
Professional Studies Sessions
Directed Study
Tuesday October 12th
Read the appropriate sections of Capel et al
(2009) and Capel et al (2010) and other
readers/texts on the role of the tutor and on
pastoral care.
Curriculum Challenges II: Preparing for a
Pastoral Role
9.00-10.00 2D67 Lead Lecture;
10.30-12.00 Seminar
Pastoral Support for Learning and PSHEe.
Access appropriate VLE PS materials
including the MacDonald Report on PSHE, the
proposed curriculum and Ministerial responses
What is the role of the pastoral system?
How can the form tutor support young people
as learners? Set yourself a series of questions
to informally investigate when on placement:
e.g. How can the pastoral duties of a school
support the Every Child Matters Agenda and
child protection issues? What actions can
schools take to counteract cyber-bullying and
to respond to the guidance on online safety?
Indicative
QTS Standards,
Units, ECM, CCS
QTS
Q11, Q12, Q13
Units
BT, CC, EL
ECM
E3, E4
CCS
C2, C3
Parent and Community Engagement:
How do successful schools work in
partnership with parents and carers?
Transitions (KS2 – KS3 & KS4 – post 16).
Looking outside the secondary school.
How can schools link with the wider
community?
Tuesday October 19h
Behaviour for Learning I: Managing B4L
9.00-10.00 2D67 Lead Lecture;
10.30-12.00 Seminar
Tuesday October 26th
Behaviour for Learning II: Strategies and
Challenges
9.00-10.00 2D67 Lead Lecture;
10.30-12.00 Seminar
Pre- Session Reading:
- See Behaviour for Learning website
http://www.behaviour4learning.ac.uk/
- National Strategy behaviour management
materials- (see online guidance in VLE for
addresses)
- Capel et al (2009) Ch 3.
- Capel et al (2010) Ch 3.
Follow up:
- See suggested readings from online topic
pages and as suggested in session.
QTS
Q10, Q15, Q18,
Q19, Q20, Q21,
Q30, Q31
- Access the websites recommended in the
two Behaviour lectures and VLE online
guidance.
QTS
Q10, Q15, Q18,
Q19, Q20, Q21,
Q30, Q31
Follow up:
Identify the further information you will seek
when you are in your placement setting to
further your professional development.
Unit
BT CC EL
ECM
E2, E3
CCS
C3, C4, C5
Units
CC, EL
ECM
E2, E3
CCS
C3, C4, C5
3-D-12
PLACEMENT A: 1 November – 14 December 2010
STUDENT TIME
Attendance on Placement
Responsibility for Planned Teaching (RPT)
Directed Study (DS)
Personal Study in Placement (PS:Sch)
Contact Time
SPT
SM
HOURS EACH WEEK
Full-time
10 (This could be less in the first week)
7.5
5
1 hour for trainee group
1½ hours for individual or pair of trainees
SPT Agenda – During this block you will need to:
 Maintain the green placement file for each trainee, placing in it the yellow copies of mentor session weekly
review sheets, SPT session record sheets and teaching and learning observation feedback forms.
 Monitor the work of your mentors.
 Organise trainee’s work on all directed study tasks and discuss outcomes.
 Run weekly, timetabled Professional Studies sessions covering content outlined on relevant page.
 Use evidence in the trainee’s developing Becoming a Teacher Portfolio to help in the completion of the QTS
Standards: Progress Report.
 Complete yellow QTS Standards: Progress Report for each trainee and discuss this with them. NB:
trainee signature is required. Please ensure the trainee has a copy of this report and the original is
returned to UWE as indicated below.
Subject Mentor Agenda – During this block you will need to:
 Review and adjust the trainee’s timetable for this block as needed.
 Support trainee lesson planning (using UWE proforma or agreed alternative proforma), evaluating and target
setting.
 Discuss school based tasks and how to complete them including monitoring Health and Safety where
appropriate.
 Monitor trainee teaching file, lesson evaluations and completion of directed study tasks.
 Undertake formal lesson observation and feedback on three occasions during this block identifying targets for
development.
 Additionally a weekly written lesson observation feedback is strongly recommended.
 Where possible undertake a paired observation of the trainee teaching with the UWE visiting Subject Tutor.
Moderate your judgement of trainee’s progress with visiting UWE tutor.
 Support and monitor the trainee in developing their subject knowledge for teaching using their Subject
Knowledge Profile and Action Plan. Sign first completed Action Plan and comment on trainee’s progress in
this aspect.
 Advise and support the trainee in selecting the topic/area for the Meeting Curriculum Challenges Assignment.
 Run weekly timetabled Subject Mentor sessions covering content outlined in the SM session section.
 Ensure Mentoring Session Records are completed and yellow copies passed to SPT.
During this block the following items should be placed in the
trainee’s green school file, held by the SPT
Trainee timetable (with RPT, DS, PS, SPT/SM contact clearly marked)
Copies of 6 Mentor Session Weekly Review Sheets and SPT Session
Record Sheet/s
3 written lesson observation feedback form
1 written feedback form
Enabling Learning: The Processes of Learning and Teaching
assignment feedback (if available)
Photocopy of yellow Progress Report
Item provided by
Trainee/mentor
Subject Mentor
Subject Tutor (UWE)
Trainee
SPT
Please return the following items to The Partnership Office, Department of Education, S Block, University
of the West of England, Coldharbour Lane, Bristol BS16 1QY - to arrive no later than the listed date.
Item
Date
All items:
 Progress Report (signed by trainee and SPT)
Friday 14 December
 Completed green placement file for each trainee (as above)
 Completed SPT questionnaire
NB: The turn-around time for UWE to process the items you return, and forward them to each trainee’s
second placement is very tight. Your co-operation in meeting these dates is very much appreciated.
3-D-13
DESIGN & TECHNOLOGY PLACEMENT A: 1 November–14 December 2010
Mentor Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Week beginning 1 November 2010

Review trainee’s timetable and
check planning and preparation for
RPT.

Relate RPT planning to NC
programmes of study and
schemes of work.
Q22, Q25
Specialist
fields
EL: PL&T
E3, E4
C2







Scrutinise trainee’s Teaching File
(Please do this weekly).
Monitor use of Learning Objectives
and Learning Outcomes/Success
Criteria in lesson planning.
Develop trainees understanding
and use of KS3 PoS and use of 3
part lesson.
Support the trainee in using
plenaries to action plan and set
SMART targets for future lessons.

Support trainee in the
development of a clear framework
for classroom discipline based on
high expectations for student
behaviour.
Discuss with trainee the issues of
managing student behaviour in
specialist facilities and the
importance of room layout.
Identify with the trainee some
strategies to promote students’
independent learning.






Plan and prepare lesson using the
UWE Lesson Plan proforma at
least three days in advance of the
lesson.
Observe and record progress by
both able, less able and more able
students to support future
planning.
Begin to compile list of starter
activities for future use.
Begin to compile a list of plenaries
for future use.
C1, C4,
C6
Q1, Q14, Q22,
Q25, Q26(b)
Draw a plan of a relevant specialist
room and suggest a different
layout that could modify pupil
behaviour.
Draw up seating plans for all
teaching groups.
Explore the way in which
resources are stored and
managed.
C8, C15
Q10, Q31
H and S
Core and
Extension
Levels
EL:O&M
EL.PL&T, MCC
E3, E4
C1, C2
E3
C2
Week beginning 8 November 2010







Introduce trainee to the
school/college approach to
monitoring student achievement
both in class and out
Demonstrate to the trainee the
methods used for assessment,
marking and record keeping.
Support trainees in the
development of their marking skills
using faculty/ department policy on
marking.
Provide trainee with mark book as
appropriate.

Introduce trainee to support staff:
technical, LSAs.
Discuss how such staff are
deployed within D & T.
Arrange for the trainee to spend a
day working with the technical staff
(if available).


Q11, Q12,
Q26(a), Q27
Begin to develop assessment skills
by marking a set of work, eg
homework task, in class test etc.
Provide feedback in the
appropriate format (written/oral)
EL:PL&T, BT:AS
E3
C3, C4
Identify the key role played by the
technical staff and how they are
deployed within the Faculty/
Department.
H and S
Core and
Extension
Levels
Q20, Q32, Q33
EL:O&M
BT:Portfolio
E2, E4
C4
3-D-14
DESIGN & TECHNOLOGY PLACEMENT A: 1 November–14 December 2010
Mentor Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Week beginning 15 November 2010


Check trainee’s SK Profile Action
Plan.
Set in placement SK development
programme linked to RPT where
appropriate.

Develop D & T practical skills in
chosen specialist areas. Produce
practical resources that enhance
students’ practical skill
development.
C7, C9,
C10
Q14, Q22, Q25
(b)
MCC
H and S
Core
Levels
E5
C2


Develop lesson differentiation to
support targeted students.
Use exemplar material to support
trainee’s development of
differentiated materials.



Q18, Q19, Q17
Sensitively with the guidance of
your SM, identify a student with
SEN (this could include
exceptional ability/gifted and
talented).
Arrange to observe or work with
this student over a series of
lessons. Reflect on the learning
needs of this student and explore
the nature of effective teaching
strategies. Does the use of ICT
make any specific contribution to
this student’s development?
Use the insight that you gain from
these activities to help you plan
more effectively for individuals in
small groups of students within
the largest classes with whom you
work.
EL:PL&T, MCC
E1, E3, E4
C1, C2, C4, C5
Week beginning 22 November 2010

Focus on planning for
personalised learning.








Identify specific strategies with the
trainee to develop literacy and
numeracy through D & T.
Discuss how ICT supports
students’ learning in Design and
Technology.



Meet with SENCO and identify
strategies used to support a pupil
with special needs. Does the
school have specialist resources
for students’ physical requirements
within practical lessons?
Identify methods used to support
the students in D & T. Consider:
written communication
oral communication
visual communication
Identify students who may have
motor skill, co-ordination or spatial
awareness difficulties. Recognise
methods and techniques used to
support these students.
C11
continue to develop technical
glossary
note how key words are used in
teaching rooms
highlight the development of
numeracy in at least 4 planned
lessons
C12, C14
3-D-15
Q1, Q19, Q20
EL.PL&T, MCC
E1,E2, E3
C1, C2, C3
Q17, Q19, Q23
EL:PL&T
E3
C1
DESIGN & TECHNOLOGY PLACEMENT A: 1 November–14 December 2010
Mentor Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Week beginning 29 November 2010

Set up a minimum of two lesson
observations of AS/A2 teaching of
D & T (where possible).


Q22, Q15
Familiarise yourself with the
relevant specification for the group
to be observed.
Discuss the approaches to
teaching A level with the teacher.
EL:PL&T, MCC
E5
C4


Discuss issues emerging from
observed lessons, focusing on
starts and ends of lessons.
(3 formal observations this block)
Monitor the use of lesson
objectives by trainees and how
these are conveyed to students
at the start of lessons and
checked at the end.


Develop a bank of appropriate
leaning objective /learning
outcome statements.
Develop sets of questions to be
used in a range of
teaching/learning contexts.
Q7 (a), Q9, Q29,
Q25 (b)
C15
EL:PL&T
E3, E4
C1, C2
Week beginning 6 December 2010


Debrief trainee on the lesson
observations that you have
undertaken.
Discuss the draft Progress Report
with the trainee




Monitor trainee’s safe working
practice and application of
COSHH.

BT: Portfolio
Q7, Q9
Audit your progress against the
QTS Standards in your Becoming
a Teacher Portfolio
Ensure all Directed Study Tasks
have been completed
Ensure all lesson evaluations
are completed
Observe and develop safe
working practice within H & S.
C7, C10
H and S:
Core
Levels
and
Extension
levels
3-D-16
Q30
Professional Studies in School: 1 November – 14 December 2010
Indicative Content
SPT Sessions
Session 1:
Contextual Setting and Development Planning
 Re-welcome your trainee group. Link their
experience at UWE to this placement, e.g. what
3 key things have they learnt/reflected
on/practised at UWE that they can use/apply in
this placement block? What are their aspirations
for this block? How will they use their Review
Point 1 (RP1) to improve their practice and
professional performance during this placement?
 Discuss the ‘positives’ of being back in school/
college:
- What are they enjoying/looking forward to?
- What do they now need to do to consolidate
their practice and move forward?
- What experiences do they need to support
their individual and collective development?
How can you facilitate this at an appropriate
rate/level?
Directed Study
 Revisit your RP1and Subject
Knowledge Profile/ICT Audit to reflect
on targets and action planning
 Reflect on UWE based curriculum,
Child Protection and e-Safety, AfL and
BfL sessions and how your placement
engages with curriculum development,
pupil engagement and achievement
and key teaching and learning issues.
 Revisit your list (from the first part of
this placement) of key information to
find out/key experiences/people to
meet and devise a schedule for
responding to this list.
 Study the behaviour management
system and in your observations look
for positive examples of steering and
motivating learners
Indicative
QTS Standards,
Units, ECM, CCS
QTS
As appropriate on
an individual basis
ECM
As appropriate on
an individual basis
Units
BT, EL
CCS
C1-5
Sessions 2 – 4
Divide the sessions between
- some time for trainees to feedback on their week
and professional learning; and the majority of the
session for a scheduled input from yourself or a
colleague (in any order/adjusted to your setting)
Ensure that a more fulsome e-safety and Child
Protection Briefing is put in place for all trainees.
Trainee to record actions arising from CP& S
briefing on their action plan.
Curriculum Structures
How is this setting responding to the change
agenda at 11-19?
(Could include input from Deputy Head (Curriculum)
or key stage manager, vocational co-ordinator, etc.)
How does this placement setting address its duties
to promote social and community cohesion and
equality issues?
Supporting and Extending Learners
How does this institution provide holistic support for
learners and ensure pace, challenge and care?
(Could include inputs from SENCO, LSA, G&T coordinator, pastoral team, other agencies, BfL
leaders, NQTs.) What data or other systems are
used to aid staff in monitoring and intervening?
Assessment for Learning
Brief trainees on the data collection and tracking
systems, assessment, recording and reporting
(ARR) structures across the whole institution –
discuss how this can be used to enhance planning
and achievement.
Prepare for each of the topic sessions by
reflecting on your level of knowledge and
understanding and accessing appropriate
preparatory online materials/articles/policy
documentation.
As shown below
Access online the October 2010 White
Paper on Education and commentary on
this via the DfE and other websites
 Look at the placement’s prospectus and
the range of learning/qualification
choices on offer. Visit the DfE website
and UWE’s VLE.
 Talk with older pupils (e.g. in tutor time
with colleagues/their permission) about
options choices and their views about
the curriculum.
QTS Q6, Q7, Q8
 Read in-house policy and practice
documents and read the VLE online
guidance pages.
 Access DfE site for policy, research and
other information.
 Follow up session by considering, in a
discrete and professional way, needs of
actual pupils you teach.
QTS Q7
 Reflect on key strengths and
challenges for AFL and the nature of
achievement and success as well as
underachievement and ‘performance
profiles’ for particular groups and
individuals.
 Access the VLE section on
assessment, and the DfE website.
QTS Q7, Q11,
Q12, Q13, Q26,
Q28
3-D-17
Unit BT
ECM E1 - E5
CCS C1 - C5
Unit BT
ECM E1 - E5
CCS C1 - C5
Unit BT
ECM E3, E5
Professional Studies in School: 1 November – 14 December 2010
Indicative Content
SPT Sessions
Directed Study
Session 5: Professional Review
 Reflect on this placement/term.
This session should review trainee progress, look at
areas of personal development and identify targets
for development.
 Refine your targets and identified
strengths in response to professional
dialogue.
Complete the Progress Report, making summative
comments on this placement, but with a formative
aim of informing and shaping trainee self review,
action planning and RP2 (Review Point 2) with
UWE tutors in January. Due back at UWE on 14th
December 2010
 Begin to reflect on subject and ICT selfdevelopment for the vacation.
Session 6: Summative Paperwork Review
Indicative
QTS Standards,
Units, ECM, CCS
QTS
All, as appropriate
Units
BT, CC, EL
ECM E1 - E5
CCS C1 - C5
QTS
All, as appropriate
 Look through trainee planning and record
keeping files and the QTS progress file together
in a systematic manner.
 Ensure your files are in good order for
this session, with items correctly filed in
the QTS Portfolio.
 Note down any areas for praise for trainees and
subject mentors, and areas for development in
future mentoring and coaching.
 Reflect on your learning during this
placement and also what has most
powerfully impacted on your learning.
 Ask trainees to identify, from their observation of
others or their own teaching, a well taught
session where learning was strong. Discuss (ask
the trainee to ‘unpack’): what were the key
features that contributed to success?
 Complete an appropriate number of
the ‘evidence of achievement of
standards’ entries at the back of the
QTS Portfolio booklet and check off
which items have been added to the
Portfolio.
Units
BT, CC, EL
ECM E1 - E5
CCS C1 - C5
 Read through, and discuss with trainees, their
QTS portfolio ‘evidence of achievement of the
standards’ pages (at the rear of the booklet).
SPT to organise:
 Programme of SPT sessions with invited lead inputs as appropriate.
 Lesson observations outside of ‘main subject’ for trainees throughout the block.
 Ensure opportunities to engage with ICT systems and curriculum, e-safety, child protection procedures, Pastoral
support system, G&T, SEN and EAL support are built into trainee experience.
 Provide key documentation for trainees:
- mission statement
- recent performance data
- prospectus extracts
- policy documentation including child protection and ICT Safe use (e-safety) guidance
 Review meeting to discuss progress report (due at UWE at end of placement)
 In-school QA of training process: oversight of training programme and mentor-trainee interaction.
 Return of appropriate paperwork to UWE by deadline.
3-D-18
DESIGN & TECHNOLOGY UWE BLOCK: Tuesday 4 January – 19 January 2011
Subject Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Week 4 – 7 January 2011
D and T Seminar 9
 Review of Placement A
 Review of teaching file and progress
against the QTS Standards
 Identify targets for development
against the QTS Standards
 MCC Assignment and Q14 SK
portfolio review
 Review Teaching File and progress
against the standards
 Identify targets for future
development in preparation for
Personal Tutorial
Q1 – 33
MCC
BT: Portfolio
 Complete workshop task using
cross-curriculum themes.
Q 25
D&T Workshop 6
 Developing innovative approaches
to teaching, eg using diverse
cultures as design sources.
 How to support and develop PLTS
in D and T.
 How D&T can contribute to pupils’
personal, social, spiritual, moral and
cultural development.
D&T Seminar 10
 Personalised learning: meeting all
needs at KS3, KS4 and beyond
differentiation
special needs including G&T
EAL
tackling underachievement
assessing and responding to
additional needs
 Group discussion identifying
strategies to protect students from
unacceptable material, eg on the
internet.
 begin to draft the Scheme of Work
for your MCC Assignment
H and S:
Core
Levels
and
Extension
levels
MCC
C15
Q1, Q10, Q21
E3
C2
EL: O&M, MCC
E2, E3, E4
C1, C6
Week 10 – 17 January 2011
Developing Subject Knowledge for
teaching:
 Select and attend Basic Skills
workshops using SKP Action Plan.
C12
Q14, Q23, Q17
EL:PL&T, MCC
 Independent practice and attend
generic ICT workshops.
E3
 Use Power Cover (supported by
technical staff) to continue SK
development.
MCC Assignment tutorials.
Support for academic writing
 Organise Q14 Subject Knowledge
Portfolio
 Start to draft written assignment
3-D-19
C1 – C15
Q 14, Q15
DESIGN & TECHNOLOGY UWE BLOCK: Tuesday 4 January – 19 January 2011
Subject Sessions
Directed Study
D&T Seminar 11
 Read GCSE specifications in
specialist field.
 List topics to be taught as theory.
 Research the new Specialist
diplomas
 MCC Assignment preparation
 Raising Achievement: routes to
achieving economic well being
including Diplomas
14-19 teaching
 Planning and preparing using
specifications.
 Teaching theory through practical
activity.
Meet with Personal Tutor
BT: Portfolio, SK Profile Q14 Subject
Knowledge Portfolio and other files,
Progress Report
H&S
 Attend H & S programme.
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Q14, Q15, Q 22,
H and S:
Core
Levels
and
Extension
levels
El: PL&T, MCC
E5
C2, C4
Q1 - 33
H and S:
Core
Levels
and
Extension
levels
Week 18 – 19 January 2011
Developing Subject Knowledge for
teaching:
 Select and attend Basic Skills
workshops using SKP Action Plan.
C12
Q14, Q23, Q17
EL:PL&T, MCC
 Independent practice and attend
generic ICT workshops.
E3
 Use Power Cover (supported by
technical staff) to continue SK
development.
D and T Seminar 12
 Preparation for Placement B
 Prepare PP File
Q1 - 33
Meet with Personal Tutor
BT: Portfolio, SK Profile Q14 Subject
Knowledge Portfolio and other files,
Progress Report
Q1 - 33
3-D-20
Further Recommended Reading
Braddock S et al (1998) Techno Textiles, Thames & Hudson
Edexcel A Level Design and Technology for Edexcel
Product Design: Resistant Materials Technology
Product Design: Graphics with Materials Technology, Heinemann
Norman S et al (1995) Advanced Design and Technology, Longman
Proudlove K (2001) The Science and Technology of Foods, Forbes Publishing
RCA (1999) Schools Technology Project, Advanced Manufacturing: Design and Technology, Hodder & Stoughton
www.flying-pig.co.uk
www.technology.org.uk
www.dtonline.org
www.textile-toolkit.org.uk
www.nutrition.org.uk
www.glitter.com
www.bbc.co.uk/bitesize
www.bluefishworks.co.uk
www.edexcel.org.uk
www.ocr.org.uk
www.aqa.org.uk
www.wjec.co.uk
www.foodforum.org.uk
3-D-21
Professional Studies at UWE: Tuesday 4 January – 19 January 2011
Professional Studies Sessions
Tuesday January 4th
Diversity, Inclusion and Achievement I:
Meeting Individual and Additional
Needs (SEN)
12.00-13.00 2D67 Lead lecture;
13.30-15.00 Seminar
Tuesday January 11th
Diversity, Inclusion, and Achievement II:
Achievement Patterns and Data, Strategies
for Raising Achievement
9.00-10.00 2D67 Lead lecture;
10.30-12.00 Seminar
Tuesday 18th January
Diversity, Inclusion, and Achievement III:
Approaches to Diversity, Addressing
Social and Community Cohesion
9.00-10.00 2D67 Lead lecture;
10.30-12.00 Seminar
Directed Study
For this session:
What do we mean by special needs and how
can we integrate SEN learners into the
mainstream classroom?
Identify whether you need a general
introduction to the issues across a broad
range of needs; or specific information
according to your own experience to date and
carry out appropriate prior reading;
Web search for the current SEN Code of
Practice.
Visit VLE TDA materials on SEN
Follow Up Reading:
Government policy and guidance on the DfE
website
Capel et al (2009) Ch 4; Capel et al (2010) Ch
4
Pre-Session Reading:
Capel et al (2009) Ch4.Capel et al (2010) Ch4
DfE webpages and ministerial announcements
See also: suggested reading from online topic
pages.
Focus Questions:
Gender, ethnicities and achievement:
What are the factors affecting achievement?
What does the data suggest to us about
achievement by gender and within majority
and minority groups? What intervention
strategies can be offered to raise
achievement?
Parent and Community Engagement:
How do successful schools work in
partnership with parents and carers?
English as an Additional Language:
What does teaching pupils for whom EAL
mean for teachers? What does it mean for
‘the EAL pupil’? What can teachers do to
support the learning and assess the
achievements of EAL pupils? Reading: Capel
et al (2009) Ch 4 section on EAL
Prior to session: Access appropriate
materials in VLE on Diversity and Social
Cohesion, and where appropriate engage with
policy backdrop (e.g. MacPherson Report
(2001), Parekh Report; Ajegbo Report (2007))
and current policy on Social and Community
Cohesion and Diversity: see DfE website.
Address own subject knowledge development
needs- e.g. in understanding the nature of
multiethnic Britain over time; changing
emphasis of government policy and current
priorities.
Follow up reading:
Visit website of Runnymede Trust: (register to
download publications, some of which are on
VLE) http://www.runnymedetrust.org/
Indicative
QTS Standards,
Units, ECM, CCS
QTS
Q1, Q3, Q5
Units
BT, CC, EL
ECM
E1, E2, E3, E4, E5
CCS
C1, C2, C3, C4,
C5
QTS
Q3, Q5, Q18, Q19,
Q20
Units
BT, CC, EL
ECM
E1, E2, E3, E4, E5
CCS
C1, C2, C3, C4,
C5
QTS
Q1, Q3
Units
BT, CC, EL
ECM
E1, E2, E3, E4, E5
CCS
C1, C2, C3, C4,
C5
Further Directed Study
Trainees should visit VLE Professional Studies materials and locate the appropriate topic pages, and independently, or
in a study group, explore the web links and readings.
Your progress through the guiding questions and suggested further development on each topic will continue through
the course and will vary according to your individual training needs.
By the end of the course you will be expected to have engaged with all of the Professional Studies topics.
3-D-22
PLACEMENT B: 20 January - 4 February 2011
STUDENT TIME
Attendance on Placement
Responsibility for Planned Teaching (RPT)
Directed Study (DS)
Personal Study in Placement (PS:Sch)
SPT
SM
HOURS EACH WEEK
Full-time
6 - 8 hours in this block (Trainees should meet all
classes they will be teaching in the next block)
12.5
5
1 hour for trainee group
1½ hours for individual or pair of trainees
SPT Agenda – During this block you will need to:

Organise induction activities for trainee(s), and inform them of Safeguarding and Child Protection
Procedures.

Maintain the green placement file for each trainee, placing in it the yellow copies of mentor session weekly
review sheets, SPT Session Record Sheet and lesson observation feedback forms.

Monitor the work of your mentors.

Organise trainee’s work on all directed study tasks and discuss outcomes.

Run weekly, timetabled Professional Studies sessions covering content outlined on relevant page.

Allocate each trainee to a tutor group/tutor in FE. (NB They should not be given full responsibility for a tutor
group.)

Support trainees with preparation for the Enabling Learning: Organisation and Management
presentation.
Subject Mentor Agenda – During this block you will need to:
 Introduce trainee to the Faculty/Department including staff (both teaching and support) and provide the
trainee with copies of Faculty/Department policies, Schemes of Work and examination specifications.


Discuss and organise trainee’s timetable for this and the next block building on strengths and areas for
development identified on the Progress Report from Placement A, Becoming a Teacher Portfolio and
Subject Knowledge Profile. During this placement the trainee will have experience across the full range of
age and ability.
Support trainee in lesson planning (using UWE Proforma or agreed alternative proforma), evaluating and
target setting.

Monitor trainee’s teaching file, lesson evaluations and completion of directed study tasks.

Complete one formal lesson observation and feedback (yellow copy to SPT) identifying SMART targets for
development.

Review trainee’s Subject Knowledge Profile and set up SK for teaching development programme for this and
the next block.

Run weekly timetabled Subject Mentor sessions covering content outlined in the SM session section.

Ensure Mentoring Session Records are completed and yellow copies passed to SPT.
During this block the following items should be placed in the
trainee’s green school file, held by the SPT
Trainee timetable (with RPT, DS, PS, SPT/SM contact clearly marked)
Copies of 2 Mentor Session Weekly Review Sheets
1 written lesson observation feedback form
3-D-23
Item provided by
Trainee/mentor
Subject Mentor
DESIGN & TECHNOLOGY PLACEMENT B: 20 January – 4 February 2011
Mentor Sessions
Indicative
QTS Standards,
Units, ECM, CCS
Directed Study
H&S
DATA


Read departmental handbook.
Examine departmental facilities in
relation to SK/ICT development
requirements.
Identify department’s H & S policy.
H and S:
Core
Levels
and
Extension
levels
Q4, Q32
Obtain class lists as appropriate
Request copy of Independent
Learning/Homework schedule for
each group to be taught
C1 – C15
Q3(a and b), 7(a),
Q14
H and S:
Core
Levels
and
extension
levels
EL:PL&T, MCC
Read all the Schemes of Work and
specifications thoroughly.
Use the UWE Scheme of Work
Proforma to rewrite the relevant
Schemes of Work to the timescale
of the school/college B placement
Plan in opportunities to undertake
projects where possible during the
block and identify those to be
completed during the next UWE
block
H and S:
Core
Levels
and
extension
levels
Q14, Q22
Plan and prepare lessons using
the UWE Lesson Plan Proforma at
least three days in advance of the
lesson.
C1 – C15
H and S:
Core
Levels
and
extension
levels
Q10, Q11,
Q14,Q22
Week 20 January – 28 January 2011

Introduction to D & T Department’s
staff, facilities, resources and
departmental policies (including H
& S policy).





Negotiate a timetable with trainee
for the assessed part of the
placement, building on feedback
from Autumn Term Progress
Report and their SK Profiles and
BT Portfolios.
Trainee should normally divide
their RPT with 75% in their main
specialist area and 25% in their
second specialist area


Ensure that trainee has copies of
all relevant schemes of work and
specifications.
Support the students in re planning
schemes of work to match their
placement










Support the trainee in planning,
teaching and evaluating lessons.
Use the Mentor Session Review
Sheet to set SMART targets to
develop planning, preparation and
teaching.

Discuss the faculty/ department’s
approaches to managing pupil
behaviour. Using their experience
of School ‘A’ support trainees in
developing a clear framework for
classroom discipline.
Discuss school’s policy towards
inclusion.

Work with trainees to develop a
new action plan for their SK
profiles.
Draw up programme of subject
knowledge development for the
first part of the placement in
agreement with trainee.

Familiarise with departmental and
schools ICT hardware and
software library.

Read school’s pupil/ behaviour
management policy.
EL: O&M
E3, E4, E5
C1, C2
E3, E4
EL:PL&T, O&M,
MCC
E3, E4
Q1, Q30, Q31,
Q32
EL:PL&T, BT:
Portfolio
E 1, E2, E3, C2

Identify gaps in SK/ICT audits and
develop action plan in consultation
with SM.
Draft the Action Plan (to be
finalised at the start of the next
school/college block
Meet with teacher i/c ICT and
explore relevant subject facilities.
Specialist
fields
Q14, Q22
MCC
E3
Q17, Q23
MCC
3-D-24
DESIGN & TECHNOLOGY PLACEMENT B: 20 January – 4 February 2011
Mentor Sessions
Directed Study
H&S
DATA


H and S:
Core
Levels
and
Extension
levels

Discuss the nature and
relationships between the trainee’s
main specialist area and the other
D and T specialisms
Arrange for the trainee to observe
lessons in their non-specialist D
and T areas


Observe at lease one lesson in
each of your non specialist D and
T areas
Draw up list of common elements
Draw up list of different elements
3-D-25
Indicative
QTS Standards,
Units, ECM, CCS
Q14, Q15
MCC,
BT:Portfolio
E3
Professional Studies in School: 20 January – 4 February 2011
Indicative Content
Directed Study
Indicative
QTS Standards,
Units, ECM, CCS
Welcome your trainee group and introduce them to
your institution.
A typical programme would include:
 a discussion based on the earlier shadowing of:
a pupil; a teacher; or an LSA, perhaps using a
few key focus questions or looking at particular
issues;
1. A welcome and an introduction to the institution
and the names/roles of the leadership team
and key post-holders;
2. Planned sessions with key people, and
explanations of key systems and initiatives that
will support trainees in finding their feet and
being most effective in supporting learning;
3. A schedule for observing colleagues across the
school teaching a range of pupil age and ability
groups;
4. Attachment to a tutor group or pastoral team;
5. Outline briefing on fire, H&S and child
protection/safeguarding procedures. Trainee to
record actions arising from CP& S briefing on
their action plan.
 Read the school/college mission
statement, prospectus and most recent
inspection report.
QTS
Q1, Q3, Q7, Q8,
Q9, Q14, Q15
 Familiarise yourself with the staff
handbook and in particular the
section(s) on classroom management,
behaviour for learning, rewards and
sanctions.
Units
BT, EL
 In a trainee group devise a list of key
information that you need and key
questions that would help you
understand the nature of this setting –
and discuss priorities for responding to
this list.
CCS
C1, C3
Session 2: Structured Review & Target Setting
 Discuss trainees’ first impressions of the
school/college and how these have changed
during this first section of the placement.
 Ask trainees to share their own professional
strengths to reflect on their developmental targets
for this placement. Encourage trainees to use the
QTS Standards in their reflection, and their key
recording documentation which evidences their
level of achievement. Ensure trainees and
Subject Mentors understand the concept of
SMART development targets focused on quality
of teaching and learning and evidence based
practice.
 Confirm the programme for key player briefings/
scheduled developmental experience for when
trainees return, e.g. spending time with SEN and
GT teams, extra-curricular and extended schools
sessions; briefing on curriculum development
across the whole school; child protection and esafety policies; ‘learning to learn’ etc.
 Use Review Point 1 and 2, Subject
Knowledge, your ICT Audit, the Report
from your first placement and the QTS
Portfolio containing previous
feedback/mentor records to prepare for,
and follow up this session
SPT Sessions
Session 1: Context Setting
ECM
E3, E4
 Ensure that you introduce yourself to
key support staff, e.g.
- school library/resource centre
- ICT systems manager
- LSA/HLTA staff
 Gather the appropriate policies,
contextual data about classes, e.g. lists
of SATS/CATs etc performance
indicators, SEN/GT registers in order to
further your knowledge about the
placement setting and the classes you
will teach.
QTS
Q3, Q5, Q21
Units
BT EL MCC
ECM
E1, E2
CCS C3, C4, C5
 Speak with your pastoral team
colleagues and gather information
about the PSHE programme to be
followed by the group(s) you are
attached to for the remainder of the
term. Negotiate a role where you can
learn about the work of a tutor and the
pastoral team for when you return.
SPT to organise:
Copies of Prospectus; key performance data/most recent inspection report; key policy extracts for trainees;
Programme of contextualisation/welcome, e.g. meet key post-holders, pupil/staff shadowing and staff observations;
Attachment to a tutor group/pastoral team;
Appropriate briefings for H&S, e.g. fire and emergency evacuation; absence reporting and for Child
Protection/Safeguarding and E-Safety;
 In-school QA for training process: oversight of training programme and mentor-trainee interaction




3-D-26
DESIGN & TECHNOLOGY UWE BLOCK: 7 February – 25 February 2010
Subject Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
UWE Block 4 8 – 12 February 2011
D&T Seminar 13
 Monitoring and Assessment in
Design and Technology
 Develop a statement bank for
feedback and reporting on pupil
progress.
Q1, Q10, Q12,
Q27, Q29
C15
EL:PL&T, BT:AS
E1 - 5
C1 - 3
D&T Workshop 7
 AS/A2 teaching.
 Planning and preparing to raise
student examination performance
 Small group activity with A level
students from school/college.
 Scrutinise a range of specifications
and support material from
examination boards
Q10, Q13, Q 29,
Q32
Specialist
fields
EL:O&M, BT:AS
MCC
E5 C1
D&T Seminar 14
 Taking risks: innovative classroom
approaches
H and S:
Core
Levels
Q8, Q29, Q24
E3, E4
C12
Q14, Q23, Q17
UWE Block 4 14 – 18 February 2011
Developing Subject Knowledge for
teaching:
 Select and attend Basic Skills
workshops using SKP Action Plan.
EL:PL&T, MCC
 Independent practice and attend
generic ICT workshops.
E3
 Use Power Cover (supported by
technical staff) to continue SK
development.
D & T Seminar 15
From good to outstanding – how to
become an outstanding teacher
Preparation for D & T Exhibition 18
February 2011
Private view for family and friend 6 – 8
pm
 Read the section in your handbook
on Grade Criteria for the inspection
of ITE 2008 - 11
Ofsted criteria
BT: Portfolio
Set up and display appropriately a
range of work completed during the
PGCE.
To be available for viva with External
Examiner.
H and S:
Core
Levels
and
Extension
levels
MCC
 Complete workshop task and
present as a wall display in groups.
 Work collaboratively with Business
Education trainees
C7, C10,
C 12
Q2, Q24, Q31
UWE Block 4 21 – 22 February 2011
D&T Workshop 8
 Work related learning
Industry linked project.
MCC
E5 C2
D & T Seminar 16
Preparation for Placement B
EL: O&M
BT: Assessment
H and S:
Core
Levels
and
extension
levels
3-D-27
Q1 - 33
Professional Studies at UWE: 7 February – 25 February 2011
Professional Studies Sessions
Directed Study
Tuesday February 8th
Innovation in Practice I: Reconceptualising
Learning
Visit suggested websites related to the
Change Agenda and qualifications framework
at 14-19, and DfE website for the latest policy
guidance and case studies of innovation.
9.00-10.00 Lead Lecture 2D67;
Seminar 10.30-12.00
Briefing materials and suggested reading from
online topic pages.
Tuesday February 15th
Indicative
QTS Standards,
Units, ECM, CCS
QTS
All standards
Unit
BT
ECM
E1, E2, E3, E4, E5
CCS
C1, C2, C3, C4,
C5
Innovation in Practice II: Reforming the
Qualifications Framework: Functional
Skills, Diplomas and Work based learning
9.00-10.00 Lead Lecture 2D67;
Seminar 10.30-12.00
Tuesday February 22nd
Subject Studies
Additional Events (dates to be confirmed, according to the availability of speakers and guests- check the VLE for
announcements and further details)
Entering the Profession Marketplace
The Street (main corridor) 10.00am – 2.00pm
Representatives from the General Teaching Council, local authorities, Supply Agencies and so on, will be invited to set
up stalls in the ground floor corridor. Trainees will be able to visit stalls and ask questions during their coffee break and
during lunch. Details of any additional inputs or provision during this day will be provided via group tutors.
Entering the Profession: The Headteacher’s View
‘What I look for in applications and applicants...’ Briefing Session from a guest speaker
Entering the Profession: Top Tips and Important Information
Guidance of Entering the Jobs market: Guest speaker from an Education Recruitment Cover Agency
Further Directed Study
Trainees should access online the Professional Studies materials and locate the appropriate topic pages, and
independently, or in a study group, explore the web links and readings.
Your progress through the guiding questions and suggested further development on each topic will continue through
the course and be dependent on your individual training needs.
By the end of the course you will be expected to have engaged with all of the Professional Studies topics.
3-D-28
PLACEMENT B: 28 February - 8 April 2011
STUDENT TIME
Attendance on Placement
Responsibility for Planned Teaching (RPT)
Directed Study (DS)
Personal Study in Placement (PS:Sch)
SPT
SM
SPT: Agenda – During this block you will need to:
 In w/b 28.03.11 complete pink Mid-Point Report
for each trainee and discuss this with them.
Trainee signature required. (Please return to
UWE as indicated below.)

Maintain the green placement file for each trainee,
placing in it the yellow copies of mentor session
weekly review sheets, SPT Session Record
Sheet/s and lesson observation feedback forms.

Monitor the work of your mentors.

Organise trainees’ work on all directed study tasks
and discuss outcomes.

Run weekly, timetabled Professional Studies
sessions, covering content as outlined on relevant
page.

Monitor and support each trainee’s work on their
Becoming a Teacher Portfolio.

Use the trainee’s developing BT Portfolio
to help them to evaluate their professional needs
and identify further sources of support,

Between 14.03.11 and 25.03.11 assess each
trainee’s Enabling Learning: Organisation and
Management presentation: NB trainee(s) to
submit annotated bibliography prior to
presentation.

Support trainees in their search for a first post.
HOURS EACH WEEK
Full-time
15 by week beginning 14.03.11
2.5
5
1 hour for trainee group
1½ hours for individual or pair of trainees
Subject Mentor: Agenda – During this block you
will need to:

Finalise the trainee’s timetable and agree
Schemes of Work.

Support trainee in lesson planning (using the UWE
Proforma or alternative agreed proforma),
evaluating and target setting throughout the
assessed school experience.

Monitor the trainee’s Teaching File through a
weekly scrutiny during the Mentor session,
reviewing progress made in meeting targets set in
previous Mentor sessions and in lesson
observations and feedback.

Support and monitor the trainee in developing own
subject knowledge using Subject Knowledge
Profile and Action Plan. Please sign and comment
on the Action Plan at the end of the block.

Discuss school based directed tasks including
monitoring Health and Safety as appropriate.

Undertake formal lesson observation and
feedback on two occasions during this block
identifying targets for development.

Additionally a weekly written lesson observation
feedback is strongly recommended.

Where possible undertake a paired observation
of the trainee teaching with the UWE visiting
Subject Tutor. Moderate your judgement of
trainee’s progress with visiting UWE tutor.

Support trainee in deciding on a topic/focus for the
Enabling Learning: Organisation and Management
Assignment.

Run weekly timetabled Subject Mentor sessions
covering content outlined in the SM session
section.

Ensure weekly Mentoring Session Records are
completed and yellow copies passed to SPT.

Support trainee(s) in applications for their first
teaching post.
During this block the following items should be placed in the
trainee’s Placement File, held by the SPT
Trainee timetable (with RPT, DS, PS, SPT/SM contact clearly marked)
Copies of all Mentor Session Weekly Review Sheets, SPT Session
Record Sheet/s
2 written lesson observation feedback forms
1 written lesson observation feedback form
MCC assignment feedback (if available)
EL:O and M presentation feedback
Photocopy of pink Mid-Point Report
Item provided by
Trainee/mentor
Subject Mentor
Subject Tutor (UWE)
Trainee
SPT
SPT
Please return the following items to The Partnership Office, Department of Education, S Block, University
of the West of England, Coldharbour Lane, Bristol BS16 1QY – to arrive no later than the listed date.
Item
Date
6 April 2011
 Marked EL: O&M presentation feedback pink copy and copy
of annotated bibliography
6 April 2011
 Pink Mid-Point Report (signed by SPT/Trainee)
3-D-29
DESIGN & TECHNOLOGY PLACEMENT B: 28 February – 08 April 2011
Mentor Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Week beginning 28 February 2011

Review trainee timetable to ensure
planning, preparation and the
resources to be used are at an
appropriate level.

Plan lessons (using UWE LP
Proforma) at least three days in
advance of teaching to allow for
SM/teacher scrutiny and guidance
 Continue to undertake the
 Ensure trainees are capable of
projects/activities yourself to
identifying NC level descriptors
ensure that you are confident to
and delivering planned lessons to
teach
meet NC statutory requirements
 Develop support material such as
through schemes of work.
starter activities, worksheets, PP
presentations etc
For the following five weeks of the placement up to the end of term
Q 1, Q14, Q15,
Q22, Q33
C1 - 15
BT: Portfolio
E3
C2
Undertake two formal lesson
observations and use these as the
basis for discussion.
Examine in detail :
 how the trainee sets up and
manages the teaching
environment.
 the setting of good learning
objectives and how these are
conveyed to the pupils
 use of resources, including
displays and the board.
 the teaching of skills through
demonstration.
 lesson structure based on
challenging and exciting activities
and where appropriate the 3 part
lesson
 setting and use of
homework/independent learning
(IL)
 use of a plenary


Continue to collect evidence for
your Becoming a Teacher
Portfolio. Identify any standards
for which, as yet, you have no
evidence. Consider how you might
plan opportunities that enable you
to develop in these aspects of the
requirements.


Make a study of examination
materials in your main subject
specialisation.
Explore the methods of
assessment used such as
coursework, project work, timed
written papers and oral and aural
assessment, and in each case
consider issues such as language
used, presentation, structure and
marks allocated.
Consider how assessment reflects
and affects curriculum decisions.
Q11, Q12, Q13
Examine the range of textual and
visual materials available to
support post-16 teaching. Use
these to help you plan and prepare
your lesson plans.
Q22, Q25
Focus on trainees’ understanding
of the 14 – 19 (where appropriate)
curriculum through planning for
and teaching at least one GCSE
group.



Attach trainees to an A level group.
Where appropriate trainee should
plan and prepare a module of work
from the AS/A2 specification to
teach with the usual teacher.

Ensure teaching file is completed
up to date and includes resource
material, PPs, handouts and
lesson evaluations, schemes of
work and differentiated lessons
plans. H & S and risk assessment
should be included in all practical
D & T lesson plans. (see previous
guidance issued on Managing
Paperwork)
Q 22, Q25, Q29,
Q31
EL:PL&T, BT
Portfolio
E1–5
C1, C2
EL:O&M, BT:AS
E3, E4
C2
EL:PL&T, MCC
E5
C4
3-D-30
DESIGN & TECHNOLOGY PLACEMENT B: 28 February - 8 April 2011
Mentor Sessions
Directed Study




Discuss the importance of
monitoring and feedback to pupils
both formal and informal
Advise students on procedures for
report writing/ useful tips.
Give feedback on trainees’ reports
samples.


Look at past reports written by D &
T colleagues:
Devise a bank of phrases, noting
difficult spellings
Either write a set of reports as
required by the school leading to a
Parents’ Evening or choose 3
pupils you teach (high, middle, low
attainer) and write reports for these
pupils. (NB These are for practice
only and will not be sent to
parents)
3-D-31
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Q4, Q5, Q26,
Q27, Q28
BT:AS
E3
C1, C2
Professional Studies in School: 28 February – 8 April 2011
Indicative Content
SPT Sessions
Directed Study
Indicative
QTS Standards,
Units, ECM, CCS
 Revisit your RP1/2 to reflect on targets
and action planning for your
achievement.
QTS
As appropriate on
an individual basis
 Reflect on UWE based curriculum, AfL
and BfL sessions and how your
placement engages with curriculum
development, pupil engagement and
achievement and key teaching and
learning issues.
Units
BT, EL
Session 1:
Contextual Setting and Development Planning
 Re-welcome your trainee group. Link their
experience at UWE to this placement, e.g. what
3 key things have they learnt/reflected
on/practised at UWE that they can use/apply in
this placement block? What are their aspirations
for this block? How will they use their Review
Point 1 and 2 (RP1/2) to improve their practice
and professional performance during this
placement? What evidence will inform RP3 with
their subject mentor? How will they demonstrate
levels of understanding and progression?
 Discuss the ‘positives’ of being back in school/
college:
- What are they enjoying/looking forward to?
- What do they now need to do to consolidate
their practice and move forward?
- What experiences do they need to support
their individual and collective development?
How can you facilitate this at an appropriate
rate/level?
Sessions 2 – 5: Divide the sessions between
- some time for trainees to feedback on their week
and professional learning, and
- the majority of the session for a scheduled input
from yourself or a colleague on these topics:
Prepare for each of the topic sessions by
reflecting on your level of knowledge and
understanding and accessing appropriate
preparatory online materials/articles/policy
documentation.
Session 2: First Appointments
Explore with trainees the approach your institution
takes to appointing staff: the advertisement and
application process, the methods used for
shortlisting, interview and selection.
Where possible arrange formal mock interviews
with senior colleagues, ideally videoing the process
for structured feedback.
 Examine job advertisement details for
key messages, update your CV and
letter of application and provide a copy
for your SPT/SM if they wish.
 Send your UWE personal tutor an email
updating them on your progress for
reference purposes.
Session 3: Supporting and Extending Learners
How does this institution provide holistic support for
learners and ensure pace, challenge and care?
(Could include inputs from SENCO, LSA, G&T coordinator, pastoral team, other agencies, BfL
leaders, NQTs.) How is data used to monitor
performance and support raising achievement?
Session 4: The Curriculum and The Change
Agenda
How is this setting responding to change in the
National Curriculum reform of the 11-19 curriculum
and assessment system and changing education
policy?
(Could include input from Deputy Head (Curriculum)
or key stage manager, vocational co-ordinator etc.)
ECM and CCS
As appropriate on
an individual basis
 Revisit your list (from the first part of
this placement) of key information to
find out/key experiences/people to
meet and devise a schedule for further
responding to engaging with people on
list.
QTS Q7
Unit BT
ECM E1-6
CCS C1 – C6
 Read in-house policy and practice
documents and read the Online pages.
 Access DfE sites for policy, research
and other information.
 Follow up session by considering, in a
discrete and professional way, needs of
actual pupils you teach.
QTS Q7
 Look at the placement’s prospectus and
the range of learning/qualification
choices on offer. Visit PS materials on
VLE
 Talk with older pupils (e.g. in tutor time
with colleagues/their permission) about
options, choice and their views about
the curriculum.
QTS Q6, Q7, Q8
3-D-32
Unit BT
ECM E1 - E5
CCS C1 – C6
Unit BT
ECM E1 – E5
CCS C1 - C5
Professional Studies in School: 28 February – 8 April 2011
Indicative Content
SPT Sessions
Directed Study
Session 5: Mid-Point Progress Report
 Reflect on this placement/term.
This session should review trainee progress, look at
areas of personal development and identify targets
for development.
 Draft your RP3 if not done (for
completion with your subject mentor)
and revisit your QTS Progress Portfolio
and related paperwork/records.
 Refine your targets and identified
strengths in response to professional
dialogue with your SPT- set and record
clear and stretching development
targets.
 Begin to reflect on subject and ICT selfdevelopment targets for the vacation.
Complete the Mid-Point Progress Report making
summative comments on this placement, but with a
formative aim of informing and shaping trainee self
review, action planning and RP3/4 (Review Point
3/4). Due back at UWE on 6 April.
Session 6: Paperwork Review
Indicative
QTS Standards,
Units, ECM, CCS
QTS
All, as appropriate
Units
BT, CC, EL
ECM
E1 - E5
CCS
C1 - C5
QTS
As appropriate
 Look through trainee planning and record
keeping files and the QTS progress file together
in a systematic manner.
 Ensure your files are in good order for
this session, with items correctly filed in
the QTS Portfolio.
Units
BT, CC, EL
 Note down any areas for praise for trainees and
subject mentors, and areas for development in
future mentoring and coaching.
 Reflect on your learning during this
placement and also what has most
powerfully impacted on your learning.
ECM
E1, E2, E3, E4,
E5
 Ask trainees to identify, from their observation of
others or their own teaching, a well taught
session where learning was strong. Discuss (ask
the trainee to ‘unpack’): what were the key
features that contributed to success?
 Complete an appropriate number of
the ‘evidence of achievement of
standards’ entries at the back of the
QTS Portfolio booklet and check off
which items have been added to the
portfolio.
CCS
C1, C2, C3, C4,
C5
 Read through, and discuss with trainees, their
QTS portfolio ‘evidence of achievement of the
standards’ pages (at the rear of the booklet).
SPT to organise:
 Programme of SPT sessions, possibly with ‘expert’ input from colleagues on: first appointments; supporting and
extending learners; curriculum and assessment structures, performance data use and achievement raising
strategies.
 Meet with subject mentors and trainees to QA provision.
 Schedule the Classroom Management presentation for the ‘Organisation and Management’ assessment and remind
trainees to book video recording equipment.
 Complete the assessment of the Classroom Management task, keeping a copy of the top sheet for your records/the
trainee’s green placement file, and giving a copy to the trainee when your return the written part of the assignment.
A copy of the top sheets to UWE must be sent to the Education Partnership Office at UWE.
 The presentation videos should only be sent in to UWE if they are SPECIFICALLY requested for moderation/for
External Examiners or if trainees fail the assignment.
 In-school QA of training process: oversight of training programme and mentor-trainee interaction.
 Return of appropriate paperwork to UWE by deadline.
3-D-33
3-D-34
PLACEMENT B: 26 April – 20 May 2011
STUDENT TIME
Attendance on Placement
Responsibility for Planned Teaching (RPT)
Directed Study (DS)
Personal Study in Placement (PS:Sch)
HOURS EACH WEEK
Full-time
15
2.5
5
1 hour for trainee group
1½ hours for individual or pair of trainees
SPT
SM

SPT Agenda – During this block you will need to:








Maintain the green placement file for each trainee,
placing in it the yellow copies of mentor session
weekly review sheets, SPT Session Record
Sheet/s and lesson observation feedback forms.
Monitor the work of your mentors.
Organise trainee work on all directed study based
tasks and discuss outcomes.
Run weekly, timetabled Professional Studies
sessions covering content as outlined on relevant
pages.
Monitor and support each trainee’s work on their
Becoming a Teacher Portfolio.
Use the trainee’s developing BT Portfolio:
a) To help them identify areas of strength and
areas in need of further development,
b) To help in the completion of the Final Report for
each student.
In w/b 16.05.11 complete blue Final Report for
each trainee and discuss this with them.
Trainee signature required. (Please return this
to UWE as indicated below.)
Begin to plan for final 4 weeks of the programme
(see page 1-26).






Subject Mentor Agenda – During this block you will
need to:




Review the trainee’s timetable according to
individual training needs for this block, and amend
as appropriate to ensure trainee meets the full
range of age and ability. Agree any new Schemes
of Work and/or topics with the trainee
Continue to support trainee in lesson planning,
evaluating and target setting throughout the
assessed school experience in the light of
targets identified on the Mid-point Report.



Monitor the trainee’s Teaching File through a
weekly scrutiny during the Mentor session
reviewing progress made in meeting targets set in
previous Mentor sessions and in lesson
observations and feedback.
Discuss and complete Review Point 3 in the
Becoming a Teacher Portfolio with the trainee and
monitor the trainee’s success in achieving the
standards.
Support and monitor the trainee in developing
their subject knowledge using their Subject
Knowledge Profile and Action Plan. Please sign
and comment on the Action Plan at the end of the
block. (NB. A minimum of 3 completed action
plans are required for the BT Portfolio)
Discuss completion of school based directed study
tasks including monitoring Health and Safety as
appropriate.
Undertake formal lesson observation and
feedback on two occasions during this block.
Additionally a weekly written lesson observation
feedback is strongly recommended.
Where possible undertake a paired observation
of the trainee teaching with the UWE visiting
Subject Tutor. Moderate your judgement of
trainee’s progress with visiting UWE tutor.
Support trainee, as necessary, in preparing for the
Becoming a Teacher: Assessment assignment
Run weekly timetabled Subject Mentor sessions
covering content outlined in the SM session
section.
Ensure Mentoring Session Records are completed
and yellow copies passed to SPT.
Continue to support trainee(s) in applications for
their first teaching post if not yet achieved.
Plan subject specific activities/teaching for the final
school-based block in June to meet individual
trainee needs identified in the SK Profile and
Action Plan.
During this block the following items should be placed in the
trainee’s Placement File, held by the SPT
Trainee timetable (with RPT, DS, PS, SPT/SM contact clearly marked)
Copies of all Mentor Session Weekly Review Sheets and SPT
Session Record sheet/s.
2 written lesson observation feedback forms
1 written lesson observation feedback form
Photocopy of Final Report
Item produced by
Trainee/mentor
Subject Mentor
Subject Tutor (UWE)
SPT
Please return the following items to The Partnership Office, Department of Education, S Block, University
of the West of England, Coldharbour Lane, Bristol BS16 1QY - to arrive no later than the listed date.
Item
Date
20 May 2011

Final Report (signed by SPT/trainee) (All placements)
20 May 2011

Green Placement Files and SPT Questionnaires (Welsh
Schools only)
3-D-35
DESIGN & TECHNOLOGY PLACEMENT B: 26 April – 20 May 2011
Mentor Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Week beginning 26 April 2011



Review trainee progress in the
light of the mid-point report.
Identify clear targets using Mentor
Session Review Sheets to help
trainee maintain progress.
Agree new schemes of work and
continue to monitor trainees’
teaching files, schemes of work
and lesson plans/evaluations



Q6, Q7(a), Q8,
Q16
Continue to collect evidence for
your BT Portfolio.
Identify any standards for which as
yet you have no evidence.
Consider how you might plan
opportunities so that you can
address those standards
BT:Portfolio
E3, E4
C2, C6
From week beginning 3 May 2011 to the end of the placement







Monitor lesson structure to ensure
pupil motivation is maintained.
Ensure clear learning objectives
are set by trainees in planning.
Discuss how to use plenaries in
the most effective way
Identify with the trainee ways of
recording individual and group
progress

Scrutinise trainee Subject
Knowledge Profile to help identify
areas in need of further
development in both main and
second specialist areas.
Work with trainees on a new
Action Plan and targets for this
block.
Discuss ways in which the trainee
can develop their subject
knowledge in the next block.

Review H & S.
(NB: trainees will have completed
UWE H & S training programme)
 Set up opportunities (where
appropriate) to gain further
experience by preparing materials,
setting up demonstrations etc.


Q4, Q10, Q15,
Q18, Q19,
Q21(b), Q22,
Q25, Q29
Maintain your development in the
planning of detailed lessons using
the UWE Proforma.
Ensure you plan lessons at least 3
days in advance of teaching
Ensure progression and monitor
and record the progress made by
pupils in your mark book.
EL:PL&T, BT:AS
E3, E4
C2

Set yourself challenging targets in
developing high level subject
knowledge and capability
Fully record your actions on your
Action Plan.
C1 – 15
Specialist
Fields
7 (b), Q8,
Q14,Q32
MCC,
BT:Portfolio
E5
C4



Ensure that you complete risk
assessments and record in your
lesson plans.
Consider the environment
equipment, processes, tools,
materials and components
regulatory framework
3-D-36
H and S:
Core and
Extension
Levels
Q3, Q21, Q30
BT:Portfolio
E1, E2
C3
DESIGN & TECHNOLOGY PLACEMENT B: 26 April – 20 May 2011
Mentor Sessions
Directed Study

Discuss BT:Assessment
assignment with trainee.
Give guidance on the range of
different assessment modes
appropriate to D & T at different
key stages.
Discuss and show exemplars of
forms of assessment including
internal, external, summative,
formative, diagnostic and ways in
which students’ progress and
attainment is recorded and
reported.
Consider the different modes of
assessment used, eg through
written work, aural or oral work,
practical work, ICT-based work,
group work, peer assessment.

Organise for trainees to observe
and participate in the marking and
moderation of both GCSE/AS/A2
level coursework.








H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
With the help of your SM and
SPT, select up to 3 students of
differing ages and abilities and
write an assessment biography of
them covering a reasonable period
of time, eg a term, a year.
If possible interview the students to
discover their personal
experiences of being assessed
and their attitude to such aspects
of the assessment methods used,
fairness and usefulness.
Use your findings to help you think
about links between assessment
and teaching, taking account of
issues of continuity and
progression, differentiation, role of
ICT and the role of parents.
Keep copies of students’ work
(examples) for BT:AS assignment.
Q11, Q12, Q13,
Q26, Q27, Q28
Familiarise yourself with the
assessment criteria, methods and
modes for the respective
examinations including the use of
e-portfolios.
Q27, Q28
3-D-37
BT:AS, Portfolio
E5
C2, C4
BT:AS
E3
Professional Studies in School/College: 26 April – 20 May 2011
Indicative Content
Indicative
QTS Standards,
Units, ECM,
CCS
QTS Q11, Q12,
Q13
SPT Sessions
Directed Study
Session 1: Raising Achievement
Explore, with trainees, their experience of
working with under-achieving groups.
Discuss strategies to engage and enhance
self-esteem and performance, especially
for middle ability pupils.
 Reflect on your experience of working to stretch,
extend and engage young people.
Session 2: Assessment for Learning
Brief trainees on the data collection and
tracking systems, assessment, recording
and reporting (ARR) structures across the
whole institution – discuss how this can be
used to enhance planning and
achievement.
Discuss school/college strategies for
engaging with parents/carers/the
community
Session 3: Cross-Curricular
Connections
 Reflect on key strengths and challenges for AfL
and the nature of achievement and success as
well as underachievement and ‘performance
profiles’ for particular groups and individuals.
Introduction to the school’s response to,
and involvement in, cross-curricular
initiatives such as KS3 strategy, literacy,
ICT, numeracy, citizenship, work-related
learning.
Post 16: also Key Skills and Skills for Life
initiatives.
 Look at The National Curriculum online
 Draft RP4 in preparation for the next session and
prepare BT QTS Portfolio file.
CCS C1 – C3
Session 4: Review Point 4
Discuss RP4 with trainees and talk about
the Becoming a Teacher Portfolio and
monitoring progress against the QTS
standards.
Discuss trainees’ progress, consider the
‘evidence’ they have cited, ensure each
trainee understands what is required of
them.
Make explicit the links between RP4 and
the Career Entry and Development
Process
Read ‘Qualifying to Teach: Handbook of Guidance’
on line at www/tda.gov.uk (follow links from ‘In
Training’) to reflect on where the standards are
being met and evidenced during your training.
QTS
Trainee specific
 Reflect on the progress you have made so far and
your learning journey and ‘distance travelled’ and
‘still to go’.
ECM E3 – E5
 Identify opportunities to further build your
expertise in these areas.
Units BT, EL
ECM E3 – E5
CCS C3, C5
QTS Q7, Q11,
Q12, Q13, Q26,
Q28
Unit BT
 Access PS materials on VLE
ECM E3, E5
CCS C1, C6
 Read placement documentation related to
curriculum innovation and gather examples.
QTS Q6, Q21,
Q25, Q29, Q30,
Q31, Q32, Q33
Units BT, CC
 Revisit guidance on cross-curricular working; also
see VLE, and DfE website.
ECM E1 – E3
Unit BT
CCS C3
SPT to organise:
 Arrange series of SPT sessions for trainees.
 Where possible observe trainees teach with subject mentors as part of your QA process.
 Complete Review Point 4 with trainee and ask them about their ‘distance travelled’ this year.
 Ask the trainee to send a copy of RP4 to their UWE tutor.
 Complete the School Experience Final Report with trainee and their subject mentor, returning a copy to UWE by the
deadline.
 In-school QA for or training process: oversight of training programme and mentor-trainee interaction.
 Return of appropriate paperwork to UWE by deadline.
In Welsh placement settings:
 Discuss CEDP process with trainees and ask trainee to draft Transition Point 1 before they leave and to send a copy
to their personal tutor at UWE.)
3-D-38
DESIGN & TECHNOLOGY UWE BLOCK: 23 May – 27 May 2011 (31 May – 3 June Reading Week)
Subject Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Week beginning 27 May 2011
D & T Seminar 17
Review Placement File for evidence
against the Standards
Reflection on Placement B and the
Standards for QTS
D &T Seminar 18
H and S:
Core Levels
and
Extension
levels
 Attend briefing on cross curriculum
week at Chepstow Castle
Q10
Q24
Q30
Learning outside the classroom
(LOTC)
Primary Placement Preparation
 Introduction to the Primary
National Curriculum KS1 and 2.
 Examination of KS2 D & T
schemes of work and activities.
 KS2/KS3 progression in D & T
including use of SATs.
 Planning primary school visits
including H & S considerations.
Visiting D & T primary teacher
seminar/lecture.
Preparation of materials for primary
school visit.
Primary H
and S
competences
QQ1, Q18, Q21,
Q32
BT:Portfolio
E2, E3
C1, C4, C5
D&T Workshop 9
Primary D&T
Complete a range of primary (KS2)
D&T activities.
D & T Workshop 11
Post 16 day
Working with post 16 students
D & T Workshop 10
Sharing ideas, and resources
Starters
Plenaries
Statement banks
Question banks
Worksheets
Websites
Visits
Resource Swap Shop
(trainee managed)
BT: Portfolio
Q1 - 33
Q1, Q18
H and S:
Core Levels
and
Extension
levels
Q14, Q25
Q4, Q14, Q22,
Q23, Q24, Q30,
Q32
BT:Portfolio
E3
C2
D&T Workshop 12
Developing Creativity Workshop
Conclusion and audit of H & S
training.
Q8
Choose from two workshops to
develop your creativity
Audit H & S course coverage and
completion of H&S Accreditation
Form.
3-D-39
H and S Core
and
Extension
Levels
Q3, Q30
BT:Portfolio
Professional Studies at UWE: 23 May – 3 June 2011
Professional Studies Sessions
Directed Study
Tuesday May 24th
Innovation in Practice III: Creativity and
Cross-curricularity
9.00-10.00 2D67 Lead lecture;
10.30-12.00 Seminar
Indicative
QTS Standards,
Units, ECM, CCS
QTS
Read through online briefing materials, see
also suggested reading from online topic
pages, and access DfE websites to consider
models of innovation.
Unit
EL
ECM
E3
CCS
C1, C3
3-D-40
B/C PLACEMENT: 6 June – 29 June 2011
STUDENT TIME
HOURS EACH WEEK
Attendance on Placement ( *some trainees will be in a
new C placement between these dates.)
Responsibility for Planned Teaching (RPT)
Directed Study (DS)
Personal Study in Placement (PS:Sch)
SPT
SM
Full-time
SPT Agenda* – During this block you will need to:
This will be dependent on trainee's individual training
needs.
1 hour for trainee group
1½ hours for individual or pair of trainees

Maintain the green placement file for each trainee,
placing in it the yellow copies of mentor session
weekly review sheets SPT Session Record Sheet/s
and lesson observation feedback forms.
Subject Mentor Agenda* – During this block you
will need to:

Review the trainee’s timetable for this block and
amend as appropriate to ensure it meets individual
training needs. Agree any new Schemes of Work
and/or topics with the trainee.

Monitor the work of your mentors.


Organise trainee work on all directed study tasks
and discuss outcomes.
Continue to support trainee in lesson planning,
evaluating and target setting throughout the
assessed school experience in the light of
targets identified on the Final Report.

Run weekly timetabled Professional Studies
sessions covering content as outlined on relevant
page.

Undertake formal lesson observation and
feedback on one occasion during this block.


Discuss Review Point 4/draft Transition Point One
in Becoming a Teacher Portfolio with each trainee
and sign as required.
Additionally a weekly written lesson observation
feedback is strongly recommended.

Support and monitor the trainee in developing
their subject knowledge using their Subject
Knowledge Profile and Action Plan. Where
relevant, please sign and comment on an Action
Plan at the end of the block.

Run weekly timetabled Subject Mentor sessions
covering content outlined in the SM session
section.

Ensure weekly Mentoring Session Records are
completed and yellow copies passed to SPT.

Discuss Transition Point One in the Career
Entry and Development Profile with each
trainee. (Please return signed confirmation to
UWE as required.)

Assess Becoming a Teacher assignments for
each trainee (see page 2-10). (Please return
result to UWE as required.)
*This agenda will vary according to the placement
and individual training needs of trainees.

Continue to support trainee(s) in applications for
their first teaching post if not yet achieved
*This agenda will vary according to the placement
and individual training needs of trainees.
During this block the following items should be placed in the
trainee’s Placement File, held by the SPT
Trainee timetable (including programme of any visits to other institutions)
1 written lesson observation feedback form
Copies of all Mentor Session Weekly Review Sheets
Item provided by
Trainee
Subject Mentor
Please return the following items to The Partnership Office, Department of Education, S Block, University
of the West of England, Coldharbour Lane, Bristol BS16 1QY - to arrive no later than the listed date.
Item
Date
 Result of Becoming a Teacher assessment for each student
29 June 2011*
(feedback form pink copy)
29 June 2011
 Confirmation of Transition Point One (CEDP)
29 June 2011
 Completed green Placement File(s)
29 June 2011
 Completed SPT questionnaire
*Please note the importance of this date due
to moderation, external examining and Exam
Board deadlines.
3-D-41
DESIGN & TECHNOLOGY PLACEMENT B/C: 6 June – 24 June 2010
Mentor Sessions
Directed Study
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
To be undertaken during this placement




Review trainee performance using
Final Report.
Identify with the trainee areas in
the standards that need
development in this final block
using the Becoming a Teacher
Portfolio
Discuss ways of addressing these
gaps
Support the trainee in SK
development in particular to post14 and post-16 specifications.
QTS all

Undertake activity to meet
standards as agreed with Subject
Mentor
BT:Portfolio
E1-5
C1-6

Complete final audit of subject
knowledge in you SK Profile and
draw up final Action Plan
Q14, Q15
BT:Portfolio


Organise observation of AS/A2
level teaching in at least two other
curriculum areas.

Compare your experience of
teaching D and T at post 16 with
the other subject teaching
BT:Portfolio

Prepare trainees for primary
placement.
Discuss issues around KS2-3
transfer.
Identify strategies used to assess
student capability in D & T at the
point of transfer.
(Year 8 to Year 9 for middle and
upper schools)

Examine the QCA Primary
Schemes of Work for D & T.
Arrange a meeting with the
member of staff with responsibility
for the Key Stage 2 to 3 transfer
Q13, Q21(b), Q25
(b)
Discuss the development of crosscurriculum activities opportunities
in Design and Technology.
Encourage trainee to undertake
research for the Chepstow Castle
cross –curriculum week.







BT:Portfolio
E3
C2, C4, C5, C6


Research into medieval activity
appropriate to your subject
grouping
Prepare some resource ideas
Consider the issues involved in
taking students on an educational
visit off site
Q3, Q8, Q21,
Q30,
MCC,
BT:Portfolio
E 1, E2, E3, E4
C3
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Professional Studies during Placement C: 6 June – 24 June 2011 (Art & Design/D&T/History);
6 - 29 June all other subjects: Indicative Content
SPT Sessions
Session 1:
Personal Professional Development
 Reflect with trainees how this block should be
used to consider how the QTS standards have
been addressed and to extend/deepen
experience.
 Check trainees understand the BT Portfolio task
and are engaging at an appropriate level.
 If not already done: Introduce trainees to how
your school supports NQT and new staff
induction, PPD (Postgraduate professional
development), appraisal and the school selfevaluation framework – perhaps invite one or
more NQTs and the PPD co-ordinator to
attend/run part of the session.
Session 2:
The Career Entry and Development Profile
Each trainee should use Review Point 4 (RP4) to
draft their CEDP strengths and areas for further
development. Read these drafts at the meeting
and discuss trainees’ development as teachers.
Focus on specific incidents or trends that they feel
have been significant. Discuss their individual
training needs at this stage in the course and
encourage further reflection on individual needs
analysis and ‘distance travelled’.
Directed Study
 If already appointed – re-read any
materials you have from your host school
about induction and PPD. Devise a list of
questions/things to find out.
 Access the online version of the CEDP or
read your paper copy and re-read RP3
and 4, and recent feedback/selfevaluations in order to draft your CEDP.
Indicative
QTS Standards,
Units, ECM,
CCS
QTS
Q3, Q7, Q8, Q9
Unit
BT
ECM
E1 – E5
CCS
C3
 Reflect on your use of your teaching,
professional studies and subject studies
files, and how they indicate your
professional development and future
needs.
QTS
Q3, Q7, Q8, Q9
 Access online examples of the CEDP.
ECM
E1 - E5
 Send a copy of your Transition Point 1 to
your UWE tutor.
Unit
BT
CCS
C3
Session 3: Working with the Community
Introduce trainees to the systems in place for
liaison with parents and carers and the wider
community, and for transition.
(Colleagues such as Heads of Year or Extended
Schools Co-ordinators could run this session.)
In FE explore work of senior tutors/personal
tutors, e.g. issues of confidentiality, policies re
parents/carers, and transition arrangements.
 Access the DfE website/other sites to read
good practice case studies and current
research papers.
QTS
Q6, Q19, Q20,
Q22, Q30
Unit
EL
ECM
E2, E3, E4
CCS
C1, C3, C4
SPT to organise:
 Arrange final series of SPT sessions for trainees.
 Revisiting of checklist in each trainee’s ‘green school file’ to check required paperwork is in place.
 Arrange a tutorial with trainees to complete their CEDP (Career Entry and Development Profile) and to discuss the
‘journey travelled’ during the training year.
 Submission and assessment of the Becoming a Teacher Portfolio task: keeping a copy of the top sheet for your
records/the trainee’s green placement file, and giving a copy to the trainee when you return the written part of the
assignment. A copy of the top sheets to UWE must be sent to the Education Partnership Office at UWE.
 The BT Portfolios should only be sent in to UWE if they are SPECIFICALLY requested for moderation or External
Examiners or if trainees fail the assignment.
 In-school QA of training process: oversight of training programme and mentor-trainee interaction.
 Return of appropriate paperwork to UWE by deadline.
3-D-43
DESIGN & TECHNOLOGY CROSS-CURRICULAR WEEK: 27June -1 July 2011
Subject Sessions
Directed Study
27 & 28 June 2011
Chepstow Castle Project :Crosscurricular Project Preparation day at
UWE/Bradley Stoke Community
School/Theale Green School
Working in subject groups:
Prepare materials, equipment and
resources for the Chepstow Castle
Project.
Design a worksheet for the students to
support the early style D and T activity
H&S
DATA
Indicative
QTS Standards,
Units, ECM, CCS
Q30
H and S:
Core
Levels
and
Extension
levels
27 June 2011
 Preparing for your NQT year
 CPD and the Masters in Teaching
and Learning/Masters in Education
29 and 30 June 2011
Chepstow Castle Project Days
Arrive at Chepstow Castle at 8.30
Transport to be arranged amongst the
trainees
8.30 – 4.30
H and S:
Core
Levels
and
Extension
levels
Q6, Q8, Q30,
Q32, Q33,
BT: Portfolio
E1 – 5
C2, C3
1 July 2011 Final Day
Review progress and celebrate our
achievements.
QTS All
D & T trainee presentation
BT: Portfolio
Formally evaluate the effectiveness of
the Design and Technology PGCE
course.
Professional Studies Sessions
Directed Study
UWE week 48 Friday 1 July 2011
Lecture Room Session
Use DCSF/TDA web materials to consider how
teachers become ‘extended professionals and the
role of Induction and Personal Professional
Development.
Becoming a Teacher‘The End of the Beginning’
Indicative
QTS Standards,
Units, ECM, CCS
QTS
Unit
ECM
Capel et al (op cit.)
Units 8.1, 8.2
CCS
Reviewing your Progress
By this stage your self-review (eg BT Portfolio) should show you have engaged with all of the Standards for QTS and
have made use of all of the appropriate materials within UWE’s online materials, associated readings, and web links,
your own personal needs analysis and ICT/subject knowledge/tutorial self-review, and have engaged with all of the
Professional Studies topics.
3-D-44