L4 P4L

Professional Certificate in Education (Prof Cert)

Planning for Learning Level 4: ED1S039 (V1) Module Guide 2020-2021

Prof Cert (PcET) Contents 1.

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Contact Details. ................................................................................................................3 Rationale for the Module. .................................................................................................3 Module Aims.....................................................................................................................3 Module Learning Outcomes. ............................................................................................4 Module Content. ...............................................................................................................4 Learning and Teaching Strategy. .....................................................................................5 Module Reading List.........................................................................................................6 Module Session Content ..................................................................................................7 Student Evaluation. ..........................................................................................................7 Assessment Strategy. ......................................................................................................8 Assessment Requirements. .............................................................................................8 Submission Guidance and Deadline. ...............................................................................8 Assessment Criteria. ........................................................................................................9 Assignment Specific criteria ............................................................................... 9 School of Education Assessment Criteria (All levels) ...................................... 10 Reflections on Assessment. .......................................................................................... 12 Peer Teaching Portfolio Writing Prompts for Rationale and Evaluation. ...................... 13 Rationale .......................................................................................................... 13 Evaluation ......................................................................................................... 14 Portfolio Presentation Checklist .................................................................................... 14 Ten Tips for Academic Writing ...................................................................................... 15 Session Planning Document ......................................................................................... 16 Assessment Documentation ......................................................................................... 18 Peer-teaching Peer Feedback Form ................................................................ 18 Peer-teaching Tutor Feedback Form ............................................................... 19 Scheme of Work/Learning Document .............................................................. 20

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Prof Cert (PcET) 1. Contact Details.

Module Leader: Jodie Rees Room:

D27 Newport City Campus

Telephone: E-mail:

01633 432 490 jodie.rees@southwales.ac.uk

2. Rationale for the Module.

This 20-credit module aims to develop confidence in your developing practice as teachers in the post-compulsory sector. It lays the foundations for subsequent work by introducing the key elements of planning and managing successful learning. Student teachers must successfully achieve the practical element of this module before they are able to start their teaching practice.

The module introduces a number of core principles and models for planning learning, including developing meaningful and relevant learning objectives and planning your peer teach. You will have the opportunity to identify and use appropriate resources, to reflect on and develop your classroom communication skills, to consider the purposes and uses of assessment in learning and teaching, and to identify useful approaches to self-evaluation.

In this module, we introduce learning theories and theoretical perspectives about learning. This will complement your work on planning principles to help you contextualise your practice to develop an understanding of teaching and learning. To pass the module, you will begin to engage with (and write about) a range of evidenceinformed and theoretical literature relevant to your professional development at this stage.

This module also embeds the following cross-cutting themes: Professional and ethical standards, developing literacies for learning and professional life, and authentic and socially situated learning.

3. Module Aims.

To introduce and review a range of learning and teaching theories and strategies that inform planning for learning at session and scheme level.

To develop awareness and understanding of learners’ funds of knowledge and learning needs in planning for learning, to develop equality of opportunity and inclusivity.

To develop effective professional communication skills.

To recognise the requirements of curriculum, cross-cutting themes, and technology enhanced learning as part of planning for learning.

To apply core principles of teaching, learning and assessment to deliver a structured and engaging peer-teaching session as an introduction to teaching and preparation for placement.

To improve teaching and learning through self-assessment, evaluation, reflection, and responding to feedback.

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Prof Cert (PcET) 4.

Module Learning Outcomes.

1

Plan for learning at session level to deliver an engaging* peer-teaching event using a learner-centred approach underpinned by theory and practice, that is then evaluated based on feedback, self-assessment, and reflection to identify areas for development.

2

Plan for learning at scheme level with reference to current theoretical principles, knowledge of learners, curriculum requirements, and cross-cutting themes to consider engaging learning opportunities.

5. Module Content.

The key elements of this module are: Learning theories and strategies to support planning for learning.

Theoretical principles to underpin teaching, learning and assessment with reference to subject pedagogy.

Developing an understanding of learners and their funds of knowledge as a basis for planning for learning.

Embedding cross-cutting themes in planning for learning, to enhance social, cultural and environmental awareness, literacies for learning and equality Resources for learning using learning technology and other media Exploring curriculum specifications for longer-term planning Developing confidence in creating a scheme of work/learning appropriate to own learning and teaching context Self-evaluating own teaching, responding to feedback, and making links to theories and principles in the literature Reflection and reflective practice

*Where the term engaging is used to describe peer teach and schemes, this may relate to themes of activities and assessments being varied, appropriate, considered, and learner centred.

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Prof Cert (PcET) 6. Learning and Teaching Strategy.

The learning and teaching strategy takes account of several factors: • • • • • • •

Module aims, outcomes, and indicative content.

Developing knowledge, skills, and values concerning PcET. Embedding literacy as part of teaching and learning activities.

Modelling sound pedagogic principles in practice.

Supporting students in making links between concepts, theories, and their own practice, and therefore to engage in deep (as opposed to surface) learning.

Appreciating the diverse levels of experience and skills, and the diverse teaching situations of students in the group.

Developing group trust and communication to establish a positive, supportive and critical learning group.

This module is taught using synchronous and asynchronous online sessions combined with face-to-face modes of learning. Please refer to your timetable for the specific sessions and their mode of delivery. The table below provides an overview of the hours required to successfully engage with this module: Activity Type

Number of Hours

Active/Simulation Based Lecture Directed Study Independent Study Assessment Scheduled Total Hours

5 25 55 100 15 200

Students’ own ideas, skills and experiences are valued, both as a starting point for further learning, and as a resource for peer discussion and peer learning. Bringing students’ own experiences into the classroom enables meaningful links between theory and practice.

A positive group dynamic is developed using workshops for sharing good practice, presentations and group discussions. Students regularly comment on the fact that they are learning as much from their peers as from the tutors and the literature, and we view this as an indicator of quality learning taking place. This insight enables students to reflect on their own role as teachers, and the role of their learners in bringing about learning.

Teaching and learning methods for this module include: • Synchronous and asynchronous online teaching and learning.

• Face to face teaching and learning.

• Presentations and group discussions.

• Case studies.

• Awareness raising and development exercises and games.

• Simulated group planning and teaching exercises.

• Materials development workshops.

• Analysis of and reflection on own (and peers’) practice.

• Directed and independent study.

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Prof Cert (PcET) 7. Module Reading List.

The recommended titles below are a starting point for your studies on the course, but it is not definitive. For this course, you should ensure that titles you select to support your developing practice are suitable and relevant, which means reading critically.

For example, consider currency, appropriateness, location and context of your source relevant to your writing. Inclusion of references and a range of literature is expected in your work. Harvard referencing guidance is provided by the USW library.

Atherton, P. (2018). 50 Ways to Use Technology Enhanced Learning in the Classroom: Practical strategies for teaching. Learning Matters Bates, B. (2019) Learning Theories Simplified. London: Sage Beetham, H., and Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning. London: Routledge Compton, A., Crawley, J., Curtis, F., Douglas, A.S., Eaude, T., Jackson, A., Philpott, C., Plater, M., Powell, D., Sewell, A. and Vincent, K., 2019. What are the characteristics of a professional teacher educator? A think piece. Teacher Education Advancement Network Journal, 11(2), pp.3-11.

Daley, M., Orr, K., & Petrie, J. (2015). Further education and the twelve dancing princesses. IOE Press.

Hazelkorn, E. (2016). Towards 2030: A framework for building a world-class post-compulsory education system for Wales.

Lewin, C., Cranmer, S., and McNicol, S. "Developing Digital Pedagogy through Learning Design: An Activity Theory Perspective." British Journal of Educational Technology 49.6 (2018): 1131-144. Web. Luckin, R. (2018). Enhancing Learning and Teaching with Technology: What the research says. UCL IOE Press Makarova, E.A., and Makarova, E.L. "Blending Pedagogy and Digital Technology to Transform Educational Environment." International Journal of Cognitive Research in Science, Engineering and Education 6.2 (2018): 57-65.

Mccrea, P. (2015) Lean Lesson Planning. CreateSpace Independent Publishing.

McLay, M., Mycroft, L., Noel, P., Orr, K., Thompson, R., Tummons, J., & Weatherby, J. (2015). Learning and learners. In Teaching in lifelong learning: A guide to theory and practice (pp. 79-108). Open University Press Mortiboys, A. (2013). Teaching with emotional intelligence: A step-by-step guide for higher and further education professionals. Routledge.

Petty, G. (2018). How to Teach Even Better: An Evidence-Based Approach.

OUP Oxford.

Robinson, D. (2019). Classroom Behaviour Management in Further, Adult and Vocational Education: Moving Beyond Control? Bloomsbury Publishing Tummons, J. (2019). PCET: Learning and teaching in the post compulsory sector. SAGE Publications Ltd Educational Journals: • Journal of Further and Higher Education • • British Educational Research Journal • British Journal of Educational Technology • Research in Post-Compulsory Education • Journal of Vocational Education and Training

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Prof Cert (PcET)

8.

Module Session Content Session

Content

1

Introduction to the Module. Exploring PcET/FAVE Contexts.

What is learning? Introduction to Learning Theories.

2

Humanist and Behaviourist Approaches to Learning – Theory into Practice (What does this look like in session?)

3

Constructivist and Social Constructivist Approaches to LearningTheory into Practice (What does this look like in session?)

4

Social Approaches to Learning – Theory into Practice (What does this look like in session?)

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Getting to Know Learners

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Introduction to Session Planning

7 and 8

Session Level Planning and Rationale: Lesson/Session Planning and Types of Learning Activity.

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Introduction to Assessment

10

Introduction to Feedback and Evaluating Teaching &Learning

11 and 12

Resource Development and Differentiation

13 and 14

Peer-teach Workshop

15 and 16

Peer-teach Assessment

17 - 20

Scheme of Work/Learning Planning

9.

Student Evaluation.

Students can give feedback to course tutors at any time during the module, and we would like to hear what you enjoy and aim to address any areas of concern as they arise. You can also provide feedback through your course reps in the Staff-Student Liaison Group meetings. At these meetings, we encourage students to give detailed feedback, including useful areas, as well as areas that can be developed. After you have completed the module, we ask you to complete the online module evaluation (Loop) via UniLearn. This feedback contributes to the course team’s reflections and future planning. It is also accessible to a wider audience and is used by the University for its quality and management processes.

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Prof Cert (PcET)

10. Assessment Strategy.

Students will work individually and with peers to carry out formative and summative assessment tasks for this module.

Formative assessment: When the focus of the assessment is developmental, and the process allows the student to learn more and develop their work further. Formative assessments cannot be failed per se.

Summative assessment: When the assessment activity is judged by particular criteria and often results in a grade or mark.

Peer teaching assessments have both a formative and a summative function: they need to reach a pass standard (i.e. there is a summative dimension) but the most valuable aspect is the written feedback you will be given, and the developmental discussion with your tutors afterwards (i.e. the qualitative, formative dimension). You are urged to engage fully with the formative aspect of this process as it is an invaluable opportunity for professional development.

11. Assessment Requirements.

You must complete and pass both the portfolio worth 80% and the scheme of work/learning worth 20% of the module: 1. The peer-teach portfolio must include: a. An 800-word rationale that explains the approach to planning the peer-teach with reference to pedagogy, activities, learners, and cross-cutting themes that is supported by relevant literature. b. Delivery of an engaging peer-teach informed by the rationale. c. An 800-word evaluation of the peer-teach referring to own reflection, self-assessment, and feedback to inform areas for development that is supported by the literature.

2. The scheme of work/learning must include: A coherent sequence of six sessions linked to a specific part of the curriculum with reference to pedagogy, understanding of learners, and cross-cutting themes to consider engaging learning opportunities.

All written components should have the word count recorded at the end in brackets (there is 10% leeway given either way) excluding reference list or any appendix material.

12.

Submission Guidance and Deadline.

The module components are submitted in 2 parts via Turnitin on Blackboard: Component Submission Deadline 1. Peer-teach Portfolio Submission Monday November 2nd 2020 23.59 2. Scheme of Work/Learning Submission

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Monday January 4th 2021 23.59

Prof Cert (PcET) 13. Assessment Criteria.

Grade

Assignment Specific criteria Level 4 ED1S039 Planning for Learning

70%-100% distinction

All aspects of the peer teach are engaging with detailed evidence of planning for learning with effective resources that evidences authentic engagement with pedagogy, learners, and cross-cutting themes. There is evidence of a well-informed awareness of learner needs, funds of knowledge and a comprehensive review of pedagogic principles that underpin the peer-teach, and key planning aspects are fully explained throughout the rationale. The peer-teach is evaluated constructively, based on relevant criteria and takes into account peer and tutor feedback, and selfassessment to create highly effective SMART targets for development. A coherent and engaging scheme of work has been created and sustained with effective and appropriate planning for learning and inclusivity throughout. There are close and convincing links between the scheme of work and the curriculum, knowledge of learners, pedagogical principles, and cross-cutting themes. An excellent standard of academic writing is used for this level and a well-developed range of references, including journals supports the module components.

Most aspects of the peer teach are engaging with sound evidence of planning for learning with effective resources that evidences authentic engagement with pedagogy, learners, and cross-cutting themes. There is evidence of a sound awareness of learner needs, funds of knowledge and a convincing review of key pedagogic principles that underpin the peer-teach, and key planning aspects are well explained in the rationale. The peer-teach is evaluated with consideration, based on relevant criteria and peer and tutor feedback, and self-assessment to create effective SMART targets for development. A mostly coherent and engaging scheme of work has been created with effective and appropriate planning for learning and inclusivity. There are close and credible links between the scheme of work and the curriculum, knowledge of learners, pedagogical principles, and crosscutting themes. A very good standard of academic writing is used for this level and a varied range of references, including journals supports the module components.

Some aspects of the peer teach are engaging with sufficient evidence of planning for learning with effective resources that evidences authentic engagement with pedagogy, learners, and cross-cutting themes. There is plausible evidence of an awareness of learner needs, funds of knowledge and key pedagogic principles that underpin the peer-teach, and key planning aspects are explained in the rationale.

The peer-teach is evaluated using some sound principles, based on relevant criteria and peer and tutor feedback, and self-assessment to create useful SMART targets for development. A sufficiently coherent and engaging scheme of work has been created with appropriate planning for learning and inclusivity. There are plausible links between the scheme of work and the curriculum, knowledge of learners, pedagogical principles, and cross-cutting themes. A good standard of academic writing is used for this level and a range of references, including journals supports the module components.

All components have been attempted but not all completed successfully and there are significant shortcomings in one or more of the following areas; the peer-teach in relation to pedagogy, learner engagement, or cross-cutting themes. The rationale is underdeveloped with minimal engagement with the key principles of teaching and learning in practice and/or the evaluation is underdeveloped with little attempt to focus on relevant criteria or feedback with minimal action for development. The scheme of work lacks sufficient detail, coherence or planning for learning. The standard of academic writing is underdeveloped/inaccurate with a limited range of references to support module components.

Most aspects of this assessment are insufficiently detailed or absent. There is little or no evidence of session planning or preparation for the peer-teach with insufficient evidence of learner engagement/development. The rationale shows insufficient understanding of key principles of teaching and learning in practice. Evaluation is very underdeveloped with no focus on relevant criteria or feedback. The scheme of work is very underdeveloped or incomplete. Academic writing is very underdeveloped with a very limited range of references to support module components.

60%-69% merit

40%-59% pass

F1 30%-39% narrow fail

F2 0%-29% outright fail

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Prof Cert (PcET) School of Education Assessment Criteria (All levels) In addition you will be assessed using the following generic assessment criteria: Assessment criteria

F2 (outright fail)

F1 (marginal fail)

Sources Minimal Reading.

Evidence and reproduced Heavy reliance on depth of reading uncritically. Very other work narrow range.

Quality of Problems Expression and expression and expression grammar grammar difficult grammar. to follow.

Relevance content

Significant of Very few relevant irrelevance or points made. tendency to explore tangent.

Understanding concepts/ principles

Evidence Analysis

with and

Concepts largely misunderstood or Some concepts not understood at misunderstood. all

Largely of No analysis. descriptive.

Descriptive Limited analysis.

1. Distinction

2. Merit

3. Pass

1. Impressive range of reading. Excellent use of quotations. High order skills of critical analysis and/or professional reflection in evidence.

2. Thorough background reading. Good use of quotes with comment and critical reflection.

3. Reasonable reading, dependency on a few writers’ views. Some quotes used well.

1. Vocabulary, spelling and grammar are accurate and wholly appropriate; expression fluent and precise throughout.

2. Good, clear expression and largely accurate grammar, spelling and use of vocabulary.

3. Generally adequate, some errors or lapses in coherence 1. Content is highly relevant and supported throughout by effective reflection on own/others’ professional context(s) and practice.

2. Relevant points made throughout.

3. Largely relevant with only one or two minor tangents.

1. Full understanding. Concepts challenged convincingly.

2. Concepts clearly understood, discussed/analysed and related to practice.

3. Concepts understood though not always discussed/analysed or related to practice.

1. Effective critical analysis maintained throughout. Relation between theory and practice is secure within a well-developed and analytical framework.

2. Critical analysis throughout.

3. Some evidence of critical analysis.

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Prof Cert (PcET)

Assessment criteria

F2 (outright fail)

F1 (marginal fail)

Argument Development of underdeveloped. argument One sided

Argument one sided. Lack of objective comments.

Validity of Conclusions No conclusions or deductions and simplistic or deductions made. conclusions unsubstantiated.

Critical Evaluation

Clarity Structure

Professional Practice

No attempt evaluate

of Structure confusing.

Serious professional misconduct failure significant elements practice

to Limited attempt to evaluate work.

Some order but disjointed.

Some omissions from portfolio or or insufficient of teaching hours.

Issues of concern of raised at observation.

1. Distinction

2. Merit

3. Pass

1. Arguments developed and refined including to demonstrate high order critical and reflective skills.

2. Argument developed and refined.

3. Some convincing argument given.

1. Strong conclusions substantiated by valid findings. The whole effectively articulated and underpinned by evidence from reading and/or research.

2. Strong conclusions substantiated.

3. Good conclusions, substantiated in part.

1. Evaluates/reflects upon work and that of others, using highly developed critical and reflective skills. Valid recommendations are made and sustained.

2. Evaluates/reflects upon work critically and makes valid recommendations.

3. Some reflection upon and evaluation of work with recommendations.

1. Technical skills mastery. Suitable for publication.

2. Clearly presented and structured. Very easy to follow.

3. Logical structure. Presentation reasonable.

1. Planning and managing learning, and assessment of learners is generally excellent 2. Planning and managing learning, and assessment of learners is generally very good 3. Planning and managing learning, and assessment of learners is generally satisfactory.

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14. Reflections on Assessment.

Please include this in your reflective journal around the time you submit your assignment.

A pro forma is provided below for guidance (though you do not have to use an actual form if you would prefer not to). The main purpose of reflecting on assessment is for you to think critically about your work, to build on developmental tutor feedback and to become more skilled, confident and accurate at forming judgements. Look at the learning outcomes and assessment criteria provided within this module guide and consider how far your work meets them, to inform your reflective writing.

Reflections on Assessment Use of previous feedback:

Date:

In this assessment, I have taken/took note of the following points in feedback on previous work:

How would you grade your work, and why?

• • • •

A reasonable attempt. I could have developed some of the sections further (LOW PASS).

A good attempt, displaying my understanding and learning, with analysis in some parts (HIGH PASS).

A very good attempt. The work demonstrates my clear understanding of the learning supported by relevant literature and scholarly work with good analysis and evaluation (MERIT).

An excellent attempt, with clear application of literature and scholarly work, demonstrating significant analysis and evaluation (DISTINCTION).

What I found most difficult about this assessment:

The areas where I need support or where I need to do further work:

Prof Cert (PcET) 15. Peer Teaching Portfolio Writing Prompts for Rationale and Evaluation.

Rationale This is where you explain why you have planned the session in the way that you have. NB Avoid telling us what’s on your session plan – we can see your plan! The rationale is to be handed in with your session plan at the time of the peer teaching. You will have a chance to make amendments before the final hand-in (e.g. if your tutor gives you any feedback, or if you have any further ideas). Below are some suggested sub-headings (with related questions/issues) which may help you structure your rationale: •

Introduction o Who are your learners, what do you plan to teach and why?

•

Developing subject skills and understanding concepts o What are the challenges in learning and teaching this topic area? o What pedagogic principles of learning and teaching inform your planning? o What cross-cutting themes may relate to your topic area? o Use the literature to support your ideas (evidenced throughout your work and in a reference list at the end)

•

Approaches to learning and teaching o What learning activities and methods have you planned, and why? o How will you group/organise the learners in the room, and why? o What resources will you use, and why? o How will you assess whether learning has occurred and what feedback opportunities have you planned? o Use the literature to support your ideas (evidenced throughout your work and in a reference list at the end)

•

Managing diversity o How have you planned to meet individual learning needs and interests? o How do you plan to manage diverse levels of confidence and diverse prior experiences (in relation to your session content)? o How have you tried to ensure that your materials and content are suitable for a diverse group of learners (e.g. considering gender, age, ethnicity, support needs etc)? o Use the literature to support your choices (evidenced throughout your work and in a reference list at the end)

University of South Wales 2020/21

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Prof Cert (PcET) Evaluation This is a short piece of writing, so every word counts! You do not need to describe your session plan (we were there) or restate what you intended (you generally do this in your rationale), but rather try to evaluate and reflect on what actually happened and why.

Refer to peer and tutor feedback as well as your own notes, observations and reflections to help you evaluate: • • • • •

What went well, and why?

What did not go so well and why?

What have you learnt from this event?

Based on this, what are the next steps in your future development? Express these as SMART targets.

Use the literature to support your evaluations and recommendations throughout your writing and as a reference list at the end.

16. Portfolio Presentation Checklist Please use this before you submit your work to Turnitin to check these have been included in your submission:

1.

Assessment Checklist Title page/heading.

2.

Contents page.

3.

Assessment components are clearly labelled/have headings.

4.

Appendices (e.g. containing materials, session plans, student work, other data such as draft rationale with written feedback on it) are only included where they are referred to in your assignment; any appendices are clearly organised and labelled.

5.

The assessment is in a clear size 12 font; line spacing is 1.5 or double spaced. Use a font style such Arial rather than a cursive (joined up) font like comic sans unless you have a particular learning support need.

You have used sub-headings to organise assessment components into clear sections.

6.

7.

You have used paragraphs to organise/group ideas and sentences appropriately.

8.

Pages are numbered.

9.

Each component has a references page, in alphabetical order by author surname. This contains only texts/articles actively referred to in your own writing.

University of South Wales 2020/21

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Prof Cert (PcET) 17.

Ten Tips for Academic Writing Use the library (online or physically) and the librarians – they’re nice people who enjoy helping you find what you want! Reading the literature can help you develop your thinking and a good written style.

2. Write in a clear and professional style. There’s no need to be overly formal (“in the opinion of the author...”) but avoid a chatty, colloquial style (“some of the students were really playing up”).

3. You don’t need to avoid the personal pronouns “I”, “my” etc. – you are writing about your own experiences and your own professional insights.

However, a fluent writer balances this with objective writing/discussion too.

It is not recommended by us to refer to yourself in the 3rd person.

4. Longer assignments need an introduction (giving the reader an overview) and a conclusion (usually with recommendations/ideas for future work).

You will need to go back to the introduction after you’ve completed your assignment, as you will probably need to revise it, to ensure it fully ‘works’ as an accurate and informative introduction.

5. Find time to read. Find a book that inspires you and use it to inspire your assignment! Go to recommended websites and use journal search engines: download and read up to date research reports and discussion papers. This is particularly crucial the higher the level of assignment you are doing.

6. Don’t just describe what you did, or what happened; explain and explore why e.g. why did you choose to do something in certain way? What were the strengths and limitations? Why did it go well? Why did it go badly? Be analytical and searching (exploring reasons, principles and theories behind actions and events).

7. Academic writing is very time-consuming for everyone, no matter how experienced or inexperienced they are as a writer. Start early - even before you know exactly what you are going to write! Give yourself as much time as you can, and don’t start at the last minute.

8. You will probably proofread and edit as you go. When you have finished, give yourself a break (maybe overnight) and go back to it “fresh” for a final proof read, to check it says what you want to say as clearly and accurately as you can.

9. Reference accurately (USW uses Harvard style) whenever you refer to the literature. There are clear instructions all over the internet and/or from the library. It takes a bit of effort, but it becomes automatic. Please do it. It helps your reader/assessor and is a basic requirement of academic writing.

10. Avoid long quotes: use short quotes or paraphrase. It’s much more effective to integrate ideas from the literature into your own writing, as you then properly demonstrate your understanding (and the relevance) of the idea.

1.

University of South Wales 2020/21

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Prof Cert (PcET) 18.

Session Planning Document

Only the first four rows of PART A and all of PART B need to be completed for the peer teaching exercise as the remaining details will be included in your rationale. For formal observations as part of developing and extending professional practice, both parts of the form will need to be fully completed.

NB always word process session documentation.

PART A Course

No. of students

Topic

Curriculum levels Date and time

Learning Aims and Objectives: Aim: Objectives: Assumed knowledge

Profile of learners with any specific support required

Briefly explain how your chosen strategies are designed to engage students in the learning process Briefly explain how you will assess learning Indicate if you are using any new strategies, resources, technologies for the first time Identify differentiation or extension activities designed to support learners at different levels State how your planning has addressed targets set previously Briefly explain how you this session fits into the overall scheme of work

University of South Wales 2020/21

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PART B Timing

Method (ensure Activity (including group organisation and differentiation Resources variety of method) strategies) materials

University of South Wales 2020/21

and Assessment

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Prof Cert (PcET) 19. Assessment Documentation Peer-teaching Peer Feedback Form Peer feedback To:

From:

I liked:

Suggestions for further developments:

Peer feedback To:

From:

I liked:

Suggestions for further developments:

University of South Wales 2020/21

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Prof Cert (PcET) Peer-teaching Tutor Feedback Form Course member: Area of practice

pass/ Comment refer

evidence of planning in relation to learners’ needs and their funds of knowledge

use of appropriate strategies for learning and teaching in chosen topic area

selection and creation of resources and materials in relation to learners and the specified learning outcome(s)

understanding and application of appropriate forms of assessment for initial, formative and summative assessment

evidence of cross-cutting themes

oral and written communication during the session

Further comments and suggestions for development

Tutor name(s):

Signature:

University of South Wales 2020/21

Date:

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Prof Cert (PcET) Scheme of Work/Learning Document Full Qualification Title:

Profile of Students: (Group size, general profile, support needs, areas to be noted)

Unit/Module Specification Title: Session Time and Duration: Session Topic Outline: Learning A & Os: No: (mapped (mapped to 1 to unit/module specification) unit/module specification)

Teaching Methods

Learning Activities and Resources (mapped to learning objectives) Include differentiation

Assessment Type and Tools (mapped to unit/module specification)

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3

4

5

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