06612 / Unit name: / Preparing to teach in the lifelong learning sector
Levels 3 and 4
Suggested learning hours / 60 / Guided learning hours: / 30 / Self-directed study: / 30
Notes for guidance
This scheme of work is activity based rather than target based.
The sequence for teaching the learning outcomes is down to professional judgement of the teacher and the needs of the group. The scheme of learning below has sequenced the teaching of learning outcomes and assessment criteria to ensure greater coherence and sustain student-teacher motivation.
The information in brackets refer to materials which can be used to deliver the learning experience, including direct links to specific items on the Goldust website, which are copyright free for use by Centres. Videos are also available from Goldust covering many of the areas, at the same locations as the links given below.
Note carefully: all student teachers need to be provided with the same information and learning experiences. There is no distinction between level 3 and level 4 skills and knowledge. It is the assessment tasks and outcomes that distinguish between level 3 and level 4 achievements.
Understanding and application at level 3 is demonstrated by the student-teachers ability to: identify, explain, demonstrate, define
Understanding and application at level 4and application is demonstrated by the student-teachers ability to: summarise, evaluate, analyse, justify.
FOR ALL SESSIONS:
Remember to reorganise the composition of the groups for the different activities.
Remember to adapt activities. Assignments for pre-service teachers.
Remember at the end of every session-summary and evaluation in terms of ground covered and link to assessment criteria and the learning outcome.
Learning outcomes (LOs)
1 / Understand own role, responsibilities and boundaries of role in relation to teaching.
2 / Understand appropriate teaching and learning approaches in the specialist area.
3 / Demonstrate session planning skills.
4 / Understand how to deliver inclusive sessions which motivate learners.
5 / Understand the use of different assessment methods and the need for record keeping.
LO / Assessment Criteria / Suggested teaching activities / Suggested resources / Tutor notes /
1 / Indicative content for
1.1,
1.2
1.3
1.5 / 1. Induction, enrolment, health and safety announcements. Introduction to the course and ground rules.
Introduction to the unit.
2. Activity 1. Small group work. Exploring the roles, responsibilities and boundaries.
Whole group-Feedback from group work and whole group discussion.
3. PTLLS teacher provides overview of their own role, responsibilities and boundaries with link to
the policies and procedures that shape aspects of the role.
4. Activity 2. Small group work. Revisiting the roles and responsibilities in relation to the PTLLS teachers input and the information sheet ‘The Learning Journey’.
Whole group- feedback from groups, whole group discussion.
5. Summary and evaluation in terms of ground covered and link to assessment criteria and the learning outcome.
Setting the self directed study tasks.
Link to work for the next session. / Information activity sheets and video footage of choice for example;
Activity sheets( PTA-1)- my roles
Roles, responsibilities, boundaries.
The PTLLS teacher’s role, responsibility, boundaries.
The Learning Journey http://goldust.org.uk/sessionplanning/print/The%20learning%20journey.doc / Suggestions for assessments are to be found in the ‘Guidance on Assessment’ section.
This session will contribute to the knowledge requirements of assessment criteria, 1.1, 1.2, 1.3, and 1.5 and enable the student teacher to start preparing the evidence linked to practice for these criteria.
It may be possible for the student teacher to use some of the work that they have produced during the session as evidence towards practice but it would need to be clearly identifiable as their own and not a group contribution.
1, 2, 4 / 1.4
2.1
2.3
4.1
4.3
4.4
4.5
NB This element will require 3 taught sessions. / 1. 1Introduction and overview. Presentation with Q&A
2. Small group work . Task 1. Who are your learners? Plenary and summary- whole group (a good start to understanding issues or differentiation, individualised or personalised learning)
3. Task 2. Small group work. Responding to learners needs.
4. Plenary and summary-whole group.
5. Introducing the topic of planning for the first observed teaching practice. Whole group work.
6. Task 3. Small group work. Managing Groups.
Small group or paired work. Student-teachers use audit sheets/ check lists to consider activities, room layout etc.
7. Whole group work. Feedback, discussion, checklist of top tips for managing groups (own or from the group or both)
8. The planning process and introduction to planning for variety. Whole group.
19. Task 4 Small group work. Planning for variety. Small group or paired work. Student-teachers use audit sheets/ check lists to consider activities, room layout etc.
10. Feedback and whole group discussion
11 Task 5 Reflecting on practice-small group work. Small group work
12. Feedback and whole group discussion
13.Summary, evaluation link to following session / Information activity sheets and video footage of choice for example;
Presentation
Activities based on or using the following
Task 1
Who are your learners http://goldust.org.uk/sessionplanning/print/Activities%20with%20supporting%20video%20footage/who%20are%20your%20learners.doc
Task 2
Responding to learners needs http://goldust.org.uk/sessionplanning/print/Activities%20with%20supporting%20video%20footage/responding%20to%20learners'%20needs.doc
Task 3. Managing groups http://goldust.org.uk/sessionplanning/print/Activities%20with%20supporting%20video%20footage/managing%20groups.doc
Task 4. The planning process diagram http://goldust.org.uk/sessionplanning/print/Diagrammatic%20overview%20of%20the%20planning%20process.doc)
Planning for Variety - there are video clips and information sheets on this topic at
http://www.goldust.org.uk/sessionplanning/print/activities/planning%20for%20variety-auditing%20my%20current%20practice.pdf
http://www.goldust.org.uk/sessionplanning/planning.html
Task 5 reflective practice
http://www.goldust.org.uk/reflectivepractice/reflective.html
Information sheets on planning for the first observed teaching session or micro-teach. / This session will contribute to the knowledge requirements of assessment criteria,1.4, 4.1, 4.3, 4.4, 4.5, 2.1, 2.3, and enable the student teacher to start preparing the evidence linked to practice for these criteria. It may be possible for the student teacher to use some of the work that they have produced during the session as evidence, for 1.4, for example, towards practice but it would need to be clearly identifiable as their own and not a group contribution.
3 / 3.1
3.2 / 1. Introduction and overview. Detail of the observed teaching process.
2. Task 1. Aims and Objectives. Small group work.
3. Feedback and discussion. Whole group.
4. Task 2. Creating a session plan. Small group work.
5. Feedback and discussion. Whole group.
6. Summary, evaluation link to following session / Information activity sheets and video footage of choice for example;
Detail of requirements, schedule etc for first observed teaching practice.
Task 1. Aims and objectives. http://goldust.org.uk/sessionplanning/print/Activities%20with%20supporting%20video%20footage/aims%20and%20objectives.doc
Task 2. Creating a session plan http://goldust.org.uk/sessionplanning/print/Activities%20with%20supporting%20video%20footage/creating%20a%20session%20plan.doc
Teaching theory-checklist for teachers http://goldust.org.uk/sessionplanning/print/Planning%20to%20teach%20theory/checkilist%20for%20teachers%20and%2
Teaching theory- learner entitlement http://goldust.org.uk/sessionplanning/print/Planning%20to%20teach%20theory/teaching%20theory%20-learners'%20enritlement%201.doc
Linking theory to work placement practice- teacher checklist http://goldust.org.uk/sessionplanning/print/Planning%20to%20teach%20theory/teaching%20theory%20-learners'%20enritlem
Linking theory to workplace practice-learner entitlement. http://goldust.org.uk/sessionplanning/print/Planning%20to%20link%20theory%20to%20workexperience/learner%20entitlement.doc
Developing schemes of work and session plans http://goldust.org.uk/sessionplanning/print/Developing%20schemes%20of%20work%20and%20session%20plans.doc / This session will contribute to the knowledge requirements of assessment criteria, 3.1,3.2, and enable the student teacher to start preparing the evidence linked to practice for these criteria. It may be possible for the student teacher to use the session plan and commentary they have produced during the session as evidence towards practice but it would need to be clearly identifiable as their own and not a group contribution.
3, 4 / 3.1,
3.2
3.3
4.2
4.4, / Micro-teaching session 1
Student-teachers should provide plans and use them appropriately to deliver a session
Student-teachers could use the self-evaluation forms to evaluate how planned session met the needs of the individual learners.
The student teacher should use the evaluation and feedback to provide an analysis of the resources that they used for the session.
Student-teachers should use a range of teaching and learning strategies designed to engage and motivate learners, they should observe appropriate policies and legal
Student teachers should communicate appropriately and effectively / Resources and facilities required by student-teachers.
Observed practice assessment forms.
Self evaluation forms.
These are available within the Centre Handbook at pages 32 and 35, respectively. / A large group may need to be split and the micro-teaching split over 2 weeks.
Part of the session therefore used to review progress on and support with building the Professional Development Portfolios/extra support tutorials.
If the group is small then one session for micro-teaching and one for support with building the Professional Development Portfolios/ extra support tutorials
This element will contribute to the knowledge requirements of assessment criteria, 3.1, 3.2, 3.3, 4.2, 4.4 and enable the student teacher to start preparing the evidence linked to practice for these criteria. It may be possible for the student teacher to use evidence such as the session plans,
5 / 5.1
5.2
5.3 / 1. Introduction and overview
2. Task 1.Learning Journey activity. Small group work.
3. Feedback and discussion. Whole Group.
4. Purposes of assessment and record keeping. Whole group
5. Task 2. Purposes of assessment. Small group work.
6. Feedback and discussion. Whole group
7. Task 3. Checking learning. Small group work
8. Feedback and discussion
9. Summary, evaluation link to following session / Information activity sheets and video footage of choice for example;
NB A range of these are available at http://goldust.org.uk
Task 1. The Learning Journey
http://goldust.org.uk/sessionplanning/print/The%20learning%20journey.doc
Task 2. Purposes of assessment activity. (PTA-13) / This session will contribute to the knowledge requirements of assessment criteria, 5.1, 5.2, 5.3, and enable the student teacher to start preparing the evidence linked to practice for these criteria. It may be possible for the student teacher to use material developed during the session as evidence towards practice but it would need to be clearly identifiable as their own and not a group contribution.
7
OCR Teaching in the Lifelong Learning Sector. This scheme of work is offered as guidance and is not intended as a definitive document.
Version 1.0