Demonstrate through practice that you are making satisfactory progress towards the Teachers’ Standards as evidenced through the CCF.

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 (please note the professional behaviour element must be passed in order to pass the placement).
2000 words or equivalent (100%)
Learning outcomes will be assessed initially by the school-based mentor and moderated by the Academic Team.
Trainees must be at least working towards in CCF areas 1-4 and achieving CCF Area 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

Learning outcomes will be assessed by a portfolio of evidence which will include teaching evidence, evidence of professionalism, and discussion of the evidence and professionalism in school.
Due to the professional nature of the course this is a pass/fail module.

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

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.

Responsibilities will increase during the course of this placement as indicated by the following broad outline:

Initially trainees will observe lessons, then take responsibility for parts of lessons as well as collaborating with others in planning and delivering lessons. As the term progresses, they will take sole responsibility for an increasing number of lessons.

Four days during the first placement will be spent observing styles of teaching in early years (primary students) or KS2 in a primary school (secondary students) and investigating levels of attainment of pupils.

Learners will find the following specifically useful for this module:

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)

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