Lecture notes

Pgce notes london met university

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Module
Sdq017 (PGCE)

Institution
London Metropolitan University (LMU)

Notes based on the university-led course to becoming a teacher. Information is based on the first 10 days at university, the type of content you will cover, references to relevant books to read and different assignments/homework

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Uploaded on September 24, 2023
Number of pages 7
Written in 2023/2024
Type Lecture notes
Professor(s) Rob
Contains The first 10 days

Day 1 Day 2

Glossary Teacher professionalism
● Emotional intelligence
SMSC - Spiritual Moral Social and Cultural Being able to recognise, manage and control
PoS - Programme of Study your own emotions and your students
EAL - English as an Additional Language emotions
PP - Pupil Progress
AfL - Assessment for Learning Showing self-regulation, self awareness and
SLT - Senior Leadership team motivation (e.g., showing that you care can
SEND - Special Educational Needs and help students feel engaged)
Disabilities
EHCP - Extensive Health Care Plan ● Pupil centred values
PP - Pupil Premium ● Interpersonal skills
INSET - In Service Education and Training ● Attitude
EYFS - Early Years Foundation Stage ● Professional values
KS1 - Key Stage 1 ● Be proactive in developing relationships
KS2 - Key Stage 2 ● Honesty, trust and high professional
ECT - Early Careers Teacher standards
TS - Teacher Standards ● Resilience
CCF - Core Curriculum Framework ● Being able to self-evaluate your
strengths and weaknesses
Diversity Shorts
“Critical pedagogy needs to harness the Language strategy - Diamond nine (good for
identities of diverse individuals and groups promoting discussions/rational)
and the ideas that accompany them”
(McArthur, 2010) UNCRC - Influences how you teach and how
children learn - how are your pupils be
● Need to embrace the fact that we will impacted by their rights
see unique students ● Article 29 reflects the goals of
● Adapting to the needs of the students education
● Need to make sure students feel Could link the rights to a PSHE session to
included in the environment they’re in ensure students are aware of their rights.
● Raising curiosity from students about
what we’re doing and why we’re doing School notes - Do not let a child miss their
it playtime/break or give detentions. Try to avoid
● Links to the rights of children giving time out - instead use positive praise
and proactive actions not negative and
HOMEWORK: Collect an image or an reactive.
object that reflects the answers to each
question (who am I, what are my central
values, what is important to me, what do I
love?)

, Fundamental British Values (DfE, 2014) - Provide pupils with the opportunity to
● Democracy argue and defend their points of view
● Rule of law (e.g., with regards to religion/culture)
● Individual libery (freedom for all - - Promoting exta-curricular programmes
self-nowledge, self-respect)
● Mutual respect & tolerence of those Also seen in Early years guidance - building
with different faiths/beliefs (treat others on this
like you want to be treated)
Ensure young people leave school prepared Day 3 - Education
for life in modern Britain (a britain that Learners are assessed by formative and
celebrates culture, diversity, technology, the summative assessments.
media ect)
The idea of intelligence testing is controversial
Both the parents + teacher responsbility to (e.g., IQ tests/Bell curve ideology)
work together to promote this effectively.
Is it better to replace intelligence with ability?
Promotes safety, feeling of value and a sense - Good predictor of potential BUT it is
of freedom. just a baseline.

Challenges to this: Growth Mindset vs fixed mindset
● Those form disadvantaged groups - A misunderstood concept in education
might not feel safe and secure. and was used to divide students in the
● Not all children feel that they are free to classroom.
express themselves - It was supposed to encourage teachers
● The idea of ‘tolerence’ could be to promote growth mindset in their
interpreted in a negative way class and forget the idea of a fixed
● The concept of ‘britishness’ is the same mindset.
universally. Should be universal values, - Link to UNCRC article 29
it is just about being good people.
Multiple intelligence (Gardner, 1983)
Prevent Duty 2011 - said these changes to - A neuromyth, alongside VAK learning
the british values was designed to promote styles, left/right brained thinking or 10%
welfare, improve safeguarding, spiritual, brain usage
moral, social and cultural development to - These ideas are just theories but they
strengthen barriers to extremism. prompt us to question simple labels
- A response to radicalisation to prevent (e.g., our language and its effect on
it happening their self-esteem/self-worth), promot
eus to believe in pupil’s capacity and
READ ABOUT THE TROJAN HORSE consider pupil’s starting point (not
AFFAIR IN BIRMINGHAM assuming what they know/have been
exposed to ect).
BVs - Needs to be embedded in the
curriculum to show clear strategy of
implementation.
- Pupils need to be given a voice

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