PGCE Information Technology
Subject Knowledge Portfolio
2006-2007
Contents
The Subject Knowledge Portfolio...... 1
Standards forITT...... 2
Subject knowledge at the start of the course...... 3
Activities to improve the areas of subject knowledge...... 5
Experiences that enabled you to improve your subject knowledge...... 7
For Key Stage 3...... 9
For Key Stage 4 and Post-16...... 11
Effective use of ICT and cross-curricular use of ICT...... 13
Use of ICT to support your professional role...... 13
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PGCE ICT Subject Knowledge Portfolio
No one comes onto a PGCE ICT course having covered all the areas necessary for the school curriculum, so it is vital that you make the most of the opportunities in school and university to extend and consolidate your experience. Few people, for example, have much experience of control and measurement and a computer science degree may mean you have done little business needs (systems) analysis.
This booklet lists the required standards in subject knowledge and gives you the opportunity to identify your own subject knowledge strengths and weaknesses as they relate to the national curricula and to your experience in school/college and elsewhere.
You will be encouraged to set personal targets and to record evidence of your progress in developing “a secure knowledge and understanding of the concepts and skills”, required to teach information technology successfully. These skills are set out in Qualifying to Teach, Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. (TTA 2002, publication number TPU 0803/02-02)
Tutors, mentors and colleagues need to be aware of your skills and needs if they are to offer you appropriate support in your development as a teacher. You can use this portfolio to help you to raise points for discussion/action and to record the views expressed by others.
This booklet is intended to help you to begin to construct your portfolio (which also forms part of Assignment 4) and you must, in each section, record how your skills are used and your needs met – in university sessions, mentor sessions in school, feedback on lessons, peer group support etc.
Identify clearly how your competences are developing.
Standards for ITT
S2: Knowledge and understanding
Those awarded Qualified Teacher Status must demonstrate all of the following:
S2.1 They have a secure knowledge and understanding of the subject(s)[1] they are trained to teach. For those qualifying to teach secondary pupils this knowledge and understanding should be at a standard equivalent to degree level. In relation to specific phases, this includes:
- For the Foundation Stage, they know and understand the aims, principles, six areas of learning and early learning goals described in the QCA/DfEE Curriculum Guidance for the Foundation Stage and, for Reception children, the frameworks, methods and expectations set out in the National Numeracy and Literacy Strategies.
- For Key Stage 1 and/or 2, they know and understand the curriculum for each of the National Curriculum core subjects, and the frameworks, methods and expectations set out in the National Literacy and Numeracy Strategies. They have sufficient understanding of a range of work across the following subjects:
–history or geography
–physical education
–ICT
–art and design or design and technology
–performing arts, and
–religious education
to be able to teach them in the age range for which they are trained, with advice from an experienced colleague where necessary.
- For Key Stage 3, they know and understand the relevant National Curriculum Programme(s) of Study, and for those qualifying to teach one or more of the core subjects, the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 know and understand the cross-curricular expectations of the National Curriculum and are familiar with the guidance set out in the National Strategy for Key Stage 3.
S2.2 They know and understand the values, aims and purposes and the general teaching requirements set out in the National Curriculum Handbook. As relevant to the age range they are trained to teach, they are familiar with the Programme of Study for citizenship and the National Curriculum Framework for personal, social and health education[2].
S2.3They are aware of expectations, typical curricula and teaching arrangements in the Key Stages or phases before and after the ones they are trained to teach.
S2.4They understand how pupils’ learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development.
S2.5They know how to use ICT effectively, both to teach their subject and to support their wider professional role.
S2.6They understand their responsibilities under the SEN Code of Practice, and know how to seek advice from specialists on less common types of special educational needs.
S2.7They know a range of strategies to promote good behaviour and establish a purposeful learning environment.
S2.8They have passed the Qualified Teacher Status skills tests in numeracy, literacy and ICT.
S2.1 / In what areas do you have a secure knowledge and understanding of the subject you are training to teach. This should be “at a standard equivalent to degree level” to enable you to teach it confidently and accurately at KS3 and KS4 and post-16.Use this page to clarify the state of your subject knowledge
at the start of the course.
How does this relate to your degree and/or work experience?
What help can you offer to your peers?
In what areas are you likely to need support? (weaknesses)
What steps are you taking to ensure you develop these areas?
S2.1 / In what areas do you have a secure knowledge and understanding of the subject you are training to teach. This should be “at a standard equivalent to degree level” to enable you to teach it confidently and accurately at KS3 and KS4 and post-16.
Use this page to record how, where and when you undertook activities to improve the areas of subject knowledge listed as ‘needing support’ on the previous page and where you provided help to others with areas you identified as strengths
Knowledge area / Action taken / Place / DateS2.1 / In what areas do you have a secure knowledge and understanding of the subject you are training to teach. This should be: -- “at a standard equivalent to degree level” to enable you to teach it confidently and accurately at KS3 and KS4 and post-16.
Use this page to record the teaching experiences that enabled you to make use of your improved subject knowledge.
You should include relevant situational details (such as class, size, ability, mentor, class teacher etc if teaching) as well as describing the activity itself.
Knowledge area / Teaching whom ... what / Place / DateKnowledge area / Teaching whom ... what / Place / Date
S2.1c / For Key Stage 3, they know and understand the relevant National Curriculum Programme(s) of Study, and for those qualifying to teach one or more of the core subjects, the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 know and understand the cross-curricular expectations of the National Curriculum and are familiar with the guidance set out in the National Strategy for Key Stage 3.
S2.2 / They are aware of expectations, typical curricula and teaching arrangements in the Key Stages or phases before and after the ones they are trained to teach
Record here the areas of the National Curriculum / National Strategy covered with the classes / groups you teach. Link the topics / subject matter / approach used to specific statements within the NC and/or the programme of study.
Comment on the way in which the National Strategy for KS3 is implemented in your school
Note in particular issues of continuity and progression from KS2 that arise at the start of KS3. Are there similar problems between KS3 and KS4?
How did your subject knowledge enable you to respond to the needs of the pupils; how easy was it to ‘get the level right’. You may wish to record situational details such as class size, ability, topic, syllabus, methods of assessment etc.
Class / Year / Topic & Unit # / Levels / CommentS2.1.d / For Key Stage 4 and post-16, they are aware of the pathways for progression through the 14-19 phase in school, college and work-based settings. They are familiar with the Key Skills as specified by QCA and the National Qualifications Framework, and they know the progression within and from their own subject and the range of qualifications to which their subject contributes. They understand how courses are combined in students’ curricula.
S2.2 / They are aware of expectations, typical curricula and teaching arrangements in the Key Stages or phases before and after the ones they are trained to teach
Record here the areas of the specifications covered with the classes / groups you teach. Link the topics / subject matter / approach used to specific statements within the specifications and the NC. In particular note how you assessed pupil progress within the topic and their attainment at the end.
Were there areas where your subject knowledge was ‘tested’ by the needs of the pupils? Was it easier/harder to get the level right with older pupils? Were you able to anticipate the parts the pupils found difficult? You may wish to record situational details such as class size, ability, topic, syllabus, methods of assessment etc.
How do the problems of continuity and progression between KS3 and KS4 or KS4 and post-16compare to those between KS2 and KS3?
Class / Year / Board/Qualification & Topic / CommentS2.5 / They know how to use ICT effectively, both to teach their subject and to support their wider professional role
Record here instances where the pupils did not use computers for all or part of a lesson. Why was this more appropriate than using them? What were the pupil reactions?
What evidence of cross-curricular ICT did you see? Record those you were involved in. How did this experience relate to your developing subject knowledge and application?
Describe your use of ICT to support your professional role (as opposed to teaching ICT).
Class / group / Describe where/when the pupils did not use computers for all or part of a lesson and why you chose to do thisClass / group / Describe and comment on some instances of the cross curricular use of ICT you have observed in each placement.
Class / group / Describe your use of ICT to support your professional role
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[1] The Foundation Stage is organised into six areas of learning rather than into subjects. Throughout this document, references to ‘subjects’ include these areas of learning.
[2] For those qualifying to teach in Key Stage 1 and/or 2 this includes citizenship.