Learning outcomes will be assessed by:
a portfolio of evidence and the judgement of mentors and university tutors on the quality of performance in school (100%) which will assess Learning Outcome 1.

Building a Portfolio
Through this experience you will assemble a portfolio of evidence to reflect your attainment of standards for the Award of Qualified Teacher Status. The standards are summarised on the sheet 'Evidence of Standards' in the Course Handbook. This process of assembling your evidence should be ongoing, including the replacement of earlier work by superior examples from later in the year as you develop. You are also expected to include in your portfolio statements describing how you believe your evidence demonstrates attainment of standards. These statements will show how you interpret the standards. In preparing and revising statements you may find it helps to refer to the full (DfEE) list in the Handbook.

Evidence can take a variety of forms:

* lesson plans and evaluations
* written reports by the mentor
* written reports by the associate teacher on lessons observed
* maintenance of an evaluation check list
* video recording of a lesson
* photographs of lessons, teaching material and outcomes
* lesson handouts, overhead projector transparencies and other teaching materials
* notes taken at a workshop, departmental or general staff meeting
* schemes of work and lesson plans
* personal notes and annotated bibliographies
* record of personal tutorials and action taken
* photocopies of pupils' work with written comments
* marking schemes

Your mentor will provide one hour of tutorial supervision a week throughout your time in the main placement school. This will provide advice on the preparation of lessons, and a forum for the discussion of learning outcomes and classroom performance. Your tutorials with your mentor also provide an opportunity for you to discuss your targets for development and the development of your portfolio. You will be expected to set clear targets for your own progress roughly four times per term.

Pass criteria
Satisfactory performance in each component of the summary of standards

Distinction criteria
* Consistently good performance across components of the summary of standards
* Clear demonstration of critical reflection
* Positive contribution to the department and school or college
* Ability to achieve high standards with different age groups and courses

Opportunities to: observe experienced teachers; take responsibility for part and whole lessons; take responsibility for sequences of lessons in a variety of courses as appropriate to your subject specialism.

Access to a subject mentor and a university tutor who will support your personal development.

COHEN L, MANION, L. AND MORRISON, W. (1996) A Guide to Teaching Practice, (London: Routledge).
HODKINSON, S and JEPHCOTE, M (1996) Teaching Economics and Business (London: Heinemann).

The PGCE programme does not allow opportunity to combine this moduel with any module not contained within this award.

Classroom management and organisation; lesson planning and evaluation; communication and presentation; application of theories of learning to the design of tasks, lessons and assessment; assessment procedures and record keeping; differentiation; special needs; equal opportunities; the pastoral dimension of schooling; personal, social and moral devlopment; the context and management of schooling.

You will observe experienced teachers; collaborate with others in planning, delivering and reviewing lessons and take sole responsibility for lessons. Your responsibilities will increase during the course of each of two school or college placements as indicated by the following broad outline:

First Placement until Christmas (12 weeks)
Total class contact 60 hours Minimum teaching 36 hours
In the first couple of weeks you will observe lessons, and then take responsibility for parts of lessons. You will collaborate with others in planning and delivering lessons. Your responsibilities will increase during the course of each of two school or college placements as indicated by the following broad outline.

First Placement, January and february (6 weeks)
Total class contact 48 hours Minimum teaching 36 hours
During this phase you will have responsibility for planning short schemes of work for classes and you will have increased responsibility in terms of number of lessons and supervising students' progression.
Three days during the first or second placement should be spent observing styles of teaching in a local primary school and investigating levels of attainment of primary pupils.

Second Placement (18 weeks)
Total class contact 180 hours Minimum teaching 126 hours
The sequence of your experience in the second placement will follow that in the first.