Faculty of Arts
Institute of Education
PGCE Secondary Art and Design Pathway
Induction to Professional Teaching and
Learning
EPGS615 – Subject Specific Content
2015 - 16
150902
© Plymouth University
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Secondary Art and Design IPTL 2015-16
Contents
Introduction to the module
Page 3
Reading List
Page 4
Overview of the Art and Design Programme
Page 6
Weekly Plan
Page 7
Assignment Brief
Page 15
Submission requirements & Assignment checklist
Page 16
Assessment Criteria
Page 17
© Plymouth University
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Secondary Art and Design IPTL 2015-16
Induction in Professional Teaching and Learning – Subject Specific Content
The aims of this part of the module are
• to reorient trainees from their varied subject backgrounds to the reality of
teaching their subject in schools and to the academic requirements of the
programme
• to start to develop in trainees the levels of knowledge, personal qualities and
standards of professional competence necessary to stimulate the imagination of
pupils.
The focus of this part of the rudiments of lesson planning through experiential and
practical faculty and school sessions integrated to help you to acquire a range of
practical teaching ideas and a graduated range of experiences of teaching in
preparation for Practical Teaching 1. The school experience provides practical
experience working with pupils as well as Training Sessions with Subject Mentors and
other Partnership School staff. While the work in this module is developed at all
levels there is normally an emphasis on KS3. You will be introduced to the range of
resources available in your subject, including ICT.
The module introduces trainees to short term lesson planning within NC
requirements and to formative and diagnostic assessment and assessment within the
NC and GCSE. You will be helped to start to audit your Subject Knowledge.
A number of aspects, e.g. lesson observation, lesson planning, Monitoring &
Assessment, ICT, which are introduced in Professional Studies 1, are developed in a
subject context.
Pathway Co-ordinator: Matthew Wharf
The Art and Design practical sessions are built around the main subject knowledge
areas that you are likely to encounter on your first placement. It is important for you
to reengage with these activities in the new context where you will reflect on what
you are doing and how you will be able teach these processes and the thinking to
your students. You will also engage with the pedagogy that is specific to the effective
teaching of art. You look to acquire the skills and understanding that make for quality
teachers of art and you will explore the educational research that these. You will also
consider personal qualities, attitudes and values that are essential if you are to make
a difference to the lives of your pupils.
John Steinbeck said: ‘I have come to believe that a great teacher is a great artist and
that there are as few as there are any other great artists. Teaching might even be the
greatest of the arts since the medium is the human mind and spirit.’
Art and Design Pathway Leader: Rollo Braham
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Secondary Art and Design IPTL 2015-16
Indicative Reading List
Books – Essential
Addison, N. (2014). Learning to Teach Art and Design in the Secondary School.
Taylor and Francis.
Earle, K. and Curry, G. (2005). Meeting SEN in the curriculum. London: David Fulton
Publishers.
Books – Recommended
Addison, N. (2010). Understanding art education. London: Routledge.
Charman, H., Rose, K. and Wilson, G. (2006). The art gallery handbook. London:
Tate.
Downing, D. and Watson, R. (2004). School art: what’s in it? Slough, Berkshire:
National Foundation for Educational Research.
Edwards, B. and Edwards, B. (2002). The new drawing on the right side of the brain
workbook. New York: Jeremy P. Tarcher.
Efland, A. (2002). Art and cognition.: integrating the visual arts in the curriculum.
New York: Teachers College Press.
Robinson, K. (2011). Out of our minds: learning to be creative. Oxford: Capstone.
Uhrmacher, P. and Matthews, J. (2005). Intricate palette: working the ideas of Elliot
Eisner. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Reports – Essential
NSEAD Curriculum Writing Group, (2014). The National Curriculum for Art and
Design Guidance Secondary KS3-4. NSEAD.
Ofsted, (2011). Making a mark: art, craft and design education. [online]
The Warwick Commission, (2015). Enriching Britain: Culture, Creativity and
Growth. [online] Coventry: Warwick University.
Journal Articles – Essential
Adams, J. (2011). The Degradation of the Arts in Education. International Journal of
Art & Design Education, 30(2), pp.156-160.
Anderson, T. (2003). Art Education for Life. International Journal of Art and Design
Education, 22(1).
Downing, D. (2005). School Art - What's in it?. International Journal of Art & Design
Education, 24(3), pp.269-276.
Mason, R. and Steers, J. (2006). The Impact of Formal Assessment Procedures on
Teaching and Learning in Art and Design in Secondary Schools. International Journal
of Art & Design Education, 25(2), pp.119-133.
Steers, J. (2009). Creativity: Delusions, Realities, Opportunities and Challenges.
International Journal of Art & Design Education, 28(2), pp.126-138.
Journal Articles – Recommended
Hickman, R. and Brens, M. (2014). Art, Pedagogy and Dyslexia. International Journal
of Art & Design Education, 33(3), pp.335-344.
Savoie, A. (2009). Boys' Lack of Interest in Fine Arts in a Coeducational Setting: A
Review of Sex-Related Cognitive Traits Studies. International Journal of Art &
Design Education, 28(1), pp.25-36.
Walker, K. and Parker, J. (2006). GCSE Art and Design: An Arena for Orthodoxy or
Creative Endeavour?. International Journal of Art & Design Education, 25(3), pp.297307.
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NSEAD Occasional Papers (http://ww.nsead.org/publications/papers.aspx) Essential
China, D. Art Assessment Working Paper 1: FFT and Targets
China, D. Art Assessment Working Paper 2: Uses and Abuses of Levels
China, D. Art Assessment Working Paper 3: APP - Effective Assessment
Gast, G. Effective questioning and talk in art and design
Gast, G. Exploring and Developing the Spiritual, Moral, Social and Cultural
Dimensions of Art and Design
Hickman, R. An art miscellany for the weary and perplex'd
Websites - Recommended
National Teacher Research Panel RfT: including research papers on:
Vygotsky’s ideas on teaching and learning
Strategies for teaching dyslexic pupils
Strategies for success in multi-ethnic schools
Effective strategies for pupils with EBD
Special educational needs and inclusion
Raising standards through classroom assessment
Promoting students persistence in meeting challenges
Positives alternatives to exclusion
Neuroscience
Learning about inclusion
Jerome Bruner’s constructivist model and the spiral curriculum for teaching and
learning
Hattie’s concept of visible teaching and learning
Gender differences
Deprivation and education
Carl Rodgers and classroom climate
Assessment for learning: Putting it into practice
The Education Endowment Foundation: EEf
Blogs - Recommended
Art & Design thoughts
http://art-design-thoughts.blogspot.co.uk/2012/02/what-is-going-on-in-art-andesignwith.html
Dan's art stuff. http://danchina.net
David Didau: The Learning Spy www.learningspy.co.uk/
Evidence into Practice
A blog about evidence-informed teaching and learning
https://evidenceintopractice.wordpress.com
Other- Essential
Also it is essential that you join NSEAD to be informed about all aspect of art
education
Other – Recommended
It is recommended that you subscribe to the digital TES for regular up-to-date articles
and comment on education
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Secondary Art and Design IPTL 2015-16
Week
Week 8
Week 9
OVERVIEW OF ART PATHWAY PROGRAMME FOR TEACHING AND LEARNING
Themes
Practical Workshops
Introduction to the PGCE Art and Design
Can Art and Design be taught?
Learning theories and Art and Design
What can you bring to the teaching of Art and Design?
The qualities needed in teaching.
Week 10
Lesson Planning 1– Objectives, Success Criteria and Assessing
Learning
Organising the conditions for learning in Art and Design
Lessons
Why should Art and Design be taught in schools?
Art and Design in schools today.
Rationales for Teaching Art
Week 11
Lesson Planning 2 – Teaching and Learning Episodes
Key Teaching Skills - Questioning
What should be taught in Art and Design?
The National Curriculum
GCSE
Creativity
Lesson Planning 3 – Evaluating teaching and learning.
Formal Observation of art and design lessons
Week 12
Week 13
Week 14
Week 15
How do you know if you have taught anything in your lesson?
Assessment of Learning and Assessment for Learning.
National Curriculum Levels and now
Feedback
Data in Schools and the impact on Art teaching
Fischer Family Trust
Peer and Self Assessment
Contextual Studies
How can your teaching reach everyone in the class?
Differentiation
Inclusion
Diversity
Behaviour management and
Behaviour for Learning in art and design
SMSC
All day Ceramics workshop
Careers Fair
How can you create an outstanding project?
Medium term planning.
Recognising excellence
Habits of the successful Art trainee on PT1
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Creative Practice
Drawing
Painting
3D 1
Gallery Education
Photography
Printing
Batik
3D 2
Ceramics
Preparation
for Teaching
Placement
Secondary Art and Design IPTL 2015-16
Week beginning 14th Sept 2015
WEEK 8
Mon – Fri -Induction
Tuesday 15th September
Introduction to the PGCE Art and Design Tutor and Course
Student Introductions and activities
Explanation of the aspects of the Art and Design Pathway
What is Pedagogy?
Wednesday 16th September
Subject Pathway Session. Can Art and Design be taught?
9.00 – 12.00
Room 312
9.00 – 12.00
Room 312
Learning theories and Art and Design:
Right and Left Brain.
Learning Style.
Multiple Intelligences.
Mind Sets.
Video - Carol Dweck: Mindsets Educationscotland.gov.uk. 2009. Scottish Learning Festival 2009:
Keynote speech by Carol Dweck - Video. [online] Available at: http://
www.educationscotland.gov.uk/video/c/video_tcm4565678.
Metacognition
Check School Placement Questionnaires.
Distribute and complete ‘Student Snapshots’.
Practical Workshop
1.00 – 3.00
Room 312
A range of Creative Workshop Activities
International Journal of Art and
Design Education
READING
Adams, J. (2011) Editorial: The Degradation of the Arts in
Education. The International Journal of Art and Design
Education, 30 (2), p.156 -159.
Learning to Teach Art and
Design in the Secondary School
Introduction p1 - 7
Video
EDUC 140 Unit 3 Metacognition & Self-Regulation
Task 1
Make your ‘ideal teacher’ doll and box. Prepare a five minute explanation of your
doll.(For Tuesday 22nd September)
Task2
Prepare and rehearse an illustrated explanation of a key process and key concept
in your own work to present to the group.
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Secondary Art and Design IPTL 2015-16
WEEK 9
Week beginning 21st Sept 2015
Mon- Induction: Tues, Weds – Art Pathway, Thurs - Reading Day , Fri pm Meet Mentors
Tuesday 22nd September
Trainee Presentations - Teacher Dolls
9.00 – 12.00
Room 312
What can you bring to the teaching of Art and Design?
How important is the individual teacher to successful learning?
What are qualities, attitudes, values, skills and knowledge that are needed to be a successful art
teacher?
Video - Dr Shannon Kincaid: Good vs Great Teaching: YouTube. 2013. Good vs. Great Teaching:
Are the best teachers born or made?. [online] Available at: https://
www.youtube.com/watch?v=lOZgkmsyQnc
How are you going to apply the ideal in practice in the classroom?
Video - Sir Ken Robinson- The Art of Teaching
Practical Workshop
1.00 – 3.00
Room 312
Drawing 1
Approaches to teaching observational drawing
Wednesday 23rd September
Trainee Presentations (x3) – Teaching Skill 1: Explaining
Trainees explain Processes and Concepts in their own work
9.00 – 12.00
Room 312
Lesson Planning 1– Developing clear objectives, identifying success criteria and planning
appropriate methods of assessment
Organisation, procedures and protocols in the Art room.
Introduction to the Teaching and Learning Assignment
Practical Workshop
1.00 – 3.00
Room 312
DRAWING 2
The Formal elements
International Journal of Art and
Design Education
READING
Steers, J. (2009) Creativity: Delusions, Realities, Opportunities
and Challenges. The International Journal of Art and Design
Education, 28 (2),p.126 - 138.
Learning to Teach Art and
Design in the Secondary School
Chapter 2 Prentice, R. (2000) Making Connections Between
Subject Knowledge and Pedagogy: the role of workshops.
Video
Task 1
Task2
Why are so many of our teachers and schools so successful?
John Hattie at TEDxNorrkoping
Plan a five minute episode of modelling. Where possible model a skill and the
thinking that you are expecting to use in your placement school.
Organise portfolio ready to show Subject Mentor
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Secondary Art and Design IPTL 2015-16
WEEK 10
Week beginning 28th Sept 2015
Mon- PI: Tues, Weds – Art Pathway, Thurs, Fri – Serial Placement
Tuesday 29nd September
9.00 – 12.00
Room 311
Trainee Presentations (x3) – Teaching Skill 1: Explaining
Trainees explain Processes and Concepts in their own work
Why should Art and Design be taught in schools?
Art and Design in schools today.
Ebacc and STEM
The degradation of the arts.
Video - Ken Robinson says schools kill creativity.Ted.com (2006) Available at: http://
www.ted.com/talks/ken robinson says schools kill creativity.html
Trainees will discuss and develop clear personal rationales for the importance of Art in education
Video - New film: A message from Bob and Roberta Smith
Practical Workshop
1.00 – 3.00
Room 311
Painting 1
Approaches to teaching painting
Wednesday 30th September
9.00 – 12.00
Room 311
Trainee Presentations (x3) – Teaching Skill 1: Explaining
Trainees explain Processes and Concepts in their own work
Teaching skill – Questioning
Looking at the strategies for effective questioning in Art lessons.
Video - ThoughtfulClassroom (2010) YouTube – Questioning Styles and Strategies – [online]
Available at: http://www.youtube.com/watch?v=5uKqs3DOZOM
Planning questions to develop
thinking and to move learning forward.
Lesson Planning 2 - Teaching and Learning Episodes
Practical Workshop
1.00 – 3.00
Room 311
DRAWING 2
Experiments with paint
International Journal of Art and
Design Education
READING
Anderson, T. (2003) Art Education for Life.
International Journal of Art and Design Education, Vol 22 No 1
Learning to Teach Art and
Design in the Secondary School
Chapter 3. Learning in Art and Design. p. 20 - 39
The Warwick Commission
Report
Pages 8-16 and Pages 42-51
There is a link to the report on the NSEAD web site
Video Ted Talks: Bob and
Roberta Smith
Art gives a voice to the voiceless
Task 1
Write a personal rationale for teaching art (250 - 500 words)
Task2
Research and design a Shaman figure for your sculpture workshop on Tuesday 6 th
October
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Secondary Art and Design IPTL 2015-16
WEEK 11
Week beginning 5th Oct 2015
Mon- PI: Tues, Weds – Art Pathway, (Weds pm Gallery Visit) Thurs, Fri – Serial Placement
Tuesday 6th October
9.00 – 12.00
Room 311
Trainee Presentations (x3) – Teaching Skill 1: Explaining
Trainees explain Processes and Concepts in their own work
What should be taught in Art and Design?
The National Curriculum for Art and Design
GCSE Syllabuses
A discussion of what skills and processes should be covered in an art curriculum for the 21st
Century.
Trainees to assess and audit their practical art skills and experience in the Subject Knowledge
Audit and and to look at areas that need development.
Creativity. The vital role of creativity .
Video - Sir Ken Robinson - Can Creativity Be Taught?
A look at Marvin Bartell’s ‘Creativity Killers ‘
Practical Workshop
1.00 – 3.00
Room 311
Sculpture 1
Figure Sculpture in Wire and Papier Mache. Shamanic figure.
Wednesday 7th October
9.00 – 12.00
Room 312
Trainee Presentations (x3) – Teaching Skill 3: Modelling
Trainees will model an art skill and process to the rest of the group. The episode should be
planned to last 5 minutes
Lesson Planning 3 - Evaluating Teaching and Learning
Observing lessons and understanding the Plymouth Lesson Observation paperwork. Trainees will
use the observation paperwork to evaluate an example lesson.
Practical Workshop
1.00 – 3.00
Plymouth
Museum
Gallery Education
Trainees will work with Curator Adam Milford at the Gerhard Richter exhibition showing at
Plymouth Museum and Art Gallery
READING
International Journal of Art and Downing, D. (2005) School Art - What's in it?.
Design Education
The International Journal of Art and Design Education, 24 (3),
p.269 - 276.
Learning to Teach Art and
Chapter 15
Design in the Secondary School
Paper; Wayne Morris
Creativity; Its place in Education.
Video: Ted Talks - Cindy Foley
Teaching art or teaching to think like an artist? Cindy Foley
Task 1
Observe at least one art lesson, focusing on the questioning or modelling
strategies used by the teacher.
Task2
Complete your subject knowledge audit
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Secondary Art and Design IPTL 2015-16
WEEK 12
Week beginning 12th Oct 2015
Mon- PI: Tues, Weds – Art Pathway, Thurs, Fri – Serial Placement
Tuesday 13th October
9.00 – 12.00
Room 311
Trainee Presentations (x3) – Trainee Presentations (x3) – Teaching Skill 3: Modelling
Trainees will model an art skill and process to the rest of the group. The episode should be
planned to last 5 minutes
How do you know that anything has been learnt in your lesson?
Assessment of Learning
The uses and abuses of ‘levels’. Exams
Assessment for Learning : Assessment for Learning: Dylan Wiliam - The true spirit of Assessment
for Learning
Peer and Self Assessment
Practical Workshop
1.00 – 3.00
Room 311
Photography
Wednesday 14th October
9.00 – 12.00
Room 311
Trainee Presentations (x3) – Teaching Skill 3: Modelling
Trainees will model an art skill and process to the rest of the group. The episode should be
planned to last 5 minutes
The use Data in Schools and Target Setting
The Fischer Family Trust
Contextual Studies: understanding how to inform and inspire students through engagement with
contemporary, historical and cultural art, craft and design.
Practical Workshop
1.00 – 3.00
312
Printing: Experiments with surface printing.
International Journal of Art and
Design Education
Learning to Teach Art and
Design in the Secondary School
Paper - Dan China
Task 1
Task2
READING
Mason, R. and Steers, J. (2006) The Impact of Formal
Assessment Procedures on Teaching and Learning in Art and
Design in Secondary Schools. The International Journal of Art
and Design Education, 25 (2), p.119 - 133.
Chapter 10: Critical and contextual Studies
Assessment in Art and Design – Back to Basics
Observe at least one art lesson and carry out a written, focussed observation with
particular emphasis assessment for learning strategies or feedback
Write an analysis of either the questioning, modelling , assessment for learning or
feedback that you observed in an art lesson. Relate the chosen aspect of the
lesson to theories of teaching and learning ,including Subject Specific.(500words)
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Secondary Art and Design IPTL 2015-16
WEEK 13
Week beginning 19th Oct 2015
Mon- PI: Tues, Weds – Art Pathway, Thurs, Fri – Serial Placement
Tuesday 20th October
9.00 – 12.00
Room 311
Trainee Presentations (x3) – Trainee Presentations (x3) – Teaching Skill 3: Modelling
Trainees will model an art skill and process to the rest of the group. The episode should be
planned to last 5 minutes
How can your teaching of art and design reach everyone in the class?
Differentiation
A discussion of strategies used in schools
Video - Mihaly Csikszentmihalyi: Flow, the secret to happiness - Ted.com. 2004. Mihaly
Csikszentmihalyi: Flow, the secret to happiness | Video on TED.com. [online] Available at:
http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.html
Inclusion
Diversity
Dyslexia
Practical Workshop
1.00 – 3.00
Room 312
Batik
Wednesday 21st October
9.00 – 12.00
Room 312
Trainee Presentations (x3) – Teaching Skill 3: Modelling
Trainees will model an art skill and process to the rest of the group. The episode should be
planned to last 5 minutes
Behaviour for learning in Art and Design.
An investigation of tactics and strategies for managing behavior in the art room.
A discussion of behavior management in placement schools
A consideration of the ideas of Rudolf Dreikurs
Spiritual, Moral, Social and Cultural aspects of Art and Design
Practical Workshop
1.00 – 3.00
312
Sculpture 2
Learning to Teach Art and
Design in the Secondary School
READING
Chapter 9
Meeting SEN in the Curriculum:
Art
Introduction and Chapter 1. Meeting Special Educational
Needs - Your Responsibility. p 1-10
Paper – Ged Gast
Exploring and Developing the Spiritual, Moral , Social and
Cultural elements of Art and Design
Task 1
Observe at least one art lesson and carry out a written, focussed observation with
particular emphasis on differentiation strategies used by the teacher.
Task2
Plan a digital presentation that could be used to introduce pupils to artists or art
movements as at the start of a project. The presentation is to be a maximum of
10 minutes. Where possible use it to rehearse a presentations you will be using in
your placement school
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Secondary Art and Design IPTL 2015-16
WEEK 14
Week beginning 26th Oct 2015
Mon- PI: Tues, Weds – Art Pathway, Thurs, Fri – Reading Days (School Half-Term)
Tuesday 27th October
9.00 – 12.00
Room 311
Trainee Presentations (x3) –– Teaching Skill 4; Presenting
Trainees will give a digital presentation that introduces pupils to artists or art movements that
inform a new project.
Ceramics Workshop: Introduction to a range of ceramic processes
Practical Workshop
1.00 – 3.00
Room 311
Ceramics workshop: Introduction to a range of ceramic processes
Wednesday 28th October
9.00 – 10.30
Room 311
Trainee Presentations (x3) –– Teaching Skill 4; Presenting
Trainees will give a digital presentation that introduces pupils to artists or art movements that
inform a new project.
Introduction to Application Task
Careers Fair
11.00 – 3.00
Roland
Levinsky
Careers Fair
Organisations invited to attend: Unions / Associations / Professional Bodies; Local
Government (such as LEAs, PCTs); Private Sector & Other (this includes recruitment agencies,
central government departments, executive agencies, other HEIs and non-departmental
public bodies); Voluntary (registered charities and not-for-profit private sector)
READING
Dear Mr Gove by Jess Green - YouTube
Video
Learning to Teach Art and
Design in the Secondary School
Task 1
Chapter 12: Values in Art and Design Education
Preparation for teaching placement
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Secondary Art and Design IPTL 2015-16
WEEK 15
Week beginning 26th Oct 2015
Mon- PI: Tues, Weds – Art Pathway, Thurs, Fri – Serial Placement
Tuesday 3rd November
9.00 – 12.00
Room 311
Trainee Presentations (x3) –– Teaching Skill 4; Presenting
Trainees will give a digital presentation that introduces pupils to artists or art movements that
inform a new project.
How can you create an outstanding Project?
Medium Term Planning
Creative approaches to planning a project
Fitting the project to the paperwork.
Practical Workshop
1.00 – 3.00
Room 312
Preparation of materials for teaching placement
Wednesday 4th November
9.00 – 10.00
Room 312
Trainee Presentations (x3) –– Teaching Skill 4; Presenting
Trainees will give a digital presentation that introduces pupils to artists or art movements that
inform a new project.
Recognising Excellent teaching
How to succeed on Practical Teaching 1. The habits of successful trainees and common pitfalls.
Expectations of trainees and procedures that they need to follow.
Review PT1 timetable, PDP and PT1 teaching file
Professional Development Appraisals: PDP & SKP; Targets for Practical Teaching 1 (group &
individual tutorials)
Module Evaluation
Practical Workshop
1.00 – 3.00
312
Preparation of materials for teaching placement
READING
Elliot Eisner : John Dewey
What can education learn from the arts about the practice of
Lecture for 2002, Stanford
education?
University
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Secondary Art and Design IPTL 2015-16
Assignment Brief - 100% Coursework
Teaching and Learning - Assessment Brief
For this module the assessment is based on the observation of an experienced
teacher in your own subject area. You will be asked to carry out some observed
lessons on an experienced teacher(s) in the first few weeks of your Practical Teaching
1 module. You will make notes on the Focused Lesson Observation Form and have
the opportunity to discuss the lessons with the teachers, your Subject Mentor and
your Subject Pathway Leader.
The assignment for this module is a 1500 word report and lesson plan. You need to
analyse one of the lessons that you observe. You do not need to analyse all the
components of this lesson. You will be asked to focus on/given a choice of foci, by
your pathway leader. Please note the following:
1. You need to analyse the component parts and explain the educational
concepts that underpin what you observe. In doing this you need to link your
explanation to your reading and understanding of the teaching and learning
concepts (wider and subject specific) from the module.
2. In your report you also need to explain why the topic of the lesson is a part of
the curriculum. You will need to contextualise the topic as part of a series of
lessons, explaining what other topics would come before and after and why
the topic is important for progression in your subject.
3. You will need to design your own lesson plan to cover the objectives of the
observed lesson. This should be on the standard programme lesson plan
proforma. You should include the lesson plan and focused observation form in
your report as appendices and make reference to them when explaining how
you would teach the learning objectives.
4. Your report should be structured in a logical way with clear sections and
appropriate headings. Your report should also have a contents page at the
start and a list of references at the end. Your referencing should follow the
Harvard system.
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Secondary Art and Design IPTL 2015-16
Submission requirements & Assignment checklist
Submission deadline: 3pm Tuesday 15th December 2015 on the EPGS615 Moodle site.
We recommend that you submit your work before or at the start of the day and do
not leave last minute adjustments etc., until the day of the deadline.
Please complete this checklist before submitting.
I have:
Carefully read the Assessment sheet
(following 2 pages).
Proof read my 1500 word report.
Included a contents page.
Suitably structured the report into clear
sections with headings.
Used Harvard referencing
Included my lesson plan.
Included my completed observation form, as
an appendix.
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Secondary Art and Design IPTL 2015-16
PGCE Secondary Programme
Teaching and Learning - Assessment Sheet
Trainee Name:
Trainee Reference Number:
Subject Pathway:
First Marker:
Date:
First Marker ‘s Signature:
Level 6 Module Outcome: [Provisional until confirmed at
PASS  FAIL 
Assessment Board]
Application of sufficient educational conceptual knowledge to the analysis of
observed classroom practice, learners and teachers
Trainee has analysed an observed lesson in their own subject area and is able to
relate aspects of the lesson to theories of teaching and learning (including Subject
Specific).
First Marker’s Comments:
Application of sufficiently robust specialist subject knowledge to their own
observations, planning and presented work in faculty sessions and serial school
practice
Trainee has explained why the topic of the observed lesson is part of the curriculum
and how the lesson will form part of a series of lessons.
First Marker’s Comments:
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Secondary Art and Design IPTL 2015-16
Sufficiently wide use of educational knowledge of recognised good practice and
ethics to demonstrate independent thinking, initiative and adaptation to ‘live’
classroom situations
Trainee has explained how they have applied their knowledge of good practice to
construct a lesson plan for the topic of the observed lesson with all the necessary
components.
First Marker’s Comments:
Independently structuring and communicating educational ideas, flexibly handling
subject knowledge within individual and collaborative tasks
The overall presentation of assignment is logical and the ideas in the assignment are
communicated effectively. The standard of written English is acceptable and the
referencing follows to Harvard system.
First Marker’s Comments:
Second Marker’s Comments (if applicable)
Name:
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Date:
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