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Introduction to the formative task – session 1

Introduction to the formative task – session 1. PGCE (PT) Induction Week. Masters level work.

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Introduction to the formative task – session 1

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  1. Introduction to the formative task – session 1 PGCE (PT)Induction Week

  2. Masters level work All PGCE courses faced legislative changes which required us to identify ourselves now as either Masters level (level 7) or Graduate level (level 6) courses. In common with most PGCE courses in the UK, we have elected to combine level 6 and 7 accreditation to make available up to 80 credits at level 7. JMcC

  3. Helpful texts • Bryan, H., Carpenter, C. & Hoult, S. (2010) Learning & Teaching at M-level. London: SAGE • Judge, B., Jones, P. & McCreery, E. Critical Thinking Skills for Education Students, Exeter: Learning Matters • Sewell, K. (2008) Doing your PGCE at M-level. London: SAGE • See help notes for journal article searching posted on the LN

  4. Main academic elements • The need to demonstrate understanding of and critical engagement with theory and research; • The need to demonstrate critical reflection on practice; • The need to generate a synthesis between both theory and practice. A synthesis that shows an advanced  level of insight and independent thought supported by research.

  5. Formative task • Why are we asking you to complete a task that isn’t marked? • What is the task asking of you? • Do you have any immediate thoughts? • Which subject do you think you’ll choose? • Why is that?

  6. What difficulties might you experience? • PGCE students come from a variety of backgrounds; some may be straight from university at an undergraduate or postgraduate level, others may also have had a range of other professional experiences. The writing that they are expected to do for a PGCE assignment, however, is likely to differ significantly from any previous coursework requirements: • Most undergraduate essays require students to make extensive use of arguments from other scholars rather than to report on or analyse experience. • Few undergraduate or postgraduate courses require students to reflect on their own practice in the way that a PGCE course does. • Even having undertaken dissertation research, few will be familiar with writing in a critically reflective style suitable to meet the M Level criteria.

  7. The curriculum current state of play

  8. Choose and justify the three that you need to be a good reader Perseverance Patience Confidence Resilience Commitment Desire to learn Questioning Independent Curious Makes connections Criticality Sceptical Love of learning Acceptance of responsibility

  9. For next week… • Read through the Richards’ article and download the summaries of the two curriculum-focused reports • Re-read the formative task outline. • What is it asking you to do? • Why? • Download and bring along the EHSC guidelines

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