All PLS trainees will be assessed against the Teachers’ Standards throughout the training year and will be required to demonstrate their progress towards each of those standards in order to be awarded QTS (Qualified Teacher Status).
You will need to complete three school-based tasks of approximately 2,500 words each which will allow time to reflect, at a more in depth level, and develop practice leading to excellent practitioner-led action based research once you are teaching. Your three tasks must cover all eight standards and Part Two: Professional Conduct.
You will be able to select tasks from the broad areas outlined below and details will be discussed with you as part of your overall personalised learning package.
|2||Behaviour for learning||1,7|
|3||Assessment for Learning||6|
|4||Differentiation and inclusion||1,3,4,5,8 & Part Two.|
|5||Effective teaching strategies||1,3,8|
|6||School-based study||1-8 inclusive depending on topic selected by trainee|
Trainees studying to complete a PGCE qualification in Pedagogy & Practice awarded by The University of Sussex will complete a 6000 word assignment and a portfolio of evidence.
The PGCE course would constitute the first year of the Master of Education (MEd) course. Successful graduates of the PGCE carry up to 90 Master’s level credits towards this postgraduate course which can be taken part-time by Newly Qualified Teachers
The PGCE will be awarded to trainees who:
- express the values, virtues and expectations of successful professionals, challenging learners to fulfil their potential and enjoy learning
- secure a strong subject knowledge and critical appreciation of the curriculum and pedagogy in subject specialisms
- plan, teach and reflect upon successful teaching and learning strategies, and their impact on pupil progress
- anticipate and respond to the different learning, motivation and personal abilities and needs of individuals, groups and classes
- develop effective classroom management techniques which promote good behaviour
- assess the progress pupils make, and the ways in which this can be enriched
- establish an understanding of a range of whole-school issues, the values and assumptions that underpin them, and their application to school and classroom practice
- meet the professional requirements for conduct and practice as set out in the Department for Education’s Teacher’s Standards and, in addition, complete the following modules of study