Working at M Level on an ITE course Capel, Leask and Younie (2016) Make use of educational research and theory to improve your practice Develop your own theories about teaching and learning, reflecting on and evaluating established practice Develop and assess innovative practice in your own classroom Respond creatively and critically to local and national educational initiatives

Assignment: Equality and achievement in education Focus: Teachers’ Standard 1 and Teachers’ Standard 5 How do we respond to pupils’ needs and overcome potential barriers to learning so that all pupils make progress and achieve? Choose one of the following areas as the focus of your critical analysis of provision and practice in your school: Word limit: 4500 (+ or – 10% tolerance)

Your assignment must contain… Observation The practice of others and your practice Professional literature Books Journals Leading thinkers researching the pedagogy of your focus? Improved pedagogic knowledge Transformative capacity Research informed practice (Application / evaluative comment) Critical reflection Practice Theory Criticality / Analysis Critical reflection on what you have read and what you have seen

The DPP Assignment (Pages 15-17, DPP Module Guide) Your school context – think about the pupils that you teach The DPP Assignment (Pages 15-17, DPP Module Guide) Recommended reading from DPP Module Guide pp20-28 Library Search Reading Books Journal Professional literature Reflection on your own practice within your school setting Observation of practice within your school setting

UH Postgraduate Grading Criteria Four grading areas: Understanding of knowledge The interrelated nature of theory and practice Development of a thoughtful argument Structure Your assignment will be graded against all four criteria

UH Postgraduate Grading Criteria - Understanding of knowledge (your reading and critical understanding) The interrelated nature of theory and practice (your reading relating to your practice or observed practice) Development of a thoughtful argument (your voice - your thoughts and your reflection and rationale) Structure (how you present your work – setting out your stall)

Show us what you have learned, through demonstrating you have: researched an issue thought deeply about it come to your own, informed, understanding Use a range of appropriate sources Evaluate what you are reading What are my opinions and assumptions? What do I think of what I have read? Do I agree/disagree? What resonates with me/challenges me? Why? How does this relate to my experience or observation of practice Create an argument/ view /angle Challenge assumptions Justify my argument based on my research and my deep thinking. Translate this into classroom practice

Your school context….. Show us what you have learned, through demonstrating you have: researched an issue thought deeply about it come to your own understanding structured an appropriate response: appropriate academic register of written language presented your arguments in a clear, logical and accessible way used accurate language with correct grammar and punctuation used Harvard referencing correctly

Stylistic Conventions - what do we mean? Use of 1st person - ‘I’ or ‘we’ is acceptable and encouraged Avoid the use of 2nd person ‘you’ Be aware of the appropriate register of language – no colloquial language Do not use ‘contractions’ (don’t, etc) Paragraph correctly – a single sentence does not make a paragraph