Transcript History PGCE Subject Development Panel

History PGCE Subject
Development Panel
Jan 2015
Feedback from Chief External
Examiner 2013/14
KEY STRENGTHS:
1. Highly efficient and effective communication across
partners. Schools follow all laid-down procedures with
exemplary consistency.
2. Commitment, passion and loyalty of all partners.
3. In some subjects, very strong connection with up-to-date
academic discourse about subject education, including the
use of research publications authored by classroom
subject teachers, enabling trainees to be in touch with
problem-solving by other subject teachers in other parts
of the nation's community of teachers.
4. Extremely thorough training in behaviour management,
valued highly by trainees.
Feedback from History External
Examiner 2013/14
KEY STRENGTHS:
1. Attainment – the quality of trainees’ thinking
has increased in recent years, very secure
understanding of historical concepts, thoughtful
blending of theory and practice.
2. Assignments – reflect this high quality thinking
and the EPS research assignment cleverly
combines the generic demands of the module
with a subject specific focus.
3. School based staff – History PSTs were singled
out as being particularly impressive.
ADVICE TO MOVE FORWARD:
Ensure that trainees' lesson evaluations always
avoid the kind of language that suggests a mere
effort to show compliance with Standards and
instead focus on analysing WHAT pupils learned,
how the trainees KNOW that pupils have learned
these things
What forms of evidence and analysis could trainees
use to demonstrate this?
ADVICE TO MOVE FORWARD:
1. Develop the knowledge of subject pedagogy, subject
thinking and curricular thinking of the PSTs, so that
PSTs know exactly what happens in university subject
sessions and are able to continue it and extend it in
school. Focusing on the Standards can detract from
this.
2. Model ways of driving trainee's subject-specific
pedagogic thinking (e.g. on assessment or planning)
for them more directly.
How do PSTs currently model pedagogic thinking and
what ideas can the panel share to improve this? What can
University tutors do to help?
http://www.teachersmedia.com/videos/gifted-and-talentedhistory-causal-reasoning-ww1#video_title_bar
http://www.teachersmedia.com/videos/lesson-1-esther-arnottuncut#video_title_bar
Changes to documentation
1. TRAINEE SUPPORT PLAN
2. FRAP - what counts as evidence?
3. COMBINED CHECKLISTS (QAR)
Changes to documentation
TRAINEE SUPPORT PLAN
• The Trainee Support Plan is for trainees who need
a little extra support to make expected progress
• The intention is to be supportive and to help the
trainee to get back on track.
• If there are a significant number of targets, or if it
is anticipated that it will take more than two
weeks to meet them, then a Cause for Concern
letter should be used instead of the TSP.
Programme Priorities for 2014-2015
• ‘Unseen Children’/Closing the gap - impact on trainees’
classroom practice
• Offering and supporting trainees in contrasting placements
• Preparing trainees to teach BME/EAL pupils
• Preparing trainees to record, report and use data on pupils’
progress, and to communicate with parents
• Preparing trainees to access, critically analyse and use
educational research in their practice
• BME/Male/Over-25 trainee achievement and completion
• Preparation for employment and support during Induction
– working with NQTs
History Priorities for 2014-2015
• Continue to strengthen EAL provision and how
well prepared trainees are to work with support
staff.
• Renewed focus on assessment practices postlevels.
• Seek opportunities to increase trainees’
experience of working in schools in challenging
socio-economic circumstances.
• Seek ways to secure greater PST involvement in
design and development of the course.
Working with NQTs
We need to find ways of engaging with schools
in supporting our NQTs. Key questions are:
• How well do you feel our NQTs are prepared?
• Are there things they would like to see us do
to prepare trainees for employment?
Using Data
Our trainees would appreciate more support in
how they can assess learning and use data in
their teaching.
• In your subject, how are you approaching data
post-levels?
• How can PSTs support trainees with this
aspect of learning to teach? (sharing good
examples)
Unseen Children/Closing the Gap/RICC Schools
https://www.youtube.com/watch?v=74_zNi9bkPw
Raise trainee’s awareness of the Unseen Children report and provide
opportunities for them to consider how this report might impact on
their classroom practice and their ability to:
• challenge and motivate pupils and learners in settings where
attainment in low
• use effective strategies to support learning and progress of pupils
and learners from underperforming groups
• use effective strategies to support the learning and progress of
pupils eligible for the pupil premium
• develop strategies to promote and manage good behaviour and
tackle bullying
New Ofsted Framework for ITE
• Inspection involves two visits – summer term to
observe trainees near end of training, and then
autumn term to observe as NQTs
• Maintained focus on judging teaching by impact
on learning
• Requirement for RI/Challenging Socioeconomic
circumstances school experience
• Stronger focus on behaviour management,
discipline, professional conduct.