PGCE SECONDARY SCHOOL DIRECT SOCIAL SCIENCE AND PSYCHOLOGY E-SUBJECT GUIDE

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 1 FACULTY OF EDUCATION IN PARTNERSHIP WITH SCHOOLS AND COLLEGES PGCE SECONDARY SCHOOL DIRECT SOCIAL SCIENCE AND PSYCHOLOGY E-SUBJECT GUIDE SECONDARY PROGRAMMES OF SCHOOL BASED INITIAL TEACHER TRAINING version 1.0 July 2015 2015 / 2016

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 2 1.1 Rationale and Aims of Subject 22 July 2014 10:59 The Course team Louise Quinn (SUBJECT COORDINATOR) l.c.quinn@mmu.ac.uk Karen Duffy k.j.duffy@mmu.ac.uk Jeremy Hopper j.hopper@mmu.ac.uk RATIONALE AND AIMS FOR SOCIAL SCIENCE AND PSYCHOLOGY The trainees entering the course all have a Social Science, Psychology, or Health and Social Care related first and/or second degree. With many able to offer more than one Social Science specialism in addition to PSHE, Citizenship and Humanities supporting subjects. The course aims to enable you to develop competence in a wide range of Social Science, Psychology and Health related areas of teaching across the 11/14-19 years age range covering PSHE and Citizenship at key stages 3 and 4, GCSE, A and AS levels and Vocational courses. (Many of you will also have the opportunity to teach Citizenship, PSHE, or Humanities at Key Stages 3 and 4). As Social Science and Psychology are not a core or foundation subject in the National Curriculum, schools and colleges vary in terms of the amount of social science and psychology provision they offer to students. It is the case however that all maintained schools teach PSHE and Citizenship and that in these areas teachers with a background in social science and psychology can make a very effective contribution. PSHE itself is concerned with qualities, attitudes, knowledge, understanding and skills in relation to one s own and others social responsibilities. It aims to empower students by helping them to become more socially aware, self-aware and thus self-assured, empathetic and discerning, capable of making informed decisions about their own lives and able to confidently express their opinions. The programmes include sex and relationships education, drugs education and can cover financial education and careers. Citizenship aims to provide coherence in the way in which all pupils are helped to develop a full understanding of their roles and responsibilities as citizens in a modern democracy. The programmes of study include law-related education, economics, political literacy and community involvement. Although it is not a requirement of the National Curriculum, some schools choose to teach GCSE courses at key stages 4 and 5 in the Social Sciences and Psychology areas such as Health and Social Care, Child Development, Sociology, Citizenship, Government and Politics and Psychology. In recent years, such courses have become increasingly popular with students at Post 16. Most 6th form and FE colleges offer GCSE and A/S, A level courses in Sociology, Psychology and Politics (as well as other related areas such as Economics, Law and Philosophy). The majority of colleges (and an increasing number of schools) also offer Vocational GCSE s, BTECs and NVQ s in Social Science/Health /Community related areas such as Health and Social Care, Childcare, Economics, Law and Business Studies.

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 3 Working closely with university tutors and trained Social Science, Psychology and Health mentors you will examine the nature of Social Science in schools and colleges, enabling you to observe good practice and become familiar with a wide range of resources including the effective use of Information and Communications Technology (ICT) in lesson preparation, teaching and learning. Through peer group teaching at the University and in the school and college experiences, you will be expected to put into practice a variety of teaching strategies and classroom skills. The University based teaching on the course is via seminars which will involve you in discussions and practical activities such as lesson planning, producing teaching materials and engaging in simulations. Particular emphasis is placed on the acquisition of classroom techniques such as questioning, explaining, developing enquiry skills, making and using appropriate classroom materials and integrating ICT into both preparation and practice. In relation to the citizenship element of the course, you are expected to engage in an active citizenship approach which will involve you contributing towards the critical evaluation and understanding of citizenship education of other trainees and mentors across a wide range of subjects specialisms, helping you to develop a leadership role in this new National Curriculum area. During the school/college based parts of the course you will be expected to teach a broad range of social science related courses, both examined and non-examined. This will involve teaching classes by you, team teaching, observing good practice, engaging in tutorials and reviews with mentors and undertaking the duties and responsibilities expected of a social science, psychology and health teacher such as formal assessments of students and pastoral duties. The PCGE Secondary Programme in Social Science and Psychology is committed in you becoming a confident and technically competent beginning teacher who: Understands and appreciates the various dimensions of Social Science and Psychology in the school curriculum. Can design and implement programmes of study in Social Science and Psychology which enlivens pupils interest in learning about and learning from society and contributes to pupils social, moral, spiritual and cultural development. Develop a good range of teaching skills and strategies and the knowledge to teach Social Science and Psychology effectively to all pupils regardless of ability or social background in secondary schools/colleges from 11-19. Enable pupils to appreciate the value of Social Sciences and Psychology as academic subjects and as an area of knowledge which has relevance to their own experience and preparation for adult life To become a confident, effective and selective user of ICT in personal, and professional subject teaching contexts Assess and monitor pupils achievements and progress in Social Science and Psychology using a variety of methods which takes into account pupils attitudes and self-expression. Evaluate and assess their own teaching, in order to set their own targets and continually appraise and improve their teaching skills. PGCE Trainees will be expected to: Become an enthusiastic and sensitive teacher with a continuing interest in the development of Social Science and Psychology related teaching and learning in schools and colleges Become a thinking and autonomous teacher who can operate appropriately and confidently within the context of the school/college and its community, with the aim of meeting the

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 4 within the context of the school/college and its community, with the aim of meeting the individual needs of its members Become an effective and creative communicator fostering a learning environment in which students can explore, develop and express their own developing understandings, skills and attitudes in relation to a range of social issues Develop teaching and learning styles that are appropriate to effective learning and development in the Social Sciences (implicit in this is the recognition of the importance of the process as well as the outcome in the teaching of what are often sensitive and controversial issues) Demonstrate knowledge and awareness of a range of appropriate foci, recognising the multiple perspectives of teaching and learning in Social Science and related subjects, and the limitations of your own current framework of understanding of political, cultural and ethical issues Understand and apply the range of knowledge concepts and skills related to the effective teaching of your specialism(s), paying due attention to any developments in ICT which may enhance this process Recognise, respond, and assess the achievement and attainment of individual students using methods appropriate to the subject, age and course requirements Evaluate your own development as a beginning teacher of Social Sciences and as a member of a learning community. Special features of your study on the SS/Psy programme ICT and e-learning plays an important part in the programme enabling you to build confidence and competence in the use of ICT personally and professionally. We are increasingly using Websites, Virtual Learning environments and other means of electronic communication as a part of the teaching and learning process in SS/Psy. From the SS/Psy Moodle Platform trainees are able to access important literature in preparation for and to aid reflection on both university sessions and work in school. The SS/Psy VLE and other electronic facilities, i.e. BOX and OneDrive, also give trainees access to a range of teaching and learning resources, many of which have been developed by past and current trainees. All trainees will begin to contribute to such resources throughout the training year. It is also a means of every day communication between trainees and tutors and mentors throughout the training year, serving as a useful support mechanism. As university subject tutors we also work very closely with practising SS/Psy teachers, a number of whom make valuable contributions to university sessions in areas i.e. SS/Psy and the EAL pupil; post-16 teaching and learning, and Literacy across the curriculum.

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 5 1.2 Subject Specific Resources 22 July 2014 11:06 The Bibliography Main Course Book: Capel, S., Leask, M. and Turner, T. (2013) Learning to Teach in the Secondary School: A companion to School Experience. London & New York: Routledge Falmer. 6th edition. Additional complementary book: Brooks, V., Abbott, I., and Huddleston, P. (2012) Preparing to Teach in Secondary Schools: A Student Teacher s guide to Professional Issues in Secondary Education. Maidenhead: Oxford University Press. 3rd Edition. You will be provided with an extensive Social Science and Psychology subject specific bibliography. Please note that the bibliography includes some of the most up-to-date relevant and readily available texts/literature on teaching and learning in social science. In particular there are significant references to articles in teaching social science. Occasionally you may note a text which is currently out of print. However, where such a text is readily available in Education Libraries, we have appropriately cited it. The reading list is accessed via the Social Science and Psychology Subject Pedagogy Moodle platform and via BOX. Other electronic sources of reference, including links to specific and general Education websites are also found on the Social Science and Psychology Subject Pedagogy Moodle platform and via BOX. The British Sociology Association and the Association for the Teaching of Psychology These are useful associations to join if you are not already a member. Membership is open to all and there are usually special membership rates for all trainees on one year PGCE programme. Both associations organise annual Social Science and Psychology Conferences. Subject Specific Planning Documentation Social Science and Psychology subject specific planning documentation (pro-forma and exemplars) for Long and Medium-term planning; lesson plans, weekly and individual lesson evaluations etc. can be found in electronic format on the SS/Psy Subject BOX platform.

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 6 1.3 Subject Knowledge Audit 22 July 2014 11:39 DEVELOPING YOUR SUBJECT KNOWLEDGE FOR THE TEACHING OF SOCIAL SCIENCE AND PSYCHOLOGY. The Secondary Social Science and Psychology Subject Audit (SKA) The audit is a course completion requirement and the responsibility for engaging with the process and for completing it lies with the trainee. It is more than a checklist of items to be covered; it is a process, which, if you professionally engage with it, will help you to teach your subject successfully. The Subject Audits for Social Science and Psychology refer to Sociology, Psychology, Politics, PSHE, Citizenship, Law, Health and Social Care and Humanities teaching. It is expected that you will complete all areas of at least one subject to AS or BTEC Higher level and show significant subject knowledge and understanding of its application to teaching in Citizenship and PSHE (and relevant humanities teaching). The auditing process: On the basis of your initial audit you will need to devise a plan as to how you will begin to develop those areas of your knowledge that do not yet meet syllabus requirements. You will have access to resources on the course via the University library, Moodle, schools, BOX, the web and other trainees. You are expected to update your entries regularly and make clear reference to the location and nature of the evidence. Much of your subject knowledge (Key Stage 3, Key Stage 4 and Post-16) should be at grade C. Many schools and colleges expect that you will be ready to teach at least one area of Social Science and Psychology beyond your specialism by the end of the course. Some would also want you to be able to make a contribution to a third area such as Citizenship, PSHE or a Humanities. Clearly a breadth of subject expertise will be a real advantage to you. Doing your Subject Knowledge audit ( SKA): You will need access GCSE, AS/2 and Vocational specifications for your specialist area(s) and the frameworks and National Curriculum orders for Citizenship, PSHE and Humanities. You will need to create a SKA page (see below) for each area you teach in block A and block B. You may also build up a SKA page from what you may have taught prior to the course or have a specialism in from your degree subject/ project work over the summer. You can have as many SKA pages in your SKA file as you require. For example if you teach some Psychology, you may have a page on Cognitive Psychology: memory, social: obedience, developmental: attachment, as well as one on research methods. It is expected that you will have by the end of the course at least 4 pages for your subject specialism (s) i.e. for sociology family, education, media, beliefs in society and crime and deviance as many additional pages for other subjects as you feel you can produce. You will increase your employability opportunities with the more subject knowledge you gain. In completing your audit you are asked to use the following grading scale:

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 7 In completing your audit you are asked to use the following grading scale: Grade A excellent working knowledge and understanding of the principles and concepts of topicwould be clear on teaching topic and would be able to identify and remediate pupil s misconceptions and difficulties ie. will have taught this topic. Grade B good working knowledge and understanding of the principles and concepts. Given some time you could plan and prepare topic ie. covered this issue in university/a level/vocational or further qualifications. Grade C - basic understanding of the principles and concepts ie. studied on your undergraduate degree, read up on the topic via books or websites or discussed this with peers. This document will form the basis of discussion with your personal tutor and mentors in school. It must be made available at review meetings along with the associated evidence both in University and in schools so that it can be used to monitor and assess your progress and as a basis for target setting for future work. How will your subject knowledge be assessed? In support of your audit you are required to produce an electronic file of evidence that substantiates your claim to audit completion. This file will be monitored and assessed by your tutor and mentors. The file should contain the following sorts of evidence such as: Examination questions that you have answered and/or marked. Cross-references to schemes of work, lesson plans, materials, resources and pupil assessment(s) that you have done. Relevant lesson observation notes. A range of revision notes with references to likely difficulties/misconceptions children may have along with ideas for remediating them. Notes from Subject Specific Peer Presentations Materials from relevant websites. You will be expected to formally evaluate your subject knowledge skills development at review meetings with your mentors and tutor. You will need to formally record this on the sheets headed Identified Areas for Subject Knowledge Development. Your developing subject knowledge will be discussed and monitored at each of the seven reviews which record your Professional Development throughout the programme.

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 8 1.4 Subject Programme 22 July 2014 11:22 The main subject university programme outlined from 1.4.1 onwards and continued in later sections is delivered primarily by subject tutors, but also input from guest presenters who are usually schoolbased social science/psychology teachers. You will be provided with the full Social Science and Psychology programme at the start of the PGCE year.

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 9 1.4.1 Induction 24 July 2014 11:06 University based experience Social Science and Psychology in the Induction phase The following topics will be covered: Introduction to the Social Sciences, Psychology and related subjects Social Science and Psychology teaching: changing aims and objectives Subject Knowledge understanding and introduction to the SKA The Education system in England and Wales up to and post-1988 Variety of approaches in the Social Science and Psychology classroom Social sciences and Psychology resources Schemes of work: Aims Lesson Planning: Objectives/Outcomes and lesson evaluation Citizenship and PSHE across the curriculum and teaching controversial issues ICT and planning for social science teaching Behaviour for learning Assessment For learning, Questioning and pupils' talk Approaches to D/SEN and removing barriers to learning Approaches to EAL Literacy and Numeracy across the curriculum

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 10 1.4.2 Formative 24 July 2014 11:06 University based experience Social Science and Psychology in the phase Formative Introduction to Social Science specifications, aims and objectives, teaching and learning strategies Starters and plenaries Assessment for learning Assessment: first questions, marking pupils work Library Induction II, including e-learning resources, study skills and links with writing at Masters Level Review 1 with Personal tutor

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 11 1.4.3 Consolidation 24 July 2014 11:07 University based experience Social Science and Psychology in the Consolidation phase The activities planned for the Consolidation Phase are designed to refocus your self-evaluation and target setting. Tutors will assist you in reviewing your experiences from block A and planning ahead for Block B. They will also help you to plan cross-phase experiences for Primary and post-16. The sessions in the University will aim to move you to a more advanced stage in your professional thinking: Develop a better understanding of the curriculum in your subject at KS1 and 2 and post-16, including the developments in the 14-19 curriculum Observe teaching and learning in your subject area at KS2 Recognise the fundamental differences in the management and organisational skills employed across the different phases Become aware of the variety of qualifications and routes for pupils aged 14 to 19 Understand the different ways of assessing pupils and the different assessment requirements for pupils aged 11-19 Carry out specified activities. Use all the above to consider the range and variety of approaches to the subject, specifically in relation to progression from KS1 and 2 too KS3 and from KS4 to post-16 and bring these to University sessions to illustrate and inform your construction of the subject teacher s role. Concentrate on developing your knowledge of progression issues, including KS2-KS3 and KS4- post- 16 Help you to understand more fully issues of pupil transition, especially from primary to secondary schools As relevant, inform you about the framework of 14-19 qualifications, how the different qualifications relate to one another and the significance of the key skills Consolidate your knowledge, understanding and skills in both Professional Practice and Subject Pedagogy

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 12 1.4.4 Development and Assessment 04 August 2014 17:37 Social Science and Psychology university based experience in the Development and Assessment phases See Section 5.1.1 for the university based experience in the Development and Assessment Phases

1. THE Soc Sci and Psy E- SUBJECT GUIDE Page 13 1.4.5 Enrichment 24 July 2014 11:08 Social Science and Psychology university based experience in the Enrichment phase See Section 6 for the university based experience in the Enrichment Phase.

2. THE INDUCTION PHASE Page 14 2.1 Aims and Outcomes for the Induction Phase 20 June 2014 14:59 The work you do in this phase of the programme focuses on an exploration of the experience of the learner and the learning climate how learning is configured. You will be given one or two key texts, to provide a starting point from which to interrogate your experiences. Induction enables you to evaluate your early professional learning in relation to the Record of Professional Development and Review process, through self-reflection, tutor/mentor feedback, highlighting your own strengths and identifying areas for further support and development. Subject areas each have different ways of organising induction experiences with their partner schools and colleges, but should ensure that you are provided with opportunities to achieve the following Aims, thus providing consistent experiences across the Programme. Throughout the phase you are encouraged to write reflectively to explore your experiences on the Placement and at the University. Aim to record your thoughts about your professional development on a weekly basis using the Weekly Evaluation Pro-forma that is found in the Record of Professional Development. Aims to make you more familiar with schools/colleges, subject departments, pupils, teaching and the tasks that teachers do, to present you with models of subject teaching and provide examples of lessons to begin to develop your repertoire, to introduce you to the requirements of planning and preparation, to form a basis for your critical analysis by linking work in schools, and data collected there (made up of observation and some limited experience of teaching), with University sessions, to induct you into the Partnership via collaborative work between Subject Mentors and Faculty of Education tutors to enable you to integrate theory with practice through engagement with key texts. to enable you to begin to reflect critically on your experience and learning by engaging in weekly reflections (REAL)* To collect data for and complete the Effective Teaching and Learning assignment. to complete a Contextual Analysis of the placement school. Guidance to reflection on experience and learning: (REAL)

2. THE INDUCTION PHASE Page 15 Preparatory sessions, in your subject groups, at the university will include: Feedback on the Pre-course writing task An Introduction to teaching as a profession and Being Professional The Faculty of Education Code of Professional Conduct for Programmes of Initial Teacher Training Personal and professional development on the PGCE: The Record of Professional Development and the Induction File. Beginning the Audit of Subject Knowledge. The role of the teacher in schools and colleges. An introduction to the 11-19 curriculum and the place of your subject within it. The nature, purposes and value of your subject within the school curriculum. An introduction to units of work, lesson planning and intended learning experiences. A range of teaching and learning strategies. A range of methods, resources, and sources of information that contribute to teaching and learning. This will include reference to key texts in your subject area. A critical analysis of key texts that will enable you to interrogate the learning and teaching that you observe. The role of evaluation in developing your skills. First steps towards positive behaviour management. A range of subject specific issues Online learning You will be introduced to the Faculty of Education, Subject Pedagogy, Secondary Moodle and BOX platforms and other electronic means as models of blended learning, and you will undertake online training to enable you to use these facilities effectively. Study skills If your tutor s assessment indicates that you have additional support requirements for study skills, writing and communication skills, they will refer you to the Learning Support / Student Support programme. Outcomes Whilst on the Induction placement, you will undertake: Contextual Analysis of your placement school/college and department Structured observation of teaching and focused observation activities. Classroom work alongside other teacher(s) in paired / team / learning support roles. Collaborative planning and supported teaching episodes (in lead and / or support role). The planning, implementation and review of a lesson or learning episode in your subject. Evaluation of your own and others teaching, and pupils learning, to develop awareness of effective learning and teaching strategies and how these contribute to classroom organisation and management. Investigation of subject resources within a school department. Investigation of how your subject fits within the context of the department, the school and against the backdrop of national policies. Consideration of the contribution support staff make to teaching and learning. Discussion with school professionals to learn about the wider role of the teacher. Completion of the 3 assignment activities from which the first, formatively assessed assignment, Effective Teaching and Learning, will evolve. Subject Development tasks, where relevant.

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2. THE INDUCTION PHASE Page 17 2.2 Observing in Classrooms 24 July 2014 11:26 Observing Classrooms in your placement school during the Induction Phase Your Professional Mentor will organise an opportunity for you to trail a pupil / class early in the placement and normally during the first week of your programme and in your school. Your Subject Mentor will arrange lesson observations in your subject and in other subjects by arrangement with the Professional Mentor. The following are some issues you could focus on (but you may wish to identify your own): Evidence of effective planning, use of prior learning and range of activities Teachers perceptions of the class How the range of pupil needs are provided for The use of other adults in the classroom Effect of the time of day on pupils behaviour, attitudes and enthusiasm Styles of teaching used How teachers gain attention, signal expectations and maintain lesson pace Style of questioning Evidence of pupils learning Lesson Observation Questions Do consider the Effective Teaching and Learning assignment and the related assignment activities when considering the issues to focus upon during your observations. Remember professional courtesies and ethics when observing teaching: Discuss your role before the lesson: are you a passive observer, or taking a role in the lesson as participant / observer? You should be prepared to share your notes that you have made and discuss the lesson with the teacher you have observed. You should not discuss the lesson you have observed with others unless specific consent has been given by the teacher you have observed. Names of teachers and pupils must not be included in any data you present.

2. THE INDUCTION PHASE Page 18 2.3 Subject Development Tasks 24 July 2014 11:29 Induction Phase Subject Development Tasks In addition to the Contextual Analysis there are assignment activities for the Effective Teaching and Learning Assignment. Trainees may be required to complete subject development tasks. You should study the tasks and assignment tasks before you begin your placement and decide on an appropriate timetable to meet their demands. There are no SS/Psy subject development tasks for this phase of the course.

3. THE FORMATIVE PHASE Page 19 3.1 Aims and Outcomes for the Formative Phase 20 June 2014 15:06 During this phase, for 4 of nine weeks of the Formative Phase you will spend Monday to Fridays in Placement School A; for 5 of nine weeks of Formative Phase you will spend Mondays to Thursdays in Placement School A and Fridays back in the university. The university day will be a mixture of Professional Practice and Subject Pedagogy Studies. The work you do in this phase of the programme focuses on an exploration of the experience of the learner and the learning climate how learning is configured. You will be given one or two key texts, to provide a starting point from which to interrogate your experiences. Induction enables you to evaluate your early professional learning in relation to the Record of Professional Development and Review process, through self-reflection, tutor/mentor feedback, highlighting your own strengths and identifying areas for further support and development. Subject areas each have different ways of organising induction experiences with their partner schools and colleges, but should ensure that you are provided with opportunities to achieve the following Aims, thus providing consistent experiences across the Programme. Throughout the phase you are encouraged to write reflectively to explore your experiences on the Placement and at the University. Aim to record your thoughts about your professional development on a weekly basis using the Weekly Evaluation Pro-forma that is found in the Record of Professional Development. Aims to make you more familiar with schools/colleges, subject departments, pupils, teaching and the tasks that teachers do, to present you with models of subject teaching and provide examples of lessons to begin to develop your repertoire, to introduce you to the requirements of planning and preparation, to form a basis for your critical analysis by linking work in schools, and data collected there (made up of observation and some limited experience of teaching), with University sessions, to induct you into the Partnership via collaborative work between Subject Mentors and Faculty of Education tutors to enable you to integrate theory with practice through engagement with key texts. To collect data for and complete the Effective Teaching and Learning assignment. to complete a Contextual Analysis of the placement school.

3. THE FORMATIVE PHASE Page 20 Preparatory sessions, in your subject groups, at the university will include: Feedback on the Pre-course writing task An Introduction to teaching as a profession and Being Professional The Faculty of Education Code of Professional Conduct for Programmes of Initial Teacher Training Personal and professional development on the PGCE: The Record of Professional Development and the Induction File. Beginning the Audit of Subject Knowledge. The role of the teacher in schools and colleges. An introduction to the 11-19 curriculum and the place of your subject within it. The nature, purposes and value of your subject within the school curriculum. An introduction to units of work, lesson planning and intended learning experiences. A range of teaching and learning strategies. A range of methods, resources, and sources of information that contribute to teaching and learning. This will include reference to key texts in your subject area. A critical analysis of key texts that will enable you to interrogate the learning and teaching that you observe. The role of evaluation in developing your skills. First steps towards positive behaviour management. A range of subject specific issues Online learning You will be introduced to the Faculty of Education, Subject Pedagogy and Secondary Moodle platforms and other electronic means as models of blended learning, and you will undertake online training to enable you to use these facilities effectively. Study skills If your tutor s assessment indicates that you have additional support requirements for study skills, writing and communication skills, they will refer you to the Learning Support / Student Support programme. Outcomes Whilst on the Induction placement, you will undertake: Contextual Analysis of your placement school/college and department Structured observation of teaching and focused observation activities. Classroom work alongside other teacher(s) in paired / team / learning support roles. Collaborative planning and supported teaching episodes (in lead and / or support role). The planning, implementation and review of a lesson or learning episode in your subject. Evaluation of your own and others teaching, and pupils learning, to develop awareness of effective learning and teaching strategies and how these contribute to classroom organisation and management. Investigation of subject resources within a school department. Investigation of how your subject fits within the context of the department, the school and against the backdrop of national policies. Consideration of the contribution support staff make to teaching and learning. Discussion with school professionals to learn about the wider role of the teacher. Completion of the 3 assignment activities from which the first, formatively assessed assignment, Effective Teaching and Learning, will evolve. Subject Development tasks, where relevant.

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3. THE FORMATIVE PHASE Page 22 3.2 Subject Development Tasks 24 July 2014 11:31 Formative Phase Subject Development Tasks Subject development tasks are completed in addition to other school based activities, including those related to the Reflection on Experience and Learning assignment for this phase of the course. You should study the tasks and assignment tasks before you begin your placement and decide on an appropriate timetable to meet their demands. There is one subject development tasks for SS/Psy during this phase of the programme - See 3.2.1

3. THE FORMATIVE PHASE Page 23 3.2.1 Subject Development Task 1: To develop knowledge and understanding of the various syllabuses within the social sciences and psychology 22 July 2014 12:16 PURPOSE: To develop knowledge and understanding of the various syllabuses within the Social Sciences and Psychology SUBJECT MENTOR ACTION: To provide information about which of the social sciences and psychology are taught at the school/ college and discuss issues associated with delivery. TRAINEE TEACHER ACTION: Look at a variety of different subject specifications/frameworks online (such as Sociology / Psychology, Health and Social Care, PSHE education, Citizenship education etc.). Which areas do you feel familiar with? Which areas would you need to develop? How could you achieve this? Look at the variety of exam board specifications within the social science/ psychology subjects: AQA/WJEC/OCR and EDEXCEL/Btec. What are the differences between the exam board specifications? Write about the unit of work from one specification/framework you are delivering during your block A teaching experience. Include; discussion with your SM, if you have any apprehensions, where will you locate SOW, ideas, resources.

3. THE FORMATIVE PHASE Page 24 3.3 Placement A Planning: Gradualism and Progression 23 June 2014 09:52 Placement School A Planning: Gradualism and Progression This diagram makes explicit the nature of gradualism and progression on Placement A. The trainee experience will be framed as strands of complementary aspects of professional development and entitlement: Trainees and mentors must use the planning and preparation stages to ensure they create opportunities to engage in all aspects of the grid. Early Placement A Late Placement A Beginning to teach identifying prior experience and levels of confidence. Increasing confidence, responsibility and independence. Last few weeks provide evidence of ability in sustained teaching practice. Strand A Whole class contact. Focus on planning, teaching, evaluating cycle. Subject development tasks and assignment activities integrated with classroom practice and development. Formative feedback on planning episodes of lessons Formal feedback on teaching to prepare for target setting in Placement B. Strand B Collaborative teaching and learning Strand C Development of Subject Knowledge Evidence of progress against the Standards Tutor Visits Structured activities to develop micro-teaching skills Observation > practice Linked to professional studies e.g. Observations of experts Supporting GCSE coursework Sharing and developing SK Gathering evidence for the Inclusive Learning assignment. Record of Professional Development, including weekly reflections (and incorporating needs analysis), audit, responses to activities in dialogue with Subject and Professional Mentors. The trainee s University Subject Tutor will arrange ONE monitoring and moderation visit during Placement A. Tutor visits will vary according to the needs of the trainee teacher and the subject mentor they will include discussion with the subject mentor and a Shared teaching at KS4 & 5 Working with range of school professionals Leading planning and delivery of collaborative teaching. Teaching A-level Supporting GCSE small groups Developing subject resources

3. THE FORMATIVE PHASE Page 25 Fridays during the Formative Phase discussion with the subject mentor and a combination of observation / discussion with TT, and scrutiny of SE files. The visit will generate a formal written record to cover discussion and observation as appropriate. The tutor will also have a role in moderating assessment across the range of subject placements. In the University: Trainees will be set tasks to follow up in school and to report back to their peers in subject or professional practice groups on the Fridays back in the university In School: Normally, School-based trainingmostly with a Professional Issues focus, but might include subject focused training or school-based subject development tasks. On the Fridays when based in school.

3. THE FORMATIVE PHASE Page 26 3.4 Placement A School Experience File 23 June 2014 11:24 The contents of this file make a significant contribution to the assessment of the Placement A Teaching Placement Practice Unit. It is important that you maintain within the file a good record of your planning, teaching and evaluation. The file will be looked at regularly by Mentors and Tutors who will provide feedback on its contents as the basis for dialogue during tutorials both within the school and in the University. The School Experience File (SEF) will contain: Contextual Analysis of the subject department within the Block A school (use the guidance provided in the Induction Phase activity). Planning and evaluation of Units of Work and Individual Lessons teaching resources, your monitoring and assessment of pupils, and feedback on their progress, your weekly reflections on experience and learning (REAL), including your progress against the Teachers Standards (2012). feedback from lesson observations, by mentors and your tutor. Organisation of the School Experience File (SEF) The SEF should be organised into sections by class or teaching group with: a long or medium term plan with: statement of aims and objectives (intended learning outcomes), this may be one provided by the department, indication of assessment intentions, records of class-work and homework set for pupils, and assessment records, including all the assessment data you gather for your classes, Individual lesson plans with: the objectives and intended learning outcomes of the lesson, details of the phases of the lesson, the timing and the contents, details of the resources to be used, including ICT, indication of what the follow up to the lesson will be, materials used within the lessons lesson evaluations which are: detailed, reflective, and analytical relating to the objectives set for the lesson, and indicative of future actions in relation to the issues raised, feedback relating to particular lessons from colleagues, mentors and tutor.

3. THE FORMATIVE PHASE Page 27 3.5 Guidelines for Trainee Teachers' Timetables: Placement School A 23 June 2014 09:53 In the following, a 'timetable' refers to the total number of periods on the school timetable for Monday to Thursday. You are encouraged to take part in collaborative (paired) teaching during Placement A. There are benefits for mentors and trainee teachers. You will teach approximately half of your timetabled lessons on your own, but for the other half of that time you should work with other trainees (as a pair in the same classroom) or with other teachers. Where a pair of trainees are placed in the same department, the independent teaching described below can be as a pair. Where trainees are not in pairs in the same subject, they should be encouraged to support trainee colleagues in other subject departments. During Placement A, 50% of a trainee s timetable from Monday to Thursday and/or Monday to Friday should be protected time to enable them to: Prepare lessons and resources, complete School Experience Files and relevant assignment activities and any subject development tasks. prepare for tutorials with Professional and Subject Mentors, observe, reflect on and evaluate their own and others teaching, read and research for the Inclusive Learning assignment, tutorials with Professional Mentor and Subject Mentor These should all be timetabled clearly for specific periods during the four days e.g. : 2 periods are named for PM and SM tutorials, 2/3 periods are named for work related to assignment activities and any subject development tasks. preparation for tutorials with mentors is planned into the weekly programme, a balance of collaborative / support teaching and whole class teaching is planned, regular periods are named for planned observations in their own or another subject (this may include observing their collaborative trainee colleague). Thus 50% of the timetable from Monday to Thursday and/or Monday to Friday is available for the Strands as described on the previous page in equal weightings: collaborative / team teaching with a paired trainee teacher or class teacher or acting as a teacher s aide, LSA or in a coaching role, individual teaching, of whole lessons or parts of lessons. observing and supporting tutor groups and PSHE lessons, and a wider range of subject teaching (NB assisting with tutor / form periods and PSHE should be counted as part of the 50% contact timetable), Trainee Teachers should not take responsibility for Form Groups and PSHE until later in the placement and only when they have developed confidence in classroom practice. Where this is an agreed part of the timetable, it should be included within the 50% teaching load, not an addition. So if there are 24 (20) periods over the four days (Monday to Thursday) 12 (10) periods should be protected (incl. periods for tutorials); 6 (5) periods should be subject teaching (alone or in pairs) 6 (5) periods should be collaborative or team teaching; However, this serves only as a guide to the teaching load by the end of the Placement. In some subjects discretion should be exercised to allow for particular subject demands and restrictions, e.g. extra-curricula demands. The proportions of observation, team teaching, support and full class teaching will be subject to gradualism, appropriate to the individual trainee teacher.

3. THE FORMATIVE PHASE Page 28 3.6 Tutorials with your Subject Mentor 23 June 2014 11:01 At your first SM meeting, during preparation week in Placement A, bring your electronic Record of Professional Development file containing Review 1 and your Subject Knowledge audit (to set targets within the context of Placement A). On-going issues for discussion and review at each tutorial during Placement A: Planning a sequence of activities, including whole class teaching, team teaching, working as a Learning Support assistant, working with individuals and small groups etc. Subject Knowledge and Understanding (you should update your Subject Knowledge Audit regularly). Unit of work and lesson planning, review and evaluation. Planning appropriate lesson objectives, the activities to meet them, and methods of evaluating success. Target setting based on self-evaluation and mentor observations. Progress with assignment activities and any subject development tasks planning for future opportunities, and discussing issues to bring back to Professional Practice and subject pedagogy sessions on Fridays at the University. Discussion of your progress in relation to Programme Outcomes / Progress Indicators.

3. THE FORMATIVE PHASE Page 29 3.7 Assessment of Placement A. 21 July 2014 00:48 During the last few weeks of Placement A, mentors and tutors come to a moderated agreement on whether you are reaching the minimum requirements to meet the Teachers Standards, as required for the Placement A. Before the end of the placement Review 2b takes place with the Professional Mentor from which reports and interim references will be constructed. At Review 2b it is expected that trainees will be making at least Satisfactory progress and attainment against the Teachers' Standards (RI). There is also a requirement to identify trainee progress against each Standard, and the related sub-sections at Review 2a (mid placement review) and Review 2b. As trainees begin to meet the Standards they should use the Progress Indicators with their tutors and Subject mentors to identify how they might develop their practice and move beyond the minimum requirements for meeting the Standards. NB From early in the placement any trainee whose progress is identified as cause for concern will engage with the programme's Remediation procedures. The Remediation process address issues of concern in relation to your progress in meeting The Standards, enabling targeted support. This would be identified via the use of Progress Indicators.

4.THE CONSOLIDATION PHASE Page 30 4.1 Aims and Outcomes of the Consolidation Phase 23 June 2014 09:48 Aims to consolidate and develop your knowledge of, understanding of and skills in Subject Pedagogy, building upon Placement A school experiences and looking forward to the Placement B school. To consolidate and develop your knowledge of, understanding of and skills in Professional Issues through Professional Practice studies, building upon Placement A school experiences and looking forward to the Placement B/A2 school placement. to make you more familiar with primary schools, pupils and the ways in which they are organised, teaching, the activities that teachers do and progression from KS2 to KS3, to make you more familiar with the post-16 and 14 19 curriculum in schools and/or colleges, the different styles of teaching and of learning that are employed and progression from KS4 to post-16 (KS5), to present you with models of subject teaching in both the primary and post-16 phases, to introduce you to the issues of transition from KS2 to KS3 and KS4 to post-16, to form a basis for your critical analysis by linking work in schools and data collected there (made up of observation and some limited experience of teaching) with University sessions. Outcomes By the end of the Consolidation Phase (and/or by Placement B/ Placement A Part Two for Progression Placements), you will normally have begun and carried out initial observations in Placement School B. consolidated and developed your understanding of the curriculum and teaching, learning and assessment in your subject. consolidated and developed your understanding of critical professional issues relevant to the whole school and wider curriculum. in addition to the above, developed a better understanding of the curriculum in your subject at KS2 and post-16, including the developments in the 14-19 curriculum observed teaching and learning in your subject area at KS2 with individual pupils, pairs, small groups or leading phases of lessons recognised the fundamental differences in the management and organisational skills employed across the different phases become aware of the variety of qualifications and routes for pupils aged 14 to 19 understood the different ways of assessing pupils and the different assessment requirements for pupils aged 14-19 carried out specified activities in the subject development tasks. used all the above to consider the range and variety of approaches to the subject, including in relation to progression from KS2 to KS3 and from KS4 to post-16 and bring these to University sessions to illustrate and inform your construction of the subject teacher s role. University sessions Subject areas will each have different ways of organising the progression experience, but your subject will ensure that the above Aims and Outcomes are adhered to, in order to provide consistent trainee experiences across the Programme.

4.THE CONSOLIDATION PHASE Page 31 4.1.1 Continuing Professional Development 20 July 2015 13:52 Cluster twilights and Continuing Professional Development. In or across Clusters Professional Mentors with Partnership Tutors will organise a series of Twilight CPD sessions for trainees across subjects and across schools. This will focus on issues common to all trainees. The format and organisation for this varies on a year by year basis. These will take place either during the Consolidation Phase, Placement B or the Enrichment phase. These Twilight CPD sessions may also be organised centrally and be university based. Speak to your Placement School B and Placement School A Professional Mentor, or the Partnership tutor for your school and Cluster or your Subject tutor for further information.