During the module, trainees will develop their ability to:
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well-structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
Conduct themselves professionally

An Evidence Portfolio which will allow for a judgement of the trainee’s teaching and will assess curriculum knowledge, pedagogy, assessment, behaviour management and professional behaviours
2000 words or equivalent (100%)
Learning outcomes will be assessed initially by the school-based mentor and moderated by the Academic Team.
Whilst on placement, students must be gathering evidence for the Core Curriculum Framework areas 1-5:
CCF Area 1 (S1 and 7) High Expectations and Managing Behaviour
CCF Area 2 (S2, 4 and 5) How Pupils Learn, Classroom Practice and Adaptive Teaching
CCF Area 3 (S3) Subject and Curriculum
CCF Area 4 (S6) Assessment
CCF Area 5 (S8) Professional Behaviours

By the end of the placement, trainee’s must be meeting all of the following themes as well as professional behaviours:
TS1 High expectations
TS2 Pedagogy
TS3 Curriculum
TS4 Classroom Practice
TS5 Adaptive Teaching
TS6 Assessment
TS7 Behaviour Management
Part 2 Teachers Standards/ Professionalism
Learning outcomes will be assessed by a portfolio of evidence, discussion of the evidence and professionalism in school.
Due to the professional nature of the course this is a pass/ fail module.

Trainees will participate in all aspects of school life. Responsibilities will increase, during the course of the placements as indicated by the following broad outline:

Initially trainees will observe lessons, then take responsibility for parts of lessons. They will collaborate with others in planning and delivering lessons. As the placement progresses, trainees will take sole responsibility for an increasing number of lessons, they will have responsibility for planning short schemes of work for classes and will have increased responsibility in terms of number of lessons and supervising pupils' progression.

Demonstrate through practice that you are making satisfactory progress towards the Teachers’ Standards
Knowledge & Understanding, Learning, Enquiry, Analysis, Problem Solving, Communication, Application, Reflection

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

Secondary:

Abbot, I et al (2019) Preparing to teach in secondary schools (Open University Press, Maidenhead)

Capel, S.A. and Leask, M. et al (2019) Learning to teach in the secondary school: a companion to school experience (Routledge, London)

Primary:

Burnett, C and Cremin, T. (2018) Learning to teach in the primary school (Open University Press, Maidenhead)

Creasy, M. (2022) Independent Thinking on Primary Teaching: Practical Strategies for working smarter not harder (Independent Thinking Press, Carmarthen)

Robinson, C. (2015) Your primary school-based experience: a guide to outstanding placements (Critical Publishing, Northwich)

Placements allow trainees to train in real-life situations. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with others in planning, delivering and reviewing lessons.