This is governed by the 'Teachers' Standards' issued by DfE as specified below.
Part One: Teaching
1. Set high expectations which inspire, motivate and challenge pupils
2. Promote good progress and outcomes by pupils
3. Demonstrate good subject and curriculum knowledge
4. Plan and teach well structured lessons
5. Adapt teaching to respond to the strengths and needs of all pupils
6. Make accurate and productive use of assessment
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfil wider professional responsibilities

Part two: Personal and professional conduct

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
Initially you will observe lessons, then take responsibility for parts of lessons. You will collaborate with others in planning and delivering lessons. As the term progresses you will take sole responsibility for an increasing number of lessons.

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.

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 (DfE) 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 on a weekly basis. Mentors will formally observe you teaching approximately once per week; University Tutors will normally observe you teaching twice per placement. You will normally be visited once per placement by the university partnership manager as part of the Quality Assurance process for the course

Learning outcomes will be assessed by a portfolio of evidence based upon the 'Teachers Standards' and the judgement of mentors and university tutors on the quality of teaching performance in school.
Trainees will write 4,000 words reflecting upon their teaching and its impact upon the learning of students as it relates to the government required Teachers' Standards.

General:

ARTHUR, J and DAVIES, I (2009) The Routledge Education Studies Textbook, Routledge ISBN 041547955X

BECK, J (2003) Key Issues in Education, Continuum International Publishing ISBN 08264561298

BURTON, B (2007) Introduction to Education Studies, Sage Publications. ISBN 1412921947

COHEN, L (2010) A Guide to Teaching Practice, Routledge ISBN 0415485584

ELLIS, E (ed) (2011) Learning and Teaching in Secondary Schools, Learning Matters ISBN 0857253034

GREEN, A (2007) Effective Teaching for the 21st Century, UWIC Press ISBN 1905617615

KYRIACOU, C. (2009) Effective Teaching in Schools: Theory and Practice, London, Nelson Thornes ISBN 1408504239

MOORE, R (2004) Education and Society: Issues and Explanations in the Sociology of Education, Polity Press ISBN 0745617093

POLLARD, A. (2008) Reflective Teaching: Evidence-informed Professional Practice, Continuum International Publishing ISBN 0826493408

PRITCHARD, A (2008) Ways of Learning: Learning Theories and Learning Styles in the Classroom, Routledge ISBN 0415466083

SEWELL, S. (2008) Doing your PGCE at M Level: A Guide for Students, Sage Publications ISBN 1847874290

SMOTH, P (2003) Understanding Children's Development, John Wiley and Sons ISBN 0631228233

Secondary:

CAPEL, S. LEASK, M. AND TURNER, T (2009) Learning to Teach in the Secondary School: A Companion to School Experience, London, Taylor and Francis ISBN 0415478723

DAVIES, S (2010) The Essential Guide to Secondary Teaching, Longman ISBN 1408224526

DILLON, J. AND MAGUIRE, M. (eds) (2011) Becoming a Teacher: Issues in Secondary Teaching, Buckingham, Open University Press ISBN 0335242375


Primary:

ARTHUR, J. AND CREMIN, T (eds) (2010) Learning to Teach in the Primary School, Routledge ISBN 0415487900

MOYLES, J (2007) Beginning Teaching, Beginning Learning: in Primary Education, OU Press ISBN 0335221300

HAYES, D (2008) Foundations of Primary Teaching, Routledge ISBN 04152325


Subject Specific:

Economics and Business

DAVIES, P. AND BRANT, J. (2005) Business, Economics and Enterprise: Teaching School Subjects11-19, Routledge ISBN 0415344328

JEPHCOTE, M AND ABBOTT, I. (2006) Teaching Business Education 14-19, David Fulton ISBN 1843122545


Mathematics
CHAMBERS, P. (2008) Teaching Mathematics, Sage Publications ISBN 1412947930

GATES, P. (2001) Issues in Mathematics Teaching, Routledge ISBN 041523865X

JOHNSTON-WILDER, S. (2010) Learning to Teach Mathematics in the Secondary School, Routledge ISBN 0415565588

WATSON, A. (2006) Raising Achievement in Secondary Mathematics, OU Press ISBN 0335218601


Design Technology

EGGLESTON, J (2001) Teaching and Learning Design and Technology, Continuum Publishing ISBN 0826447538

OWEN-JACKSON, G (2007) A Practical Guide to Teaching Design and Technology, Routledge ISBN 0415423694

OWEN-JACKSON, G (2012) Debates in Design and Technology Education, Routledge ISBN 041568904X


ICT

KENNEWELL, S. (2007) A Practical Guide to Teaching ICT in the Secondary School, Routledge ISBN 0415402999

SIMMONS, C. AND HAWKINS, C. (2009) Teaching ICT, Sage Publications ISBN 1847872549

WOOLLARD, J (2007) Learning and Teaching using ICT in Secondary Schools, Learning Matters ISBN 184450783


Physical Education

CAPEL, S. AND WHITEHEAD, M. (eds) (2010) Learning to teach Physical Education in the Secondary School, Routledge ISBN 0415561647

GROUT, H. AND LONG, G. (2009) Improving Teaching and Learning in Physical Education ISBN 0335234062

University teaching sessions
Tutorials
Placement School/College meetings with Mentor
University library
Materials and Links on PGCE Blackboard