Unit Title: 1.

1 PLANNING ASSESSING
AND EVALUATING
TEACHING AND LEARNING
PROGRAMMES (6)

Unit Code: U22136*

Course: PGCE (FET)

UNIVERSITY OF PORTSMOUTH

UNIT HANDBOOK
2017-2018
Unit Title: 1.1 PLANNING ASSESSING AND EVALUATING TEACHING AND
LEARNING PROGRAMMES (6)

Unit Code: U22136*

Unit Co-ordinator: Joanne Park

This is a 30 credit unit taught at NF Level 6.

AIMS:
To introduce trainees to the practice of teaching
To instil an appreciation of the expectations of a Further Education Teacher and use
this to inform their own professional development
To enable trainees to exhibit competence in teaching and related classroom activity
To understand and reflect on appropriate teaching and learning strategies in their
specialist subject area

LEARNING OUTCOMES:
1. Apply fundamental concepts of teaching and learning theory to plan and deliver an
effective, peer assessed, lesson which includes clear objectives, student centred
learning and assessment of learning
2. Critically reflect on the use active learning methods within subject specialism
3. Design and deliver a set of lessons which meet assessment criteria and align with
external body expectations
4. Critically reflect on own and others teaching practice in order to support learner
achievement and progression

SYLLABUS OUTLINE:
Introduction to the role of a teacher in further education
Introduction to a range of teaching and learning methods
Identification of the significance of developing wider skills in students such as maths,
English and social awareness
Classroom and behaviour management
Introduction to formative and summative assessment methods

UNIT ASSIGNMENTS AND ASSESSMENT CRITERIA: You are expected to complete two
assignments for this unit of study and each assignment has to be completed and successfully
passed. This unit handbook contains assignment guidance and assessment criteria you are
expected to ensure you have met all of the criteria prior to submission. You are reminded to
refer to course handbook for general assessment expectations.

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ASSIGNMENT 1
This assessment is a 20 minute micro-teaching session and a Teaching Methods Reflective
essay which covers the following learning outcome: LO1 and LO2.

Part 1- 20min Micro-Teach

The first part of this assignment requires you to deliver a 20minute micro-teach lesson. The
lesson must be on a topic within your subject specialism. The micro-teach will be assessed
supportively by both your tutor and peers using the Micro-teach Assessment Criteria.

The Lesson Plan should be well-structured and coherent, providing detail on all key criteria
including: context of the lesson, aims and learning outcomes, teaching methods that
encourage varied and active learning, assessment methods, teaching and learning
materials/resources.

Part 2- 2000 word Teaching Methods Reflective Essay

The second part of the assignment requires you to justify and analyse the active learning
methods you have chosen in the planning and delivery of your micro-teaching session.

It is suggested that your essay is structured as follows:

Section 1 will analyse two active learning methods that could be used in the micro teach. In
this introduction you should draw on current literature to discuss the strengths and
weaknesses of the methods analysed.

Section 2 will provide a justification of the active learning method(s) used in your micro teach.

Section 3 will be a critical reflection which draws on the feedback from your peers, tutors and
your research to make recommendations for your own future practice

Your essay must include reference to a variety of academic sources

Assessment Criteria PASS REFER

Lesson Plan should include:
Context of the lesson
Aims and learning outcomes, the outcomes being SMART
targets
Teaching methods that encourage varied and active learning
Assessment methods
Teaching and learning materials and resources
The Micro Teach should include:
Shared objectives
Teaching methods which encourage active learning
Check on learning
The Teaching Methods Reflective Essay should include:
Analyse two active learning methods that could be used in the
micro teach and discuss their strengths and weaknesses
Justify the active learning method(s) used in the micro teach
Critically reflect on the feedback from the micro teach and
make recommendations for your own future practice
Demonstration of a good standard of written presentation and
academic referencing (APA)

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ASSIGNMENT 2
This assessment is Teaching File 1 (20 hours) which covers the following learning outcomes:
LO3 and LO4.

Teaching File 1 is a portfolio of evidence which demonstrates your completion of 20 hours

teaching during this unit. In addition it enables you to demonstrate how you are reflecting
on your practice and working towards meeting the Professional Standards for FE Teachers.
The table below details what your file will be required to include.

Teaching File 1 Contents

1: Teaching Practice (SAFEGUARDING CERT, PREVENT CERT, PROFORMA TL1)

As part of our statutory requirements, we must provide evidence of our understanding of

safeguarding issues and the prevent agenda. Please include a certificate that provides evidence of
your knowledge of safeguarding and the prevent agenda (SAFEGUARDING CERT, PREVENT CERT)

You are required to provide signed evidence that you have completed a minimum of 20 hours
practice for this file. Lessons which have been delivered individually, as part of team teaching or
individual tutorials can be included (TL1).

You may also log lessons where others have planned and you have assisted, but only up to a
maximum of 25% of the hours. In these cases appropriate documentation must be included, in
particular a lesson plan, resources used and details of your contribution

2: Teaching Documentation (PROFORMA SOW, LP & LE)

Scheme of Work (SOW)

Provide one scheme of work from which you have worked and highlight the sessions which
you have delivered.
Lesson plans (LP)
You are required to include 20 hours of lesson plans in total. This section (Section 2) should
include all these plans excluding the plans relating to your 2 observed lessons, which will go
in Section 3.
Your plans should be completed in full and include as a minimum:
Context of the lesson
Appropriate aims and objectives showing appropriate progression
Embedding of English and maths
Promotion of equality & diversity
Sufficient detail on what you are going to do in the session-including proposed timing
All resources that you used
A variety of active teaching and learning methods
Methods of assessment
Lesson plan evaluations where you highlight strengths and weaknesses and areas for further
development. It is appropriate to use a reflective model to assist with self-evaluation (LE)

3: Observed lessons (PROFORMA RTL, OTL & ROTL)

Here you need to provide full documentation of all observed lessons which includes:
Two observations: one joint and one from your subject mentor (OTL).
Paperwork for each observed lesson must be filed together.
Paperwork to include for each observed lesson:

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 Lesson rationale that fully explains how this session will meet the needs of this particular
group of students (RTL).
Lesson plan (LP)
Scheme of Work (This may be provided to you by another tutor in your department)
(SOW)
Resources
Teaching observation reports (OTL). These need be have been graded as at least pass
Response to observer report (ROTL)

4: Professional Development Record & Self Reflection (PROFORMA PDR1, SR1, PS, SRMD)

Please include your updated Professional Development Record (PDR1). This should include
up-to-date entries on your development targets.
Ensure that your PDR also references your attainment to date of the 2014 Professional
standards for FE Teachers/Trainers
Please include your own summary reflection on your achievements, and areas for
development making reference to the professional standards (where relevant) at the end of
this teaching phase (SR1)
Using a reflective practice model reflect on at least 1 peer observation that you have
observed during the construction of this teaching file (There is no proforma for this though it
is suggested that you follow a reflective model such as Gibbs or Kolb).
Ensure that you complete the Professional Standards mapping document which should
reference your attainment of the professional standards over the TF1 period; you will not
have met all of the standards at this stage of the course (PS).
Complete the self-reflection mapping document which documents your progression towards
all of the Professional Standards (SRMD)

5: Subject Mentor (PROFORMA SMR1)

Please include your Subject Mentors Review (SMR1) which was completed by your subject
mentor at the end of this teaching phase.

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 Assessment Criteria - PASS REFER
Up to date certificates in Safeguarding and Prevent
A signed teaching grid that confirms your successful completion of a
minimum of 20 hours teaching (TL1)
One scheme of work which trainee has highlighted the sessions which
they have delivered (SOW)
A minimum of 20 hours of lesson plans that provide evidence that you are
developing good quality planning documentation features include (LP):
Clear learning objectives
Embedding of English and maths
Promotion of equality & diversity
Sufficient detail on what you are going to do in the session
including proposed timing
Resources that support learning
A variety of active teaching and learning methods
A variety of assessment

Lesson evaluations that show evidence of reflective practice (LE)

Fully completed documentation from 2 successful lesson observations

(Graded Requires pass or higher) (RTL, OTL & ROTL)
A professional development record mapped to the Professional
Standards for FE Teachers signed by the subject mentor (PDR1)
A self-reflection which discusses strengths and future areas for
development (SR1)
A summary of a peer observation by trainee and what was learnt from
the observation (No proforma)
Details of the professional standards you have met throughout the
TF1 period (PS)
Completed self-reflection mapping document detailing your
progression towards all of the Professional Standards (SRMD)
A subject mentor review signed by the subject mentor (SMR1)

INDICATIVE READING:

Crawley, J. (2010) In at the Deep End: a Survival Guide for Teachers in Post-Compulsory
Education. London: Routledge

Curzon, L.B. (2013) Teaching in Further Education: An Outline of Principles and Practice (7th ed.).
London: Continuum.

Petty G. (2014). Teaching Today: A Practical Guide (5th ed.). Cheltenham: Nelson Thornes.

Reece, I. and Walker, S. (2007) Teaching, Training and Learning-a practical guide. Gateshead:
Business Education Publishers.

PLEASE CONSULT YOUR EXTENDED READING LIST ON MOODLE