pgce essay on assessment

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Assessment‌

Our PGCE programmes involve practical teaching requirements and formal written assignments. Assessment is continuous across all aspects of the course.

Trainees are reviewed twice in each placement school by their mentors. Trainees also gather their own evidence of learning and development as part of compiling a Professional e- Portfolio that meets the Teachers' Standards for practice and conduct by the end of the course in June.

Trainees complete 3 Masters level assignments which are marked according to the University's Masters marking policy and earn trainees 60 Masters level credits over the year. These are deliberately scheduled for submission once per term, and towards the end of each half-term break to give trainees non-teaching time for completion.

Our programmes are designed to provide trainees with useful learning activities that go beyond the standard national requirement to be allowed to teach.

In our recent Chief External Examiner report it was noted that “The academic assignments are designed so that the trainees link the theory of teaching with the practice of teaching in their lessons. They focus the trainee on the Teachers’ Standards and require them to reflect on how they have made progress in their understanding of pedagogy, and how they translate this to their classroom practice. In discussion with the trainees, they could clearly see how the assignments had supported their own professional development… The trainees I met with felt that the assignments were fit for purpose and as I read the sample agree they have been written to direct the trainee to reflect on the literature pertaining to the topic and to consider how this can be translated into their professional practice.  They are then able to reflect on how they can improve and to then set targets for their own professional development… embedding a useful skill as they progress throughout their career.”

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PGCE assignments are a struggle

I'm a primary trainee doing a SCITT with PGCE course and I just need to vent about the PGCE assignments. First one is due in on Monday and it has given me such a headache writing it, I have barely been able to rest over half term. The only input relating to it was a lecture last week so most of the course have been in the same position of writing it exclusively in half term.

They are constantly banging on about how important it is to engage in the research and this should inform our teaching but the set question is not a great one (at least 3 rolled into one - the question itself is 7 lines long) and it's not making a great case for being research-led. I have a first class English degree and have previously enjoyed academic writing but the PGCE seems like such a massive after thought on the course despite the fact it takes so much time. It's also tricky writing critically at MA level when they also want us to make a case of evidence informing practice - if I'm criticising the theory how can I then say I'll use it in the classroom? I find it hard to present work I'm not proud of but I know I'll have to accept that just submitting anything and passing will be fine.

Anyone else feel like the PGCE element of training is a waste of time? Any tips welcome please.

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How to pass your PGCE essay first time

2013, D&T Practice

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PGCE Essay - Subject Knowledge/Lesson Planning/Pedagogical Principles

Subject: New teachers

Age range: 14-16

Resource type: Other

Last updated

24 January 2019

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FOR REFERENCE ONLY!!!

Outstanding essay submitted to Buckingham University in response to the question: Design a unit of work for a topic listed in the departmental scheme of work for one of your year groups. This unit of work should not exceed more than 5-6 lessons. Explain how the topic will be taught, and justify this in terms of the nature of the subject and pedagogical principles.

Fully referenced etc Full Unit of Work included - Settlement

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