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Developing Professional Practice with SE1 & SE2 PGCE 5–11 Pathway Module Handbook 2012-2013

School of Education

Faculty of Humanities and Social Sciences

Module number: U71271 Publication date: September 2012

Primary PGCE

Developing Professional Practice

Primary PGCE Developing Professional Practice with School Experience 1 & 2

CONTENTS Page 1 2 2 3 5

Contact Information Introduction Module Content Key/Recommended Texts Session Schedule Session Content Bibliography & Webliography

8 13

Assessment of the module




Appendix 1: Guidelines for Developing Professional Practice on School Experience Appendix 2: Developing Professional Practice on School Experience 1 Appendix 3: Developing Professional Practice Task for School Experience 2



Helen Glasspoole James Percival Jenny Day Laura Quinton-Maryon Gill Hayden Jon Reid Gill Hayden Catharine Gilson Nick Swarbrick James Bird

MG/09 F1/07 EG/02 BG/30 FG/12 B1/14 FG/12 B1/27 B1/32 F1/02

Phone 48 8336 48 8364 48 8297 48 8315 48 8551 48 8486 48 8551 48 3167 48 8544 48 8611


Group Module Leader


‘As a primary teacher you will have the confidence to admit your weaknesses and you will be a risk taker. You will never stop learning yourself and you will take care to show this to the children whom you teach. You are indeed a privileged person.’ Tim Brighouse, in Moyles (ed) 1995


Primary PGCE

Developing Professional Practice

Welcome to the Developing Professional Practice module. This module is concerned with the

set of attitudes, skills and knowledge required to develop understanding of the full professional life of a teacher. It considers particularly the issues and challenges related to: • • •

why and how schools work as they do why and how teachers teach as they do why and how children learn as they do

This is done in a way that supports, enhances and links with the curriculum subjects, the processes of planning, teaching and assessment, and School Experience. The module values your own experience, and endeavours to provide a key role in developing reflective practice, thus fostering the self-esteem and confidence required to meet pupils’ needs in an imaginative and stimulating way. Each of you will bring your own experiences of life as a learner and some experiences of life in a primary school to this module. These unique insights can help to provide a background of knowledge to share in building a fuller and more meaningful picture of the complex overall process of education. MODULE CONTENT The module explores the following: • • • • • • • • • • • • • • •

Planning, Teaching and Assessment for children’s learning self-evaluation and reflection, based on professional values and practice factors affecting learning, the child as a learner statutory and non-statutory curriculum frameworks and general teaching requirements learning across the curriculum issues and developments in the school curriculum the school as a community children’s spiritual, moral, cultural, mental and physical development Personal, Social and Health Education & Citizenship the school and classroom as an environment for learning class management and children’s behaviour diversity, inclusion, equal opportunity children with particular needs, including those with special educational needs teachers’ professional duties and statutory frameworks summarising experience and values into a personal statement in preparation for job applications

During the module we look at learning – both our own and children’s. We make links between the way that children learn and the way that teachers teach, and explore aspects that influence our response to children’s needs. We consider the role of the teacher in establishing a safe, supportive classroom as an environment for learning. You will collect evidence from a range of experiences to help you develop your understanding of the factors that affect the quality of children’s learning. We will focus on particular challenges faced by teachers in meeting children’s needs. Government and school policy will be explored in more detail, through issues that need to 2

Primary PGCE

Developing Professional Practice

be explored with sensitivity. School experiences will enable you to build on this understanding in a range of ways. Any powerpoint presentations and supporting documentation referred to in lectures and seminars will be available via Brookes Virtual. A key aspect of the whole module is your own regular reflection to help you to develop your own philosophy of education. You are encouraged to take all the available evidence into account in enabling you to develop this. So try to be open-minded, circumspect, cautious, and, above all, professional in your thinking and sharing of ideas. The reflective cycle developed by Gibbs (1988) is a possible way of looking at your learning on campus and in school experience placements; an interpretation of this cycle is to be found at

The reflective cycle (Gibbs 1988)

Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. Gibbs' reflective cycle can be really useful in making you think through all the phases of an experience or activity. Don’t be too hard on yourself! The Evaluation phase makes you think about the positive as well as areas for improvement.

RECOMMENDED TEXTS Key text for this module: Hansen, A (2012) Primary Professional Studies, 2nd Edition. Exeter: Learning Matters


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Developing Professional Practice

Before coming on the course, you were asked to buy the above text. This will be the key book for this module and will serve as a basis for discussion in sessions. In addition to this, PDF articles will be posted on Brookes Virtual (Virtual Learning Environment) and reference will be made to other texts in the bibliography. Further reading material may be given as handouts in sessions, for example by visiting speakers, to provide more specialist information. The following material comprises the books we think are key to your understanding. One copy of each text will be on short loan in the library. You might consider buying some them, but don’t buy them all (!) - you could club together with someone else to buy at least one of these each in order to gain access to more thorough coverage of key themes. These are: • • • • • • • • • •

Arthur, J. & Cremin, T. (eds.) (2010) Learning to Teach in the Primary School, 2nd ed. London: Routledge. 2006 version is also available as an ebook via MyiLibrary. Cheminais, R. (2006) Every Child Matters – a Practical Guide for Teachers, London: David Fulton. Cheminais, R. (2009) The pocket guide to Every Child Matters (electronic resource): an at-theglance overview for the busy teacher. London; New York: Routledge. Also available as an ebook via MyiLibrary. Cole, M. (ed.) (2008) Professional Attributes and Practice, 4th ed. London: David Fulton English, E. & Newton, L. (2005) Professional Studies in the Primary School, London: Fulton Hayes, D. (2008) Foundations of Primary Teaching, 4th ed. London: Fulton Hayes, D. (2009) Learning and Teaching in Primary Schools, Exeter: Learning Matters. Also available as an ebook via MyiLibrary. Jacques, K. & Hyland, R. (2007) Professional studies: primary and early years, Exeter: Learning Matters Kendall-Seatter, S. (2005) Reflective Reader: Primary Professional Studies, 3rd ed. Exeter: Learning Matters Pollard, A. (2008) Reflective Teaching, 3rd ed. London: Continuum

There is a full bibliography and webliography at the end of this handbook. You are encouraged to use this to broaden the range of your reading and to follow up particular issues of interest as they arise.


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Developing Professional Practice



Semester 1 Week


Seminar 1 Transforming Teaching and Learning Discussion of Chapter 1

Getting to know your group

Seminar 2

-2 3 Sept

Introduction to module and project. Exploring the nature of learning.

-1 10 Sept

Managing your class for learning

Factors affecting learning

Classroom management Behaviour 4 Learning

0 17 Sept

Lecture starts at 9.00am Assessment for Learning

Teacher identity Teaching for learning

Assessment for learning workshop

1 24 Sept

Safeguarding children Protecting children online


Play and child-initiated learning

2 1 Oct 3 8 Oct

4 15 Oct 5 - 10 22 Oct – 30 Nov

11 3 Dec 12 10 Dec

PTA: Planning workshop (double session) EY: Observing, Assessing, Planning

PTA: Planning and the Curriculum 9.00-10.30 Preparing yourself Preparation for SE1

Presentation of group projects.

SE1 workshop: expectations and documentation School Experience 1 and Independent Study Week

Personal Statements & Interviews Securing your first teaching post

Review of behaviour management on SE1

Wednesday 5 1.00-2.30pm Barry Hancock NASUWT First Appointments Lecture

Reflection on professional development TPF Action Plans


The use of resources to support learning What makes an effective resource? 5

PTA cycle Review the impact of AfL

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Developing Professional Practice

Semester 2 Week Lecture -2 Inclusion Week: school based. 7 Jan Inclusion focus: university based sessions. -1 14 Jan PTA: Planning Workshops 0 Assessment 21 Jan SE2 information 1 Working with other adults: 28 Jan parents & TAs 2-7 4 Feb–15 March

8 18 March 9 25 March

Seminar 1

Seminar 2

Behaviour Management Workshop (double session) EY: Transition and Pedagogy Planning for your TA Home school links

SE2 preparation – working as a pair Personal Statements and Interviews

SE2 and Independent Study Week

EYFS overview to 5-11 cohort EY: latest developments in EYFS

Review of SE Reflection on professional development

Sex and Relationships Education

Learning outside the classroom


M T W Th am

Easter Break 10 15 April 11 22 April 12-20 20 27 & 28 June

NQT focus

Creativity in the curriculum

Planning, Teaching and Assessing

A talk from Head Teacher from Partnership School

Review of managing the class Personal targets and expectations for SE3 SE3 and independent study week CEDP tutorials NQTs – how to prepare for your first class

Visiting speakers

EY: this indicates specific sessions for Groups G and H 6

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Developing Professional Practice

Through lectures, seminars and practical workshops, we will support you as you develop your knowledge, understanding, skills and confidence. The content of the module can be split into five main strands which have been colour-coded on the overview. A brief outline of each strand is given below:

PTA: Planning, Teaching and Assessing This strand will look at the Planning, Teaching and Assessment cycle to equip you to plan lessons and sequences to meet the needs of your learners. Planning: we will discuss wider curriculum issues and whole-school approaches to planning for progression in learning. We will look at documentation including the National Curriculum, planning frameworks, published schemes and school-specific expectations. Teaching: We will review the relationship between teaching and learning and how teaching can be adapted depending on the age of learner and the nature of what is being taught. Linked to other modules, we will discuss effective use of resources and how to engage children so that they are ready to learn. Assessment: A range of assessment tools will be discussed to monitor children’s learning within lessons. We will consider issues around formative assessment such as questioning, written and oral feedback and target-setting as well as more summative assessment such as end of unit and end of Key Stage tests. Record keeping and reporting to parents through parents’ evenings and end of year reports will also be discussed.

Professional issues, School Placements and Job Applications As a developing professional, this aspect of DPP will help you to understand whole school issues and will prepare you for your placements and for your first appointment. There will be practical sessions looking at the documentation and expectations for your placements as well as the opportunity to consider your own professional development as a reflective practitioner. The TDA Standards will be explained and discussed as you will be involved in reflecting on the progress you make towards these. We will guide you through the application process and support you as you prepare for interviews and the transition into your first appointment.

Behaviour management Establishing a positive ethos within the class and ensuring that children are ready to learn is crucial for effective learning to take place. We will look at different frameworks of how to manage behaviour and through practical workshops will equip you with a range of strategies for the classroom. Individual and whole class rewards and sanctions, rule-setting and intervention will be discussed. We will also look at how to prevent off-task behaviour, the reasons underlying such behaviour and the effective use of positive praise.

Teaching and Learning Reflecting on how we learn, we will then consider how children learn and the links between teaching and learning. We will identify characteristics and values of good teachers and how these can be developed. There will be opportunities to further your knowledge and understanding of how teaching and learning can be enhanced through use of resources, discussion and support staff. Links with other modules and School Experience placements will be made.


Primary PGCE

Developing Professional Practice

SESSION CONTENT Semester 1 Exploring the Nature of Learning WEEK -2 3rd September

Expected Reading Related reading:

‘Developing Professional Practice’ encompasses a huge number of themes and ideas. We will start by getting to know each other and think about what has motivated you to choose a career in primary education. We will consider what it is to be a learner. You will experience many different situations this week that we hope you will enjoy. Hansen Chapter 1: Transforming Teaching and Learning Hansen Chapter 3 for next week: Child-centred teaching and learning Hansen Chapter 13 for next week: Managing behaviour for learning Primary Teaching: a personal perspective Richards C (2006) in Arthur J, Grainger T and Wray D (2006) Learning to Teaching in the Primary School, London: Routledge (available as an ebook in the library). Lecture

WEEK -1 10th September

Expected Reading

Related reading:

Managing your class for learning Factors affecting learning Seminar Reflection on last week’s project and the process of learning Classroom management. Behaviour 4 Learning. Classroom and behaviour management: establishing a positive learning environment. We will discuss what makes a positive Seminar classroom climate. Using your experiences from being in a primary classroom, we will reflect on how children are motivated to be part of a positive classroom ethos. Hansen Chapter 7 for next week: Establishing your own teacher identity. Hansen Chapter 11 for next week: Assessment Creating a Positive Classroom Climate Macpherson P (2007) in Jacques K and Hyland R (eds.) (2007) Professional Studies: Primary and Early Years, 3rd ed. Exeter: Learning Matters Getting it sorted! Organising the classroom environment * Moyles J (2007) in Moyles J (ed.) (2007) Beginning Teaching: Beginning Learning in Primary Education, 3rd ed. Maidenhead: Open University Behaviour Management Hayes D (2008) Foundations of Primary Teaching,4th ed. London: David Fulton Lecture 9.00am start

Assessment for Learning. Please note lecture starts at 9.00am

Teacher identity: we will consider what makes a good teacher and discuss the values and skills that you think are needed in the primary 17th September classroom. Assessment for Learning workshop Seminar We will follow up some key principles from the lecture and how to assess children’s learning. Expected Hansen Chapter 8 for next week: Safeguarding Children Reading Pages 108-113 Teachers, professionalism and the law. WEEK 0


Related reading:

Teaching methods and strategies Hayes, D. (2003) Planning, Teaching and Class Management in Primary Schools, 2nd ed. London: David Fulton


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Developing Professional Practice


WEEK 1 24th September

Expected Reading Related reading:

WEEK 2 or 3 1st October 8th October Expected Reading

Safeguarding children . Protecting children online PSHE and SMSC - we will explore what these mean and how they link to teaching and learning in schools. Seminar PSHE: Personal, Social, Health and Economic Education SMSC: Spiritual, Moral, Social and Cultural aspects of learning Seminar Play and child initiated learning Hansen Chapter 2 for next week: Curriculum Approaches Hansen Chapter 12 for next week: Planning Finding and balance between adult-initiated and child-initiated learning Fisher J (2010) Moving On to Key Stage 1, Maidenhead: Open University Why is spiritual, moral, social and cultural development important? Eaude T (2008) Children’s spiritual, moral, social and cultural development: primary and early years, Exeter: Learning Matters

Lecture Seminar

Planning and the Curriculum: What do children learn in school? Who decides this and how do teachers plan for children’s learning? PTA: Planning workshop. Double session linked to maths activity planning.

Hansen Chapter 6 for next week: Teaching as a Profession Planning for all abilities: differentiation Kendall-Seatter, S. (2005) Reflective Reader: Primary Professional Studies, Exeter: Learning Matters

Related reading:

Planning and Preparation Kyriacou C. (2007) Essential Teaching Skills, 3rd ed. Cheltenham: Stanley Thornes Teaching for constructive learning

Littledyke, M. (1998) in Littledyke, M. & Huxford, L. (eds) (1998) Teaching the Primary Curriculum for Constructive Learning, London: David Fulton

Lecture 9.00am start

WEEK 4 15th October Seminar

Expected Reading and activity

Preparation for SE1 Preparing yourself – work life balance Documentation and expectations for your first placement SE1 workshop: expectations and documentation. This is an opportunity to go through the documentation that will support your development whilst on placement. Expectations of the placement will be discussed and there will be opportunity for questions and discussion linked to your first placement.

Familiarise yourself with the School Experience Documentation and expectations for this placement. Look online to find out whether there is a website for your placement school/setting to learn more about the community you will be a part of. Know how you are getting to your placement – look at routes and public transport options in case they are needed.


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Developing Professional Practice

Weeks 5-10 School Experience 1 and Independent Study Week 22nd October – 30th November Personal Statements & Interviews. We will explain the process of applying for and securing your first teaching post. Behaviour management focus. This will be an opportunity to reflect on Seminar SE1 and issues around management of the classroom and children. We will identify key points for Action Plans. Review of AfL. How do we know children are learning anything? We Seminar will focus on success criteria and tools to monitor children’s developing knowledge and understanding. Applying for a Job, Preparing a Lesson and the Interview Davies S (2006) The essential guide to teaching, Harlow: Pearson Lecture

WEEK 11 3rd December

Related reading:

Wednesday 5th December 1.00 – 2.30pm B1/01 Barry Hancock (NASUWT) on First Appointments Lecture. How do you decide where you want to teach? What sort of school do you want to work in? Guidance will be given about application letters, personal statements and how to do well at interview. Documentation from NASUWT will be given out in this lecture.

Lecture WEEK 12 10th December

Expected Reading:


Inclusion. We will explore what this term means and the implications for teaching and learning in an inclusive classroom. This will link to Inclusion Week A (school-based) and B (campus-based). The use of resources in whole class teaching and learning will be considered. Reflection on the IWB as a teaching tool. We will reflect on how you used hands-on and electronic resources on SE1 and evaluate their effectiveness in teaching and learning.

Hansen Chapter 4 for Inclusion Week B: Including all learners


Primary PGCE

Developing Professional Practice

Semester 2 Week -1

17 & 18 January

Expected Reading:

Revisit Hansen Chapter 11 for next week: Assessment Review Hansen Chapter 13 for next week: Managing behaviour for learning

Lecture WEEK 0 21st January Seminar

Planning workshops: practical sessions to prepare you for SE2

PTA: Assessment How do you know what children have learned and whether they have learned anything new? We will look at some of the strategies and tools for assessing learning and consider the nature and purpose of assessment. Behaviour Management workshop. Double session This will be a practical session to build on your skills and understanding of effective management of children’s behaviour.

Expected Reading:

Hansen Chapter 9 for next week: The School Community

Related reading:

Monitoring and assessment Yeomans, J. & Arnold, C. (2006) Teaching, Learning and Psychology, London: David Fulton Briggs, M. (2008) Assessment for learning and teaching in primary schools, Exeter: Learning Matters Lecture

WEEK 1 28th January



Working with other adults (involving students who are parents, governors and who have worked as TAs) The role of the TA. Planning for your TA – practical advice for maximising learning opportunities. Home – school links. We will consider partnership and the involvement of parents in teaching and learning. Preparation for SE2 – we will review expectations for your next placement. Personal Statements and Interviews – we will revisit the application process and work through some interview questions and tasks.

Expected Reading:

Hansen Chapter 5 for Week 8: Transitions and Progression

Related reading:

Communicating with Parents and Carers Hurley L (2005) in Cole M (ed.) (2005) Professional Values and Practice 3rd ed. London: David Fulton Weeks 2-7 School Experience 2 and Independent Study Week

Lecture WEEK 8 18th March

Seminar Seminar

Related reading:

EYFS overview to 5-11 cohort. Developing your understanding from the task on SE2, we will consider the key aspects of EYFS and implications for KS1. Review of SE2 Reflection on professional development Questioning – we will discuss how to use questions to engage learners and as a tool for assessment.

Questioning Clarke, S. (2001) Unlocking formative Assessment, London: Hodder Murray


Primary PGCE

Developing Professional Practice


WEEK 9 25th March

Seminar Expected Reading: Related reading:

Review Hansen Chapter 11 for next week: assessment The special nature of the outdoors: its contribution to the education of children aged 3-11

Davis B, Rea T and Waite S (2006) The special nature of the outdoors: its contribution to the education of children aged 3-11. Australian Journal of Outdoor Education, July issue.

Lecture WEEK 10 15th April Seminar Related reading:

Sex and Relationships Education– what responsibility do Primary Schools have? An overview of whole school approaches and teaching ideas for introducing a potentially controversial topic. Learning outside the classroom – we will discuss what merits there are for learning in other contexts.

Creativity in the curriculum. In light of national developments and your experience in school, we will discuss what the ‘creative curriculum’ is and what this might look like in practice. PTA Assessment workshop. Reflecting on SE2, we will look at a range of monitoring and assessment strategies and consider what needs to be recorded and why.

Creative teachers and creative teaching Cremin, T. (2009) in Wilson, A. (ed) (2009), Creativity in Primary Education, 2nd ed. Exeter: Learning Matters

WEEK 11 22nd April


Talk from Partnership Head Teacher


Review of managing the class for learning Review of personal targets and overview of expectations for SE3

Weeks 12-20 School Experience 3

Thursday 27th & Friday 28th June

NQT focus

CEDP (Career Entry Development Profile) tutorials with personal tutor Seminar with NQTs – how to prepare for your first class


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Developing Professional Practice

Bibliography The following texts are relevant to Developing Professional Practice. They may be referred to specifically in taught sessions. All are available in the library; those indicated # are available on Short Term Loan. Classroom and Behaviour Management Adams, K. (2009) Behaviour for learning in the primary school, Exeter: Learning Matters #Docking, J. (2002, revised by MacGrath, M.) Managing Behaviour in the Primary School, 3rd ed. London: David Fulton #Rogers, B. (2011) Classroom Behaviour, 3rd ed. London: SAGE Rogers, B. (ed.) (2009) How to manage children’s challenging behaviour, London: SAGE #Hayes, D. (2003) Planning, Teaching and Class Management in Primary Schools, 2nd ed. London: David Fulton Long, R (2007) The Rob Long Omnibus Edition of Better Behaviour, London: David Fulton with NASEN Watkins, C. (1998) Managing Classroom Behaviour, Commissioned by the Association of Teachers and Lecturers. London Planning Kerry, T. (ed) (2011) Cross-curricular teaching in the primary school: planning and facilitating imaginative lessons, London: Routledge Dean, J. (2009) Organising learning in the primary school classroom, 4th ed. London, Routledge. Assessment Briggs, M. (2008) Assessment for learning and teaching in primary schools, 2nd ed. Exeter: Learning Matters #Clarke, S. (2005) Formative Assessment in Action, London: Hodder & Stoughton #Clarke, S. (1998) Targeting Assessment in the Primary Classroom, London: Hodder & Stoughton #Clarke, S. (2001) Unlocking Formative Assessment, London: Hodder & Stoughton Educational Drummond, M. (2003) Assessing Children’s Learning, 2nd ed. London: David Fulton (2012 Classic ed also available) #Headington, R. (2003) Monitoring, Assessment, Recording, Reporting and Accountability, 2nd ed. London: David Fulton Inclusion Frederickson, N. & Cline, T. (2009) Special Educational Needs, Inclusion and Diversity, 2nd ed. Buckingham: Open University Glenny, G and Roaf, C (2008) Multiprofessional Communication. Maidenhead: Open University Press. Gross, J. (2002) Special Educational Needs in the primary school: a practical guide, 3rd ed. Buckingham: Open University #Farrell, M. (2003) Understanding Special Educational Needs, London: Routledge Falmer Eyre, D. (1997) Able Children in Ordinary Schools, London: David Fulton Eyre, D. & McClure, L. (eds.) (2001) Curriculum Provision for the Gifted and Talented in the Primary School, London: David Fulton Hall, W. (2009) Dyslexia in the primary classroom, Exeter: Learning Matters #Knowles, G. (ed) (2011) Supporting Inclusive Practice, 2nd ed London: David Fulton #Spooner, W. (2011) The SEN Handbook for trainee teachers, NQTs and teaching assistants, 2nd ed. London: David Fulton


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Early Years MacNaughton, G. (2003) Shaping Early Childhood, Buckingham: Open University Riley, J. (ed) (2007) Learning in the Early Years 3-7, 2nd ed. London: Paul Chapman Sheridan, M. (1999) Play in Early Childhood: from birth to six years, 2nd ed revised and updated by Harding, J and Meldon-Smith, L. London: Routledge Falmer. #Whitebread, D. (ed.) (2008) Teaching & Learning in the Early Years, 3rd ed. London: Routledge Falmer Wild, M and Mitchell, H (eds) (2007) Early Childhood Studies: reflective reader, Exeter: Learning Matters Other matters Continuum *# The Bristol Guide: Professional responsibilities and statutory frameworks for teachers and others in schools (2011) Cooper, H. (1996) Display in the Classroom, London: David Fulton DfEE et al (2006) Working Together to Safeguard Children DfEE (1994) Don’t suffer in silence (a pack to address bullying) tel: 0845 602 2260 DfES (2003) Excellence and Enjoyment – a Strategy for Primary Schools, Nottingham: DfES DfES (2004) Every Child Matters: Change for Children, DfES-1110-2004, Nottingham DfES #Eaude, T. (2008) Children’s Spiritual, Moral, Social and Cultural Development, 2nd ed. Exeter: Learning Matters Lawrence, D. (2006) Enhancing Self-esteem in the Classroom, 3rd ed. London: Paul Chapman #Mosley, J. (1996) Quality Circle Time in the Primary Classroom, Wisbech: LDA Sharman, C., Cross, W. & Vennis, D. (2007) Observing Children and young people, 4 th ed. London: Continuum Thinking Skills #Costello, P. (2000) Thinking Skills and Early Childhood Education, London: David Fulton #Fisher, R. (2005) Teaching children to think, 2nd ed. Cheltenham: Nelson Thornes Fisher, R. (2008) Teaching Thinking, Philosophical Enquiry in the Classroom, London: Continuum Kelly, P. (2005) Using Thinking Skills in the Primary Classroom, London: Paul Chapman Wallace, B. (ed.) (2001) Teaching Thinking Skills Across the Primary Curriculum, London: NACE/Fulton Citizenship Brown, M. (ed) (2010) Our World, Our Rights, London: Amnesty International #Claire, H. (ed.) (2004) Teaching Citizenship in Primary Schools, Exeter: Learning Matters DfID et al. (2005) Developing the Global Dimension in the School Curriculum, Glasgow: DfID (given as a handout on all courses) Conteh, J. (2003) Succeeding in Diversity, Stoke-on-Trent: Trentham Books Hicks, D. & Holden, C (eds.) (2007) Teaching the Global Dimension, London: Routledge Holden, C. & Clough, N. (eds.) (1998) Children as Citizens, London: Jessica Kingsley Oxfam (2006) Education for Global Citizenship, Oxford: Oxfam (given as a handout on all courses) Oxfam (2006) Teaching Controversial Issues, Oxford: Oxfam (given as a handout on all courses) #Garforth, H et al (2006) Growing up global, Reading International Solidarity Centre (RISC) Rowe, D. & Newton, J. (eds.) (1994) You, me, us! Social and Moral Responsibility for Primary Schools, London: Citizenship Foundation #Young, M. & Commins, E. (2002) Global Citizenship, Cambridge: Chris Kington


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Teaching and Learning #Browne, A. & Haylock, D. (eds.) (2004) Professional Issues for Primary Teachers, London: Paul Chapman Bjorklund, D (2007), Why Youth is Not Wasted on the Young: Immaturity in Human Development, Oxford Blackwell Cashdan, A. & Overall, L. (1998) Teaching in Primary Schools, London: Continuum Cheminais, R (2008) Engaging Pupil Voice to ensure that Every Child Matters, London: David Fulton Cockburn, A. (2006) Teaching children 3-11: a student’s guide, (2nd ed) London: Paul Chapman #Cohen, L., Manion, L. & Morrison, K. (2010) A Guide to Teaching Practice, 5th ed revised. London: Routledge Falmer (and see companion website at Dahlberg, G., Moss, P. & Pence, A. (2007) Beyond Quality in Early Childhood Education and Care, 2nd ed. London: Routledge Falmer #Dean, J. (2001) Organising Learning in the Primary School Classroom, 4th ed. London: Routledge Falmer #Fisher, J. (ed.) (2002) Foundations of Learning, Buckingham: Open University #Fisher, J. (2007) Starting from the Child, 3rd ed. Buckingham: Open University #Galton, M. (2007) Learning and Teaching in the Primary Clasroom London: Sage Ghaye, T. (2011) Teaching and Learning through Reflective Practice: a practical guide for positive action, 2nd ed. London: David Fulton Hayes, D (ed) (2007) Joyful teaching and learning in the primary school, Exeter: Learning Matters Hayes, D (2010) Encyclopedia of Primary Education. London: Routledge. Hughes, P. (2008) Principles of Primary Education, 3rd ed. London: David Fulton Jones, R. & Wyse, D. (eds.) (2004) Creativity in the Primary Curriculum, London: David Fulton #Kyriacou, C. (2007) Essential Teaching Skills, 3nd ed. Cheltenham: Nelson Thornes #May, P., Ashford, E. & Bottle, G. (2006) Sound Beginnings, London: David Fulton #Medwell, J. (2007) Successful Teaching Placement, 2nd ed. Exeter: Learning Matters Monk, J. & Silman, C. (2011) Active Learning in Primary Classrooms, Harlow: Longman #Moyles, J. (ed.) (2011) Beginning Teaching: Beginning Learning, 4th ed. Maidenhead: Open University O’Hara, M. (2008) Teaching 3-8: Meeting the Standards for ITT and Induction, 3rd ed. London: Continuum Overall, L. & Sangster, M. (2007) Primary Teacher’s Handbook, 2nd ed. London: Continuum Piper, H and Stronach, I (2008) Don't touch! : the educational story of a panic, London: Routledge #Pollard, A. (ed.) (2002) Readings for Reflective Teaching, London: Continuum (= companion to above) Pollard, A. & Bourne, J. (eds.) (1994) Teaching and Learning in the Primary School, Buckingham: Open University Pritchard, A. (2009) Ways of Learning: learning theories and learning styles in the classroom, 2nd ed. London: David Fulton Swainston, T. (2000) Effective Teachers in Primary Schools (includes 2 videos), Stafford: Network Ward, S. (ed.) (2008) A Student’s Guide to Education Studies, 2nd ed London: Routledge Falmer Watkins, C et al (2007) Effective Learning in Classrooms, London: Paul Chapman Whitebread, D (ed.) (2000) The Psychology of Teaching and Learning in the Primary School, London: Routledge Falmer Wilson, A. (ed.) (2009) Creativity in primary education, Exeter: Learning Matters White, J. (ed.) (2003) Rethinking the School Curriculum, London: Routledge #Wragg, E, (ed.) (2004) The Routledge Falmer Reader in Teaching and Learning, London: Routledge Falmer #Yeomans, J. & Arnold, C. (2006) Teaching, Learning and Psychology, London: David Fulton


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Relevant Newspapers and Journals • Education 3-13 • Child Education continued by Child Education Plus • Junior Education continued by Junior Education Plus • Teaching Citizenship • Teaching Thinking continued by Teaching, Thinking and Creativity Relevant Web-sites

NERF Bulletin: Evidence for Teaching and Learning culum/

curriculum guidance and developments

TES Extra Special Needs

The Times Educational Supplement and its various supplements

Department for Education New Teaching Standards 2012 /teachers%20standards.pdf and Enjoyment 9632.pdf Behaviour2learn formally behaviour4learning – an approach to managing behaviour Personal, social, health and economic education. Information and teaching ideas. resources for EAL and Diversity, incl SEN, from Bracknell Forest Council

online curriculum materials for primary children d/00305-2010DOM-EN-v3.pdf

Working together to Safeguard children

a guide to resources which support global, intercultural and environmental understanding for all age groups and subjects. Guidance and resources to support teaching and learning about Global Citizenship Christian Aid’s global citizenship site linked to the DfES initiative ‘Putting the World into Worldclass Education downloadable version of ‘Supporting the Standards’ – a booklet to show how the global dimension can be incorporated into the curriculum for ITT iculum/primary/b00199209/pshe

Non-statutory programme of study for PSHE

The Guardian’s teaching resources

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Primary PGCE

Developing Professional Practice

Assessment of the Module There are three components to the assessment of this module. You are required to meet the requirements of all three parts in order to successfully pass the module.

Part 1 SE1 task: within the age phase you are training to teach, complete focused observations (see Appendices 2-4). These will be discussed with your University Tutor.

Part 2 SE2 task: complete an observation in a different age phase to the one you are training to teach (ie groups A-F & I in Foundation Stage and G&H groups in Key Stage 2). Consider the following: How is learning the same as or different from the age phase you are training to teach? Please complete the observation form (Appendix 3) for this task. Do children learn differently at different ages? What are the key differences that you notice in this age phase? This will be discussed with your University Tutor and the content referred to in the DPP lecture in Week 8 following SE2. Please bring your notes to the lecture on Monday 18 March.

Part 3 Successfully complete SE2 Meet the required ‘Teaching Standards’ for SE2. Partnership assessment Satisfactory, Good or Very Good. They can be found at the following link: which includes an overview and rationale of these as new standards. Successfully completing School Experience 2 is a pre-requisite for School Experience 3. See School Experience documentation for further details.


Primary PGCE

Developing Professional Practice

APPENDICES Appendix 1: Guidelines for Developing Professional Practice on School Experience Everything you do on each of your placements will be linked to the content of this module. The Standards Grid in your School Experience documentation clearly sets out the skills, knowledge and understanding that you will be expected to develop whilst in school. These Standards were given to you at the start of the course and can be found at the following link: Be proactive in finding out about the areas that you have not had much experience in, the areas that interest you, about how the school runs, how the curriculum is organised, explore the staff co-ordinator roles or what policy looks like in practice – you might not be in a setting like this again! The task on SE1 is designed to develop your skills of observation - a skill and a process that will be invaluable to you throughout your teaching career. The expectation is that you carry out at least one of each of the three structured observations outlined on the following pages. You can adapt the format of the observation sheets (Appendix 2) to suit you however, please retain the prompt questions to structure your observation. The task on SE2 is designed to help you consider children’s learning in a different age phase from the one you are training to teach. This links to your understanding of the appropriate pedagogy and progression of children’s learning throughout the pre-school and primary years. It will give you the opportunity to consider the age phases before or after the age that you are training to teach. Groups G and H will be required to observe in Key Stage 2 whilst the other groups observe in a setting with children within the 3-5 years age range. If you are in a Nursery or Junior School setting, you will need to explore links with the local School or Early Years setting in order to complete this task. If necessary, it may be that you make links with a school that you know to enable you to complete this task. Please reflect on your observations and follow up any questions you may have, however, please remember that you are seeing just one example of teaching and learning in this age phase so be careful not to draw generalisations from it. Please remember to keep your notes and any discussion professional and non-judgemental.

Text in the library: Sharman, C., Cross, W. & Vennis, D. (2007) Observing Children, 4th ed. London: Continuum


Primary PGCE

Developing Professional Practice

Appendix 2: Developing Professional Practice on School Experience 1 Observation 1: The classroom as a positive, safe environment for learning. Focus questions: How are the children helped to feel welcome in the classroom/setting? How are the children helped to feel safe and encouraged to take risks as learners? How are the children motivated to learn? How are the children supported and engaged purposefully in their activities? How are the children’s efforts and achievements valued?

Date of Observation:

No of children in class/focus of observation:



Primary PGCE

Developing Professional Practice

Observation 2: Observe one child for 30 minutes during a lesson. This lesson should be taught by someone else in order for you to focus on the observation.

Focus questions: Is this child focused on the content of the lesson? What keeps this child on task? How do they interact with their peers? Do they ask for help when needed? Who do they ask? What do you notice about this child’s co-ordination and motor skills? Do they seem to be enjoying their work? Why do you think this? Do you think your presence in the room is influencing the child in any way? If so, how? Does anything you observe surprise you? Do you think that your knowledge of this child has influenced your observations in any way? What else do you know about this child? For example, who do they choose to play with at break time? Who are their friends? Do they have siblings in the school? Are they involved in any clubs? You could add to your notes by observing this child at break time and talking to them about their work and what they enjoy about school.

Date of Observation:

No of children in class/focus of observation:



Primary PGCE

Developing Professional Practice

Observation 3: The class teacher’s interactions with the class during a teaching session. Focus questions: How does the class teacher communicate with the class? • What do they say? • What do they do? Where does the class teacher position themselves during the lesson? Why do you think this is? What do you notice about the class teacher’s questioning? Do you notice any differences between interactions relating to: • teaching/learning • management of children/resources • behaviour management?

Date of Observation:

No of children in class/focus of observation:



Primary PGCE

Developing Professional Practice

Appendix 3: Developing Professional Practice Task for School Experience 2 Developing Professional Practice: Assessment Task 2 Age phase you are training to teach: (please circle)



Age phase you are observing in for this task: Focus questions: What are the similarities and differences between the age phase you are observing now and the one you are training to teach? Consider the learning environment and the nature of any activities to help you think about children’s learning. Note down any interesting points or questions that you would like to explore further. Date of Observation:

No of children in class:



Developing Professional Practice Module Handbook  

handbook for lectures and seminars

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