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PGCE / QTS 11-16 Placement Information 2011-2012
First School Placement
Purpose of Placement
- Initial professional development, focused on establishing knowledge base and developing core skills of planning, teaching and managing pupil learning within the framework of the Standards for QTS
Framework for provision in schools
- Induction
- Observation
- pupil shadowing
- practice
- diagnostic assessment in relation to subject knowledge, planning, teaching and classroom management, and assessment, recording and reporting
- GPS assignment 2 - Your subject in an educational context
Key themes
- being able to promote learning by effective planning, teaching and assessing
- developing ICT ability
- familiarity with SEN code of practice
School responsibilities
- Introduction to whole school responsibilities and practices
- Support for planning, class management and monitoring
- Coaching, training and monitoring progress
Teaching requirements
- Up to 40% of a qualified main scale teacher’s timetable
ADDITIONAL DESIRABLE SCHOOL-BASED EXPERIENCES
- Opportunities to observe other practice
- ICT experience: trainees to develop their own differentiated resources
- Assessment: Trainee to take responsibility for the marking and recording of work done by pupils
- SEN placement: opportunity to work as a support teacher (rationale: to look at learning at the point where it is especially difficult). To be logged by trainee. Work on subject knowledge in ILP
- PHSE experience: involvement as tutor and in PHSE delivery as support
- Reporting experience: to attend 1+ parents evening and to draft, on 1 teaching group, full set of reports (though these might not be those sent)
Second School Placement
Purpose of Placement
- Developing competence within the formal framework of the Standards for QTS on the basis of needs assessment from Placement 1, developing a personal teaching style and understanding whole school context
Framework for provision in schools
- Induction
- Observation
- Practice
- needs assessment for future development
- summative assessment and moderation within the framework of the Standard for QTS
Key themes
- competent teaching
- contributing to pupils’ wider development
- understanding the professional framework (e.g. PSE, working with parents)
- consolidating ICT
- using students’ IEPs
School responsibilities
- Introduction to whole school responsibilities and practices
- Support for planning, class management and monitoring
- Coaching, training and monitoring progress
- Integration into negotiated elements of the life of the school
Teaching requirement
- Up to 60% of a qualified main scale teacher’s timetable
ADDITIONAL DESIRABLE SCHOOL-BASED EXPERIENCES
- Opportunities to observe other practice
- ICT experience: trainees to develop their own differentiated resources
- Assessment and monitoring: participating in examination assessments and moderation exercises. Use of Assessment for Learning
- SEN placement: opportunity to work as a support teacher (rationale: to look at learning at the point where it is especially difficult). To be logged by trainee. Work on subject knowledge in ILP
- PHSE experience: involvement as tutor and in PHSE delivery as support
- Reporting experience: to attend 1+ parents evening and to draft, on 1 teaching group, full set of reports (though these might not be those sent)
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