Demonstrating Practice Based Skills 2 - DIT0001

Assessment 1: Portfolio (including examples)

Apprentices will submit an in-progress version of their e-portfolio for review by a module tutor.

Portfolio (including examples)

Assessment 2: Oral presentation/assessment

To further support the development of the e-portfolio, apprentices will undertake a professional discussion with a module tutor, and agree formal targets to be addressed before the completed e-portfolio is submitted.

Professional Practice Discussion

Assessment 1: Portfolio

The e-portfolio submitted for summative assessment will include activity/lesson plans, observation reports, and samples of mathematical problems, to evidence the development of subject knowledge and teaching practice. Apprentices will also include a written account of their e-portfolio’s contents, and reflect upon the professional development it represents.

Portfolio

<p>This module supports your professional learning in the second assessed phase of your school-based training. In this module you will continue to develop the theoretical knowledge and practical application of mathematics with reference to the Teachers’ Standards. You will be required to critically reflect on your own teaching practice and professional development by connecting your experiences within the programme to your classroom practice. You will engage critically with literature relating to the field of mathematics education and will be expected to identify professional learning opportunities that arise from your second placement experience and will reflect upon the impact that your developing skills have on pupils’ learning and progress.</p>

School of Education and Professional Development

<p><a href="https://library.hud.ac.uk/readinglists/DIT0001">https://library.hud.ac.uk/readinglists/DIT0001</a></p>

Initial Teacher Education Schools

DIT0001 - Demonstrating Practice Based Skills 2

Demonstrating Practice Based Skills 2

Negotiate complex challenges in the secondary mathematics classroom, including the embedding of literacy development, both mathematical and general, throughout the curriculum.

Be able to use digital tools to support teaching, learning and assessment in mathematics education.

Be able to evidence progress in line with expectations for this stage of the course and teachers’ statutory and professional responsibilities. 

Identify more advanced targets for professional learning and development.

Critically analyse evidence-based approaches to the teaching and learning of mathematics. 

Be able to communicate effectively with a range of professionals in the workplace. 

Be able to critically reflect on school-based practice and own subject-specific teaching knowledge identifying where progress can be made. 

Critically evaluate the factors that contribute to high quality mathematics education in the secondary sector.