Handbook 3
Key Forms
2014-2015
Full-time pre-service
Professional & Post Graduate Certificate
in Education
(Further Education and Training)
Contents Page
The forms included in this booklet must be used for the relevant assignments or tasks. Failure to do
so could result in your work being referred because it has fallen short of addressing the relevant
learning outcomes. This booklet will be housed on Student Central and your own College’s VLE.
Section 1: General Forms
1.
Record of Teaching Hours ..................................................................................................
2.
Rationale for taught/observed sessions ..............................................................................
3.
Session plan and evaluation ...............................................................................................
Section 2: Mentor Forms
1.
Record of mentorship (to be signed by the mentor) ............................................................
2.
Mentor review 1 (to be completed by the mentor) ..............................................................
3.
Mentor review 2 (to be completed by the mentor) ..............................................................
Section 3: Forms for KL512 (semester 1, deadline 4/12/14)
1.
Content page .......................................................................................................................
2.
Professional Profile .............................................................................................................
3.
Learning Journal 1 ...............................................................................................................
4.
Individual Trainee Profile ....................................................................................................
5.
Micro teach session plan .....................................................................................................
6.
Micro teach peer review ......................................................................................................
Section 4: Forms for KL613 (semester 1, Interim deadline 5/2/15; final deadline 19/2/15)
1.
Content page .......................................................................................................................
2.
Context of teaching and scheme of work evaluation (Cert Ed) ...........................................
3.
Content of teaching and scheme of work evaluation (PGCE) .............................................
4.
Assessment grid .................................................................................................................
5.
Curriculum study (task sheet issued by course tutor) .........................................................
6.
Learning Journal 2 ...............................................................................................................
7.
Learning Journal 3 ...............................................................................................................
8.
Review of Professional Standards (interim) ........................................................................
9.
Intermediate Plan ................................................................................................................
Section 5: Forms for KL610 (semester 1, deadline 29/1/15)
1.
Content page .......................................................................................................................
2.
Peer feedback for group presentation (Cert Ed) .................................................................
3.
Peer feedback for group presentation (PGCE) ...................................................................
Section 6: Forms for KL611/709 (semester 2, deadline 22/5/15)
1.
Content page .......................................................................................................................
2.
Project proposal Cert Ed) ....................................................................................................
3.
Project proposal (PGCE) .....................................................................................................
4.
Action Learning Set report ...................................................................................................
Section 7: Forms for KL612 (semester 2, deadline 22/5/15)
1.
Content page .......................................................................................................................
2.
Peer review of resource presentation .................................................................................
3.
Learning journal 4 ................................................................................................................
4.
Learning journal 5 ................................................................................................................
5.
Learning journal 6 ................................................................................................................
6.
Review of Professional Standards (final) ............................................................................
7.
CPD record .........................................................................................................................
Section 1:
General forms
1
Record of teaching hours
Trainee name:
Period of report please tick
Semester 1 September – January
Date
Date:

Semester 2
Group
February – May
Organisation/
room

Total
hours
Tick if session
plan included
TOTAL
HOURS
TOTAL
PLANS
Total hours – minimum of 100-150 per course
I can confirm that these hours are allocated to …………………………………………………….………
Signed ………………………………… ...................................................................................................
Role within Organisation ………………............................. ...................................................................
Date ………………………….. ...............................................................................................................
2
University of Brighton PGCE/Cert Ed (FET) 2014/15
Rationale for taught session
Section 1
(If the session is being observed, please ensure that the observer has a copy of this document before the
session)
Trainee’s Name:
Teaching Observation
(please tick)
1
2
3
5
6
7
Module Code (please identify)
4
8
KL
Organisation
Date
Observing Tutor
Room number
Time
Observing Tutor’s signature
Group/no. of students
Subject
Second Observer’s name and
signature if double observation
This rationale should consider the following:






Explanation of planning and rationale for your approach to student learning
What you are hoping to achieve
Areas causing you most concern and why
Aspects on which you would appreciate feedback(if an observed session)
Reference to any action points/targets identified
Links to reading that has informed your thinking and approach
The focus for this reflection/observation is:
Targets from previous observation or most relevant:
3
Rationale
References
4
University of Brighton in partnership with City College, Sussex Downs College, Central Sussex
College, Sussex Coast College and Northbrook College
Session Plan 14/15
Course Code:
Time / Date / Week:
Course Title:
Duration of Lesson:
Subject / Unit Title:
Location:
Lecturer:
No. of Learners:
Aim (s) - (a general statement about the intention of the session)
Learning Outcomes ( measuring skills, knowledge and attitude so that by the end of the lesson…. )
Learners will be able to:




What, if any, specific actions will you take to ensure some learners achieve beyond the identified learning outcomes? (specify who, using learner initials,
and how?
What, if any, specific actions will you take to ensure all learners achieve the identified learning outcomes? (specify who, using learner initials, and how?)
What work, if any, have the learners been asked to do in preparation for the session?
What additional needs have been identified within the group? What planning is in place to support these students?
How will English /communication and maths skills be developed within the session?
5
What ICT elements are being used/developed within the session?
Resources:
Health and Safety:
Please consider the following in your planning:
How engaging is start of
session?
Selling the usefulness /
relevance to life / work /
qualification
Explaining purpose of
activities
6
How will learners
demonstrate new
learning?
What can be
highlighted in class for
homework / further
study / challenge
What preparation
tasks can be set to
give information
before the following
session?
Time
Learner Activity:
Learning Outcome(s): (What is the
learning from this activity?)
Key questions to be asked:
(to stretch and challenge / to cause thinking / to
check learning)
7
How are you developing
English and maths?
Homework / extension activities / use of multimedia resources to prepare for next session:
8
Evaluation of session:
Your evaluation should reflect on what you have learned from the session and how this will impact on your future practice. As you progress through the training, you will be
expected to provide evidence, through analysis and referencing of key sources, of how your wider reading is influencing your practice.
You should consider all of the sections below, although, depending on the nature of the session, some will be more pertinent to your evaluation than others.
What was the key learning from this session? How could you have done things differently? Identify any critical incidents. How does your wider reading inform
your conclusions?
Were the key learning outcomes addressed? How do you know? If they weren’t, explain why?
What evidence would you provide to indicate that student progress had taken place? You may refer to previous sessions and individual students using
initials.
What were the key development points from your observer? What is your response to these?
Summarise your key short-term action points
9
Does this session provide evidence of addressing any of the Professional Standards? See below
1. Reflect on what works best in your teaching and learning to
meet the diverse needs of learners
11. Manage and promote positive learner behaviour
2. Evaluate and challenge your practice, values and beliefs
12. Understand the teaching and professional role and your
responsibilities
3. Inspire, motivate and raise aspirations of learners through your
enthusiasm and knowledge
13. Motivate and inspire learners to promote achievement and develop
their skills to enable progression
4. Be creative and innovative in selecting and adapting strategies
to help learners to learn
14. Plan and deliver effective learning programmes for diverse groups or
individuals in a safe and inclusive environment
5. Value and promote social and cultural diversity, equality of
opportunity and inclusion
15. Promote the benefits of technology and support learners in its use
6. Build positive and collaborative relationships with colleagues
and learners
16. Address the mathematics and English needs of learners and work
creatively to overcome individual barriers to learning
7. Maintain and update knowledge of your subject and/or
vocational area
17. Enable learners to share responsibility for their own learning and
assessment, setting goals that stretch and challenge
8. Maintain and update your knowledge of educational research to
develop evidence-based practice
18. Apply appropriate and fair methods of assessment and provide
constructive and timely feedback to support progression and achievement
9. Apply theoretical understanding of effective practice in teaching,
learning and assessment drawing on research and other
evidence
19. Maintain and update your teaching and training expertise and
vocational skills through collaboration with employers
10. Evaluate your practice with others and assess its impact on
learning
20. Contribute to organisational development and quality improvement
through collaboration with others
10
Section 2:
Mentor forms
11
Record of Mentorship (part-time trainees Year 1) 2014/15
[to be included with modules KL404/512, KL508/609]
Trainee’s name:
Subject area:
Mentor:
Organisation:
Early Stage of work-based experience (Sept-Nov)
Meeting with mentor to discuss individual goals re teaching
and course. Focus on professional profile
Confirm timetable
Introduction to key College policy, inc. H&S and
Safeguarding
Opportunities for observation by trainee of experienced
teachers within subject specialism and beyond
Date
Signed by trainee
Date
Signed by trainee
Date
Signed by trainee
Confirmed by mentor: Signature
Mid-stages of work-based experience (Dec-Feb)
Opportunities for observation by trainee of classes of varied
age, ability and level
Informal observation and feedback
Opportunities to discuss development (learning
journal/targets grid)
Formal observation (x1) by mentor with verbal and written
feedback
Mentor review 1 completed
Confirmed by mentor: Signature
Later stages of trainee teacher experience (March-May)
Monitoring of targets set and goals achieved
Opportunities to undertake a wider range of teaching as
appropriate
Formal observation (x1) by mentor with verbal and written
feedback
Opportunities to discuss development (see learning
journal/targets grid/CPD record)
Mentor review 2 completed
Confirmed by mentor: Signature
Notes:
i.
The record above can be used as guidance for key tasks of mentoring. It is not an exhaustive list and should
not limit additional support available.
ii.
The amount of support will depend on the experience of the trainee teacher and should be adjusted
accordingly. However 2 observations and 2 review forms must be completed by the mentor in every case.
iii.
The Cause for Concern procedure should be used where the trainee is unable to make satisfactory progress.
iv.
Trainees are required to undertake work-based learning tasks. Mentors are asked to ensure that the trainee
has access to all relevant information.
12
Mentor Review 1
(to be completed prior to Critical Review 1)
Professional Values (please include any development areas)
(you might consider commenting on the following: ability to inspire, motivate and raise aspirations of
learners, commitment to equality and diversity, reflection on practice, collaboration with colleagues,
adherence to agreed codes of practice and maintenance of a safe environment)
Specialist Learning and Teaching (please include any development areas)
(you might consider commenting on the following: currency of subject knowledge, development of good
practice in subject area, motivating learners in specialist area)
Planning, Learning and Teaching (please include any development areas)
(any additional comments on the above)
Impact on student learning and progress:
( what evidence can you cite that the trainee is doing this?)
Summary of key development points:
Name:
College Role:
13
Mentor Review 2
(to be completed prior to Critical Review 2)
Professional Values (please include any development areas)
(you might consider commenting on the following: relationships with learners, commitment to equality and
diversity, reflection on practice, collaboration with colleagues, adherence to agreed codes of practice and
maintenance of a safe environment)
Specialist Learning and Teaching (please include any development areas)
(you might consider commenting on the following: currency of subject knowledge, development of good
practice in subject area, motivating learners in specialist area)
Planning, Learning and Teaching (please include any development areas)
(any additional comments on the above)
Specific targets going forward
( consider what will be most helpful to your mentee as they move into a new career or continue with existing
employment)
Impact
(briefly outline the impact your mentee has had on the learning and progress of students and the
department in which s/he was placed/worked)
Name:
College Role:
14
Section 3:
Forms for KL512
15
Assignment Submission
Name:
KL512
Study Centre:
Contents
No
1.
2.
3.
4.
5.
6.
Item
Professional profile (including Learning Journal 1)
Page/Location
Professional code of practice (signed)
Course Agreement (signed)
Micro teach documentation (rationale, session plan, evaluation,
resources, peer feedback)
Individual student profiles
7.
Formal observation of your teaching (rationale, session plan,
evaluation, resources, observer feedback)
Log of teaching hours (signed)
8.
Record of mentorship (signed)
Ensure that your work adheres to the following submission requirements.
Failure to do so could result in work being returned to you.
A suitable font such as Arial, Calibri or Verdana using 12pt.
Word counts clearly stated
Harvard referencing conventions followed including use of a list of references
where appropriate
Work proof-read for language errors
Work free of plastic wallets to facilitate assessment
16
Please tick
University of Brighton in partnership with City College Brighton and Hove, Northbrook
College, Sussex Downs College, Central Sussex College and Sussex Coast College
Hastings
Professional Profile
PGCE /Cert Ed Further Education and Training
17
PGCE/Cert Ed (FET) 2014-15: Professional Profile
Name:
PGCE/ Cert Ed (Circle as app.)
Place of work/Placement:
Location of study: (Circle as app.)
Academic qualifications: (level 3 and above)
UoB
SDC
SCCH
CCBH
NBC
Professional qualifications:
Briefly explain why you are studying for PGCE/Cert Ed:
Briefly explain how you came to be working in post-compulsory education (part-time trainees only) and
what your long -term goal is:
18
SWOT Analysis
My Strengths
My Weaknesses
Opportunities for the development of
my role as a teacher
Threats to the development of my role as a
teacher
I
N
T
E
R
N
A
L
E
X
T
E
R
N
A
L
19
Initial Review of subject specialism: skills and knowledge
Existing qualifications:
Membership of
professional bodies:
Subscriptions to/regular
reading of specialist
journals:
Strategies for maintaining
currency of subject
knowledge:
Long term targets for
developing subject
specialist
knowledge/skills:
20
Initial Review of Information Learning technology: skills, knowledge and experience
Note down how you use ILT in your teaching practice
Existing qualifications:
Use of online resources, VLEs
(ilearn/moodle etc):
Social media, forums, blogs:
Flipped learning e.g. online video
lectures, blendspace, pinterest:
Games, quizzes e.g. quizlet,
socrative, kahoot.com:
Other uses of ILT in your practice:
21
The 2014 Professional Standards:




•set out clear expectations of effective practice in education and training;
•enable teachers and trainers to identify areas for their own professional development;
•support initial teacher education; and,
•provide a national reference point that organisations can use to support the development of their staff.
As a professional teacher or trainer you should demonstrate commitment to the standards in your professional
practice.
Read through the standards on the following page and consider your practice in the light of these
standards.
Using the table provided, reflect on your current strengths regarding each of the three areas of the
standards and set yourself some short term targets and long term goals where you feel you need to develop
your practice.
22
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and training
1.
2.
3.
4.
5.
6.
Reflect on what works best in your teaching and learning to meet the diverse needs of learners
Evaluate and challenge your practice, values and beliefs
Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge
Be creative and innovative in selecting and adapting strategies to help learners to learn
Value and promote social and cultural diversity, equality of opportunity and inclusion
Build positive and collaborative relationships with colleagues and learners
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and practice
7. Maintain and update knowledge of your subject and/or vocational area
8. Maintain and update your knowledge of educational research to develop evidence-based practice
9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research
and other evidence
10. Evaluate your practice with others and assess its impact on learning
11. Manage and promote positive learner behaviour
12. Understand the teaching and professional role and your responsibilities
Professional Skills
Develop your expertise and skills to ensure the best outcomes for learners
13. Motivate and inspire learners to promote achievement and develop their skills to enable progression
14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive
environment
15. Promote the benefits of technology and support learners in its use
16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to
learning
17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and
challenge
18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support
progression and achievement
19. Maintain and update your teaching and training expertise and vocational skills through collaboration with
employers
20. Contribute to organisational development and quality improvement through collaboration with others
23
Summary of Findings
Current strengths:
24
Anticipated areas of challenge:
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and training
Current strengths:
Short term targets
Long term goals:
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and practice
Current strengths:
25
Short term targets:
Long term goals:
Professional Skills
Develop your expertise and skills to ensure the best outcomes for learners
Current strengths:
Short term targets:
Long term goals:
26
Initial Plan (October)
Identification of key targets following initial self-assessment
Development Area
You:
Specific Targets
SWOT
Study Skills
ILT
External:
Professional Standards
Institution/Organisation:
27
PGCE/Cert Ed: Learning Journal 1
To be submitted with module KL404/512
(This journal should be 750-1000 words for Cert Ed; 1000-1500 for PGCE.)
In this first journal you should reflect on what you have learned from the observations you have carried out during the
first few weeks of the course (min of two) and how this will impact on your own practice. You might consider such
things as the nature of the teaching role, planning, teaching methods, learning strategies, the needs of students,
assessment practice, classroom management, the learning environment, etc. You might also relate what you have
identified to your own experiences from the micro teach and/or your first formal observation. You should comment on
strengths of the practice observed and aspects that might be improved or that you found less effective. You should
aim to draw on wider academic reading to underpin and consolidate your evaluations and reference using the Harvard
system. You should comment on how you might improve your own practice based on what you have observed; what
might you take from these observations and use or develop?
References:
28
Name
Course
Date:
Targets and Development Points
Initial Targets from selfassessment (SWOT, etc)
Action to be taken
(Reading, observe colleague,
discuss with mentor, try out
exercise/activity)
Action taken
Target completed on date:
Where evidence can be
found?
Development Points from
mentor observations
Action to be taken
(Reading, observe colleague,
discuss with mentor, try out
exercise/activity)
Action taken
Target completed on date:
Where evidence can be
found?
29
Name
Course
Date:
Targets and Development Points
Development Points from tutor
observations
Action Points from self evaluations
Action to be taken (Reading, observe
colleague, discuss with mentor, try
out exercise/activity)
Action Taken
Target completed on date:
Where evidence can be found?
Action to be taken
(Reading, observe colleague, discuss
with mentor, try out exercise/activity)
Action taken
Target completed on date:
Where evidence can be found?
30
Name
Course
Date:
Targets and Development Points
31
University of Brighton: KL512 Learner Profile
Name ................................................................................................................................................................
Subject .............................................................................................................................................................
Initial Diagnostic assessment feedback/findings
Individual Learning need
Learning Difficulties
Minimum Core/Functional Skills needs
Issues to do with Equality and Diversity/safeguarding
Initial target
Other things to remember
32
KL512:
Planning for and Reflection on Microteaching
Section 1 (Please complete before the session)
Name:
Group:
Subject:
Provide some explanation of your planning for this session. What are you hoping to achieve?
How have you taken into account the learners themselves? Have you considered their previous experience
or whether some students will be more able to participate than others? How will your strategy engage your
learners?
33
Section 2 (Please complete after the session hand in with the lesson plan)
Reflect on both the session and the feedback you have received.
Was your session effective? How do you know?
Were all of the learners engaged? Were you able to assess their learning?
How effective were your communication skills?
Identify any changes you may make in the future as a result of this experience.
Signed:
Date:
34
University of Brighton KL512: Micro Teach Session Plan
Trainee name:
Date:
Room
Topic
Group
Number present
Overall Teaching aims of session:
Learning Outcomes
Approx timing
at the end of the session learners will have:
Content/Teaching
activity
Learning activity
35
Monitoring of
Learning
Resources
University of Brighton KL404/512: Micro–teach, Tutor/Peer Feedback Record
Please write honestly and constructively. Advice on how to improve is the most important feedback to offer but
don’t forget to praise when it is due.
Trainee name:
Date:
Communication skills: (consider volume, pace, clarity, structure, NVC, use of resource)
Engagement with learners: (consider dialogue, support, differentiation)
Assessment: (consider the effectiveness of any methods used)
Learner’s experience: (describe how you felt as a learner)
Suggestions for improvement: (might be linked to any of above categories or other aspects you noted)
36
Section 4:
Forms for KL613
37
Name:
Study Centre:
KL613
Contents
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Item
Context of teaching & Scheme of work ( min of 6 sessions) and
associated evaluation/critique
Three formal observations of your teaching (rationale, session plan,
evaluation, resources, observer feedback)
Assessment grid (4 methods)
Curriculum study
Learning journal 2 (learning theory)
Learning journal 3 (classroom management)
Log of teaching hours (signed)
Record of mentorship (signed)
Page/Location
Professional Standards review (interim)
Updated Target Grid and Intermediate Plan (see Professional Profile
from first module)
Mentor review 1 (signed)
Ensure that your work adheres to the following submission requirements. Failure
to do so could result in work being returned to you.
A suitable font such as Arial, Calibri or Verdana using 12pt.
Word counts clearly stated
Harvard referencing conventions followed including use of a list of references where
appropriate
Work proof-read for language errors
Work free of plastic wallets to facilitate assessment
38
Please tick
Scheme of Work Evaluation/Critique (KL613 PGCE)
In approximately 750-1000 words provide an overview of the context in which you teach. You will need to
consider the student group, subjects, levels, the department/faculty in which it is placed, its position within the
overall institutional profile. explain how your SOW functions. Consider ideas such as the general aims,
sequencing of topics, topic analysis (see Davies, Rowntree, Gagne, Stenhouse, Tummons models) and
alignment of activity and assessment. You should also consider the balance between skills, knowledge and
understanding. Progress in student learning should also be looked at in terms of how it is encouraged.
If it is your own SOW, then you should offer an evaluation of it; if you are working from someone else’s, then
you will need to offer a critique of it.
39
University of Brighton PGCE/Cert Ed: KL 508/609/613 Record of assessment methods:
Identify and explain four different assessment methods you have used in your practice
Assessment
method
Reference:
session plan &
place in SOW1
Why have you used this method?2
1
Comment on effectiveness of method3
Please provide dates
Provide an explanation of why you believe the method supports learning. What have you learned?
3
Explain and evaluate the degree of success experienced. Reflect on how improvements could be made.
4
Include any sources you have used to discover and validate the method.
2
40
Source/reference 4
University of Brighton PGCE/Cert Ed: Learning Journal 2
To be submitted with module KL613
(1000-1500 words)
In this second journal you should reflect on how learning theory has informed your thinking about
teaching and learning. Part of being an effective practitioner is having an understanding of
pedagogical knowledge which enables you to support students and make your subject accessible.
The more you know about how people learn, the more success you will have in the classroom. You
will have covered a number of key theorists in your taught sessions but you are not restricted to
those individuals. If other theorists, from your wider reading, have provided additional insights, then
explore how their ideas have influenced you. This is not simply a case of finding a theory to fit the
way you work; it is more about evaluating theories to assess their value and relevance. You need to
engage with the ideas and, if necessary, challenge them.
References:
41
PGCE/Cert Ed: Learning Journal 3
To be submitted with module KL613
(1000-1500 words)
In this third journal you should reflect on classroom management. Using evidence from your own
practice, observations of others and wider reading explore the key elements of this topic. This will
inevitably include discussion of student behavior and how to understand and respond to it; issues of
equality, diversity and inclusion; and individual learning needs, including any barriers to learning. It
is essential that you analyse specific examples from your practice in your discussion and relate this
to the supporting reading you have completed.
References:
42
Professional Standards Review (interim) 2014/15
Professional Standard5 (values and attributes)
1. Reflect on what works best in your teaching
and learning to meet the diverse needs of
learners
2. Evaluate and challenge your practice, values
and beliefs
3. Inspire, motivate and raise aspirations of
learners through your enthusiasm and
knowledge
4. Be creative and innovative in selecting and
adapting strategies to help learners to learn
5. Value and promote social and cultural
diversity, equality of opportunity and inclusion
6. Build positive and collaborative relationships
with colleagues and learners
Professional Standard
(knowledge and understanding)
7. Maintain and update knowledge of your
subject and/or vocational area
8. Maintain and update your knowledge of
educational research to develop evidencebased practice
9. Apply theoretical understanding of effective
practice in teaching, learning and assessment
drawing on research and other evidence
10. Evaluate your practice with others and assess
its impact on learning
11. Manage and promote positive learner
behaviour
12. Understand the teaching and professional role
and your responsibilities
Professional Standard (skills)
Evidence and location6
Evidence and location
Evidence and location
13. Motivate and inspire learners to promote
achievement and develop their skills to enable
progression
14. Plan and deliver effective learning
programmes for diverse groups or individuals
in a safe and inclusive environment
15. Promote the benefits of technology and
support learners in its use
16. Address the mathematics and English needs
of learners and work creatively to overcome
5
http://www.et-foundation.co.uk/
The evidence can be derived from the work produced for the course, feedback (from tutors, mentors, managers, peers
students), college CPD, etc.
6
43
individual barriers to learning
17. Enable learners to share responsibility for their
own learning and assessment, setting goals
that stretch and challenge
18. Apply appropriate and fair methods of
assessment and provide constructive and
timely feedback to support progression and
achievement
19. Maintain and update your teaching and training
expertise and vocational skills through
collaboration with employers
20. Contribute to organisational development and
quality improvement through collaboration with
others
44
Intermediate Plan (January)
Identification of key targets following completion of first semester and to be taken forward into the second
semester.
Development Area
Specific Targets
SWOT (review)
English, Maths, Study
Skills (review)
ILT (review)
Professional Standards
(summary of key areas to be
evidenced)
Targets Grid
(key priorities)
45
Section 5:
Forms for KL610
46
Name:
Study Centre:
KL509/610/614 (delete as appropriate)
Contents
No
1.
2.
Item
Group presentation slides or equivalent
Peer feedback
Individual academic poster
(Cert Ed 750-1000 words)
(PGCE 1000-1500 words)
Ensure that your work adheres to the following submission
requirements. Failure to do so could result in work being returned to
you.
A suitable font such as Arial, Calibri or Verdana using 12pt.
Word counts clearly stated
Harvard referencing conventions followed including use of a list of
references where appropriate
Work proof-read for language errors
Work free of plastic wallets to facilitate assessment
47
Page/Location
Please tick
KL610: Contemporary Issues in Education and Training – peer/tutor feedback
Presentation group members:
Peer/tutor name:
Date:
Explore and examine (PGCE: critically analyse) a contemporary issue relevant to the post-compulsory
sector of education (LO1) To what extent has this been achieved? Consider how effectively the issue has
been explained/analysed.
Present findings from research into a contemporary issue in post-compulsory education and training (LO2)
To what extent has this been achieved? Consider the relevance and range of research offered.
Collaborate with others to extend understanding of a range of contemporary issues in the post compulsory
sector of education (LO3) To what extent has this been achieved? Consider how effectively the group
worked together and how it has developed your understanding of the issue.
Additional comments:
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Section 6:
Forms for K611/709
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KL611 Action learning Project Proposal (ProfGCE)
Name:
Date:
1. Prepare a coherent project proposal that clarifies the focus and structure of their research (LO3)
2. (1000 words)
3. To be submitted with the completed project
Proposed title:
Rationale:
Consider the following questions:
This area is important for my practice because:
I hope to achieve:
I will do this by (methodology):
Key sources of information 1
Identify any key people or actions required and try to put a timescale on to this
Identify important deadlines. This will include the formal observations required to gain feedback on the
practice explored through this project.
Key sources of information 2
Suggested Bibliography – this is an initial list to indicate that you have carried out an early survey of relevant
sources. This could include books, web sites, journals, databases.
Tutor Comments: (your tutor needs to comment on the validity and practicality of your idea, as well as
review your list of sources and plan of action. You cannot submit the proposal without these comments.)
Student Signature………………………………………..
Date ……………………………………….
Tutor Signature…………………………………………..
Date ……………………………………….
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KL709 Action learning Project Proposal (PostGCE)
Name:
1.
2.
3.
Date:
Prepare a coherent, detailed and informed project proposal that clarifies the focus and structure of their
research (LO3)
(1000 words)
To be submitted with the completed project
Proposed title:
Rationale:
Consider the following questions:
This area is important for my practice because:
I hope to achieve:
I will do this by (methodology)
Initial indication of how level 7 will be addressed
Key sources of information 1
Identify any key people or actions required and try to put a timescale on to this
Identify important deadlines. This will include the formal observations required to gain feedback on the
practice explored through this project.
Key sources of information 2
Suggested Bibliography – this is an initial annotated list to indicate that you have carried out an early
survey of relevant sources. This could include books, web sites, journals, databases.
Tutor Comments: (your tutor needs to comment on the validity and practicality of your idea, as well as
review your list of sources and plan of action. You cannot submit the proposal without these comments.)
Student Signature………………………………………..
Date ……………………………………….
Tutor Signature…………………………………………..
Date ……………………………………….
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PGCE/CertED KL611/709: Action Research Project
ALS progress record
Name:
Provide an account of what was discussed today:
Outline any challenges faced:
What action points did each member have following the meeting?:
What questions do you have for me?
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Section 7:
Forms for KL612
53
Name:
Study Centre:
KL612
Contents
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Item
Resource presentation and peer feedback or ICT case study and peer
feedback (delete as appropriate)
Learning Journal 4 (supporting English and Maths skills)
Learning Journal 5 (using and developing ICT)
Learning Journal 6 (critical review)
Two formal observation of your teaching (rationale, session plan,
evaluation, resources, observer feedback)
Page/Location
Review of Professional Standards (final)
Updated Target Grid and CPD record
Log of teaching hours
Record of mentorship
Mentor review 2
Ensure that your work adheres to the following submission requirements. Failure
to do so could result in work being returned to you.
A suitable font such as Arial, Calibri or Verdana using 12pt.
Word counts clearly stated
Harvard referencing conventions followed including use of a list of references where
appropriate
Work proof-read for language errors
Work free of plastic wallets to facilitate assessment
54
Please tick
KL612: Peer review of resource presentation
Comment on the effectiveness of the presentation. Consider structure, clarity, language and ability to make
a specialist resource accessible to a wider audience.
According to Reece and Walker (2007) effective resources ‘provide concrete experience, motivate learner
interest, aid retention of information, provide variety of learning and experience otherwise not easily
obtained, and be inclusive.’ To what extent does this resource achieve those aims?
The resource needed to utilise technology to support learning. To what extent has your peer displayed
effective digital literacy7 and produced something that is fit for purpose?
Name:
7
Date
Digital literacy is the ability to understand, evaluate and deliver learning using IT
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Reference: Reece, I & Walker S (2007) Teaching, Training and Learning(6th edn) BEP. Sunderland
PGCE/Cert Ed: Learning Journal 4
To be submitted with module KL612
(1000-1500 words)
In this fourth journal you should reflect on how you have and continue to support your students’ English
and Maths knowledge and skills. Using evidence from your own practice, observations of others and wider
reading explore the key elements of this topic. Your work in semester 1 and each of your session plans should
have identified how you are supporting students to overcome any challenges in these areas. This is an
opportunity to present a more advanced understanding of what you have learned in relation to your subject
area(s). What kind of challenges exist for students? What strategies do you use to help students overcome
these? It is essential that you analyse specific examples from your practice in your discussion and relate this
to the supporting reading you have completed.
References:
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PGCE/Cert Ed: Learning Journal 5
To be submitted with module KL612
(1000-1500 words)
In this fifth journal you should reflect on your use of ICT and your developing digital literacy. Using
evidence from your own practice, observations of others and wider reading explore the key elements of this
topic. You will need to consider how your use and understanding of technology and e-learning has developed.
You should offer a critical perspective that considers both the value and limitations (e.g. online security,
safeguarding) of technology. You should also identify any targets you have for further developing your practice
in this area. It is essential that you analyse specific examples from your practice in your discussion and relate
this to the supporting reading you have completed.
References:
57
PGCE/Cert Ed: Learning Journal 6/Critical review
To be submitted with module KL612
(PGCE 2000 words)
In this sixth and final journal you should offer a critical overview of your developing practice and role to date. It
is an opportunity to draw on a range of evidence (observation feedback, self-reflection, teaching practice, peer
discussions, assignment feedback, key reading and your mentor reviews). Explore what you have achieved
and why. What kind of teacher have you become? What do you still need to work on?
References:
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Professional Standards Review (final) 2014/15
Professional Standard8 (values and attributes)
1. Reflect on what works best in your teaching and
learning to meet the diverse needs of learners
2. Evaluate and challenge your practice, values and
beliefs
3. Inspire, motivate and raise aspirations of learners
through your enthusiasm and knowledge
4. Be creative and innovative in selecting and adapting
strategies to help learners to learn
5. Value and promote social and cultural diversity,
equality of opportunity and inclusion
6. Build positive and collaborative relationships with
colleagues and learners
Professional Standard
(knowledge and understanding)
7. Maintain and update knowledge of your subject
and/or vocational area
8. Maintain and update your knowledge of educational
research to develop evidence-based practice
9. Apply theoretical understanding of effective practice
in teaching, learning and assessment drawing on
research and other evidence
10. Evaluate your practice with others and assess its
impact on learning
11. Manage and promote positive learner behaviour
12. Understand the teaching and professional role and
your responsibilities
Professional Standard (skills)
13. Motivate and inspire learners to promote
achievement and develop their skills to enable
progression
14. Plan and deliver effective learning programmes for
diverse groups or individuals in a safe and inclusive
environment
15. Promote the benefits of technology and support
learners in its use
16. Address the mathematics and English needs of
learners and work creatively to overcome individual
barriers to learning
17. Enable learners to share responsibility for their own
learning and assessment, setting goals that stretch
and challenge
18. Apply appropriate and fair methods of assessment
and provide constructive and timely feedback to
support progression and achievement
19. Maintain and update your teaching and training
expertise and vocational skills through collaboration
with employers
20. Contribute to organisational development and quality
improvement through collaboration with others
8
Evidence and location9
Evidence and location
Evidence and location
http://www.et-foundation.co.uk/
The evidence can be derived from the work produced for the course, feedback (from tutors, mentors, managers, peers
students), college CPD, etc.
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9
University of Brighton PGCE/ Cert Ed: Plan for Continuing Professional Development
Drawing from your targets grid and observation feedback, summarise your key targets for further professional development
Short term targets
Longer term targets
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Record of courses/college training/departmental events/external development completed during the PGCE/Cert Ed
Course
Date
Signed:
Name:
Outcomes
Date:
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