PGCE SECONDARY SOCIAL SCIENCE AND PSYCHOLOGY

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

1. THE SOC SCI and PSY SUBJECT 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. Working closely with university tutors and trained Social Science, Psychology and Health mentors

1. THE SOC SCI and PSY SUBJECT 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 SUBJECT 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 SUBJECT 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 SUBJECT 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: Grade A excellent working knowledge and understanding of the principles and concepts of topic-

1. THE SOC SCI and PSY SUBJECT Page 7 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 SUBJECT 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 school-based 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 SUBJECT 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 SUBJECT Page 10 1.4.2 Formative 24 July 2014 11:06 University based experience Social Science and Psychology in the Formative phase 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 SUBJECT 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 SUBJECT Page 12 1.4.4 Development and Assessment 04 August 2014 16:53 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 SUBJECT 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) 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.

2. THE INDUCTION PHASE Page 15 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.

2. THE INDUCTION PHASE Page 16 2.2 Observing in Classrooms 24 July 2014 10:21 Observing Classrooms in your Induction school or college Your Professional Mentor will organise an opportunity for you to trail a pupil / class during the first week in the induction 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 17 2.3 Subject Development Tasks 24 July 2014 10:23 Induction Phase Subject Development Tasks In addition to the Contextual Analysis, the assignment activities for the Effective Teaching and Learning Assignment for this phase of the course 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 18 3.1 Aims and Outcomes for the Formative Phase 20 June 2014 15:06 During this phase you will spend Monday to Thursdays in the Block A school and Fridays back in the university. The university day will be a mixture of Professional Practice and Subject Pedagogy Studies. Aims and outcomes Block A has been designed to provide you with an opportunity: to begin to build your own classroom practice to add to your professional knowledge; to understand the school's expectations and become aware of its culture; to learn how school and departmental policies work; to build your confidence by the application of the principle of gradualism to experience the school curriculum and assessment policies in action ; to encourage pupils learning; to learn about the school s inclusion and diversity policies and practice; to consider pupils Special Educational Needs so that the pupils you teach are not disadvantaged; to build professional relationships; to plan for a differentiated approach according to your previous experience. to collect data for and complete the Inclusive Learning assignment. To complete subject development tasks, as relevant. NB You will have completed the Contextual Analysis of the Block A School Placement during the Induction phase. You are required to maintain a Block A School Experience File. See Section 3.4. The SEF will form the basis of your progress against the Teachers Standards and a basis for professional dialogue with your mentors and tutors. As a record of your Trainee Entitlement you are required to maintain the Block A Record of Formal Direct Contact. Guidelines for the Block A trainee timetable can be found in this section 3.5

3. THE FORMATIVE PHASE Page 19 3.2 Subject Development Tasks 24 July 2014 10:30 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 20 20 August 2015 21:58 3.2.1 Subject Development Task 1: To develop knowledge and understanding of the various syllabuses within the social sciences and psychology 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 21 3.3 Block A Planning: Gradualism and Progression 23 June 2014 09:52 This diagram makes explicit the nature of gradualism and progression on Block 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 Block A Late Block 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 Block B (reduced formal entitlement). Strand B Collaborative teaching and learning Structured activities to develop micro-teaching skills Observation > practice Linked to professional studies Shared teaching at KS4 & 5 Working with range of school professionals Leading planning and delivery of collaborative teaching. Strand C Development of Subject Knowledge e.g. Observations of experts Supporting GCSE coursework Sharing and developing SK Gathering evidence for the Inclusive Learning assignment. Teaching A- level Supporting GCSE small groups Developing subject resources Evidence of progress against the Standards Record of Professional Development, including weekly evaluation (and incorporating needs analysis), audit, responses to activities in dialogue

3. THE FORMATIVE PHASE Page 22 the Standards analysis), audit, responses to activities in dialogue with Subject and Professional Mentors. Tutor Visits Fridays at the University The trainee s University Subject Tutor will arrange ONE monitoring and moderation visit during Block 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 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. Trainees will be set tasks to follow up in school and to report back to their peers in subject or professional practice groups.

3. THE FORMATIVE PHASE Page 23 3.4 Block A School Experience File 23 June 2014 11:24 The contents of this file make a significant contribution to the assessment of the Block 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 24 3.5 Guidelines for Trainee Teachers' Timetables: Block 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 Block 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 Block A, 50% of a trainee s timetable from Monday to Thursday 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 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 block. In some subjects discretion should be exercised to allow for particular subject demands and

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 25

3. THE FORMATIVE PHASE Page 26 3.6 Tutorials with your Subject Mentor 23 June 2014 11:01 At your first SM meeting, during preparation week in Block A, share your electronic Record of Professional Development file containing Review 1 and your Subject Knowledge audit (to set targets within the context of Block A). On-going issues for discussion and review at each tutorial during Block 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 raised in Professional Practice (school and the university) and issues to bring back to Professional Practice sessions on Fridays at the University. Discussion of your progress in relation to Programme Outcomes / Progress Indicators.

3. THE FORMATIVE PHASE Page 27 3.7 Assessment of Block A placement. 21 July 2014 00:48 During the last few weeks of Block 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 Block A placement. 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 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 28 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 Block A school experiences and looking forward to the Block B school placement. To consolidate your knowledge of, understanding of and skills in Professional Issues through Professional Practice studies, building upon Block A school experiences and looking forward to the Block B 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 /Block B for post-16), you will normally have Consolidated and developed your understanding of the curriculum and teaching and learning 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 literacy and numeracy cross phase and 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 29 4.1.1 Continuing Professional Development 16 July 2015 09:19 Cluster Twilight 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 normally take place either during the Consolidation phase, Block B placement or the Enrichment phase. These Twilight CPD sessions may also be organised centrally and be university based. Speak to your Block B Professional Mentor, or the Partnership tutor for your school and Cluster or your subject tutor for further information.

4. THE CONSOLIDATION PHASE Page 30 4.2 Subject Development Tasks 24 July 2014 10:39 Consolidation Phase Subject Development Tasks There is one SS/Psy Subject development tasks for the Consolidation phase. This focus upon issues of continuity and progression 5-19. Subject Development Task: EXPLORING SOCIAL SCIENCE AND PSYCHOLOGY IN THE PRIMARY SCHOOL In addition, all Secondary trainees will be required to complete a Programme Early reading/phonics and Literacy and a Numeracy observation task during the Primary school experience.

4. THE CONSOLIDATION PHASE Page 31 4.2.1 Subject Development Task: Exploring Social Science in the Primary School 25 June 2014 09:23 PURPOSE: To gain an understanding of how learning in social science and psychology in secondary schools is a progression from the primary phase of education. TRAINEE TEACHER ACTION: Prior to arriving at the school, examine the current Citizenship and PSHE KS1/2 programmes of study. They will assist you to understand teaching and learning of social science and psychology in the primary context Below are the range of activities in which you can engage whilst in primary school; these will be discussed in the university session. Discuss Citizenship and PSHE at KS1/2 with the appropriate class teacher: its place in the whole curriculum at KS1/2; when taught; how taught; % of time allowed for its teaching etc. Enquire about visitors experts coming into school and what their role is. Enquire about what are the reasons behind which units are covered with which year groups. Observe as many lessons with a citizenship/pshe element as possible. Note the teaching & learning approaches used, including opportunity for pupil talk. It may be possible that you see no citizenship or PSHE teaching during your time in the primary school, so you might explore these areas through literacy and numeracy. Examine the citizenship/pshe teaching & learning resources used. Discuss with a small group of pupils at KS1/2 their experiences of citizenship/pshe. What they have enjoyed/otherwise; classroom activities etc. Examine a selection of pupils work in Citizenship/PSHE/literacy. As you proceed with the above tasks collect data and maintain notes to share in the university session.

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 32 5.1 Aims and Outcomes of the Development and Assessment Phase 23 June 2014 09:49 The majority of the Development and Assessment phase shall be spent in the Block B School placement. Aims and Outcomes To provide you with an opportunity: to further develop your own subject classroom practice to add to your professional knowledge to develop your understanding of the wider professional responsibilities of a teacher; to extend your understanding of how school and departmental policies work; to further develop confidence by the application of the principle of gradualism; to add to your experience of the school curriculum and assessment policies in action ; to encourage and enhance pupils learning; to learn about a different school s equality and inclusion policies and practices, to extend your understanding of the pastoral role of the teacher and other professional roles, to build and develop professional relationships; to plan for a differentiated approach according to previous experience. To collect data for and complete the Curriculum Development Assignment In conjunction with mentors and tutors, you will: continue to collaboratively review progress, set targets and confirm progress towards the achievement of the standards implement differentiation strategies to address the learning needs of all pupils explore the relationship between curriculum development and assessment of and for learning monitor and record pupils attainment and achievement reflect upon and critically review teaching and learning styles continue to develop your personal philosophy and understanding of the characteristics of quality provision and practice in History. As for the Block A school placement you will be required to carry out a Contextual Analysis of the school and subject department and you are required to maintain a Block B School Experience File. As a record of Trainee Entitlement you are required to maintain the Block B Record of Formal Direct Contact. Guidelines for the Block B trainee timetable can be found below in this section 4.2 Preparation week prior to Block B During this week you should: Complete a Contextual Analysis of your school/college and subject department Discuss targets set as a result of earlier experiences on the programme. Find out about the school and the department Observe classes you will be teaching. Determine an indicative timetable to include: working as a teacher s aide / team teaching observation of others teaching whole class teaching tutorials and assignment activities and any subject development tasks/ planning time. Look at department resources. Identify themes for Units of work you are to plan. Begin lesson planning. Find out about the department s assessment scheme.

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 33 5.1.1 Continuing Professional Development 25 July 2014 13:20 Cluster Twilight 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 normally take place either during the Consolidation phase, Block B placement or the Enrichment phase. These Twilight CPD sessions may also be organised centrally and be university based. Speak to your Block B Professional Mentor, or the Partnership tutor for your school and Cluster or your subject tutor for further information. SUBJECT CONFERENCE 3 Trainee Teachers and their Subject Mentors During Block B you will take part in a day back at the University alongside Subject Mentors to carry out a programme of activities designed to develop perceptions of subject teaching. The aims of the day are to refocus your target setting; discuss wider aspects of professional development and to assist you in your evaluation of your progress against the Course Outcomes. The programme for the Subject Conference varies slightly from year to year, to reflect current needs and interest but generally includes: Subject input and professional updating. An opportunity for SMs to meet to discuss assessment of Trainee Teachers and course developments. Preparing for your first post. Planning for the Enrichment Phase talking about general principles and finding out if SMs have ideas for research, development and investigative projects in their schools. On the basis of identifying individual targets, and with offers of Enrichment Project generated at SC3, you can begin to plan for the final phase of the course. Subject Day back in the University Towards the end of the Assessment phase there will be another subject day back in the university this time for subject trainees only. The day will include studies in Professional Practice and subject pedagogy. Subject pedagogy content will vary from subject to subject but the day will include for all subjects further planning for the Enrichment phase.

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 34 5.2 Subject Development Tasks 24 July 2014 10:44 Development and Assessment Phase Subject Development Tasks. There are two SS/Psy subject development tasks, in addition to the assignment activities for the Curriculum Development 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. Please see below. Subject Development Task 1: EXPLORING the LINKS and CONNECTIONS with other HUMANITIES SUBJECTS and the wider CURRICULUM. Subject Development Task 2: DEFINING YOUR DEVELOPING SUBJECT BELIEFS (making links with Review 6).

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 35 5.2.1 Subject Development Task 1:Exploring links with other subjects and the wider curriculum 25 June 2014 09:50 PURPOSE: For the trainee to understand how the teaching and learning of PSHE/CITIZENSHIP/SOCIAL SCIENCE AND PSYCHOLOGY can be enhanced and pupils wider knowledge and understanding developed through working with teachers from other Humanities subjects and/or incorporating cross-curricular dimensions SUBJECT MENTOR ACTION: To help trainee and engage in joint planning and delivery of a lesson(s) as described below. TRAINEE TEACHER ACTION: Team-teaching and addressing the Cross-curricular dimension in social science/psychology. Working with your subject mentor select one class following an appropriate scheme of work and focus upon one or two lessons. Consider how you might incorporate a cross-curricular dimension (i.e. Citizenship, Global perspectives, PSHE, Humanities etc.) into these lessons. Allow the cross-curricular dimension to play a key role. Consider lesson objectives and outcomes, lesson resources and content, plan and (jointly) deliver the lesson(s) as appropriate. Carry out a full lesson evaluation, considering pupils learning in relation both to the Social science and psychology to the chosen cross-curricular dimension. How well did social science/psychology inform the cross-curricular dimension and how far did inclusion of the cross-curricular dimension enhance pupils social science understanding? Consider the benefits of working with another teacher (more experienced too) from your own subject area, both at the planning and delivery stages. Also reflect upon any difficulties encountered. What are the implications for your future teaching of social science and/ or teaching in the secondary school context?

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 36 5.2.2 Subject Development Task 2: Defining your Developing Subject Beliefs (making links with Review 6) 25 June 2014 09:52 PURPOSE: To reflect on developing subject beliefs over the course of the programme. SUBJECT MENTOR ACTION: To support/prepare trainee for end of programme reflection and Review 6. TRAINEE TEACHER ACTION: At your final review with your personal tutor, you will come prepared to sustain a discussion about your subject beliefs. You will be briefed about this in a University session at the end of Block B. You will also be asked to hand in up to one side of A4 entitled: The kind of teacher I am becoming in effect, your notes for the discussion. We recommend you use bullet points; highlighted key words/phrases; headings and sub-headings. It may help to remember that during Block B a tutor or a mentor will often ask herself/himself these questions while observing a lesson: What pedagogic principles inform what I am seeing in this classroom? What beliefs and understandings about Social Science/psychology as a subject am I seeing in action? What views of pupils as learners are being implemented in this lesson? Does this trainee teacher reveal any aspects of teaching that make the lesson distinctive and memorable? How does this trainee teacher show her/his understanding of inclusion issues in this lesson? What is there in the School Experience File that adds to and supports what I am seeing? You will see that there are three main emphases in the above: Pedagogy (teaching and learning; monitoring and assessment; classroom management); Subject Knowledge; Professional Values. This reflection on your developments throughout the course is likely to inform your preparation for interview(s) and Review 6 evaluation.

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 37 5.3 The School Experience File 21 July 2014 00:33 As for Block A the contents of this file make a significant contribution to the assessment of the Block B Teaching Placement Practice Unit. The requirements are the same. 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.

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 38 5.4 Guidelines for Trainee Teachers' Timetables: BLOCK B 25 June 2014 09:46 In the following, a timetable refers to the total number of periods in a full school week. The principle of gradualism continues to apply in Block B; the precise nature of the timetable being determined by: The Trainee Teacher s progress in Block A, and comments in the Block A report. The Trainee Teacher s confidence in moving to the new environment of Block B and its associated challenges and opportunities. The need to achieve, the Teachers Standards for the Award of Qualified Teacher Status by the end of the programme. The majority of Trainees will be expected to have demonstrated competence at Good or Outstanding levels, and been assessed against Part One of the Standards by the end of Block B. During Block B, a minimum of approximately 40% and up to 50 % of your weekly timetable should be protected time to enable you to: Prepare lessons and resources, complete School Experience Files and relevant assignment activities and 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 Curriculum Development assignment, tutorials with Professional Mentor and Subject Mentor The items marked * should be timetabled for specific periods during the week e.g. 2 periods are named for PM and SM tutorials, 2/3 periods are named for work related to assignment activities and/or subject development tasks. NB on Block B trainees may become more involved in the planning and preparation of PSHE lessons; where they are, it is important to include this within their subject teaching allocation. preparation for tutorials with mentors is planned into your weekly programme, regular periods are named for planned observations in their own or another subject (this may include observing another trainee colleague). The remaining 50-60% of your weekly timetable is therefore available for: subject class teaching teaching with another trainee teacher, team teaching with the usual class teacher or acting as a teacher s aide, observing and supporting tutor groups and (if appropriate) teaching PSHE lessons * So for 50% unprotected time:- If in a 30 (25) period week: about 14 (11/12) periods should be protected; about 14 (11/12) periods should be subject teaching (which will include support or team teaching); and 2(2) periods available for tutorials with mentors. However, this serves only as a guide. In some subjects discretion should be exercised to allow for particular subject demands and restrictions, e.g. extra-curricula demands. NB Trainee Teachers should not be asked to cover for absent colleagues. They should have agreed subject teaching timetables and not be asked to take on other lessons due to departmental absence.

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 39 5.5 Tutorials with your Subject Mentor 21 July 2014 00:39 Building on previous experience, you will be expected to exercise a greater degree of autonomy in Block B, for example planning and resourcing the agendas for SM tutorials, anticipating time management issues relating to assignment activities and any subject development tasks, and identifying the support you will need in order to achieve your targets in relation to the Programme Outcomes. The focus of tutorials with your SM will probably reflect the common targets that tend to emerge for all trainee teachers on Block B, such as: using a wider range of teaching and learning strategies shifting the focus from your teaching to the pupils learning assessment - especially end-of-ks3 and GCSE / post-16 assessment greater involvement in departmental assessment - particularly with reference to the National Curriculum using differentiation strategies more effectively communicating more effectively in the classroom planning and carrying out the Curriculum Development Assignment.

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 40 5.6 Assessment of Block B 25 July 2014 11:29 In the Assessment Phase you will spend a further day back at University identifying any personal targets for the remaining weeks of Block B and planning ahead for the Enrichment phase. During the last few weeks of Block B, mentors and tutors come to a moderated agreement on whether you are reaching the minimum requirements to meet the Teachers Standards. External and internal examiners visit some Block B schools to sample the teaching competence of particular trainee teachers and report to the Progress Board. Before the end of the assessment phase there is a final review with the Professional Mentor from which reports and references will be constructed. OFSTED Grading of trainee teachers One of Ofsted requirements for the Self Evaluation Document (SED) for Initial Teacher Education (ITE) is that all trainee teachers are graded against the Teachers Standards and awarded an overall summative grade at the end of their training year (for Ofsted purposes only). In the past Ofsted has provided additional assessment criteria to help with this process. This is no longer the case. The Programme s Progress Indicators, developed in conjunction with the NW Consortium of ITE Providers and North West Training Schools incorporates the Teachers Standards and were also developed with the Ofsted grading process in mind, reflected in the Progress Indicators columns. This enables us to use the Progress Indicators for Ofsted grading purposes. In addition, reference shall also be made to UCET Teachers Standards guidance documentation (2012) when making final judgements at the end of the programme. The Programme s Progress Indicators are also embedded in the programme's Review documentation. Key Features of the Ofsted Grading process Trainees, Tutors and Mentors will work with the Progress Indicators throughout the programme. At Review 2b it is expected that trainees will be making at least minimum level of progress and attainment against the Standards. There is also an opportunity to identify trainee progress against each Standard, and the related sub-sections, on 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. There should be the opportunity for one joint observation, as a minimum university tutor and Professional or Subject mentor during Block B. During the visit there should be the opportunity to discuss with the trainee their progress against the Standards and how they might use the Progress Indicators descriptors to further develop their practice. At Review 4 mentors, in discussion with trainees, will provide provisional judgements about trainees attainment against the Standards, using the Progress Indicators. From this discussion, trainees and mentors will be able to identify further targets. Any trainees not yet meeting the Standards at this point would need be identified as cause for concern and engage with the Remediation procedures. The university tutor and Placements Office should be notified. Any trainees identifying only as Satisfactory-requires improvement at this stage shall be required to engage with the 'Requires improvement to Good' procedures. There are also opportunities for trainees evidencing 'Good' at this stage to follow procedures to support trainees in moving, as appropriate from 'Good to Outstanding'.These judgements will be recorded on the Review

5. THE DEVELOPMENT AND ASSESSMENT PHASES Page 41 as appropriate from 'Good to Outstanding'.These judgements will be recorded on the Review 4 proforma and a copy sent to the Placements Office. At Review 5 trainees and mentors will meet to discuss progress against the Standards and a Pass will be awarded for those who have met the Standards at a minimum level. However, it is expected that outcomes for the placement for all trainees against and across the Teachers Standards should be Good or Outstanding. Candidates evidencing 'Requires improvement against a majority of the Teachers Standards at this stage shall be required to engage with the 'Requires improvement to Good' procedure during the Enrichment Phase. As at each of the placement Reviews, at Review 5 trainee progress will be recorded against each individual Standard, and the related sub-sections. At Review 6 Tutors will award a final Ofsted grade based on all the available evidence collected throughout the programme. N.B. Grading is an Ofsted requirement for the Secondary Programmes Self Evaluation Document. The Ofsted Grade awarded will not be recorded on any final award documentation and will not be recorded on the PGCE certificate. QTS is assessed against the Teachers Standards and awarded on a Pass or Fail basis in accordance with the Programme Specification.

6. THE ENRICHMENT PHASE Page 42 6.1 Aims and Outcomes of the Enrichment Phase 23 June 2014 09:50 Aims to provide opportunities, where required, to complete all aspects of the Programme Outcomes, including meeting the Teachers' Standards. to enhance and extend your subject expertise through innovative school-based practice, to provide opportunities for you to work collaboratively ( trainee / mentor / tutor) on aspects of curriculum and professional development. to enable you to make a critical evaluation of the process. to enable you to record and disseminate outcomes. Outcomes By the end of the Enrichment Phase you should have: comprehensive evidence of having addressed all of the Teachers Standards to enable recommendation for award of QTS. addressed any targets set at the end of Block B (Review 5). added to your experience by engaging in a variety of subject and professional learning experiences and activities. written a reflective account of your experiences. presented an account of your Enrichment Phase experience to your subject group at the university. ROLES AND RESPONSIBILITIES IN THE ENRICHMENT PHASE Role of the Trainee Teacher to plan for the phase, supported by mentors and tutors. to identify ways to meet any outstanding targets required to complete all the Programme Outcomes, including meeting the Teachers' Standards. to plan for and engage in individual and collaborative school-based subject and other professional experiences, which might include collaborative research or project work. to maintain a record of all your work during this Phase to complete a written reflective account of your experiences. to disseminate your enrichment phase outcomes and to provide feedback to schools. Role of the Professional Mentor to support Block B trainees in identifying ways to meet any outstanding targets. to co-ordinate a number of trainees in school during the phase. to negotiate with subject mentors requests to host any collaborative action research projects. to co-ordinate timetables of trainees in school - individual needs and any collaborative action research or project. to authenticate record of trainee attendance. Role of the Subject Mentor to support individual Block B trainees in addressing any outstanding targets. to support individual Block B trainees in their school-based subject and professional development activities-including supporting trainees in their planning for the phase. to commission any research projects, if appropriate, in negotiation with university subject tutors. to monitor the trainee timetable, trainee progress and to oversee the day-to-day trainee school-based experience. to liaise with university subject tutor, as appropriate. Role of the Subject Tutor to plan the university based experience.

6. THE ENRICHMENT PHASE Page 43 to plan the university based experience. to support the planning of the trainee school-based experience to identify, in consultation with trainees and mentors, opportunities for individual and/or group projects. to work with trainees in identifying and planning any critical enquiry and action research project. to support projects in schools, where appropriate, to liaise between trainees, subject mentors and Professional mentors, to monitor the trainee's timetable. to co-ordinate and assess trainee evaluation and dissemination of outcomes. PLANNING THE SCHOOL BASED EXPERIENCE At SC3 (Trainees Teachers, Tutors and Subject Mentors) Discussion of aims and outcomes of the Enrichment Phase. Subject Mentors indicate provisional commitment, including to support of any proposed project. SM to consult with the PM about any proposed collaborative project. The PM to confirm and centralise all subject requests within the school. If PM decides that school cannot sustain all subject proposals submitted, s/he re-negotiates with SM who contacts MMU tutor. All requests to be finalised and agreed by the end of the Block B placement. Trainees, mentors and tutors during or immediately after the end of Block B At and following Review 5, mentors and trainees, with tutors, identify trainee individual needs, including need to address any outstanding targets required to complete all the Programme Outcomes and meet the Teachers' Standards. Discussion of all proposed activities, including any action research questions and organisation of project groups and timetable of work in schools. Final confirmation of the trainee Enrichment Phase proposals and Timetable. SM/PM to sign the completed Enrichment Timetable ( as below ) to indicate agreement to all proposed Enrichment activities. The trainee Enrichment Phase Timetable Form to be completed at the start of the Enrichment Phase DURING THE ENRICHMENT PHASE On the Monday immediately after the end of Block B, trainees return to the University. This is the final opportunity to confirm timetables and to organise group work for Enrichment phase projects, including intended dissemination strategies. This will be a subject pedagogy day and your subject tutors will have previously provided you with details of your programme on your April day back in the university. A total of 14 days will be based in schools / colleges / appropriate educational establishments, working on your individual plans and / or enrichment projects with possible tutor and mentor involvement, monitored by tutors and mentors. It is expected that during the school half term trainees will work on Enrichment presentations and begin preparation for Review 6. The last three days of the Enrichment phase and programme are based at the university: for dissemination of experiences gained during Enrichment phase and Review 6 with the Personal Tutor.

6. THE ENRICHMENT PHASE Page 44 Before and throughout the Enrichment Phase, trainees are requested to keep both their personal tutors and their Block B professional mentors informed of their activities and location. Full attendance is required and will be monitored. It is suggested that no more than two days are spent in first appointment schools during this period. An exception to this might be where a trainee has gained their first post in their Block B placement school. The Enrichment Phase is an opportunity to demonstrate that a trainee teacher has met all of the Teachers Standards as required for QTS. The exception to the process described above may be trainees who receive a specific prescription from the May Progress Board. In their case, mentors and tutors will monitor progress in order to report to the Final Examination Board. Trainees are reminded that the Enrichment Phase is an assessed element of the programme. Undertaking the range of suggested Enrichment activities, including research projects, might mean adopting a rather different role when working in schools, colleges and other educational settings. However, the same Code of Professional Conduct applies at all times.

6. THE ENRICHMENT PHASE Page 45 6.2 The Enrichment Phase in SS/Psy 25 June 2014 10:01 The School and University Based Experiences During this phase, you will undertake further work in schools and/ or other educational institution(s), focussing upon an area of personal interest, or aspect of teaching and learning, that you would like to revisit or explore in greater depth. Suitable topics include: further development in Block B practice ICT in SS/Psy and across the curriculum Post-16 developments Special Educational Needs, Inclusion and EAL developing innovative schemes of work e.g. including units maximising cross-curricular links i.e., with SMSC, the global dimension or literacy and numeracy. observing and/or teaching another Social Science/Humanities subject area. developing classroom resources, including independent study guides for pupils cross-curricular initiatives. University sessions will focus on: Block B trainee feedback and evaluation Curriculum Development and Assessment reflection and feedback Enrichment phase preparation and feedback Review 6 End of Programme Evaluation.