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Hi Gemma,
Could you please extend the due date on the similarity check point for those with agreed extensions, because turn-it-in doesn't allow resubmissions after the due date. It's currently set for the 26th. Also, is there a separate submission point for those with extensions?
yes
Many thanks.

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can we include appendices to show a diagram that is too long to explain in the body of the essay?
yes

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Are we supposed to be focusing on 1-2 pedagogies to teach in a certain subject, or 1-2 key areas of a certain subject. For example, focusing on how enquiry-based learning can support learning in geography OR focusing on how human geography can be planned, taught and assessed?
The pedagogies may be within the subject generally or focussed within a key area of a subject. Then how you would plan teach and assess in that subject/ key area.

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Are we allowed 10% over so we are allowed 3,300 words altogether?
yes as per all written assignments. This is in the assignment guidance

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Would you be able to discuss cross-curricular planning for Foreign Languages?
Yes

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Are we required to evaluate as this is not stated in the Learning Outcomes?

Thank you

Have you checked the rubric?

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Can you advise where the checkpoint is now please for the similarity check?
I’ll get this up by the end of the 15th.

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if we are referencing the Teacher Standards how can we cite this? would it be 'as required in TS2' for example or 'the teacher standards requires teachers to "Promote good progress and outcomes by pupils"...'
can we use the abbreviation or does it need to be wrote in full?
thanks :)
Hello yes abbreviations are fine if you write Teacher Standards (TS) first time.

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Solutions for ways of teaching, assessing and planning

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Solutions for ways of teaching, assessing and planning

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when you evaluate your ways of teaching, planning and assessing. do we have to think of solutions to the negatives of using a way of teaching. for example, use of educational apps - resources may be limited - so get children to collaboratively work as a whole class with teacher on interactive white board?

That's right evaluate means to look at the positives and negatives and if you are passionate about an approach you would consider ways to get around the negatives.

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What does theory and practice mean in LO2?
Thank you
‘Theory is something that is able to explain what is observed, on which strategies – what is actually done in the classroom to achieve particular learning outcomes – are based.’

(Pritchard, 2017, p.18).

Ogier (2019, p.209):   ‘It is important to start with why we are doing something rather than simply how we might achieve it or what it will look like’.

•Which theories underpin your practices?

•What might you owe to authors such as Vygotsky, Piaget, Bruner, Bandura?
Engaging with the theory behind the practice is what will help you become an independent practitioner, capable of creating and manipulating methodologies, activities and resources in an informed manner’ (Ambrossi and Constant-Shepherd, 2018, p.15).

Higgs (2013, p.106) states that theoretical awareness instils ‘a critical astuteness that will be concerned with determining the most effective, relevant and best, practice in the classroom’.

•Are you a socio-constructivist teacher? Humanist? Behaviourist?

•What does your classroom look like?

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Am I correct in thinking we choose a method of teaching, planning and assessing for each topic?

I'm slightly confused about this.
You could if you wanted to, it depends what you mean by method?

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I am just wondering if I am on the right track in the sense that I have obviously chosen my three subject and have started by looking into what happens during a lesson in my subjects and then how it can be taught effectively through different ways of planning to suit the national curriculum and how it can be assessed. But when it comes to the theory and practice aspect, am I right in thinking that I need to give support and critics of the ways of planning and teaching I have suggested?

This is not a question about the logistics of the assessment but asking me to make a judgement on your work which I cannot do as I have not read it, nor can I at this stage. All I can recommend is that you follow the assignment guidance available.

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The assignment guidance video says to use font 11 whilst writing our essays. However, we have always been told to use font 12. Could you please clarify the appropriate sizing? Thank you :)

11 or 12 is fine.

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As we have quite a limited word count per subject, can we focus our discussion? eg focus on racial diversity in RE and mental health in PSHE? thanks

Yes that would be fine as long as you discuss planning, teaching and assessment within that focus.

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Do we have to refer to the subjects every time using the full wording or can we shorten them? e.g., RE instead of religious education and D&T for design technology.
That is fine

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Would choosing your enhancement subject mean you plagiarise next year? I don't know what the assessment involves next year?
No it is not plagiarism as long as you do not choose last year's subjects.

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how many teaching approaches do you suggest we talk about for each subject considering its about 800 words to cover everything not just teaching it
1 in detail, 2 in less detail, 3 in minimal detail? It is up to you

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Can one of the subjects you choose be the subject that you want to do for curriculum enhancement next year?
yes

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1) You can choose a subject you are covering in enhancement next year,
2)  it is your choice where you use references
3) you can discuss what you like in the essay as long as it meets the learning objectives. Refer back to the rubric to look at the inclusion of pedagogical approaches

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do we need to reference in the introduction and conclusion?
why would you not?

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In regards to planning and teaching a wide range of WC subjects, are we discussing pedagogical approaches or benefits or both? Thank you.
Also, to check we are doing this in relation just to the 3 subjects we chose?(different ones to stage 1)

you can discuss what you like in the essay as long as it meets the learning objectives. Refer back to the rubric to look at the inclusion of pedagogical approaches

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Hi, do we need to separate each subject with a sub-heading?
You can if you wish

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Please can you provide some urgent clarification.
The guidance video states to talk about the nature of the subject however the LO focusses on planning, teaching and assessment. They feel very different.

Are we talking about pedagogical approach in terms of planning and delivery of lessons? Or simply thinking about planning from how we actually deliver the theoretical and practical benefits and then critically analysing this with limitation?

I guess you are referring to the panopto from the 8th December - David's workshop which includes my guidance video. The nature of a subject inherently influences the planning teaching and assessment of a subject by it's very design. I sincerely hope you do not plan PE the way you plan phonics for example. The guidance in all forms - video, written, the rubric all marry up as they were constructively aligned by myself and the WC team.

What you chose to cover with regards pedagogical approaches is up to you, in the past people have done this from a theoretical perspective or reflected literally on what they have/ or intended to do.

Follow the rubric but write with independence, we hope to not read 129 identical essays.