Library & Learning Resources – available through REBUS (Reviewed Annually)

Ellis, V (2013) Learning and Teaching in Secondary Schools, 5^th edition, Exeter: Learning Matters

Dillon, J. & Maguire, M. (2011) Becoming a Teacher: Issues In Secondary Education: Issues in Secondary Teaching 4^th Edition, Maidenhead: Open University Press

Capel, S., Leask, M. & Turner, T. (2010) Readings for learning to teach in the secondary school: a companion to M Level study. London: Routledge

Fautley, M. (2008) Assessment for Learning and Teaching in Secondary Schools, Exeter: Learning Matters

Fautley, M. & Savage, J. (2013) Lesson Planning for Effective Learning, Maidenhead: OUP

Haydn, T. (2006) Managing Pupil Behaviour. London: Routledge

Mercier, C., Philpott, C. & Scott, H. (2013) Professional Issues in Secondary Teaching, London: Sage

Pollard, A., Black-Hawkins, K., Cliff Hodges, G. (2014) Reflective Teaching in Schools (4^th edition). Bloomsbury.

Sida-Nicholls, K. (2012). What if it happens in my classroom? London: Routledge

Dymore, S. & Harrison, J. (2008) Reflective Teaching and Learning: a guide to professional issues for beginning secondary teachers, London: Sage

Fautley, M. & Savage, J. (2007) Creativity in Secondary Education, Exeter: Learning Matters.

Hart, S., Annabelle, D., Drummond, M. J., & McIntrye, D. (2004) Learning without limits. Maidenhead, Berkshire, England: Open University Press.

Hewitt, D. (2008), Understanding effective learning: strategies for the classroom, Maidenhead: Open University Press.

Hoult, S. (Ed), (2005) Reflective Reader: Secondary Professional Studies, Exeter: Learning Matters

McGrath, J. & Coles, A. (2014) Your Teacher Training Handbook. Routledge.

Pollard, A. (Ed.) (2002) Readings for reflective teaching, London: Continuum.

Sewell, K. (2012) Doing your PGCE at M-Level: a guide for students, 2^nd edition. London: SAGE.

Wragg, E.C. & Brown, G. (2001) Explaining in the Secondary School. Taylor & Francis.

Zwozdiak-Myers, P., (2012) The Teachers’ Reflective Practice Handbook: Becoming an Extended Professional through Capturing Evidence Informed Practice, London, Routledge

Pre-session Activities/Learning

Session Topic/s
(incl. delivery style and indicative formative learning activities)

Post-session Activity

Chapters in course reader, journal articles, blogs, tweets and web pages.  Reviewing school policies and procedures, and national policy documents.

·      British Values

·      Prevent/WRAP

·      Working in the wider school team and other professionals

·      Addressing Teachers’ Standards

·      Employability

Reflections and entries into Progress Journal, as appropriate.

Observation of/and application in the classroom.

Contributions to blogs, twitter, on-line discussion forum.

Chapters in course reader, journal articles, blogs, tweets and web pages.  Reviewing school policies and procedures, and national policy documents.

·      Child and adolescent development

·      Learning theory

·      Teaching styles

·      Engagement and promoting a love of learning

Reflections and entries into Progress Journal, as appropriate.

Observation of/and application in the classroom.

Contributions to blogs, twitter, on-line discussion forum.

Chapters in course reader, journal articles, blogs, tweets and web pages.  Reviewing school policies and procedures, and national policy documents.

·      Curriculum purpose and design

·      Planning and teaching well-structured lessons

·      Technology enhanced learning

·      Selecting teaching approaches

·      Classroom persona and managing behaviour

Developing vocal dynamic for classroom teaching

Reflections and entries into Progress Journal, as appropriate.

Observation of/and application in the classroom.

Contributions to blogs, twitter, on-line discussion forum.

Familiarity with safeguarding requirements.

Chapters in course reader, journal articles, blogs, tweets and web pages.  Reviewing school policies and procedures, and national policy documents.

·      SEND, EAL and other common differences

·      Supporting

·      Safeguarding and Well-being

·      SMSC

·      Creating inclusive classrooms

On-line Safeguarding programme

Reflections and entries into Progress Journal, as appropriate.

Observation of/and application in the classroom.

Contributions to blogs, twitter, on-line discussion forum.

Familiarity with assessment requirements.

Chapters in course reader, journal articles, blogs, tweets and web pages.  Reviewing school policies and procedures, and national policy documents.

·      Securing the best outcomes for students

·      Assessment for Learning

·      Assessment of Learning

·      Understanding and using data to support teaching and learning

·      Evidencing progress and accountability

Reflections and entries into Progress Journal, as appropriate.

Observation of/and application in the classroom.

Contributions to blogs, twitter, on-line discussion forum.

Familiarity with school policy on working with parents/carers.

Chapters in course reader, journal articles, blogs, tweets and web pages.  Reviewing school policies and procedures, and national policy documents.

·      Managing behaviour in the classroom

·      Differentiation

·      Adapting teaching to meet students’ needs

·      Working with parents/carers

Reflections and entries into Progress Journal, as appropriate.

Observation of/and application in the classroom.

Contributions to blogs, twitter, on-line discussion forum.

Explanation of why this assessment method has been chosen and how it supports achievement of the learning outcomes and alignment with the programme LT&A strategy

Guidance on what the assessment should include, level of criticality, articulation, expectations of referencing, the impact of formative activity, etc.

·     A portfolio of two ‘articles’ as though for publication (see examples at the end of this document).  Each article should be not more than 1500 words.

·     You should select topics that will enable you to meet the assessment criteria.

·     You are advised to complete the articles at appropriate points across the duration of the module.  Formative feedback will be offered at an appropriate time on the work completed to date.

·     You should ensure that each article addresses all of the assessment criteria.

·     You are encouraged to draw on a wide variety of sources and present a range of evidence types across the two articles.

·     You are encouraged to consider addressing each article to a different audience, as appropriate to the topic under consideration.

As appendices:

·        a full reference list that, using the Harvard system, accurately lists all published materials cited in all parts of the assignment, including images, recordings, books, videos, DVDs, CDs, web sites etc.

·        a full bibliography that, using the Harvard system, accurately lists all published materials consulted for this assignment, including images, recordings, books, videos, DVDs, CDs, web sites etc. that are in addition to those included in the reference list.

Explanation of the scope and range of the assessment.

Except where the assessment of an assignment is group based, the final piece of work that is submitted must be your own work. Close similarity between assignments is likely to lead to an investigation for cheating.

You must also ensure that you acknowledge all sources you have used.

Submissions that are considered to be the result of collusion or plagiarism will be dealt with under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits.

If you have any doubts about the extent to which you are allowed to collaborate with your colleagues, or the conventions for acknowledging the sources you have used, you should first of all consult module documentation and, if still unclear, your tutor.