module handbook - university of greenwich · 2 | p a g e 1. welcome to the module welcome to the...

MODULE HANDBOOK

2019/2020

TEAC1162/1163

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Contents 1. Welcome to the Module ........................................................................................................ 2

2. Key Contacts ......................................................................................................................... 4

3. Key Module Specification Details .......................................................................................... 4

4. Employability Skills Gained ................................................................................................... 6

5. Schedule of Teaching and Learning Activities....................................................................... 7

6. Assessment Tasks .............................................................................................................. 23

7. Reading Lists ...................................................................................................................... 33

8. Additional Module Specific Information and Costs ............................................................. 36

9. Glossary of Terms ............................................................................................................... 36

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1. Welcome to the Module Welcome to the University of Greenwich and the PGCE Secondary Mathematics module. This module handbook contains the information which will help you to understand the main structures of the Secondary Maths Teacher Training programme. As with all programmes within the University the Teacher Training programme is composed of “modules”. Each has its own aims and learning outcomes, and each has assessment items. For Secondary Maths the modules are: TEAC 1162/1163 (Subject knowledge and Pedagogy, level 6 and 7). This handbook is subject to change and there will be further information and guidance on the University portal as well as amendments and updates from time to time. There are also separate handbooks for Professional Studies (PS) (Acad1421/1422), Trainee and Mentor Hand books and a Placement Guide. Copies of all guides can be downloaded from our Secondary Partnership website (https://www.gre.ac.uk/eduhea/secondary/ite). The Placement Guide is also available on Moodle. There is also a Student Programme Handbook for that is available on Moodle. Each placement is a separate module and each must be passed to progress to the next phase of the placement:

Placement A – TEAC1159

Placement B1 – TEAC1160

Placement B2 – TEAC1161 You will also complete an online Professional Portfolio (InPlace), this enables all trainees to assemble and evaluate materials from all modules, and it provides opportunities for professional reflection and a means of gathering a central evidence base for the Teacher’s Standards for the award of Qualified Teacher Status (QTS). There is an extensive range of information and guidance on the University of Greenwich website. Approximately one-third of your teacher training module time will be spent at University while the rest will be at school. Of the time that you spend at University approximately one-fifth will be dedicated to the Professional Studies module while the rest will focus on various aspects of your Secondary Mathematics specialism. The Teacher Training calendar specifies the days that are dedicated to the different strands of your module. You are expected to attend ALL University based sessions, a record of attendance and punctuality is kept and the information will be reflected in any references that are written. If for any reason you are unable to attend you must contact Jane Wragg ([email protected]) and Marion Kemp ([email protected]). This also applies when you are on School Placement when you must ALSO inform your Placement School and your module tutors. The one-year Teacher Training programme is a very demanding programme – both in terms of practical teaching in school, and the many new ways of thinking, discussing and reflecting that will be needed for training sessions. You may find the written work difficult if you are more used to a technical context, or if English is not your first language. You may find speaking and careful listening is more challenging in the school and University context, and you will probably find that the Mathematics that is taught and learnt today has a different emphasis from when you were at school. This programme is designed to take account of these problems and to build your confidence, but it is very important to ask for clarification, seek guidance or specific help if you are struggling. Others will probably have the same questions and concerns and you will not be alone. The demands are worth it! Teaching Mathematics to youngsters can be a fulfilling and rewarding career. Good Luck! Jane Wragg & Marion Kemp

https://www.gre.ac.uk/eduhea/secondary/ite

mailto:[email protected]

mailto:[email protected]

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This handbook provides essential information that you will need during your undertaking of this module. It is not intended to be exhaustive, but should help you to see at a glance key information about the module such as the aims and learning outcomes, the proposed schedule of delivery, assessment details, reading list and any additional resources that will be needed by you. Please ensure that you familiarise yourself with its contents.

The university will do all that it reasonably can do to provide educational services to support your learning. Sometimes circumstances may mean that we cannot provide such educational services or that the university has too withdraw or change aspects of this module and/or student services detailed in the information you have been provided with by the university. This might be because of, for example:

industrial action by university staff or third parties;

the unanticipated departure or absence of key members of university staff;

acts of terrorism;

the acts of any government or local authority;

academic changes within subject areas; or

where the numbers expected on a module are so low that it is not possible to deliver an appropriate quality of education for students enrolled on it.

In these circumstances, the university will take all reasonable steps to minimise the resultant disruption to those services and to affected students, for example by making reasonable modifications, but to the full extent that it is possible under the general law, the university excludes liability for any loss and/or damage suffered by any applicant or student as a result of these circumstances. The modifications we make may be to:

the content and syllabus of modules, including in relation to placements;

the timetable, location and number of classes;

the content or method of delivery of your module;

the examination process; and

the timing and method of assessment

Many of the changes that we make are in response to feedback from students and are intended to improve the experience of students and student outcomes. In making any changes, the university will aim to keep significant changes to the minimum necessary and will notify and where reasonably possible also consult with you in advance about any significant changes that are required. A list of changes made in response to trainee feedback and external examiners report.

You said … We did …

Some school based subject sessions should be run later/earlier in the year

Rescheduled when these sessions run in the year

Assignment 1 – too many tasks to address in the essay

Reduced the number of assessment tasks in this assignment

Improve the creativity session Session to be revised in response to this through discussion with the provider

Reduce lesson planning requisites Revised the lesson planning templates to meet the needs of trainees at differing points

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2. Key Contacts The list below summarises the contact details of key individuals relevant to this module.

Module Leader: Jane Wragg Location: H134 Email: [email protected]

Tel: 020 8331 8127 Office hours: Mon-Fri, 9am-5pm.

Note that due to school-based observations throughout the course these times and days may vary. It is best to email myself and Marion should you wish to meet with us.

Module Instructor: Marion Kemp Location: H103

email:[email protected]

Tel:020 8331 8897 Office hours: Part-time 2 days per

week. Note that due to school-based observations throughout the course these times and days may vary. It is best to email myself and Marion should you wish to meet with us.

External Examiner: Jayne Kranat

3. Key Module Specification Details School/Department: Department of School of Teaching Education Professions in the Faculty of Education, Health & Wellbeing Number of Credits: 45 Term of delivery: Terms 1,2 & 3 Site of delivery: Mansion Site, Avery Hill Campus TEAC 1162 (Level 7) Pre-requisites/Co-requisites: None Aims: To enable trainees to: • to extend professional knowledge, scholarship and understanding in relation to Maths education • to critically examine and reflect on the place of Maths in the curriculum • become flexible and creative Mathematicians who are confident working in schools and other Maths education contexts

• be proactive in developing the necessary breadth and depth of knowledge to be an effective teacher in the secondary school context • understand the ways that pupils learn and to develop the necessary pedagogical skills to bring about Mathematical learning • develop intellectual curiosity and enthusiasm for their subject

Learning Outcomes: 1. Demonstrate how they have developed their subject knowledge and pedagogy and how research has informed their understanding of different approaches to teaching Mathematics. 2. Critically evaluate the statutory curricula and centralised initiatives at Key Stages 3, 4 and post-16.

3. Critically analyse the respective roles of teachers, institutions, and policy in education provision. 4. Critically evaluate the effectiveness of different approaches to teaching and apply good subject knowledge to make imaginative pedagogical choices to ensure high levels of learning and engagement in teaching Mathematics across the secondary age range.

tel:020

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5. Use their knowledge of educational theories and research to devise original and creative solutions to current issues in teaching Mathematics. 6. Critically evaluate significant theories of teaching, learning, motivation and assessment in relation to observed practice to underpin commitment to making Mathematics education

accessible to all. TEAC1163 (Level 6) Pre-requisites/Co-requisites: None

Aims To enable trainees to:

• to extend professional knowledge, scholarship and understanding in relation to Maths

education • to critically examine and reflect on the place of Maths in the curriculum • become flexible and creative Mathematicians who are confident working in schools and other Maths education contexts • be proactive in developing the necessary breadth and depth of knowledge to be an effective teacher in the secondary school context

• understand the ways that pupils learn and to develop the necessary pedagogical skills to bring about Mathematical learning • develop intellectual curiosity and enthusiasm for their subject

Learning Outcomes On successful completion of this course a student will be able to: 1. Demonstrate how they have developed their subject knowledge and pedagogy.

2. Evaluate the statutory curricula and centralised initiatives at Key Stages 3, 4 and post-16.

3. Apply appropriate subject knowledge and pedagogy to enable the effective teaching of Maths across the secondary age range. 4. Plan for progression across the age and ability range, designing effective learning sequences within lessons and over time. 5. Analyse the respective roles of teachers, educational institutions and communities in education.

6. Evaluate significant theories of teaching, learning, motivation and assessment in relation to observed practice.

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4. Employability Skills Gained Through successful completion of the module, students will demonstrate some of the qualities and transferrable skills necessary for employment requiring the exercise of some personal responsibility, prioritizing, time management and organization skills. They will also communicate accurately and demonstrate sound knowledge of the basic concepts of the subject. This will be assessed through the completion of Subject Knowledge Audits, Higher Tier GCSE Maths exam papers, Assignments and Evidence Portfolios. Meeting the Teachers’ Standards define the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status (QTS). The Teachers’ Standards: Ensuring Trainee Progress booklet provides typical indicators for trainees. You can find out more about the Greenwich Employability Passport online

https://www.gre.ac.uk/articles/ils/greenwich-employability-passport-for-students Information about the Career Centre is also available online

https://www.abintegro.com/public/career-transition-and-job-search You can log on to the Career Centre with your Portal ID and Password

https://orca.gre.ac.uk/cas/login?service=https://idp.gre.ac.uk/oala/auth.php

https://www.gre.ac.uk/articles/ils/greenwich-employability-passport-for-students

https://www.abintegro.com/public/career-transition-and-job-search

https://orca.gre.ac.uk/cas/login?service=https://idp.gre.ac.uk/oala/auth.php

.

5. Schedule of Teaching and Learning Activities These sessions may be subject to change

University of Greenwich Academic Calendar – 2019-2020 JW – Jane Wragg MK – Marion Kemp Monday Tuesday Wednesday Thursday Friday

0

Term

One

Mon 9 Sept 2019

Induction (PM) - MK

Welcome

Ice breaker

(factors and

multiples

game)

Expectations

Professionalis

m

Pre-module

tasks

Directed Study – research Blooms Taxonomy and its use in the classroom.

Induction (PM) - JW

What makes an

effective and

successful maths

teacher and lesson

Blooms Taxonomy

What is the

difference between

a learning objective

and a learning

outcome?

Directed Study – Think about what mathematical topic you would like to write about for Assignment 1 (Do not make it too broad i.e. algebra). You need to focus on a specific mathematical

Introduction to Assignment 1

(AM) - JW

Critical analysis and

Reflective Writing

Assignment 1

Literature Review

Assignment 1

Mark assignments using

the marking criteria

How to write at Masters’ Level

presented by Andrew Sinclair

(Study Skills Centre) (AM)

Useful texts:

Critical Reading and Writing for Postgraduates (2nd Edition) By Mike Wallace and Alison Wray Sage 2014 (though there is a

LONDON MATHS TRAIL Information to follow but we will meet at Westminster Pier at 10 am (This takes about 2 hours to complete). You will be required to write about 500 words about this experience thinking about the pros and cons of such an activity and email to JW by 6 pm this evening.

School visit to Eastwood Academy Draft itinerary: 09:00–09:30 Arrival, drinks and welcome 09:30–10:05 Introduction to Eastwood Academy 10:05–11:10 Small group observation with foci 11:10–11:30 Break 11:30–12:35 Review of your observations around school 12:35–13:40 Whole group observation in main hall 13:40–14:20 Working lunch

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topic. third edition 2016 available). Successful Academic Writing By Andy Gillett, Angela Hammond & Mary Martala Pearson Education Ltd. 2009.

14:20–15:00 Data in schools presentation 15:00–15:15 Review of the day

1

Mon 16 Sept 2019

Subject Knowledge assessment - JW 3 Higher Tier GCS£ Maths exam papers (1 non-calculator and 2 calculator papers) Pass mark is 80%+ per paper

School based training at The Hundred of Hoo Academy to see how theory relates to practice. Itinerary: 8:30 - 9:00 Arrival and refreshments 9:00 – 10:00 Welcome and introduction Housekeeping Background of The Hundred of Hoo and relevant information Ice breaker activities JW and JEH in Maths Block A recent NQT to talk about NQT year 10:00 – 11:00 Session on ‘Pupil Progress’ JW 11:00-11:20 Break 11:20-13:20 Focussed paired observations/TA experience throughout the Academy (Pupils to collect student teachers at break) 13:20:13:50 Lunch 13:50 -15:00 Consolidation, feedback on focussed observations, group

School based training at The Hundred of Hoo Academy to see how theory relates to practice. Itinerary: 8:00 – 8:20 Arrival and refreshments 8:20 – 9:00 Observe line up and form times (JEH to assign students to form groups) 9:00 – 10:00 Session on voice projection, using/varying the tone of your voice and body language (Jeni Boynes) 10:00 - 11:00 Lesson observations throughout the academy, focusing on classroom presence, tone of voice etc. (JEH to assign classes, pupils to collect student teachers.) 11:00 – 11:20 Break 11:20 - 12:20 Session on using a SOW and planning a sequence of lessons JEH/JW 12:20 – 13:20 Students in groups plan a sequence of lessons [Unit on percentages from KS4 higher] JEH/JW 13:20-13:50 Lunch 13:50 13:45 Feedback, P

GCSE Exam paper feedback (AM) - JW

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activities JW/JEH

consolidation and early finish. JW

2

Mon 23 Sept 2019

Lesson Planning for mastery of number – MK/JW

Misconception

s

Prior

knowledge

Differentiation

(scaffolding,

stretch and

challenge)

Assessment

for learning

Measuring

student

progress

Choosing

appropriate

resources

School based training Orchards Academy to see how theory relates to practice. Itinerary: 8.40– 9.10 Introduction and welcome to Orchards and what a placement at Orchards would look like - JW, CM, AL 9.10 – 11.10 Professional Studies session - pupil progress and what it looks like in a lesson - JW 11.10 – 11.30 – Break 11.30 – 12.30 Observation of lessons to look at Pupil Progress in lessons (AL to provide timetable in September when numbers are confirmed) 12.30 - 1.30 – Feedback on lesson observations 1.30 – 2.00 Lunch 2.00 – 3.00 Professional studies session on conflict management – CM and AL.

School based training Orchards Academy to see how theory relates to practice. Itinerary: 9.10 – 11.10 Professional studies session on Behaviour Management - AL 11.10 – 11.30 – Break 11.30 - 1.30 Observation of lessons to look at Behaviour management in lessons (AL to provide timetable in September when numbers are confirmed) 1.30 – 2.00 Lunch 2.00 - 3.00 – Feedback on lesson observations JW 3.00 – 4.00 Professional Studies session on how to work SMARTER. - JW P

(AM) Tom Bird from Longfield Academy sharing good practice regarding: Behaviour Management – tips and discussions about real life experiences and how to deal with situations.

3

Mon 30 Sept 2019

Lesson Planning for mastery of algebra – MK/JW

Misconception

s

Prior

knowledge

Stress less, Achieve more – Resilience workshop (AM) – JW You will need to bring a SMART phone or iPad or other such device to this interactive session

School Experience Days Fill out the university timetable pro-forma and email it through to JW and Mk asap.

SE Do not forget that you have an Observation Tasks Booklet to complete over the next few weeks that you need

SE Remember your Observation Task Booklet.

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Differentiation

(scaffolding,

stretch and

challenge)

Assessment

for learning

Measuring

student

progress

Choosing

appropriate

resources

Placement A (PM) - JW

Protocols

Expectations

Observation task

booklet

Classroom

behaviour audit

to bring with you on Monday 22nd October. Make sure you have asked the class teacher who is being observed if they do not mind you doing so and get them to sign this off at the end of the lesson. Remember to be professional when recording your information and non-judgemental.

4

Mon 7 Oct 2019

P





5

Mon 14 Oct 2019

Questioning (AM) – JW/MK

Types of

questioning

Purpose of

questioning

Questioning to

generate

discussion

Using

responses to

probe and

challenge

understanding





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6

Mon 21 Oct 2019

Feedback from Literature Reviews (AM) – JW/MK Safeguarding training (PM) 1-5

Plan for your 15 minute micro teaching session tomorrow (AM) – JW/MK Evidence Bundle 1 (PM) – JW Classroom Behaviour Management Audit. Shadow a pupil for a day and complete the Classroom Behaviour Management Audit. Micro-Teaching sessions

R GCSE RE-SIT EXAMS - JW

R GCSE RESIT EXAMS - JW

7

Mon 28 Oct 2019 P

School Experience Days Ask class teacher or mentor to complete the Classroom Management Behaviour Audit on your classes for 2 weeks and respond and act on feedback.

You MUST observe your timetabled observation lesson every day! Observing good practice or focusing on how they deal with areas that have been flagged up as your developmental areas.



8

Mon 4 Nov 2019

Underground Maths – Susan Whitehouse Make sure you bring a laptop with you for this session





9 Mon 11

Lesson Planning for mastery of geometry –

You MUST observe your



You MUST observe

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Nov 2019

MK/JW

Misconception

s

Prior

knowledge

Differentiation

(scaffolding,

stretch and

challenge)

Assessment

for learning

Measuring

student

progress

Choosing appropriate resources

timetabled observation lesson every day! Observing good practice or focusing on how they deal with areas that have been flagged up as your developmental areas.



your timetabled observation lesson every day! Observing good practice or focusing on how they deal with areas that have been flagged up as your developmental areas.

10

Mon 18 Nov 2019 P





11

Mon 25 Nov 2019

Lesson Planning for mastery of statistics – JW

Misconception

s

Prior

knowledge

Differentiation


timetabled observation

lesson every day! Observing

good practice or focusing on

how they deal with areas

that have been flagged up

as your developmental

areas.


timetabled observation lesson

every day! Observing good

practice or focusing on how they

deal with areas that have been

flagged up as your

developmental areas.



lesson every day!

Observing good practice

or focusing on how they

deal with areas that have

been flagged up as your


You MUST observe

your timetabled

observation lesson

every day! Observing

good practice or

focusing on how they

deal with areas that

have been flagged up

13 | P a g e

(scaffolding,

stretch and

challenge)

Assessment

for learning

Measuring

student

progress

Choosing appropriate resources


areas.

12

Mon 2 Dec 2019

You MUST observe

your timetabled

observation lesson


good practice or





areas.








areas.






flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

13

Mon 9 Dec 2019

You MUST observe

your timetabled

observation lesson


good practice or





areas.








areas.






flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

14

Mon 18

You MUST observe

your timetabled



You MUST leave all data with

the school whereby a child or

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Dec 2019

observation lesson


good practice or





areas.






areas.

teacher is easily identifiable

(pictures of students,

assessment data with

student’s names on, SEND

information etc.). Ask if you

are not sure.

15

Mon 23 Dec 2019

Xmas 16

Mon 30 Dec 2019

17

ITW

Mon 6 Jan 2020

Peer/Progress Reviews – JW/MK

School based training at The Hundred of Hoo Academy to see how theory relates to practice. Sessions to run in response to developmental areas picked up from the A placement observations and reports.

Using student data to

plan lessons

SEND

School based training at The Hundred of Hoo Academy to see how theory relates to practice.

Post 16 mathematics

Changes in the A level

curriculum

Rewriting old style

GCSE problems in the

new format

P

Literacy in Mathematics - JW

18

Term

2

Mon 13 Jan 2020

School based training at Orchards Academy to see how theory relates



School Experience Days Induction Day

Fill out the university timetable pro-forma and email it through to JW and Mk asap.

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to practice.

Working

with SENCO

Differentiatio

n

AfL

Classroom

support and

observation

s

Feedback

and

discussion

Effective lesson

planning

Paired teaching

Effective lesson

planning

Paired teaching

19

Mon 20 Jan 2020

School based training at Orchards Academy to see how theory relates to practice.

Effective

lesson

planning

Small group

work

Paired

teaching

Evidence Bundle 2 (PM) - JW




practice or focusing on how

they deal with areas that have








flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

20

Mon 27 Jan 2020 P

Ask class teacher or mentor to complete the Classroom Management Behaviour Audit on your classes for 2 weeks







lesson every day!


You MUST observe

your timetabled

observation lesson


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and respond and act on feedback.


flagged up as your






good practice or





areas.

21

Mon 3 Feb 2020


Focused

observation

s to support

trainees

developmen

tal areas

Paired

teaching







flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

22

Mon 10 Feb 2020 P













flagged up as your




lesson every day!






Financial Mathematics (AM) – JW Careers Fair (1 – 4 pm)

23

Mon 17 Feb 2020 R R

Revision sessions support for our partnership schools



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24

Mon 24 Feb 2020


Paired

teaching

Small group

teaching













flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

25

Mon 2 Mar 2020

P






been flagged up as you

r developmental areas.






flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

26

Mon 9 Mar 2020














flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

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27

Mon 16 Mar 2020 P













flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

28

Mon 23 Mar 2020














flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

29

Mon 30 Mar 2020














flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

30

Mon 6 Apr 2020 Easter

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31

Mon 13 Apr 2020

32

Mon 20 Apr 2020 BH

Progress Reviews (AM) – JW/MK Evidence Bundle 3 (PM) - JW

Revision sessions support for our partnership schools P


33

ITW

Mon 27 Apr 2020














flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

34

Term

Thre

e

Mon 4 May 2020 BH













flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

35

Mon 11

You MUST observe your timetabled







You MUST observe

your timetabled

20 | P a g e

May 2020

observation lesson every day! Observing good practice or focusing on how they deal with areas that have been flagged up as your developmental areas.









flagged up as your


lesson every day!






observation lesson


good practice or





areas.

36

Mon 18 May 2020














flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

37

Mon 25 May 2020 BH R R P

38

Mon 1 Jun 2020

You MUST observe

your timetabled

observation lesson

every day!

Observing good

practice or focusing

on how they deal

with areas that have

been flagged up as

your developmental













flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

21 | P a g e

areas.

39

Mon 8 Jun 2020

You MUST observe

your timetabled

observation lesson

every day!

Observing good


on how they deal


been flagged up as

your developmental

areas.













flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

40

Mon 15 Jun 2020

You MUST observe

your timetabled

observation lesson

every day!

Observing good


on how they deal


been flagged up as

your developmental

areas.













flagged up as your




lesson every day!






You MUST observe

your timetabled

observation lesson


good practice or





areas.

41

Mon 22 Jun Updating and organising paperwork in preparation for sign off day.

22 | P a g e

2020

45

Mon 20 Jul 2020

24th July 2020 Assignment Resubmission Date

6. Assessment Tasks Assessment Details

All trainees are registered on the L7 (TEAC1162) programme. Transferring to Level 6 (TEAC1163) Programme You will complete written work for your subject sessions and a formative assessment of a literature review for your first assignment is to be submitted to your subject leader via Turnitin on Moodle. This will allow your subject lead to assess your written work and discuss with you the most appropriate level of programme for you. At this time, you can choose to re-register at Level 6. It is important to discuss the potential consequences of changing programme. If you wish to re-register at Level 6, please discuss your decision with your subject leader then contact the Programme Leader. Return of marked work with feedback will normally be given up to 15 working days after the due date indicated. In exceptional circumstances where you experience a delay in receiving this then you will be informed by the tutor. For further information around assessments, please refer to the Student Handbook.

Methods of SUMMATIVE Assessment

Assignment 1 (Ass. 1) Assignment 2 (Ass. 2)

Due date Literature Review Ass.!: 14/10/19 (11.30 pm) Assignment 1: 10/01/2020 (11.30 pm)

Assignment 2: 06/03/2020 (11.30 pm)

Nature of FORMATIVE assessment supporting student learning

Literature review for Assignment 1 provides formative feedback on the standard and quality of the academic writing Progress on academic assignments discussed in progress reviews Tutorials arranged with subject tutor as required Detailed feedback on assignments informing future academic writing Generic group feedback on assignments informing future academic writing

Outcome(s) assessed by summative assessment (Please use the numbers above to refer to these)

1-6 1-6

Grading Mode Pass/fail Pass/fail

Weighting % 50% 50%

Pass Mark Pass Pass

Word Length 2,000-2,500 2,000-2,500

Outline Details Essay Essay

Last Item of Assessment Assignment 2

Are students required to pass all components in order to pass the module? YES

Reassessment due date of failed assignments 24/07/2020 (11.30pm)

Students to arrange one to one tutorial session(s) with their tutor to support them with their failed academic assignments. Use feedback given from formative comments made on assignments. Students are encouraged to seek support from the study skills centre and their peers for further support.

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ASSIGNMENT 1 – TEAC1162/1163 Critique the teaching of a topic from within the maths programme of study. This assignment aims to support the development of your subject knowledge for teaching, through thoroughly researching subject knowledge and pedagogy for teaching for one topic and writing an essay critiquing, reflecting and analysing the teaching of one topic within maths. 1. Decide on a topic or idea that you intend to explore. This can either be something that you need to teach this placement and know little about, something that you need to develop your subject knowledge in to meet your targets, something that you have some background in (degree/work etc.?) or just something that interests you, etc. It needs to link to the National Curriculum. Ensure that your chosen topic is not too broad in scope (i.e. Geometry) be specific i.e. area circumference of circles arcs, segments and sectors. 2. Research the current state of knowledge about your topic/idea using the educational database(s). Read a few (at least 3-5, 7-9 or more is better) recent journal articles (last 5 years) and get a real feel for the current state of knowledge about the issues that surround the teaching and learning of this topic. Look at schemes of work, teaching resources, examiners' reports -anything that gives you information about teaching and learning this topic (you can even do short interviews with a few students to shed some more light on it). How is it taught? What difficulties are there (either conceptually or procedurally) with the topic or the way it is typically taught? What suggestions have been made about possible ways forward? You may consider the following as a guide in addition to the above:

What is the National curriculum depth and breadth of chosen topic?

What are misconceptions/errors in mathematics?

You will need to research the common misconceptions that pupils hold about the topic you are going to teach. You could elicit the children’s prior understanding of the subject before you teach it. You should include the evidence of this elicitation of children’s ideas in your work or appendix to the assignment and refer to it in your discussions.

Analyse one or more misconceptions associated with your topic drawing upon your school experience and literature. Discuss how they might have arisen and ways of addressing them. Could the use of models, role play, experiments, images etc. be useful in addressing the misconceptions? Refer to your classroom experience of dealing with this and support with relevant literature to show the link between theory and practice. Are there any formative assessments you carried out to address the misconceptions? Describe them and any evidence/outcome. You should aim for all students in the class to enjoy the lesson and make progress.

Critically evaluate the importance of identifying children misconceptions and using them as part of the teaching and learning process. While critiquing, remember to draw upon theory and your practice.

Reflect upon relevant reading relating to the place of children misconception in learning and teaching

You must support your work with research evidence. Teaching Standards Here are just a few aspects of the standards you address by planning, teaching, assessing and evaluating the topic: TS1 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions TS2 promote good progress and outcomes by pupils... TS3 demonstrate good subject and curriculum knowledge... TS4 set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired; reflect systematically on the effectiveness of lessons and approaches to teaching TS5 have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these TS6 make accurate and productive use of assessment, (for example); make use of formative and summative assessment to secure pupils’ progress; use relevant data to monitor progress, set targets, and plan subsequent lessons

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ASSIGNMENT 2 – TEAC1162/1163 A portfolio of evidence to illustrate your understanding of the assessment practices of mathematics in your school, their purpose and how you have used this information to inform your planning and teaching to enhance the progress of a student of your choosing. Look at assessment practices, what ones have you used? What has been more useful in establishing progress? This assignment is designed to make you aware of the many assessment techniques involved in math’s education and for you to demonstrate your understanding of monitoring practices in schools (how students’ progress is tracked, targets set and checked) and how the assessments can be used to impact upon planning and teaching to ensure all your learners make progress. Select a non-SEN student that you teach from year 7, 8, 9 or 10.

What is expected?

1. An analysis of the types of assessment practices there are (500-600 words). Consider the following questions: How can assessment be defined? To what extent do these assessment techniques represent the actual (absolute) understanding, knowledge and skills of a student? To what extent is assessment driving what is taught? How are the assessment challenges for math’s unique to math’s? To what extent are these assessment challenges universal across all subjects? What drives assessment, and what processes and people are involved in assessment? What physical evidence of assessment can be provided? What evidence of assessment can be inferred? What is deemed ‘good assessment practice’ and why?

2. A description of the student and a summary overview of their assessment and monitoring records, from both summative and formative assessments. You can include any records from any sources that you consider relevant, but the emphasis should be on attainment in math’s. Why have you chosen this student? (200-300 words) You MUST ensure confidentiality, no school, pupil or teacher names.

3. An analysis of recent work in math’s. Choose a range of recent assessment evidence and analyse it in detail, providing a written account of what this evidence shows about the student’s current attainment and how you have arrived at your judgement. You must clearly show the evidence for any judgements you make (also include copies of the student’s work in the appendix) (650-800 words)

4. Suggestions for a way forward.

Consider the evidence of current performance from your analysis and suggest strategies that could be adopted by teachers to ensure progress in meeting any needs that you have identified and any advice that should be given to adults who help the student. Make these points specific, referring to the evidence cited elsewhere. (650-800 words)

You must support your suggestions with research evidence.

Teaching Standards What are the standards addressed in this assignment?

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Help with writing a critique:

Please be aware that all assignments will require you to link theory and practice that is, drawing upon your

own classroom experience as well as linking to relevant literature. You must also develop a critical

approach all through your essay, see guide below:

Make comparisons between different approaches drawing upon literature you presented and make

relevant conclusions based on what you think e.g. from your practice. You may also include

evidence from your lesson.

Weigh up alternatives if possible and make your own views known and link this to relevant

literature to strengthen your argument.

Apply your own judgements

Make links between areas of knowledge- how does it relate to literature?

Analyse why something did not work

Evaluate/argue/contests- link this to relevant literature. Draw evidence from your practice and

compare views from different authors.

Be ready to critique whatever you read. Do not always assume they are right even when you have

tried it, there may be different approach to it.

Level 6 grade descriptors Assessment choices: critiquing the teaching of a topic and a portfolio evidence to demonstrate progress of students (see module guide) Level 6 Maths PGCE

Criteria for assessment

Exceptional Excellent Very Good Good Satisfactory Fail

Assessment Domain 1: Content, Knowledge and Understanding

Systematic understanding of key aspects of the focused area including acquisition of coherent and detailed knowledge. An exceptionally strong and consistent evidence of critical evaluation of materials covered, and an exceptional understanding of the way key concepts presented relate to one another.

Excellent evidence of critical evaluation of materials covered, and an excellent understanding of the way key concepts presented relate to one another. Demonstrate excellent critical understanding of the chosen topic. Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline)

Very good evidence of critical evaluation of materials covered, and a very good understanding of the way key concepts presented relate to one another, with some omissions. Demonstrate very good critical understanding of the chosen topic.

Provides some good evidence of critical evaluation of materials covered, and a good understanding of the way concepts presented relate to one another, with several omissions. Demonstrates a fairly good critical understanding of the chosen topic

Demonstrates a satisfactory level of understanding. There is some evidence of evaluation of materials covered, although this is more descriptive. Satisfactory understanding of the way concepts presented are related with clear omissions Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors.

Shows little or no evidence of evaluation Lacks any evidence of understanding of the topic. The work is descriptive rather than analytical and does not demonstrate understanding of the way concepts presented relate to one another. There is no evidence of critical analysis needed at level 6.

Assessment Domain 2: Range and Relevance of Research Informed Evidence

An extensively wide range of current and appropriate literature is presented to support strong arguments and different perspectives, and an exceptional commentary and advanced scholarship. An exceptional ability to deploy established techniques of analysis and enquiry when researching the focused area.

An extensive range of current and appropriate literature is presented to support strong arguments and different perspectives, and an excellent commentary and strong scholarship. An excellent ability to deploy established techniques of analysis and enquiry when researching

A very good range of appropriate literature is used. Views are discussed and arguments presented with reference to this literature, and there is evidence of very good deployment of established techniques of analysis and enquiry. There is also evidence of very good commentary on aspects of current research and

Some good relevant reading is evident and demonstrates good understanding of the issues. There is evidence of some use of established techniques of analysis and enquiry. There is also some evidence of good commentary on aspects of current research and scholarship in the focused area

Satisfactory reference is made to background reading, but it is limited in nature and draws on a restricted number of authors. There is some limited evidence of techniques of enquiry. There is some evidence that the literature has helped to inform thinking and satisfactory evidence of use of some techniques of analysis when researching into the

There is a failure to engage with enough relevant literature and, where background reading is referred to there is little evidence that it has been understood. There is no understanding of the techniques needed for analysis or enquiry into the research area. Need to read much more widely and improve understanding in focused area and the

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the focused area. scholarship in the focused area

focused area. research that supports it.

Assessment Domain 3: Cognitive/ Intellectual Skills

An exceptional ability to devise and sustain arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). An exceptional understanding of both the limits and the gaps in the knowledge available around the focused area. Very strong hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field.

An excellent ability to devise and sustain arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). An excellent understanding of both the limits and the gaps in the knowledge available around the focused area. Very strong hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field

Demonstrates a very good ability to devise and sustain a clear argument. Very good understanding of some of the limits in the knowledge available around the focused area. Very good hypothesis presented and justified approaches to exploring this. In places very good in critically evaluating much of the research undertaken.

Demonstrates a good ability to devise and present a clear argument using understanding of knowledge gained around the focused area. Presents evidence of a clear hypothesis and at times justify approaches to exploring this. There is some good evidence of critical commentary in places on aspects of current research and scholarship, although it can be descriptive in places.

A satisfactory ability to present some elements of an argument using understanding of the knowledge gained around the researched area. Presents some evidence of a hypothesis and some exploration of this. There is satisfactory evidence of some critical commentary in places on aspects research, although it is too descriptive.

Little or no argument is provided to demonstrate understanding of knowledge available around the research area. Presents no real hypothesis and explored very little or no literature around this. There is very little (if any) critical commentary presented and research is descriptive rather than evaluated. Does not demonstrate level 6 criticality.

Assessment Domain 4: Communication, Organisation and Presentation

This assessment is exceptionally well structured and organised. The written English is of an extremely high standard and observes all academic conventions in style and content. The assessment flows exceptionally well which makes

Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic conventions in style and content. Excellent flow of assessment and frames appropriate

A very good structure with clear presentation and organisation of ideas. The work observes almost all academic conventions in style, content and is presented well, mostly using Standard English throughout. The majority of this work uses a style which flows well.

A good structure for the most part. The work observes many academic conventions in style and content and is mostly presented in Standard English, with some errors and omissions. Some sentence structure also needs revision, and this can affect the flow of work in places.

The structure is satisfactory overall but does need improvement. Many errors appear in the use of Standard English (possibly due to poor proof reading). The work does not flow well in several places and this affects clarity.

Little or no structure and the work is hampered by a significant number of errors in Standard English. It lacks academic style and does not flow well. Further proofreading clearly needed and additional support for academic writing.

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judgement and frames appropriate questions and identifies a range of solutions to a problem

questions to achieve a solution.

The student should refer themselves to study skills services for additional support in their writing.

Assessment Domain 5: Referencing, sourcing, acknowledging and coverage

Sources used are, without exception, acknowledged in the text and the reference list, using correct citation including online sources. Follows an exceptionally strongly professional approach to academic practice. All sources are primary sources

Sources used are all acknowledged in the text and the reference list, using correct citation including online sources. Follows an excellent, professional approach to academic practice. All sources are primary sources

Sources used are almost all acknowledged in the text and the reference list, mostly using correct citation including most online sources. A very good approach to academic practice. All sources are primary sources

Literature is not always correctly referenced within the text and/or reference list. Almost all sources are primary sources but there are some secondary sources

The assignment includes citations within the main body and has a reference list. However, this referencing is often inaccurate and/or there are some omissions. Reading list is short and limited and several secondary sources

The reference list has many errors in its layout or lacks a reference list. Many references in the main text are incomplete or incorrect and may be missing from the reference lists. Referencing system within the assignment (i.e. Harvard) has not been followed and you need further support with this.

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Level 7 grade descriptors

Assessment choices: critiquing the teaching of a topic and a portfolio evidence to demonstrate progress of students (see module guide) Level 7 Maths PGCE

Criteria for assessment

Exceptional Excellent Very Good Good Satisfactory Fail

Assessment Domain 1: Content, Knowledge and Understanding

Sophisticated and comprehensive knowledge of the subject area. Systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice. Ability in the appropriate use of the relevant literature, theory, methodologies, practices or tools to analyse and synthesise at Masters’ level.

An excellent comprehensive knowledge of the subject area. Systematic understanding of key aspects of the focused area, including acquisition of coherent and detailed knowledge. An excellent strong and consistent evidence of critical evaluation of materials covered, and excellent understanding of the relationship between theory and practice. Demonstrates excellent critical understanding at Masters’ level.

Very good evidence of critical evaluation of materials covered, and very good understanding of the relationship between theory and practice. Clear evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments, with few omissions. Demonstrates a very good critical understanding at Masters’ level

Good evidence of critical evaluation of materials covered, and a good understanding of the relationship between theory and practice. Clear evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments, with several omissions. Demonstrates a fairly good critical understanding at Masters’ level.

Demonstrates a satisfactory level of understanding of key concepts. There is some evidence of evaluation of materials covered, although this is more descriptive.

Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors.

Satisfactory evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments

Lacks any evidence of understanding of the topic. There is no evidence of critical analysis needed at level 7. Shows little evidence of evaluation. The work is descriptive rather than analytical and does not demonstrate understanding of the relationship between theory and practice. Lacks evidence of teaching, observations and research undertaken in the classroom or applied to practice nor used to substantiate arguments

Assessment Domain 2: Range and Relevance of Research Informed Evidence

Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline, as well as to evaluate methodologies and develop critiques of them. Originality in the

A comprehensive range of current and appropriate literature is presented to support strong arguments and different perspectives, and an excellent commentary and strong scholarship. An excellent ability to deploy established

A very good range of current and appropriate literature is presented to support strong arguments and different perspectives, and very good commentary on aspects of current research and scholarship in the

Good range of current and relevant literature is evident and demonstrates good understanding of the issues. There is also some evidence of good commentary on aspects of current research and scholarship in the

Satisfactory reference is made to background reading, but it is limited in nature and draws on a restricted number of authors. There is some limited evidence of techniques of enquiry. There is some evidence that the literature has helped to inform thinking, and

There is a failure to engage with enough relevant literature and, where background reading is referred to there is little evidence that it has been understood. There is no real understanding of the techniques needed for analysis or enquiry into the research area.

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application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. Exceptional level of criticality

techniques of analysis and enquiry when researching the focused area. Original analysis of key approaches and theories shows creativity in the application of knowledge and learning. Excellent level of criticality

focused area A very good ability to deploy established techniques of analysis and enquiry. Rigorous analysis of key approaches and theories shows creativity in the application of knowledge and learning.

Very good level of criticality

focused area. There is evidence of some use of established techniques of analysis and enquiry. Sound analysis of key approaches and theories shows creativity in the application of learning and knowledge. Good level of criticality

satisfactory evidence of use of some techniques of analysis when researching into the focused area, with omissions. Understanding of the key approaches and theories, shows creativity in the application of knowledge and learning, with omissions.

Need to read much more widely and improve understanding. Need to spend time researching and engaging with module materials to develop an understanding of the focused area and the research that supports it.

Assessment Domain 3: Cognitive/ Intellectual Skills

Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; where appropriate. Draw upon critical evaluation of current knowledge in the field to propose new hypotheses- originality and contribution to the field

Demonstrates critical analysis and synthesis of complex ideas and communicate their conclusions clearly to specialist and non-specialist audiences; where appropriate. Excellent hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field and contribute to knowledge.

Dealing creatively with ideas/issues is very good. Very good hypothesis presented and justified approaches to exploring this. In places very good in critically evaluating much of the research undertaken.

Dealing creatively with ideas/issues is good. Presents evidence of a clear hypothesis and at times justify approaches to exploring this. There is some good evidence of critical commentary in places on aspects of current research and scholarship, although it can be descriptive in places.

Dealing creatively with ideas/issues is satisfactory. Presents some evidence of a hypothesis and some exploration of this. There is satisfactory evidence of some critical commentary in places on aspects of the research, although it is too descriptive.

Shows little or no understanding of creativity in the application of knowledge and learning. Inadequate awareness of how to deal with ideas/issues creatively.

Presents no real hypothesis and explored very little literature around this. There is very little, or no critical commentary presented and research is descriptive rather than evaluated.

Assessment Domain 4: Communication, Organisation and Presentation

This assessment is exceptionally well structured and organised. Assured and highly articulate writing, observes all academic conventions in style and

Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic

A very good structure with clear presentation and organisation of ideas. The work observes all academic conventions in style, content and is

A good structure for the most part. The work observes many academic conventions in style and content and is mostly presented in

The structure is satisfactory overall but does need improvement. Many errors appear in the use of Standard English (possibly due to

Little or no structure and the work is hampered by errors in Standard English. It lacks academic style and does not flow well. Further proofreading

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content. The assessment flows exceptionally well which makes judgement and frames appropriate questions and identifies a range of solutions to a problem Scholarly style work which could provide the basis for future publication.

conventions in style and content. Excellent flow of assessment and frames appropriate questions to achieve a solution.

presented well, mostly using Standard English throughout. Most of the work uses a style which flows well. Frames appropriate question with solution.

Standard English, with some errors and omissions. Some sentence structure also needs revision, and this can affect the flow in places.

poor proof reading). The work does not flow well in several places and this affects clarity.

clearly needed and additional support for academic writing.

Incoherent writing style. The student should refer themselves to study skills services for additional support in their writing.

Assessment Domain 5: Referencing, sourcing, acknowledging and coverage

Comprehensive range of evidence used, acknowledged in the text and the reference list, using correct citation including online sources. Follows an exceptionally strongly professional approach to academic practice. outstanding in its breadth and depth and all sources are primary sources.

Sources used are all acknowledged in the text and the reference list, using correct citation including online sources. Follows an excellent, professional approach to academic practice. All sources are primary sources

Sources used are almost all acknowledged in the text and the reference list, mostly using correct citation including most online sources. A very good approach to academic practice. All sources are primary sources

Literature is not always correctly referenced within the text and/or reference list. Almost all sources are primary sources but there are some secondary sources

The assignment includes citations within the main body and has a reference list. However, this referencing is often inaccurate and/or there are several omissions. Reading list is short and limited and several secondary sources

The reference list has many errors in its layout. Many references in the main text are incomplete or incorrect and may be missing from the reference lists. Referencing system within the assignment (i.e. Harvard) has not been followed You need further support with this.

7. Reading Lists Author Title Publisher ISBN

Johnson-Wilder S, Johnson-Wilder P, Pimm D and Westwell J (Eds)

Learning to Teach Mathematics in Secondary School 4th Edition

Taylor & Francis 1138943902

Hodgen J & D Wiliam

Mathematics inside the black box

NFER Nelson 0708716878

Chambers P & Timlin R

Teaching Mathematics: Developing as a Reflective Secondary Teacher 2nd Edition

SAGE 1446259016

J Boaler The Elephant in the Classroom: Helping Children Learn and Love Maths

Souvenir 0285643185

S Johnston-Wilder & D Pimm

Teaching Secondary Mathematics with ICT

OU Press 0335213812

S Johston-Wilder & J Mason

Developing thinking in geometry

London: Paul Chapman Publishing

01412911689

A Graham

Developing Statistics London: Paul Chapman Publishing

13978141291167

D French

Teaching and Learning Algebra

London: Continuum

0826477491

J Boaler Mathematical Mindset

Wiley 0470894520

P Dowling

The Sociology of Mathematics Education: Mathematical Myths/Pedagogic texts

Taylor & Francis 0750707923

C Barton

How I Wish I'd Taught Maths: Lessons Learned from Research, Conversations with Experts, and 12

John Catt Educational Ltd

1911382492

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Years of Mistakes

E Southall

Yes, But Why? Teaching for Understanding in Mathematics

Sage Publications Ltd

1473948969

Ian Loynd edited by Jackie Beere

The Perfect Maths Lesson

Independent Thinking Press

178135137-6

Suggested Reading List for Assignment 1

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. and Willingham, D.T

Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology.

Psychological Science in the Public Interest, 14(1), pp.4-58.

Ryan, J. & Williams, J.

Children’s Mathematics 4 - 15: Learning from Errors and Misconceptions.

Open University Press

9780335220434

Swan, M., 2001

‘Dealing with Misconceptions in Mathematics’ in Gates, P.

Issues in Mathematics teaching London: Routledge.

978-0415238656

Suggested Reading List for Assignment 2

Adie, L., & Willis, J.

Making Meaning of Assessment Policy in Australia Through Teacher Assessment Conversations. In: D. Laveault & L. Allal, eds. 2016

The Enabling Power of Assessment Volume 4, Assessment for Learning: Meeting the Challenge of Implementation.

Cham Heidelberg: Springer International Publishing. pp.35-54.

978-3-319-39211-0

Ash, D.B., & Rahm, J.

Introduction: Tools for Research in Informal Settings. In: D.B. Ash, J. Rahm & L.M. Melber, eds. 2012. Putting Theory into

Rotterdam: Sense Publishers.

978-94-6091-964-0

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Practice: Tools for Research in Informal Settings. pp.1-14

Baird, J., Andrich, D., Hopfenbeck, T. N., & Stobart, G.

Assessment and learning: Fields apart? Assessment in Education: Principles, Policy & Practice, 24, pp. 317–350.

Taylor & Francis https://www.tandfonline.com/doi/full/10.1080/0969594X.2017.1319337

Black P. & Wiliam D.

Inside the black box: raising standards through classroom assessment.

London: King’s College London

https://www.rdc.udel.edu/wp-content/uploads/2015/04/InsideBlackBox.pdf

Brown, S. and Walter, M.

The Art of Problem Posing 3rd edition

New Jersey: Lawrence Erlbaum Associates

978-0805849776

Cooper, B. & Dunne, M.

Assessing Children’s Mathematical Knowledge: Social class, sex and problem solving.

Buckingham: Open University Press

https://www.mheducation.co.uk/openup/chapters/0335203167.pdf

Dann, R. Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), pp.149-166.

Taylor & Francis https://www.tandfonline.com/doi/full/10.1080/0969594X.2014.898128

Haggarty, L. ed

Teaching mathematics in secondary schools: A Reader. (Chapter 12) Johnstone Wilder, P., Pimm, D. and Westwell, J., 2016. Learning to Teach Mathematics in the Secondary School А Companion to School Experience.

Routledge 1138943902

Lee, C. Language for Learning Mathematics: Assessment for Learning in practice.

Osborne Oracle Press

978-0335219889

https://www.tandfonline.com/doi/full/10.1080/0969594X.2017.1319337









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Wiliam, D., Lee, C., Harrison, C., & Black, P.

Teachers developing assessment for

learning: impact on student achievement. Assessment in Education, 11(1), 49-65.

Taylor & Francis https://www.tandfonline.com/doi/full/10.1080/0969594042000208994

Wiliam, D. and Leahy, S.

Embedding formative assessment: Practical techniques for F-12 classrooms

Hawker Brownlow Education

978-1941112298

Reading material to support your critical writing and reading

Mark

Wallace

and

Alison

Wray

Critical Reading

and Writing for

Postgraduates

Sage 978-1412961820

Andy

Gillett,

Angela

Hammon

d & Mary

Martala

Successful

Academic Writing Pearson

Education Ltd 978-0273721710

Wyse, D. The Good Writing

Guide for

Education

Students

Sage 978-1473975675

8. Additional Module Specific Information and Costs Travel costs associated with the module will not be paid for. i.e. travel to and from school based subject sessions, placements and field trips, such as The Maths Trail in London, that are integral to the module of study. Additional costs associated with the module, such as, mathematical equipment, scientific calculator can be bought in a local supermarket or stationers for around £10-20. The library will be able to inform you as to the cost of printing and photocopy. A mono page currently costs 5p.

9. Glossary of Terms

Pre-requisites/Co-requisites This describes the learning you are expected to have completed before starting the module or the learning (or other modules) that you should be undertaking alongside it.

Aims These define the overall educational purpose of the module

Learning Outcomes These are subject specific statements that define the learning that will be assessed during this module

Assessment Weight This refers to the proportion of the overall result for the module that is based on your performance in each of the assessment tasks

https://www.tandfonline.com/doi/full/10.1080/0969594042000208994

https://www.tandfonline.com/doi/full/10.1080/0969594042000208994

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Appendix 1

GDPR (The General Data Protection Regulation) Guidance for Trainees Familiarise yourself with the information on the Information Commissioner’s Office website (https://ico.org.uk/) and the policies and practices of your school/ setting as part of induction.

Dispose of any information that you hold where the original purpose it was intended or used for has gone or it is no longer needed. Clear emails regularly.

Treat confidential/ sensitive paperwork with the utmost care. If keeping documents, store them away securely. If disposing of documents use a shredder or confidential waste bin.

Remove non-compliant software from use, only use secure (password protected) platforms or systems for storing information. Avoid using memory sticks to store high risk data. If using memory sticks, ensure that they are encrypted.

Any GDPR data breaches may result in disciplinary action.

Data Handling Advice

THINK Before you work with or use data think:

What will I do with the data; will I be sharing it and where will it be kept? Does it need to be kept?

How will I keep it safe? Don’t leave information lying around. If away from your workspace, lock or shut down your computer and ensure hardcopy documents are not left out for others to see.

CHECK Before you use, send by email or print information of any kind be clear about:

Whether individuals who provided the data have given their consent for it to be shared;

How it will be used;

Who will be able to access it or use it;

Who it is going to and are they authorised to see it. If given in person, check the recipients ID;

Whether any information is sensitive or should not be shared.

SECURE AND SHARE

Secure data or use passwords/ encryption (inc. for portable drives and mobile devices).

Avoid keeping individual passwords in placed where others can see or get access to these.

Take extra care when dealing with information that is confidential, sensitive, or has copyright protection. If in doubt, do not share it.

Emailing documents:

Double check that email addresses are correct before sending, check any attachments/ links before pressing send;

Avoid sharing high risk or confidential information, e.g. personal data about individuals. When you receive an email with personal data, do not share it unless you have permission/ it is required for work purposes.

Where possible avoid emails documents as attachments. If unavoidable ensure confidential documents sent are password protected/ encrypted.

Never email a password in the same email/ message as the password protected document.

DISPOSE Dispose of any information that you hold:

Where the original purpose it was intended or used for has gone;

Where it is no longer needed.

This includes:

Information stored on old equipment no longer used, e.g. PC, laptop, tablet, mobile, etc.)

Paper records with sensitive information (use a shredder or confidential waste bin)

Old emails stored in your inbox.

At the end of each placement you must anonymise, delete or return any confidential information and you MUST not take away any identifiable data. At the end of the course all confidential data should be anonymised or destroyed

Be Aware

Personal Information

Always treat personal information with the utmost care. Follow the policies of your school/ setting.

Individuals can request all information held on them by an organisation for free, including any emails in which they are discussed. Always think carefully about what you write down/ email.

When uploading information to your e-portfolio (InPlace) avoid using personal information and data related to pupils.

High Risk Data

High risk/ confidential information can be in the following forms:

Printed – e.g. lists with names and/or addresses and phone numbers; purchase orders; CVs

Electronic – e.g. data/ mailing lists with names, addresses and/or phone numbers; student record information.

Phishing/ Scams

Always be suspicious of emails asking (phishing) for bank details, passwords or personal information. Reports spam to the IT helpdesk at the University of Greenwich. Always delete suspicious test, scams, etc.

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