Professional Values and Practice in Primary Education 2 - DHB0012

Assessment 1: Portfolio (including examples)

Throughout the assessed teaching phase, trainees will develop an e-portfolio which includes lesson plans and evaluations, teaching materials and resources, examples of pupils’ work and assessment records; weekly mentor tutorial records and formal observation feedback. Mentors will observe and provide feedback and support to develop teaching practice on a weekly basis. University Tutors will undertake at least one observation during the first assessment phase and regularly monitor progress through the portfolio.

Portfolio (including examples)

Assessment 1: Portfolio

Trainees will carefully select a bundle of evidence from their e-portfolio to demonstrate progress in their professional practice, articulating how their developing knowledge, skills and understanding of inclusive practice has impacted on pupils’ learning. They will reflect on their overall progress and devise an action plan for further professional development during the final assessed teaching phase.

Portfolio

<p>This module supports your professional learning in the second assessed phase of your early years and primary school based training. The module continues to support your progress in meeting the Teachers’ Standards focusing on the development of inclusive pedagogy and practice. For assessment, you will critically evaluate how your developing skills enabled you to impact on pupils’ learning and progress.</p>

School of Education and Professional Development

<p><a href="https://library.hud.ac.uk/readinglists/DHB1220">https://library.hud.ac.uk/readinglists/DHB0012</a></p>

DHB0012 - Professional Values and Practice in Primary Education 2

Professional Values and Practice in Primary Education 2

Critically reflect on practice to enable them to identify the impact on pupils’ learning and progress

Make secure progress in their professional practice in line with expectations for this stage of the course

Critically analyse taken for granted practices

Demonstrate the ability to deal with complex issues systematically and creatively

Recognise the obligation to set high standards which inspire, motivate and challenge applies to all pupils for whom teachers have a responsibility

Synthesise a range of evidence based approaches for developing inclusive practice