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2. Introduction to the range of teaching I have undertaken

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2. Introduction to the range of teaching I have undertaken

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I have taught in Foundation working with students with a variety of SEND, incorporating their ISPs into my planning and teaching. Within this department I delivered the following lessons: Work Prep, Community & Travel and Independent Living Skills. These were from Entry Level 1 to Level 2.

Within Mainstream I taught Childcare T-Level, level 2 and Level 3. Overall I taught Level 3 more. I also taught Health and social care Level 2.

Over the next 4 tabs please see examples of the PowerPoints I have planned and used for a range of these lessons.

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2. Range of teaching; Assessment booklets for subjects I've taught

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2. Range of teaching; Assessment booklets for subjects I've taught

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We worked through the assessments in the booklet, incorporating this with accessing the local area and facilities available, in line with student's interests and to give them confidence in accessing local environments independently.

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2. Range of teaching; Assessment booklet for ILS

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2. Range of teaching; Assessment booklet for ILS

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This booklet is worked through to gather evidence of independent living skills, such as cooking and learning about nutritional values to enable them to live healthily and independently. They also use the kitchen to practise cooking meals.

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2. Range of teaching; Scheme of work for ILS

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2. Range of teaching; Scheme of work for ILS

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I referred to this to plan lessons for ILS in Foundation

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2. Example of range of teaching; work Prep

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2. Example of range of teaching; work Prep

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Foundation, Level 1

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2. Example of range of teaching;  Health and Social care

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2. Example of range of teaching;  Health and Social care

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Level 2, Mainstream

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Foundation, Entry level 1

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2. Example of range of teaching;  Childcare and Literacy

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2. Example of range of teaching;  Childcare and Literacy

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Mainstream, Level 3

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College Unit 9 Literacy Strategies D4 4.1

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2. Example of range of teaching; Foundation - Community and Travel

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2. Example of range of teaching; Foundation - Community and Travel

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Foundation, Entry Level 3

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3. Observation report 1; HSC Pre-T Level

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3. Observation report 1; HSC Pre-T Level

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Very enjoyable lesson, at the end of the lesson students showed they retained lots of information.

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3. Mental health obs 2 hand signed by  mentor

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3. Mental health obs 2 hand signed by  mentor

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3. Obs 4 hand signed feedback - Unit 9 Play

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3. Obs 4 hand signed feedback - Unit 9 Play

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3. Observation 5 hand signed feedback (mentor)

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3. Observation 5 hand signed feedback (mentor)

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3. Observation 6 -  Foundation course leader

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3. Observation 6 -  Foundation course leader

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I am delighted with this observation, held by the department manager for foundation. I feel it is a true reflection of the planning, preparing, delivering and assessment I carry out within each lesson and the progress I have made as a student teacher.

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3.  Observation report 7 - UoB and Mentor/Teacher Ed

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3.  Observation report 7 - UoB and Mentor/Teacher Ed

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3. Observation 7 critical self-reflection; UoB & Mentor/T Ed

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3. Observation 7 critical self-reflection; UoB & Mentor/T Ed

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Reflecting on this lesson (Childcare; Socialisation) and feeling it was not one of my most successful lessons, I think the use of  more practical activities would be more motivating to get the students engaged within their learning. Something I am going to do in future when sharing video clips is before playing the video, give the students something to look for or a question I will ask them afterwards, as they appeared to find it difficult to recall some of the learning opportunities I was hoping they would see.

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Just as the students had arrived for lesson, there was a fire drill which put some strain on this lesson as students had  been interrupted and a couple came back late after they struggled with this unexpected event and needed to access the haven. The last page is on the next tab as it was locked so I could not edit it in Word.

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Observation Report Form CT 2021-22 Natasha

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8. UoB observation - Feedback page Hand signed by mentor 

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8. UoB observation - Feedback page Hand signed by mentor 

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3. UoB observation; My reflection and professional challenge input for observation 8

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3. UoB observation; My reflection and professional challenge input for observation 8

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3. Report for PCE Professional discussion report between UoB professional and Mentor following observed practice

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3. Report for PCE Professional discussion report between UoB professional and Mentor following observed practice

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4. Session plans for a minimum of ten hours of teaching; Childcare

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4. Session plans for a minimum of ten hours of teaching; Childcare

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I found the 5 minute template too brief, so I made a new template to remain clarity of lesson content, but add in more information. I have found this to take more time, but provide clearer evidence on the rationale behind what I am teaching. This is, however quite time consuming for higher level criteria. I am going to try the mind-map lesson plan approach and compare with the other two.

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4, L3 Childcare Philosiphical approaches ; Te-Whariki matching activity

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4, L3 Childcare Philosiphical approaches ; Te-Whariki matching activity

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This activity proved a really good way of assessing students understanding of different concepts by cutting out the boxes and asking students to match one blue to one green. Students enjoyed this practical activity, which got them thinking and discussing with peers about prior learning. They engaged very well and I would consider using it again as a starter or plenary activity, or just to gage an understanding of student knowledge on a new topic.

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Unit 5 Play 30th Jan Te Whariki activity

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4. Session plan; Childcare L3 (Higher criteria)

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4. Session plan; Childcare L3 (Higher criteria)

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4. Session plan; Health and Social Care Pre-T Level

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4. Session plan; Health and Social Care Pre-T Level

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Lesson Plan Template - 5 minutes plan (2)

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4. Session plan; Foundation, Community & Travel

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4. Session plan; Foundation, Community & Travel

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As all students in this group have a form of SEND, ISPs are available for all students and implemented in every lesson, so this only alters the planning where different coloured paper is required.

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4. Session plan; Pre-T Health & Social Care

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4. Session plan; Pre-T Health & Social Care

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Lesson Plan Template - 5 minutes plan (2)

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After delivering unit 6 for Health and Social care Pre-T level Diversity and Equality, I was assigned the challenge by my Mentor to make a summative assessment as I saw fit, based on the learning content I had delivered. This was used towards the students' overall grades in line with CACHE. I had good feedback from the students; they found this was not as stressful as previous tests and understood what was expected of them. I had some constructive feedback to add specific numbers of examples, which on reflection would have worked better and I will keep in mind in future.

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I thought it would be useful to share how I sometimes use the SoW to set a basis for my lesson plan. I find it easier to refer back to and good to write notes on for staff who will be covering my lessons.

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4. Overview approach plan for Community & Travel, in line with SoW on previous tab

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4. Overview approach plan for Community & Travel, in line with SoW on previous tab

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I really liked this approach to planning. It considers so many relative points required, is quick and simple to follow and reflects well on previous learning as well as linking to future learning. I will always add SEND, British values and English/MATH as required per individual classes.

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5. Analysis of session planning documents

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5. Analysis of session planning documents

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The examples of the planning templates mentioned in this document are available within this Padlet under tabs 4; Session planning

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5. Brief analysis of session planning documents

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Example of my preferred planning document using the overview approach.

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6. Edited excerpts of a reflective professional journal

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6. Edited excerpts of a reflective professional journal

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Here I have summarized my journey into teaching from the beginning, considering difficulties, changes, challenges and learning experiences.

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7. Peer observation held by NP; Art, 2022

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7. Peer observation held by NP; Art, 2022

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Here I peer assessed an art lesson where students were at different stages of their projects. Some students were still planning, whereas others were painting and making 3D models.

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Childcare L2 Literacy; Phonics

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7. Peer obs feedback on my lesson; synthetic phonics lesson C/Care L2

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7. Peer obs feedback on my lesson; synthetic phonics lesson C/Care L2

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This was held virtually as I was recovering from surgery and unfit to attend college in person.

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Peer Observations - Stolen Goods Feedback natasha p

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7. Peer obs held by NP; Teacher Ed online obs

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7. Peer obs held by NP; Teacher Ed online obs

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In this lesson, all students attended virtually as they were unable to attend in person. It was the first lesson I have seen held completely virtually, so was an interesting learning experience.

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7. Peer obs held by NP; English (Foundation)

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7. Peer obs held by NP; English (Foundation)

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8. Completed 'Passport' for attendance at Collaborative Network Events

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8. Completed 'Passport' for attendance at Collaborative Network Events

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8. Collaborative Network event assignment; Reflection on strengths and weaknesses

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8. Collaborative Network event assignment; Reflection on strengths and weaknesses

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Unfortunately I was unable to physically attend the event due to back pain, so KB set me this reflective assessment. I was fortunate enough to have peer feedback from those who attended the event.

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Collaborative Network event 3 assignment

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9. Continual Professional Development log

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9. Continual Professional Development log

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Please see training opportunities given to me during my time at Bedford college as a student and employee. I have also completed some training around early years through forums and the local authority to keep my knowledge up to date for when teaching childcare. I have also attached the certificates I have available as proof of this CPD.

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When presented with opportunities for CPD, I take them up the benefit my practice and deliver better teaching and pastoral care. Within the last 18 months this has been within further education and a primary setting.

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Bedford College Health & safety certificate

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E-Safety knowledge is vital as students are encouraged to build on their ICT skills, but in order to teach the students how to keep safe, I must take up regular training on e-safety as risks change over time as online content varies and grows. I can then make students aware of steps to take to keep safe.

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This refresher course has helped ensure I keep students safe and recognise warning signs to look out for.

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This online course gave me an understanding of the college's procedures should there be a fire, in order to keep students safe, which I have practised independently as the alarm sounded at the beginning of my lesson, so I safely escorted students offsite.

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I am passionate about ensuring all staff and students are safeguarded physically as well as emotionally. I consider those at higher risk and monitor accordingly, however always think of everyone being at risk. I know my students well and notice changes in behaviours and check in with my students to understand what is concerning them and affecting their studies/wellbeing.

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10. Supporting Learners' English and Maths skills.

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10. Supporting Learners' English and Maths skills.

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Within my lessons I look to support English, Maths, IT and British values within every lesson. This can be as starters, plenaries or throughout the lesson. This is shown in my lesson plans, but I also use opportunities that arise during lessons.
It is vital to have a good understanding of where student's development within Maths and English currently is in order to plan  how to effectively move them forward. I often use starters to support English using Anagrams, Quiz's, writing on post-it  notes/boards. I then scribe main learning content to be noted down throughout lessons or put key/new words on the board. Sometimes I will use flipped learning to challenge students to find out the meaning or spelling of a word, or to encourage use of ICT. I introduce new vocabulary and ensure it is understood, sometimes through discussion, others through videos or a PowerPoint slide with explanations and ask students for examples.
Maths is incorporated such as looking at data/statistics, within riddles.

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11. Evidence of collaboration with peers

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11. Evidence of collaboration with peers

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Throughout my course I was part of the PGCE group's WhatsApp group, where we supported each other throughout the course by answering any questions, providing tips and links, useful websites and ideas through our various experiences.

We worked together for group presentations assigned during lessons and often worked together in small groups to mind-map or list possible answers and ideas regarding subjects. This can be confirmed through last year's tutors.

I have remained in contact with some of the peers as I now go into my second year to cover my outstanding teaching practice hours. Two previous peers who are now staff members in the college have continued to liaise with me to offer support. Mainly communicating via email and phone, we have collaborated well by helping each other such as peer assessing, offering guidance, e.g. on how to make a Padlet as it is something I have not done before and I have supported a fellow peer moving on to her PTLLS by providing written feedback for her portfolio.

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12. An example of how you use/promote ICT within your teaching

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12. An example of how you use/promote ICT within your teaching

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Within my teaching I use ICT for PowerPoints, quiz's and videos I share with the class. I ask students to join the quiz' using phones or use Ipads/laptops for research and to complete work such as writing in Word, for CV's or assignment planning. I encourage students to use laptops to make posters, leaflets, PowerPoints to deliver to class and to practise using the internet, apps such as google maps and sending emails. This can be seen in the PowerPoint attached from one of my recent lessons.

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12. Second example of promoting use of ICT

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12. Second example of promoting use of ICT

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The use of ICT to access this PowerPoint Quiz for student's self-evaluation was useful and something students enjoyed doing.

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12. Third example of use of ICT; Quizlet within my lesson as starter

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12. Third example of use of ICT; Quizlet within my lesson as starter

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I discovered Quizlet through joining my mentor for one of her childcare lessons, which I thought I would try in one of my lessons. it is a good tool for students to make theor own revision cards, teachers to assess through 'test' mode or 'matching' activity, which is what we did to match the definition to correct philosopher recapping on previous learning. Students engaged very well.

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13. Your completed PDS showing self-assessment and target setting with tutors and mentors

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13. Your completed PDS showing self-assessment and target setting with tutors and mentors

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My target setting began late as I did not have a placement for the first term, then spent additional time shadowing. My mentor and I tried to agree on small steps to achieve as quickly but thoroughly as possible throughout the course. The change of mentor was from Sept 2022 as my previous mentor moved workplace, but I had mitigating circumstances for my 100 hours placement due to awaiting surgery.

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13. PDS; Considering theoretical approaches prior to planning

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13. PDS; Considering theoretical approaches prior to planning

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13. PDS; Considering theoretical approaches prior to planning

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13. PDS; Considering theoretical approaches prior to planning

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My fist mentor was in place until June 2022, then another mentor/advanced practitioner took his place as he left the college

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13. Completed PDS; Development goals set with mentor

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13. Completed PDS; Development goals set with mentor

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13. Completed PDS; Development goals set with mentor

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13. Completed PDS; Development goals set with mentor

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13. Completed PDS; Goals set with mentor

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13. Completed PDS; Goals set with mentor

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13. Completed PDS; Development goals set with mentor & tutor

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13. Completed PDS; Development goals set with mentor & tutor

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13. Completed PDS; Goals set with mentor & tutor following UoB observation

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13. Completed PDS; Goals set with mentor & tutor following UoB observation

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13. Completed PDS Self- assessment against professional standards - on entry

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13. Completed PDS Self- assessment against professional standards - on entry

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This checklist helped me identify where to focus on developing my abilities and gaining new skills.

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13. Completed PDS; Professional standards checklist continued.

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13. Completed PDS; Professional standards checklist continued.

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SWOT assessment at the start of my PGCE course

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Here I identified the strengths and challenges I may be faced with, I used this to find a solution and work a way through challenges where possible. I found it difficult to arrange peer obs even though students were keen to help, it was difficult to find a time suitable for both of us which it partly why I ended up doing them later in the course. My main aim was to gain experience of teaching in FE as my background was in Early Years.

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13. Completed PDS; Self-Reflection  of development at end of course; 1

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13. Completed PDS; Self-Reflection  of development at end of course; 1

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Following the example mentioned where the lesson was a visit to the local area for SEND students to assess potential difficulties and inclusivity, the department manager informally observed my lesson and was impressed with the information students retained from their visit, detailing specific examples of their findings locally such as letterboxes with braille and information of a gold medalist including her name, churches offering services and foodbanks, obstacles on pathways.

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13. Completed PDS; Self- Reflection on development at end of course; 2

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13. Completed PDS; Self- Reflection on development at end of course; 2

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14. Evidence of how you have used feedback from your observations to plan development targets.

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14. Evidence of how you have used feedback from your observations to plan development targets.

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On this tab is an example of a goal set after my observation feedback held by the UoB, which I feel was the most useful as I learned a new term; 'socratic' approach to questioning, which upon research has proved useful for future teaching across all levels.
I have set myself a target within the observation feedback form  after each observation for something I will consider next time, or something I would like to learn more about, which I work on for future reference and to enhance my practice and ultimately the students' learning.

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15. Evidence of a micro teach carried out to your peers.

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15. Evidence of a micro teach carried out to your peers.

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The title page and LO has been done to show the reader, however these slides were not presented during my microteach as I challenged the students to consider the learning content delivered throughout the lesson and at the end of the lesson come up with what they thought was the LO by writing it on a post-it note and handing in to me. I then read some ideas anonymously. This was held virtually due to my back condition limiting my ability to hold it in college pre and post surgery. It was assessed by the course leader.

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16. An account of 'risk taking' in relation to your micro teach.

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16. An account of 'risk taking' in relation to your micro teach.

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16. Account of risk taking in micro teach