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Assessment PGCE
Word Count: 4890
What theories of learning and teaching influenced, and were developed by, your planning, teaching, assessment and evaluation of a unit of work? Critically evaluate and analyse the contribution of these theories and their application in the unit of work to student attainment.
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- I cannot teach anybody anything, I can only make them think -
Socrates

Introduction
This essay will discuss the influence of pedagogical theories of learning and teaching on the planning, teaching, assessment and evaluation of a scheme of work for a middle set year 7 English class. The intention is to evaluate and analyse pedagogical theories’ contribution to practise in the classroom. The scheme of work (see Appendix A) was created for a larger than average Academy in north-east Birmingham with an under-staffed English Department. It has 2 full-time English staff, 4 trainee teachers and 4 teachers who teach other subjects or have other responsibilities. A new head of department has resulted in a new long term plan for Key Stage 3, shortening the time available to teach year 7 Charles Dickens’, “A Christmas Carol” from 6 weeks to 2. Although two Assessing Pupils’ Progress (APP) assessments must be completed per half term to provide frequent summative reviews of pupil attainment, an APP had been completed the lesson prior to this scheme of work (SOW) and therefore assessment was formative throughout, using Assessment for Learning (AfL) day-to-day (Nuffield Foundation, 2009): plenaries; mini-plenaries; pupil feedback; marking; hot-seating; and questioning (DCSF, 2004). According to William and Black (2006) this raises standards in education through student-teacher dialogue and flexible learning activities.

No scheme of work was provided for teaching “A Christmas Carol” and no guidance for required national curriculum or assessment foci. As a result, the teacher decided that the 6 lesson SOW



References: Bentham, S., Motivation in Bentham, S,. (2002) Psychology and Education, London: Routledge Burton, D Burns, C. and Myhill, D. (2004) Interactive or inactive: a consideration of the nature of interaction in whole class teaching, vol 34:1 Cambridge Journal of Education, Cambridge: Carfax Publishing Byers, R Capel, S., Leak, M. and Turner, (2009) Learning to Teach in the Secondary School: a companion to school experience (5th edition), Oxon: Routledge Cohen, L., Manion, L., Morrison, K Davison, J and Dowson, J. (2003) Learning to Teach English in the Secondary School, Oxon: Routledge Department for Children, Schools and Families (2004) Assessment for Learning (Afl): whole-school training materials, London: DCSF Department for Children, Schools and Families (2004) Every Child Matters: Change for Children, London: DCSF Department for Children, Schools and Families (2008a) The Framework for Secondary English: overview and learning objectives, London: DCSF Department for Children, Schools and Families (2008b) Promoting Social and Emotional Skills Through the Subject Curriculum, London: DCSF Department for Children, Schools and Families (2010) Assessing Pupils’ Progress, London: DCSF [www] http://nationalstrategies.standards.dcsf.gov.uk/primary/assessment/assessingpupilsprogressapp (accessed on 24/12/2010) Entwistle, N Fleming, M. and Stevens, D., (2004) Teaching English in the Secondary School, London: David Fulton Publishers Ltd Jaques, D John, P. (2006) Lesson Planning and the Student Teacher: re-thinking the dominant model, New York: Routledge Kress, G Lindsey, M. and Yandell, J. (2009) Working with the National Curriculum in Davison, J. and Dowson, J. (2009) Learning to Teach English in the Secondary School, Oxon: Routledge Liu, C National Curriculum (2010) A Framework of Personal, Learning and Thinking Skills, Qualifications and Curriculum Authority [www] http://curriculum.qcda.gov.uk/uploads/PLTS_framework_tcm8-1811.pdf (accessed on 3 January 2011) Paquette, D. and Ryan, J. (2001) Bronfenbrenner’s Ecological Systems Theory; (1 of 4), National Louis University [www] http://pt3.nl.edu/paquetteryanwebquest.pdf#search=%22ecological%20theory%22 (accessed online 7 January 2011) Petty, G. (2009) Teaching Today: a practical guide (4th edition). Cheltenham: Nelson Thorne Pinker, S Pollard, A. (2008) Reflective Teaching: evidence-informed professional practise (3rd edition), London: Continuum International Reece, I School A (2009) School Policy Smith, M William, D. and Paul, B. (2006) Inside the Black Box: raising standards through classroom assessment, Slough: NFER

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