Secondary Drama (including School Direct) with QTS PGCE (Core)

1. What is assessment and what are the issues associated with it? The nature of assessment; issues in assessment of learning (e.g. bias; validity; ethics; inclusion). 2. What are the summative assessment and reporting procedures and arrangements, and what purpose do they serve? Critical examination of summative assessment and reporting arrangements. 3. What research-informed approaches to assessment are there? Assessment for Learning/Assessment to Learn – overview and critical exploration; Key Aspects of Formative Assessment for Learning and their application (e.g. effective questioning, self, and peer assessment). 4. Does effective monitoring underpin assessment procedures and how do schools develop this process in their staff? Key aspects of monitoring and recording. 5. What are the processes involved in effective feedback? Focusing on the research and critical reflection on practice. Consideration of the term ‘feed forward’. 6. Is assessment always inclusive? Discussion focusing on issues relating to SEN; EAL; gifted and talented; other vulnerable groups. 7. Can technology enhance assessment? Discussion relating to the uses of technology to enhance assessment; critical evaluation of given examples. 8. How do you assess in a given situation? Designing assessment methods and strategies for given contexts.

Elements common to all subjects and phases: 1. Module Intro: The Nature and Purpose of Education and Writing at ‘M’ Level 2. Concepts of reflective and reflexive practice 3. Teaching, learning theory and pedagogical perspectives. 4. Child Development and Learning concepts 5. Behaviour and engagement concepts 6. What is effective teaching and who is it for?

Elements common to all subjects and phases: 1. What, and who, influences the curriculum? An investigation of the socio-political and historical influences upon the curriculum in England. 2. Should a curriculum be aims or content led? A consideration of the various definitions of curriculum and the relative importance of subjects and aims. 3. What can we learn from recent reviews of the National Curriculum and an analysis of the current National Curriculum? (Primary/Secondary) 4. How does this affect Non-National Curriculum subjects? What part can schools and teachers play in curriculum and subject developments? An exploration and discussion of the current and possible future roles of teachers in curriculum and specialist subject developments. 5. What are the processes of curriculum development? A consideration of some of the theoretical models of curriculum development, and examples of application. 6. How is curriculum development and innovation undertaken? A consideration of how curriculum development is carried out in schools, and how it can be evaluated. 7. How would you approach small scale curriculum development in your school? An individual exercise in planning, negotiating, managing, resourcing, applying and evaluating a curriculum development. 8. In addition within Primary Programmes: Co-ordinating and developing the curriculum for one or more subjects. 9. In addition within Secondary Programmes: Co-ordinating and developing innovative approaches to the teaching of the specialist subject. Teachers’ Standards: Curriculum encompasses all aspects of children’s experience (Standards 1-8).