PGCE Secondary Computer Science Handbook
PGCE Secondary Computer Science Handbook
PGCE Secondary Computer Science Handbook
Subject Handbook
2016-2017
1
Programme Calendar
Key
Dates marked in red with a U denote days spent training at UWE Bristol. Dates in red marked with an I
denote days spent working independently on academic work, set by UWE tutors. H School Holiday 24
BH Bank Holiday 8
Holiday dates are marked in grey (H), with bank holidays denoted by BH.
U UWE Training 44
R Registration and Enrolment 1
Days of teaching practice in placement schools are denoted by A, B or C respectively, according to the
point in the year (autumn, spring or summer). The majority of trainees will follow an A-B-B placement I UWE Independent Study 7
pattern, spending time in their first school during block A (shown in blue), followed by a substantive
placement during blocks B and C (shown in purple and green, respectively). A Autumn Block 42
B Spring Block 22
September October November December January February March April May June
Week
12
19
26
10
17
24
31
14
21
28
12
19
26
16
23
30
13
20
27
13
20
27
10
17
24
15
22
29
12
19
26
5
2
9
1
8
5
Beginning
Monday R U U U U U U U A A A A A A U H BH BH U U U U U U U A/B A/B A/B A/B A/B U H BH A/B BH A/B A/B A/B BH A/B A/B U
Tuesday U U U U U U U U A A A A A A U H BH U B B B B B U U A/B A/B A/B A/B A/B U H H A/B A/B A/B A/B A/B H A/B A/B U
Wednesday U U U A A A A U A A A A A A U H H U B B B B B U U A/B A/B A/B A/B A/B U H H A/B A/B A/B A/B A/B H A/B A/B U
Thursday U U U A A A A H A A A A A A I H H B B B B B B H A/B A/B A/B A/B A/B A/B I H H A/B A/B A/B A/B A/B H A/B A/B
Friday I I I A A A A H A A A A A A I H H B B B B B B H A/B A/B A/B A/B A/B A/B I BH H A/B A/B A/B A/B A/B H A/B A/B
2
Contents
3
Key Dates
Review Point 1 Tutorial Week beginning 03 October 2016
Review Point
Placement Report Week beginning 12 June 2017
10
4
Acronyms
5
Recommended Reading
Professional Development core text
Capel, S., Leask, M. and Younie, S. (2016) Learning to teach in the Secondary School. 7th ed. London: Routledge Falmer.
Professional Development
Ball, S.J. (2004) The RoutledgeFalmer Reader in Sociology of Education. London: RoutledgeFalmer.
Bryan, H., Carpenter, C. and Hoult, S. (2010). Learning and Teaching at M-Level: A Guide for Student Teachers. London: Sage.
Brookes, V., Abbott, I. and Huddlestone, P. (2012). A Students Teachers Guide to Professional Issues in Secondary Education. Berkshire: OUP.
Capel, S., Leask, M. and Turner, T. (2010) Readings for Learning to Teach in the Secondary School: A Companion to M Level Study. Abingdon: Routledge.
Dymoke, S. (2013) Reflective teaching and learning in the secondary school. London: SAGE.
Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Abingdon: Routledge.
Hattie, J. (2012) Visible Learning for Teachers: Maximizing Impact on Learning. Abingdon: Routledge.
6
Hayes, D. (2004) The RoutledgeFalmer guide to key debates in education. London: Routledge Falmer.
Hayes, D. (2010) The Guided Reader to Teaching and Learning. Abingdon: Routledge.
Kyriacou, C. (2007) Essential Teaching Skills 3rd ed. London: Nelson Thornes, Publishing.
Kyriacou, C. (2009) Effective Teaching in Schools 3rd ed. Cheltenham: Nelson Thornes Publishing.
OLeary, M. (2014) Classroom Observation: A guide to the effective observation of teaching and learning. Abingdon: Routledge.
Subject-Specific
Bond, K., Langfield S. (2008) AQA Computing for AS. Nelson Thornes.
Bond, K., Langfield S. (2009) AQA Computing for A2. Nelson Thornes.
Graham, R, Knuth, D & Patashnik, O (1994) Concrete mathematics - a foundation for computer
7
Klling, M (2015) Introduction to Programming with Greenfoot. Pearson.
Leadbetter, C., Belanyek, A. and Rouse, G. (2008) OCR Computing for A Level. Hodder
Education.
Petzold, C (2000) Code: the hidden language of computer hardware and software. Microsoft Press.
Petzold, C (2008) The annotated Turing: a guided tour through Alan Turings historic paper on computability and the Turing Machine. John Wiley and
Sons.
Cochran K.F., De Ruiter J.A., King R.A. (1993) Pedagogical Content Knowing: An Integrative
Model for Teacher Preparation. Journal of Teacher Education Vol. 44 No 4 p263-272.
Computing At School/Naace (2014) Computing in the national curriculum: A guide for second Cremin, T et al (2012) Literature review of creativity in
education. Creative little scientists.
8
EPPI (2004) What pedagogical practices do teacher educators use in Higher Education based elements of their courses? Protocol for the Learning
Theories Review Group. Social Sciences Research Unit, Institute of Education, University of London.
EPPI (2006) Individual Teacher Training: A systematic map into approaches to making initial
teacher training flexible and responsive to the needs of trainee teachers. Social Sciences Research Unit, Institute of Education, University of London.
21
Feiman-Nemser S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record,
103(6), 10131055.
Grossman P.L.(1990) The Making of a Teacher: Teacher Knowledge and Teacher Education. New York. Teachers College Press.
Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement.London ; New York: Routledge.
Hunt, A. (2008) Pragmatic thinking and learning: Refactor your wetware. Raleigh, NC:
Pragmatic.
Korthagen F., & Vasalos, A. (2005) Levels in Reflection: Core Reflection as a Mean to Enhance Professional Growth. Teachers and Teaching, 11(1),
4771.
Korthagen, F.A.J., & Kessels, J.P.A.M. (1999) Linking Theory and Practice: Changing the
Pedagogy of Teacher Education. Educational Researcher, 28 (4), 417.
Lawson T, Harrison J. Cavendish S. (1999) Individual action planning in Initial Teacher Training:empowerment or discipline. British Journal of
Sociology of Education 20; 89 -105.
9
Loughran, J. (2003) Knowledge Construction and Learning to Teach. Keynote address for theInternational Association of Teachers and Teaching
Conference. Leiden University, June 2630,2003.
Shulman L.S. (1986) Those who understand: Knowledge Growth, Teaching EducationalResearcher 15 (2), 4-14.
Woollard, J. (2010) Psychology for the classroom : Constructivism and social learning. London ;New York: Routledge.
Gal-Ezer, J., & Harel, D. (1998). What (else) should CS educators know?. Communications of the ACM, 41(9), 77-84.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education,
57(3), 1953-1960.
Hazzan, O., Gal-Ezer, J., & Blum, L. (2008). A model for high school computer science education:
The four key elements that make it!. ACM SIGCSE Bulletin, 40(1), 281-285.
Hazzan, O., Lapidot, T. and Ragonis, N. (2011) Guide to teaching computer science: ac activity based approach. Springer.
Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008) Meaningful learning with technology. Upper Saddle River, N.J: Pearson/Merrill Prentice
Hall.
Kadijevich, D.M., Angeli, C., and Schulte, C. (2013) Improving Computer Science Education
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge
(TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
10
Ofsted (2011). ICT 2008-11. London: Ofsted.
Papert, S. (1980) Mindstorms: Children, computers, and powerful ideas. New York NY: Basic Books.
Royal Society, the. (2012) Shut down or restart. London: The Royal Society.
Saeli, M., Perrenet, J., Jochems, W. M., & Zwaneveld, B. (2011). Teaching programming in
secondary school: a pedagogical content knowledge perspective. Informatics in Education-An International Journal, (Vol 10_1), 73-88.
Teaching Agency (2012) Subject knowledge requirements for entry into computer science teacher training. London: DfE.
Webb, M. & Cox, M. (2007) Information and communication technology inside the black box:
Assessment for learning in the ICT classroom. Granada Learning.
British Educational Research Association (BERA) (2014) Research and the Teaching Profession: Building the capacity for a self-improving education
system. London: BERA.
Buckingham, D. (2007) Beyond technology: Childrens learning in the age of digital culture. Polity Press
Computing At School/Naace (2014) Computing in the national curriculum: A guide for secondary teachers Cohen, L., Manion, L. and Morrison, K.
(2011) Research Methods in Education. 7th ed. London and New York: Routledge.
Freeman, D. (2010) Engaging with theory. In Brooks, C. ed. (2010) Studying PGCE at M level: Reflection, research and writing for professional
development. Abingdon: Routledge. pp.139-151.
11
Koshy, V. (2005) Action research for improving practice: a practical guide London: PCP.
Leat, D., Lofthouse, R. and Reid, A. (2014) Research and Teacher Education: The BERA-RSA Inquiry. Teachers views: perspectives on research
engagement. London: BERA/RSA.
McNiff, J. (2013) Action Research: Principles and Practice. 3rd ed. Abingdon: Routledge.
Schfer, N. (2012) Finding ways to do research on, with and for children and young people.
Shenton, A. (2004) Strategies for ensuring trustworthiness in qualitative research projects. Education for Information 22, pp. 63-75. Amsterdam: IOS
Press.
Selwyn, N. (2010) Schools and schooling in the digital age. London: Routledge.
Selwyn, N. (2011) Education and technology : Key issues and debates. London; New York: Continuum International Pub. Group.
Selwyn, N. (2013) Distrusting Educational Technology : Critical Questions for Changing Times. London; Routledge.
Somekh, B. (2007) Pedagogy and learning with ICT: Researching the art of innovation. London ; New York: Routledge.
Wilson, E. (2013) School-based Research: a guide for education students. London: SAGE
Winch, C., Oancea, A. and Orchard, J. (2013) The Contribution of Educational Research to Teachers Professional Learning - Philosophical
Understandings. London: BERA/RSA.
12
Useful Websites
There are many relevant Web-sites that will be explored during the course. The following list includes a few key sites.
Teaching General
Health and Safety
https://www.gov.uk/government/publications/health-and-safety-advice-for-schools
Ofsted - school and academy reports and data dashboards.
www.ofsted.org.uk
Estyn for reports on schools in Wales
www.estyn.gov.uk/
National College for Teaching and Leadership
http://www.nationalcollege.org.uk/
Access to Teachers TV
http://www.teachersmedia.co.uk/search?f=1021
Office of Qualifications and Examinations Regulations - Ofqual
http://ofqual.gov.uk/
National Curriculum in England
https://www.gov.uk/government/collections/national-curriculum
National Curriculum in Wales
http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/?lang=en
13
Subject Associations
Barefoot Computing http://barefootcas.org.uk
NAACE (Advancing Education through ICT) http://www.naace.co.uk/ (mostly focused on ICT across the curriculum)
14
Teaching resources are available on the Web.
http://www.computingatschool.org.uk/
http://www.cs4fn.org/teachers/
http://www.softronix.com/logo.html
http://www.teachict.co.uk/
http://www.icteachers.co.uk/resources/ict_resources.htm
http://www.tes.co.uk/resourcesHome.aspx?navcode=70
http://www.nextgenskills.com/resources/
http://www.arduino.cc/playground/
15
Centre-Based Study
Autumn
Subject sessions
Directed Study Teachers Standards
Week beginning 5 September
Professional Development: Welcome Join the CAS TS3 Demonstrate good subject and curriculum
Session- What does it mean to be a Access/purchase core texts/readers. knowledge
teacher?
Big Picture. What does the PGCE Course look Complete pen portrait TS8 Fulfil wider professional responsibilities.
like? Become familiar with main library
Welcome and big picture (Bolland Library) and resource base in
UWE weeks, school placements, S block.
assignments, Pebble pad, Professional Know purpose of the Professional
Development. Development Portfolio and Trainee
Assessment Toolkit.
Access Blackboard for Professional
Development resources and readings.
16
Professional Development: Learning website
Theories https://www.theguardian.com/teacher-
Teaching and Learning: network/2012/sep/13/computer-
What are the theories of learning, child science-gcse-teachers-
development and learning styles that schools?newsfeed=true
underpin my CS teaching and how can Access Blackboard for Professional
I apply them in my teaching? Development (PD) Directed Study tasks
(What it means to be a teacher and
Learning theory).
What do students in school need to know? DfE (2013). Computing programmes of TS3 Demonstrate good subject and
Focusing on Key Stage 3 (KS3), trainees will study: key stages 3 and 4. London: curriculum knowledge
work together with Expert to establish what Department for Education. - have a secure knowledge of the relevant
students need to know, in line with the subject(s) and curriculum areas
subject content specified in the Computing
programmes of study: key stages 3 and 4
(DfE, 2013).
Subject knowledge focus. Know how to use the subject TS3 Demonstrate good subject and
How can I improve my subject knowledge? knowledge profile. curriculum knowledge
What do pupils need to know? Plan for improving subject knowledge
What else do I need to know? Teaching Agency (2012) Subject
Plan and deliver a micro-teach knowledge requirements for entry into
computer science teacher training.
London: DfE..
17
Subject sessions
Week beginning 12 September
Directed Study Teachers Standards
Teaching and Learning. Access Blackboard for Professional TS4 Plan and teach well-structured lessons
How can I plan for effective learning and Development (PD) materials, readings and - promote a love of learning and childrens
progression in lessons? Directed Study tasks (Safeguarding). intellectual curiosity
Planning for effective learning. What are - contribute to the design and provision of an
schemes of learning, medium term and Useful reading: engaging curriculum within the relevant
short term planning? Black, Paul & Wiliam, Dylan (1998) subject area(s)
What is the enquiry approach? Inside the Black Box: Raising
What makes an effective lesson Standards Through Classroom
plan?(What do I want learners to Assessment
learn?; How will they learn?; How will I Black, P. Harrison, C. Lee, C. Marshall,
know what they have learned and what B. and Wiliam, D (2003), Assessment
progress has been made ?; How will this for Learning Putting it into practice
inform my next lesson plan for this
class?).
Assessment for Learning. Useful reading: TS6 Make accurate and productive use of
Black, P. Harrison, C. Lee, C. Marshall, assessment
Starting to teach; starters; sharing the big B. and Wiliam, D (2003), Assessment - make use of formative and summative
picture, learning objectives, learning for Learning Putting it into practice assessment to secure pupils progress
outcomes, success criteria. Graham, C. R. (2011). Theoretical
How can I plan for effective learning in considerations for understanding
lessons? technological pedagogical content
How to observe reflectively: reflection on knowledge (TPACK). Computers &
18
own practice; areas of strength/for Education, 57(3), 1953-1960.
improvement Gal-Ezer, J., & Harel, D. (1998). What
Teaching and learning: Micro-teach. (else) should CS educators know?.
What ingredients are necessary for an engaging Communications of the ACM, 41(9),
and challenging computer science lesson? 77-84. Royal Society, the.
19
Subject sessions
Directed Study Teachers Standards
Week beginning 19 September
Curriculum. Access Blackboard for PD materials, readings TS6 Make accurate and productive use of
KS3 how do schools interpret the National and Directed Study tasks (Curriculum/lesson assessment
Curriculum to construct curriculum plans planning). - know and understand how to assess the
and schemes of work? relevant subject and curriculum areas,
GCSE how are GCSE and A level http://community.computingatschool.org.uk/fi including statutory assessment
specifications designed and how are these les/5094/original.pdf requirements
are assessed in school?
Assessment for Learning. How can I use Useful reading: TS6 Make accurate and productive use of
Assessment for Learning in planning my Weeden, P. and Lambert, D. (2006) assessment
computer science lessons? inside the black box: Assessment for - make use of formative and summative
Making clear links between learning learning in the classroom. assessment to secure pupils progress
objectives, teaching approaches and
assessment strategies.
Questioning skills
Lesson evaluations evaluation of teaching
and pupils learning.
20
Teaching and learning: Useful reading: TS4 Plan and teach well-structured lessons
(2012) Shut down or restart. London: - impart knowledge and develop
The Royal Society. understanding through effective use of lesson
BSCS-Lesson planning and curriculum Hazzan, O., Gal-Ezer, J., & Blum, L. time
- reflect systematically on the effectiveness of
(2008). A model for high school
lessons and approaches to teaching
computer science education: The four
key elements that make it!. ACM
SIGCSE Bulletin, 40(1), 281-285.
Subject Knowledge- Hazzan, O., Lapidot, T. and Ragonis, N. TS4 Plan and teach well-structured lessons
Digital Literacy Being Able to Express Self (2011) Guide to teaching computer - impart knowledge and develop
and Ideas Through Information and science: ac activitybased approach. understanding through effective use of lesson
Communication Technology Springer. time
Kadijevich, D.M., Angeli, C., and Schulte, - reflect systematically on the effectiveness of
What rights and responsibilities do students
C. (2013) Improving Computer Science lessons and approaches to teaching
have in the digital age? What do students
Education
need to know about information safety and
Koehler, M., & Mishra, P. (2009). What is
security? Exploring the links between
technological pedagogical content
computing, self and society.
knowledge (TPACK)?. Contemporary Issues
in Technology and Teacher Education,
9(1), 60-70.
Reflections on progress against Teachers Complete reflective task through pebble TS8 Fulfil wider professional responsibilities.
Standards. pad.
What progress have I made during the first
few weeks?
Independent study Continue to read literature and plan for TS3 Demonstrate good subject and
23:09:16 first assignment. curriculum knowledge
21
Subject sessions
Directed Study Teachers Standards
Week beginning 26 September
Professional Development: Writing for Professional Development: Writing for Professional Development: Writing for
academic assignments academic assignments academic assignments
PD Assignment focus. What are the PD Access Blackboard for PD materials, readings TS3 Demonstrate good subject and
criteria for success? and Directed Study tasks (Writing for curriculum knowledge
Introduction to assignment. assignments and Assessment for learning and - promote the value of scholarship
Feedback).
Revisiting academic writing skills and correct
use of UWE Harvard referencing. Read guidance on the assignment - critical
TS8 Fulfil wider professional responsibilities
reflection on a learning activity undertaken
How can I write at Masters level?
with pupils.
Read guidance on UWE Harvard
referencing and practise use of
referencing.
Learning and Teaching at M-Level: A Guide
for Student Teachers
Assessment for Learning. How can I use Useful reading: TS6 Make accurate and productive use of
Assessment for Learning in planning my Webb, M. & Cox, M. (2007) assessment
computer science lessons? Information and communication - make use of formative and summative
Questioning skills technology inside the black box: assessment to secure pupils progress
Transitions Assessment for learning in the ICT
22
Mini-plenaries/plenaries classroom. Granada Learning.
Lesson evaluations of teaching and pupils
learning.
Medium term planning. How can I plan for Useful reading: TS4 Plan and teach
progression in pupils learning? http://barefootcas.org.uk/ Barefoot well-structured lessons
Constructing medium term plans. Using Computing
concepts to plan enquiry sequences http://www.quickstartcomputing.org/
QuickStart Computing CAS 2015
School placement: What will the first 12 Become familiar with expectations relating PART TWO: PERSONAL AND
days in school placement A involve? to safeguarding, appropriate dress code, PROFESSIONAL CONDUCTA teacher is
Expectations of trainee teachers: jewellery, expectations relating to teacher- expected to demonstrate consistently high
professional attributes pupil professional relationships, standards of personal and professional
attendance and punctuality, setting work conduct. The following statements define the
Expectations of Subject Mentor, Senior
when absent. behaviour and attitudes which set the
Mentor and UWE Tutor/s support
Essential reading: required standard for conduct throughout a
Use of the Assessment Toolkit. teachers career.
Placement A handbook pages for Subject
Weekly Reflections
Mentor sessions and Senior Mentor
Lesson Observations sessions.
Download relevant specifications for
School A. Implications of Ofsted or Estyn
Inspection.
23
Subject sessions
Directed Study Teachers Standards
Week Beginning 3rd October
How can computer science contribute to Access Blackboard for PD materials, readings TS Part Two.
the teaching of Fundamental British and Directed Study tasks (Fundamental British
values? Values/ Differentiation).
How can I help promote the spiritual, moral,
social and cultural (SMSC) development of Useful reading:
pupils.? DfE (2014) Promoting fundamental British
How can computer science contribute to values as part of SMSC in schools
pupils SMSC development? Departmental advice for maintained school.
Diversity, Inclusion and Achievement. Useful reading: TS5 Adapt teaching to respond to the
How can I plan for inclusion in computer http://casinclude.org.uk/ strengths and needs of all pupils - have a
science? clear understanding of the needs of all pupils,
TDA (2009) SEN Secondary ITE
Using information to respond to pupils including those with special educational
Materials.
individual needs. needs; those of high ability; those with
Responding to pupils prior learning and Davies, J. and Merchant, G. (2009) Web English as an additional language; those with
interests 2.0 for schools: Learning and social disabilities; and be able to use and evaluate
Creating an environment to encourage all participation. New York: Peter Lang. distinctive teaching approaches to engage
students to learn. Facer, K. L. (2011) Education, technology, and support them.
Setting suitable learning challenges for all and social change. New York: Routledge.
pupils (SEND, G&T)
Supporting pupils language development.
24
Understanding what differentiation looks like
in practice.
Teaching and learning at KS3. How can I Co-plan a lesson to team-teach in a local TS4 Plan and teach well-structured lessons
plan an engaging KS3 lesson to team-teach at partnership school - impart knowledge and develop
a partnership school? Teach the lesson. understanding through effective use of lesson
What aspects of planning a lesson for a Evaluate the lesson. time
specific class do I need to consider? - reflect systematically on the effectiveness of
Read observers feedback and reflect on
Class data on individual pupils. how you would adapt the lesson. lessons and approaches to teaching
School policy on behaviour, sanctions and See assignment brief and consider the
rewards. teaching and learning issues raised
School approach to planning and assessing through teaching this lesson as a focus of
pupil progress. the assignment.
Useful reading:
Ofsted Computer science reports (2008,
2011).
25
Subject sessions
Directed Study Teachers Standards
Week beginning 10 October
Teaching and Learning: Numeracy Access Blackboard for PD materials, readings TS3 Demonstrate good subject and
across the Curriculum. and Directed Study tasks (Literacy and curriculum knowledge
Numeracy).
How can I embed opportunities for pupils to
develop their numeracy skills in computer https://teachinglondoncomputing.org/interdis
science? ciplinary-computational-thinking/computer-
Mathematics and numeracy science-and-maths/
Develop numeracy across the curriculum
/through computer science
Make links with other aspects of pupils
development
Teaching and Learning: Literacy across Useful reading: TS3 Demonstrate good subject and
the curriculum. Roberts, M. (2004) Chapters 5, 6 and 7. curriculum knowledge
How can I embed opportunities for pupils to - demonstrate an understanding of and take
develop their literacy skills (speaking, responsibility for promoting high standards of
listening, reading and writing) computer literacy, articulacy and the correct use of
science? standard English, whatever the teachers
Developing literacy through computer specialist subject
science.
26
development.
PD Assignment focus. What are the PD Useful reading: . TS3 Demonstrate good subject and
criteria for success? http://labspace.open.ac.uk/mod/oucontent/vi curriculum knowledge
How do I know if I am writing a critical ew.php?id=477839 - promote the value of scholarship
reflection of the learning activity?
Revisiting academic writing skills and TS8 Fulfil wider professional responsibilities
correct use of UWE Harvard referencing.
27
Subject sessions
Directed Study Teachers Standards
Week Beginning 17 October
Professional Development: Behaviour 1 Professional Development: Behaviour 1 TS7 Manage behaviour effectively to secure a
How do I manage the behaviour for learning good and safe learning environment
of students (including challenging behaviour)
so that students can learn effectively?
Teaching and Learning. Access Blackboard for PD materials, readings TS7 Manage behaviour effectively to secure a
How do I manage the behaviour for learning and Directed Study tasks (Behaviour 1). good and safe learning environment
of students, (including challenging behaviour)
so that students can learn effectively? Access materials on the Behaviour 4
Learning (B4L) website available from
What are some of the different approaches to http://webarchive.nationalarchives.gov.uk
managing pupils behaviour? e.g. Assertive /20101021152907/http:/www.behaviour4l
Discipline, B4L, sanctions and rewards, school earning.ac.uk
policies C1, C2, C3 DfE (2016) Behaviour and discipline in
Promoting positive pupils behaviour. schools Advice for head teachers and
Motivating pupils. school staff DfE website school
behaviour advice and guidance
Building highly respectful relations.
Managing Difficult Behaviour in Schools
A practical guide by Tom Bennett
Useful reading:
Rogers, B. (2011) Classroom Behaviour: A
practical guide 3rd ed.
Kyriacou, C. (2007) Essential Teaching
Skills.
28
Teaching and Learning Useful reading: TS4 Plan and teach well-structured lessons
What have I learnt from observing computer - reflect systematically on the effectiveness of
science lessons? OLeary, M. (2014) Classroom Observation: lessons and approaches to teaching
A guide to the effective observation of
teaching and learning. Abingdon: Routledge.
How do different teachers present computer
science/digital literacy to their classes and
with what purpose?
Subject Knowledge
Developing Analytical and Computational
Thinking Skills
Teaching students to meet the requirements
of KS4 exam specifications.
29
Subject sessions
Directed Study Teachers Standards
Week Beginning 24 October
Childrens development. Access Blackboard for PD materials, readings TS1-TS8 and Part Two.
What is my role in understanding and and Directed Study tasks: (Childrens
promoting childrens rights, positive values Development; Rights, Values and Beliefs).
and beliefs?
Teaching and Learning. Useful reading: TS4 Plan and teach well-structured lessons
How can I evaluate the success of my lessons Guide to Teaching Computer Science: An - promote a love of learning and childrens
and the impact on pupils progress? Activity-Based Approach by Orit Hazzan, intellectual curiosity
What did I want learners to learn?; How did Tami Lapidot -reflect systematically on the effectiveness of
they learn?; How do I know what they have lessons and approaches to teaching
learned and what progress has been made ?;
How did this inform my next lesson plan for
the class?).
Monitoring and progression. Useful reading: TS2 Promote good progress and outcomes by
How can I provide evidence of monitoring and Teaching Computing (Developing as a pupils
recording pupils progress? Reflective Secondary Teacher) Carl - be accountable for attainment, progress and
Progression within/between lessons. Simmons outcomes of the pupils
Feedback (oral and written). - plan teaching to build on pupils capabilities
and prior knowledge
Sharing the assessment practices
observed in school.
30
Medium term planning. Useful reading: TS4 Plan and teach
How can I plan for progression in pupils Teaching Computing (Developing as a well-structured lessons
learning? Reflective Secondary Teacher) Carl
Constructing medium term plans and Simmons
Schemes of Learning (SoL).
SKfT Assignment focus: How can I meet Useful reading: TS3 Demonstrate good subject and
the assessment criteria for the Subject Brooks, C. ed. (2009) Studying PGCE curriculum knowledge
Knowledge for Teaching assignment (SKFT)?
Learning and Teaching at M-Level: A Guide
Identify theme for SKfT. for Student Teachers
Continue wider reading CAS Progression pathways and SOW
Subject Knowledge Bring your own mobile device and at least one
Computing and the use of lesson idea for how it could be used in a
computing lesson.
Mobile Technologies
Reading:
Scottish Mobile Personal Device Evaluation
(2012) Daily Mail (8th December 2012)
Wharfedale Observer (10th January 2014)
Independent study Planning for return to Placement A TS1-TS8 and Part Two.
27:10:16-28:10:16 See section Placement Based Subject Study
31
Subject sessions
Directed Study Teachers Standards
Week Beginning 12 December
Diversity, Inclusion and Achievement. Access Blackboard for PD materials, readings TS5 Adapt teaching to respond to the
and Directed Study tasks: (Inclusion, EAL). strengths and needs of all pupils
What have I learnt about planning for
inclusion in computer science?
Useful reading:
Using information to respond to pupils Share strategies from Placement A for
individual needs. teaching students with particular needs.
Creating an environment to encourage all
students to learn.
Setting suitable learning challenges for all
pupils (EAL)
Supporting pupils language
development.
Placement evaluation. Submit A placement teaching file and TS4 Plan and teach well-structured lessons
What have I learnt from my A placement Professional Development Portfolio (PDP)
school experience? with Assessment Tool Kit to tutor for review TS8 Fulfil wider professional responsibilities
Update ICT and Skills Audit
How will the next UWE block build on my Review big picture of PGCE course.
progress to date? Peer-review of subject knowledge
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SKFT Assignment focus: Useful reading: TS3 Demonstrate good subject and
How can I meet the assessment criteria for curriculum knowledge
the SKfT assignment? Re-read feedback from PD assignment.
Understand M level criteria including use of TS4 Plan and teach well-structured lessons
Continue wider reading and work on the UWE Harvard referencing.
SKfT assignment.
https://prezi.com/hy2xoy547ugb/afl-and-wsi-
self-study/
Subject Knowledge
E safety
Independent study Continue writing and working on the SKFT TS3 Demonstrate good subject and
15:12:16-16:12:16 assignment. curriculum knowledge
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Placement-Based Subject Study (Sept-Oct)
34
policies, resources and curriculum (also policies
structure in school Become familiar with school polices, TS3 Demonstrate good subject and curriculum
Discuss the trainees subject knowledge approaches to structuring lessons, how knowledge.
Profile what are their strengths and areas pupil data is stored and utilised
to develop? Become familiar with how classes are
Arrange to enable the trainee to have organised. What data is available on pupils
access to student data so that early and what provision is made for pupils with
planning of lessons takes into account particular needs?
individual pupil needs. Examine the relevant schemes of learning
and specifications for GCSE and A Level
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Subject Mentor session Directed Study Teachers Standards
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Subject Mentor session Directed Study Teachers Standards
Week beginning 10 October As part of the induction weeks at the
placement the trainee will need to make
Planning and teaching of computer sure they are preparing fully for beginning
science. to teach lessons during the four week period
The Subject Mentor should support the (12 days).
trainee in lesson planning and monitor their
teaching file as evidence of TS4: The trainee should:
Help set up a teaching file and support Teaching File - start to organise a TS4 Plan and teach well-structured lessons
early lesson planning. teaching file to include: schemes of
Discuss lesson plan structure e.g. trainee work, lessons plans; pupil data and
version versus whole school policy. seating plans, resources registers of
Emphasis on clarity of links between Key names etc. Keep as a working
Questions/ learning objectives, teaching document. For each year/class taught:
approaches, learning outcomes and - names/attendance/marks/IEP
assessment strategies. - lesson plans and evaluations
- resources e.g. worksheets. TS7 Manage behaviour effectively to secure
Discuss trainees time management
a good safe learning environment
between planning, writing lesson plans,
creating resources and evaluations. Begin to teach - start to teach part
lessons or small groups and build up to
completing a whole lesson with a total
combined of between 5-8 hours in this
induction period.
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Subject Mentor session Directed Study Teachers Standards
Week beginning 17 October As part of the induction weeks at the
placement the trainee will need to make TS1 Set high standards which inspire
Planning, teaching and evaluating sure they are preparing fully for beginning motivate and challenge pupils.
computer science lessons. to teach lessons during the four week period
(12 days).
The Subject Mentor should: TS3 Demonstrate good subject and
Support the trainee in lesson planning, The trainee should: curriculum knowledge
teaching and evaluation of lessons. Teach computer science as
appropriate plan or adapt school TS4 Plan and teach well-structured lessons
resources for teaching one or more full impart knowledge and develop
Carry out at least one formal
observation of the trainee teaching a lessons. Complete full lesson plans and understanding through effective use of
lesson. Use of Assessment Toolkit. be clear about the why (aims and lesson time
purpose), what (subject
content/concepts) and how (subject TS4 reflect systematically on the
Discuss the lesson or part lesson with effectiveness of lessons and approaches to
pedagogy) of the lesson.
the trainee to help the trainee begin to teaching
identify what helps pupils to make
progress in lessons. Use of Trainee Lesson/s evaluation/s Evaluate the
lesson/s using an appropriate proforma
Assessment Toolkit.
What went well today?
How was the pupils learning assessed?
First assignment. If the trainee is What evidence was there that pupils
selecting a lesson from placement the were making progress?
Add a smart target to next lesson plan.
mentor can discuss aspects of the lesson TS Part 2
e.g. use of questioning, start to the lesson, First assignment If using a lesson
pupil activities, transitions, pupils progress. from placement discuss the lesson with
the observer or Subject Mentor. Collect TS3 Demonstrate good subject and
evidence of pupils work (see assignment curriculum knowledge
Planning for the trainees return to brief).
placement.
Planning for return to placement TS8 Fulfil wider professional responsibilities
The Subject Mentor should:
Make sure the trainee has a timetable The trainee should:
of 10 hours teaching for the next
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phase. Know timetable and expected teaching
Provide a range of Key Stages and commitments (the trainee should know
teachers to work with. which classes they will be taking on
Check trainee assigned to a tutor group return and targets for development)
Discuss with the trainee the medium Be in a position to action plan for topics
term planning required for this next to be taught in next block of this
phase: placement.
- Individual class contexts
Be able to develop a Medium Term Plan
- Topics to be taught
during UWE block.
- Assessments, marking and
feedback. Be able to critically reflect on teaching
experience and progress made against
the Teachers Standards during this first
induction phase.
39
Placement-Based Subject Study (Oct-Dec)
Subject Mentor Sessions Directed Study Teachers Standards
Week Beginning 31 October The trainee should: TS8 Fulfil wider professional responsibilities
Organisation of mentor sessions E-mail timetable to Group Tutor
The Subject Mentor should ensure that Take this handbook, Teaching File and
mentor sessions during this block include: have access to your PDP in each mentor
Focused discussion of trainees meeting
development and agenda items (as Use the Trainee Assessment Toolkit to
appropriate). Setting of agreed SMART identify progress against the Teachers
targets and Weekly review. Standards as agreed.
Formative use of Trainee Assessment Complete a Weekly reflection providing
Toolkit to help monitor trainees progress evidence of development and actions
against the Teachers Standards taken since the last meeting with your
Completion by trainee of the weekly Subject Mentor.
reflection for each week. Mentor to agree
targets .
At the first mentor meeting The trainee should : TS4 Plan and teach well-structured lessons
The Subject Mentor should: have an organised teaching file used as
Agree use of Trainee Assessment Toolkit a working document TS8 Fulfil wider professional responsibilities
and Weekly reflections have completed the first Weekly
Discuss trainees progress in relation to reflection to a high standard
targets set and/or planning for lessons have evidence of using the Trainee
Ensure trainee has a teaching file with Assessment Toolkit and PDP.
medium term planning.
(October to December)
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Agenda (ongoing) 6 Weeks Weekly reflection, reviewing evidence
Lesson Observations and target setting to show progress TS3 Demonstrate good subject and
against the Teachers Standards. curriculum knowledge
The Subject Mentor should:
Carry out recommended number of
formal lesson observations and The trainee should: TS4 Plan and teach well-structured lessons
provide written feedback within an Reflect on weekly formal and informal
agreed timescale feedback from mentor meetings and
Debrief the trainee after observing observations
lessons and set SMART targets Update evidence of progress and their
Monitor and support trainees use of the PDP.
progress towards meeting the Continue to plan and adapt planning
Teachers Standards to help inform according to lesson feedback as
the Placement Report. appropriate.
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- developing effective behaviour for this has been necessary. TS Part 2
learning strategies
- differentiating for identified
groups/individual pupils
- approaches to questioning
- evaluating learning outcomes
- use of formative assessment in lessons
- monitoring pupils progress in lessons.
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Note: Agenda items are to be selected at a time and point appropriate to the trainees experience and progress during
the Placement and incorporated into a formal meeting.
Agenda item Assessment, monitoring The trainee should: TS6 Make accurate and productive use of
and feedback. Discuss with your mentor how you: assessment
The mentor should as part of one formal - have assessed and recorded the pupils
session: progress and attainment in your classes - make use of formative and summative
Introduce school and departmental - have given the pupils feedback e.g. assessment to secure pupils progress
policies for assessment. Discuss schools oral, written, formative, summative. - use relevant data to monitor progress, set
approach to monitoring, recording and - have used pupils assessment targets, and plan subsequent lessons
reporting progress information and data to inform your - give pupils regular feedback, both orally
Discuss the range of assessment future teaching. Insights from these and through accurate marking, and
strategies used by the trainee in lessons activities may be helpful when you work encourage pupils to respond to the
(AfL) and during and between lessons on the Classroom Based Enquiry: (CBE) feedback.
(AoL) e.g. marking of pupils work assignment later in the course.
Identify opportunities for trainee
assessment of pupils progression during
lessons, and over the term
Encourage the trainee to understand
how the assessment of pupils progress
can inform the planning of future
lessons.
Agenda Item: Medium Term Planning. The trainee should: TS2 Promote good progress and outcomes
The mentor should discuss as part of one Evidence how you have made progress by pupils
formal session: in moving from individual lesson
Developing medium-term planning i.e. a planning to planning sequences of
sequence of 3-4 lessons lessons TS4 Plan and teach well-structured lessons
Discuss the quality of the teaching file- Use the teaching file as a working
do the lesson plans/ evaluations show document with high quality lesson
evidence of detailed attention to planning, sequences of lessons and
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planning to promote good progress and evaluations which stress high
outcomes by pupils. qualitylearning.
Agenda item: Achievement and The trainee should: TS5 Adapt teaching to respond to the
Diversity. Discuss with an appropriate colleague strengths and needs of all pupils
The mentor should as part of one formal school provision for inclusion - have a clear understanding of the needs
session, or through arranging a meeting With the guidance of your Subject of all pupils, including those with special
with the SENCO, discuss the trainees Mentor, identify a pupil with SEN/D and educational needs; those of high ability;
developing understanding of planning for arrange to observe/work with this pupil those with English as an additional
inclusion: over a series of lessons language; those with disabilities
- Pupils with Special Educational Explore ways of supporting pupils with
Needs/Disability (SEN/D) additional needs
- Individual Education Plans (IEPs) Read the Code of Practice.
- Pupils identified as Gifted and Talented
(G&T)
- Pupils with English as an Additional
Language (EAL)
The mentor should as part of a number of The trainee should ensure: TS4 Plan and teach well-structured lessons
agreed sessions: PDP is updated at regular intervals
Use the Trainee Assessment Toolkit to through discussion with the subject TS8 Fulfil wider professional responsibilities
discuss trainees progress against the mentor
Teachers Standards, review previous Targets are SMART and are not
targets and agree new SMART targets. procedural (lists of tasks to complete).
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Agenda item: Assignment: Subject The trainee should: TS3 Demonstrate good subject and
Knowledge for Teaching (SKfT) Share with your mentor the topic curriculum knowledge
The mentor should, as part of one formal chosen for your SKfT assignment and
session: discuss with your mentor different
Discuss the weak area of subject interpretations of subject knowledge
knowledge the trainee has identified to based on your literature review
base their Masters level assignment on Subject Knowledge Profile: For one
Observe a lesson with a specific focus observation Discuss why particular
on subject knowledge and have discuss pedagogical approaches were selected
the subject knowledge and subject for presenting computer science.
pedagogy.
Agenda Item: Out of Class The trainee should: TS4 Plan and teach well-structured lessons
learning//ICT/ school context The Review departmental policy on school - set homework and plan other out-of-class
mentor should as part of one formal session trips including risk activities to consolidate and extend the
select one of the following as appropriate to assessment/safeguarding review when knowledge and understanding pupils have
discuss: acquired
Plan for pupils to use modern
School trips technologies in computer science and if
School structure or organisation which appropriate deliver this
impacts on computer science,
Use of modern technologies
Placement Report. The mentor should The trainee should ensure: TS8 Fulfil wider professional responsibilities
Use the Trainee Assessment Toolkit Professional Development Portfolio - make a positive contribution to the wider
inform discussion leading up to the this should be up to date prior to life and ethos of the school
completion of the Placement Report leaving the placement and returning to - develop effective professional
Provide comments for Senior Mentor to UWE. relationships with colleagues.
complete the Placement Report. A Teaching File for Placement A is
specific comment about the trainees complete and ready for further scrutiny
teaching file should be made under TS4 at UWE.
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The subject mentor at the second A copy of the Placement Report is
placement will rely on your detailed available for UWE Group
comments on the trainees progress Tutor/Partnership Office
Comment on and sign the trainees Subject Knowledge Profile is
completed Subject Knowledge Profile. updated and commented on by the
mentor.
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Our Vision: The UWE Transformational
Professional
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