University of Sunderland

School of Education

PGCE Education
EDP381– Subject Studies
Subject knowledge and skills audit
Action Plan 2020-2021

Trainee name:

Student number:
Insert a small photo here
PAT name:

City and country:

TEACHING PLACEMENT 1
School
Key Stage(s) taught
Age range of students
Curriculum followed
Subjects taught

TEACHING PLACEMENT 2
School
Key Stage(s) taught
Age range of students
Curriculum followed
Subjects taught

This document serves two purposes: it acts as the Individual Learning Plan (ILP) for EDP380 and as the Subject Audit and
Action Plan for EDP381.
It is a working document, which will be updated and submitted three times across the course of the programme.
 Initial Reflection

Qualifications (A Levels/First
Degree/Higher degree)
Any SEND which requires
consideration?
What is your background and
experience working with children
before the programme?

What areas do you think you need to

address at the start of your training?

What virtues are important to you?

Intellectual Virtues Moral Virtues Civic Virtues Performance Virtues

Character traits necessary for Character traits that Character traits that are Character traits that have
discernment, right action and enable us to act well in necessary for engaged an instrumental value in
the pursuit of knowledge, situations that require an responsible citizenship, enabling intellectual,
truth and understanding. ethical response. contributing to the moral and civic virtues.
common good.
Examples: autonomy; critical Examples: compassion; Examples: citizenship; Examples: confidence;
thinking; curiosity; courage; gratitude; civility; community determination;
judgement; reasoning; honesty; humility; awareness; service; motivation; perseverance;
reflection; resourcefulness integrity; justice; respect volunteering. resilience; teamwork

Reflection: which three values stand out for you? There are no right and wrong answers to your values as a
teacher but reflecting upon your own values help you to evaluate your own personal teaching philosophy.

Please write your answer in the box below.

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 Subject Knowledge Audit

 The purpose of this audit is to help you to make informed judgements about the subject knowledge areas you need to develop during the programme. Entrants to
the programme have varied academic backgrounds and experience and there still exists a major challenge for trainees to refine and further develop their skills and
knowledge in order to meet the required Teachers’ Standards. A good teacher can evaluate where they need to develop and acknowledge the areas in which they
are strong.
 Please complete this subject audit by giving an honest appraisal of your knowledge and skills.
 You should use the audit as a reference document to support you in identifying which aspects of the curriculum you will need to work on to ensure you have the
appropriate level of knowledge to teach each area effectively. These will become your targets.
 You will review this again after each block of teaching practice and provide evidence of how you have met your targets using hyperlinks from your BOX portfolio.
Step 1: Study the curriculum that you will be teaching. This could be a national or state curriculum (e.g. the Florida Mathematics curriculum), a curriculum framework
(such as the PYP) or a bespoke curriculum that your school follows.
 Primary teachers should use English, Maths and Science as the three core areas to review. If there are other areas that you feel you need to review, these could be
added in as one whole target in the action plan, for example, if you have to teach music for the first time.
 Single subject specialists could review two key stages or different courses that they teach. You may already be able to audit knowledge needed for both TP1 and
TP2. It is fine to review for TP1 only at this stage.
 Copy and paste the main sections onto the table on the next page. Add as many rows as you require to cover your curriculum for the key stage(s) you are working
in. Separate the statements out so that you can see the individual elements and make a judgment about each one.
 Ask yourself:
a) if you already have that subject knowledge yourself
b) if you feel that you could explain (teach) that knowledge to someone else.
Step 2: Please use the key to place yourself on a scale for each identified area.
 Score yourself 1-5 with 1 being the least knowledgeable/experienced and 5 being extremely confident in this area. Your score will be a holistic assessment of the
subject knowledge and your confidence to explain it to someone else (pedagogy knowledge).
 When you are finished, add up your score underneath. Remember this audit is to help you to improve so a low score is reflective of your current knowledge but will
increase as your experience and knowledge increase.
 Once completed this document should be submitted through Canvas by the date advised in the module.

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Self-assessment key:
1 2 3 4 5
Not yet had experience Less than confident Developing confidence Confident Extremely confident

Start of END of END of

Curriculum / PGCE Teaching Teaching
Key stage / Curriculum statement block 1 block 2
Age Group (1-5) (1-5) (1-5)
(5 Highest) (5 Highest) (5 Highest)

Total:

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 Action Plan 1 to improve and develop subject knowledge and pedagogy
To be completed at the start of the programme
1. You should now complete the table below.
2. Select FIVE initial areas you would like to improve. We suggest two targets relating to your subject knowledge, two targets relating to your pedagogy in the
classroom and one target that is personal to you.
3. You should make an assessment as to how you intend to address the particular priority areas you have identified – e.g. attending a workshop, carrying out internet
research, or observing a particular teacher. Your mentor or PAT may give you some guidance on this.
4. You should identify target dates for completing this as you will be asked to collect evidence of how you have achieved each target.

Priority areas of focus Actions for achievement (be specific Target date Evidence and actual date of completion
(targets should be specific) highlight exacting actions to help you for
achieve the focus area) completion

Now – PAUSE – save and submit this document.

You will return to it after TP1

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 Action Plan 2 to improve and develop subject knowledge and pedagogy
To be completed after Teaching Block 1

1. Review the subject knowledge audit on page 4 and fill in the second numeric column (End of Teaching Block 1).
2. Review the targets that you set on page 5. For each target, in the column titled ‘evidence’ write a comment about how you have tried to meet the target and provide
a Box link to evidence to show this.
3. Please complete the table below that now focuses on your teaching skills. Consider your development from your Teaching Practice 1, including lesson observation
feedback and weekly meeting records. Your mentor is well placed to give you guidance on this should you need it. The table is “best fit”, please do not worry if you
have either “Not yet had experience” or are “Under Confident” in some areas, this is entirely normal. These will continue to develop over time as you practice new
teaching and learning strategies and become more confident with your classes and subject material.

Teaching Skills Audit

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 Please tick the box under the confidence level you feel best represents your confidence in the areas below.
Not yet had
Extremely Confident Confident Developing Confidence Under Confident
experience
I can use appropriate
I can use appropriate I can use resources
resources (created by I can use appropriate
resources (created by developed by others in I have no experience
me and others) in resources (created by me
Use of Resources me and others) in lessons but they may of either creating or
lessons that actively and others) in lessons
(inc. handouts, texts, lessons that engage not always be suitable using resources from
and positively engage that somewhat engage
technology etc.) most students in their to engage students in others.
students in their students in their learning
learning their learning.
learning

I rarely use technology

I use appropriate I use appropriate I use technology to I am not comfortable
to support to support
technologies regularly technologies regularly support teaching and with technology
teaching and learning,
Effective use of and frequently that and frequently that learning occasionally, its’ and/or I have no
when I do use it it may
Technology to have a measurable and have some measurable impact upon student experience in using
have very limited
enhance learning significant impact impact upon student progress may be technology to support
impact upon student
upon student progress progress inconsistent teaching and learning
progress

I can formulate explicit I can formulate

I can formulate
and measurable objectives for lessons but I find it difficult to I have no experience in
explicit, achievable
Setting learning objectives for lessons they may not be formulate objectives formulating objectives
and measurable
objectives for pupils but they may not be measurable or for lessons for lessons
objectives for lessons
achievable for all achievable

I provide a couple of
I provide numerous I provide very limited
opportunities within I provide opportunities
opportunities within opportunities for I have no experience in
nearly all my lessons on occasion for students
Providing challenge all lessons for students students to developing higher-
for students to to demonstrate higher-
for learners to demonstrate demonstrate higher- order thinking skills
demonstrate higher- order thinking
higher-order thinking order thinking
order thinking

I ensure learning is
I ensure learning is I ensure learning is I have some
entirely personalised
personalised in broad somewhat personalised, experience of
for each specific
Accessibility of terms (e.g. Higher, though some students personalising learning I have no experience in
student and their
learning for a range of Middle, Less able) so may get lost as they are but do not do this personalising learning.
needs enabling all
pupils that students are able unable to fully access the regularly within my
students to access
to access content content lessons
content
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I plan learning that is
I plan learning that is
relevant and
relevant and I have no experience in
purposeful, with I plan learning that is I plan learning that is
purposeful, with some planning learning to
 Targets for TP2

1. Set yourself FIVE targets which will equip you with more confidence and knowledge in your subject. You can carry forward one or two targets from TP1 if you need to,
please use your own self assessments and information from mentor meetings and lesson observations to guide you in this. Your mentor or PAT will also be available to
give you further guidance on this should you need it.

Priority areas of focus Actions for achievement (be specific Target date Evidence and actual date of completion
(targets should be specific) highlight exacting actions to help you for
achieve the focus area) completion

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 Academic Progress

Use feedback from your PAT and mentor to review your progress during Semester 1

Semester 1 Progress

Feedforward Targets
Assignment Result How will I achieve these?
(PAT/Mentor Feedback for Teaching Practice 1)

EDP381 Subject Studies

Assignment 1 – 1500 words

EDPM01 – Development of
Learning: Proposal - 1000 words

EDPM01 – Development of
Learning: Case Study - 4000 words

EDP380 Teaching Practice

First block

Now – PAUSE – save and submit this document.

You will return to it after TP2
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 Action Plan 3
To be completed after Teaching Block 2
1. Review the subject knowledge audit(s) above and fill in the third numeric column (End of Teaching Block 2).
2. Review the targets that you set and see whether you feel you have met them or whether you need to carry them forward into your next year of teaching. Make sure
all sections are completed.
3. In each target cell, write a comment about how you have tried to meet the target and provide a Box link to some evidence to show this – this could be a lesson plan
where you have tried out a strategy and a D3 or D4 comment from your mentor about how well you have done this.
4. Please complete the table below that now focuses on your teaching skills. Consider your development over both Teaching Practices, including lesson observation
feedback, weekly meeting records and both Mentor and PAT reports. Your mentor is well placed to give you guidance on this should you need it. The table is “best
fit”, so again please do not worry if some elements are still not where you would like them to be, almost all experienced teachers in fact wouldn’t classify themselves
as being “Extremely Confident” at all of the below.

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 Please tick the box under the confidence level you feel best represents your confidence in the areas below.
Not yet had
Extremely Confident Confident Developing Confidence Under Confident
experience
I can use appropriate
I can use appropriate I can use resources
resources (created by I can use appropriate
resources (created by developed by others in I have no experience
me and others) in resources (created by me
Use of Resources me and others) in lessons but they may of either creating or
lessons that actively and others) in lessons
(inc. handouts, texts, lessons that engage not always be suitable using resources from
and positively engage that somewhat engage
technology etc.) most students in their to engage students in others.
students in their students in their learning
learning their learning.
learning

I rarely use technology

I use appropriate I use appropriate I use technology to I am not comfortable
to support to support
technologies regularly technologies regularly support teaching and with technology
teaching and learning,
Effective use of and frequently that and frequently that learning occasionally, its’ and/or I have no
when I do use it it may
Technology to have a measurable and have some measurable impact upon student experience in using
have very limited
enhance learning significant impact impact upon student progress may be technology to support
impact upon student
upon student progress progress inconsistent teaching and learning
progress

I can formulate explicit I can formulate

I can formulate
and measurable objectives for lessons but I find it difficult to I have no experience in
explicit, achievable
Setting learning objectives for lessons they may not be formulate objectives formulating objectives
and measurable
objectives for pupils but they may not be measurable or for lessons for lessons
objectives for lessons
achievable for all achievable

I provide a couple of
I provide numerous I provide very limited
opportunities within I provide opportunities
opportunities within opportunities for I have no experience in
nearly all my lessons on occasion for students
Providing challenge all lessons for students students to developing higher-
for students to to demonstrate higher-
for learners to demonstrate demonstrate higher- order thinking skills
demonstrate higher- order thinking
higher-order thinking order thinking
order thinking

I ensure learning is
I ensure learning is I ensure learning is I have some
entirely personalised
personalised in broad somewhat personalised, experience of
for each specific
Accessibility of terms (e.g. Higher, though some students personalising learning I have no experience in
student and their
learning for a range of Middle, Less able) so may get lost as they are but do not do this personalising learning.
needs enabling all
pupils that students are able unable to fully access the regularly within my
students to access
to access content content lessons
content
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I plan learning that is I plan learning that is
relevant and relevant and I have no experience in
I plan learning that is I plan learning that is
purposeful, with purposeful, with some planning learning to
purposeful, and purposeful but do not
 Academic Progress

Use feedback from your PAT and mentor to review your academic progress during Semester 2

Semester 2 Academic Progress

Feedforward Targets
Assignment Result How have I tried to achieve these?
(PAT/Mentor Feedback for Teaching Practice 1)

EDP381 Subject Studies

Assignment 2 - 1000 words

EDPM97 – Negotiated Individual

Study: Proposal - 1000 words

EDPM97 – Negotiated Individual

Study: Final study

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 Action Plan 3
Moving forward as a teacher

This plan should reflect your own personal targets for your next year in teaching based on your mentor’s final placement report and self-assessment

Teaching Targets for Improvement (PAT/Mentor feedback) What do I need to do What additional
What evidence will show
Standard to achieve these training/support do I
completion?
targets? need?

Save and submit this document for the final time.

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