SED7293 - Planning for Progression

Objectives:

On successful completion of the module, participants will be able to:
Construct sequences of learning specific to the subject and reflecting the context in which they practice, using knowledge and insights about sequencing knowledge, common barriers and misconceptions, and techniques of scaffolding and exposition from teachers, mentors and professional and research literature.
Use a structured and systematic approach to small-scale enquiry, selecting appropriate data gathering strategies which do not require ethical approval, make supported analyses of this data, and evaluate and synthesise their own findings in the light of established literature and evidence.
Undertake critical analysis of the relationship between policy, theoretical models and professional perspectives and their application and impact in particular classrooms, as well as apply such analysis in their own practice.
Deploy strategies to create, collate, interpret and react to various forms of evidence relating to pupil’s knowledge, understanding and difficulties through adaptation of their professional teaching, assessment and preparation activities.

Content:

By identifying and working on a particular an aspect of their professional practice concerning developing pupils' understanding of a specific subject concept, participants will develop their understanding of their chosen focus through reading and reflection, create a sequence or plan of learning designed to develop pupils' subject understanding of that topic, and address anticipated difficulties and/or misconceptions that might arise. They will achieve this by conducting and writing up an appropriate investigation into the impact of their teaching of such a sequence on pupils' understanding.

Learning and Teaching Information:

Seminars, workshops and tutorials
Hours: 8
Intended group size: 20-Cohort

Guided independent study
Hours: 292

Further details relating to assessment
Ongoing formative assessment opportunities are provided during this module via:
- Feedback on proposals for the study (which will form part of assessment at L6)
- Feedback on effectiveness of lesson preparation and lesson delivery as part of School Based Training
- Tutorials from School Based tutors (in the case of SCITT and some School Direct models)
- Tutorials from University Subject Tutors (in the case of most School Direct and all University-led models of training)

Other relevant matters
The nature of this assignment requires participants, as part of their normal QTS work, to work with individual pupils and/or groups of pupils. However, participants are working within strict written guidance provided by the Programme Coordinator to ensure that ethical permission is not required to enable participants to complete this assignment.

Assessment:

001 Essay & evidence; 4,000 word essay & 2,000 word evidence; end of module 100%

Fact File

Module Coordinator - Edward Podesta
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7PGYL

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