Assignment One - PGCE in Further Education and Training

Faculty of Education PGCE in Further Education and Training Assessment Feedback The Developing Teacher Trainee Name: Achieved/ Not Achieved Learning Outcomes 1 2 3 4 Produce a rationale for a peer teach lesson in your own specialist subject area that justifies and evaluates the models and principles of teaching and learning which have been employed in designing and delivering the peer teach. Demonstrate appropriate skills in planning and delivering a peer teach lesson that meets specific curriculum requirements and which uses effective communication skills and appropriate resources. Critically analyse and evaluate your personal performance from your peer teach, producing a list of individual targets for development. Demonstrate efficient use of appropriate academic writing to address the requirements of the module assessment strategy within the published word limit. (Word limits will exclude appendices, reference lists, artefacts etc. and will allow +20%). Overall feedback Areas to develop Completed/Refer 1st Marker (signature) Date Moderated 2nd Marker (initials) Further Education and Training Lesson Plan Date & Time Subject Topic Week no. in SoW Monday 15th October 09:00am Politics Electoral Systems Week 3 Curriculum level Length of lesson Level 3 (GCE A Level) Total No. of Students 1 Hour Prior learning / Assessment to inform planning (Please also refer to Rationale) Electoral Systems is part of Unit One of the AQA A Level Politics specification (AQA, 2014). Prior to discussing this subject, students will have discussed and learned about Voter participation and voter behaviour. These topics will continue to be discussed as I introduce different electoral systems that are used in other parts of the United Kingdom. Learning Aim for the lesson … To further explore the voting patterns and behaviour of the United Kingdom by comparing and contrasting the different electoral systems used in different levels of government in the United Kingdom. Differentiated Learning Outcomes: - To analyse the key differences between majoritarian and proportional electoral systems. - To identify the different electoral systems used in different levels of government in the United Kingdom. Key Vocabulary Majoritarian, Proportional, First Past the Post (FPTP), Additional Member System (AMS), Single Transferable Vote (STV), Closed Party List, Alternative Vote (AV), Supplementary Vote (SV), AV+ Maths/Numeracy Focus Relating to the previous section of work completed by students, turnout statistics will be used to showcase differing levels of turnout in parts of the United Kingdom which use different electoral systems. Also, seat and vote share will be compared to showcase discrepancies English/Literacy Focus Role of Additional T & L Support (if any) Throughout the lesson, N/A students will be discussing the pros and cons of the different electoral systems that are discussed, which they will be asked to write down. This will help develop essay writing skills, by encouraging them to provide evidence and explanations for points they make. 20 between both in the formation of parliament. Students will be asked to calculate this. Technology Enhanced Learning Focus Various links and websites will be referred to in order to help facilitate independent study amongst students during the main task. They will also be required to research and prepare presentations, which will be delivered to the rest of the class. Extension Activities SEND Focus (if any) For students who complete their given tasks early, they will be asked to score each electoral system out of 10, in order to determine which system, they feel is the best for next week’s lesson. This task will also be given as homework to other students. In compliance with the SEND 0-25 Code of Conduct, students with Specific Learning Difficulties will be assisted in reaching the standards set out during the lesson in the learning outcomes by providing extra assistance where needed and positive encouragement. Wider Skills (Links to the workplace/employment and/or continuing studies) How are the lesson activities relevant to the students’ aspirations? Besides the usage of the extension/independent study task to aid in constructing answers for essays, this lesson introduces and encourages discussion and helps in decision making skills, in the context of discussing which electoral system is the strongest. Decision making is a key skill that students will need when they are entering workplace environments, as it is an aspect in leadership skills. Lesson Plan Time Learnin Either g : start – Outcom stop or e length of time Identify which LO is being addressed by the remaining column headings 7 Minute s LO2 Teacher Activity Student Activity Teaching Activities, Revisiting Outcomes, Consolidation Identify the strategies used to differentiate for ALL learners The teacher will hand out plastic bags containing a selection of coins for each group, with each bag containing different amounts of Using the quote, and their own existing knowledge, students will create a flipchart sharing the strengths and weaknesses Assessment Identify the strategies used to ensure Progress for ALL learners/Identify what records will indicate participation/progre ss After completing the register and finding out which class members are present or absent. I will circulate around the class during the group discussion activity while delivering an Resource s What you will use in the delivery of your lesson Register PowerPoint YouTube Coins Plastic sandwich Bags coins. The teacher will then display a discussion topic on the board, and will disagree with everything that the students say, as the teacher will have another bag with the most coins 3 Minute s LO1+ LO2 20-30 Minute s LO2 During this activity, the register will also be completed. I will then display on the PowerPoint a series of slides talking about First Past the Post, showcasing percentages , vote and seat share disparities in order to illustrate and explain the deficiencies of First Past the Post. Students will be shown the Electoral reform society website, as a prelude to of First past the post, which will be discussed after completion. informal diagnostic assessment. I will use this to understand student. Students will be asked to listen and take notes of key statistics and facts, and will be encouraged to ask questions. I will assess students during this session with directed paraphrasing, which can be used to assess learner intake, and allow students to rationalise key concepts. PowerPoint After the task has been explained by the teacher, students will have 20 minutes to During this task, I will circulate around the class and use directed paraphrasing as a way of assessing the Online Resources (Phones, Computers, Tablets) PowerPoint Pen and 10-20 Minute s LO2 5-10 Minute s LO1 their main task, which is to research and create a short presentation about an electoral system. I will instruct students to each contribute to the research and delivering the presentation . Once the main task has been completed, students will be asked by myself to deliver their presentation to the class. Once the presentation s are delivered, I will ask students to consider the differences between the systems that have been presented. 30 minutes to research their given electoral system, using online and written resources, in preparation for a 5minute presentation. formative knowledge of students, and ensuring that they are on task. Paper (if needed) Students will be asked to deliver their presentation s, based on their research. Students not delivering presentation s will be expected to listen and take notes, as well as ask any questions. Students will discuss, with the rest of the class the differences between majoritarian and proportional electoral systems Student presentations will be assessed based on their work process, including content, work share, and delivery. Posters PowerPoint Discussion. Question and Answers. None Needed Independent Study (to enhance prior, existing or potential knowledge and skills) For students who have not completed the extension task, they will be asked to further research the electoral systems covered in the lesson and rank them out of 10, to determine which electoral system they believe is the most well rounded in terms of proportionality. Students will also be asked to create a table displaying the key differences between majoritarian and proportional systems Lesson Evaluation Student Learning and Progress – Did all the students achieve the intended learning outcomes? How do you know? Students who would have completed the full lesson would have met all the intended learning outcomes, and this would have been examined through the PowerPoints that they would have produced during the lesson. During the peer teach, the first outcome was met through the use of classroom discussion and group work. Teaching & Classroom Management – How has your planning and teaching ensured positive behaviours that are highly conducive to learning? Lesson timing was used to manage the lesson, with tasks being given a specific amount of time to be completed by students. Long periods of lecturing were avoided by breaking up the lesson with several tasks to keep attention and autonomous learning active. While further education is expected to have a higher level of discipline than secondary school, classroom management was kept by having the teacher circulate around the classroom, and monitoring discussion. This allowed students to remain on task. Planning & Subject Knowledge Did the Lesson Plan ‘work’? The lesson plan delivered worked in the sense that the lesson was delivered as initially planned. All the tasks translated into the lesson delivery, and students completed tasks knowing what they were asked to do. How could you further develop pedagogy to improve your planning for future learning? Government and Politics in A Level is built heavily on debate and written critiques of aspects of the UK Political system, for example criticising the electoral system. Pedagogy could be developed so that politics is taught through other manners than just debating and critical writing, which often requires a vast amount of prior knowledge in the topic to fully take part. How could you further develop imaginative and creative approaches to ensure individual needs and interests are supported? The coin activity used in the lesson plan visualised the composition of Parliament seat share, and how unfair that the system could potentially be. The use of resources to visualise concepts and ideas might be another avenue to create new processes of teaching politics to students of all abilities, especially students with specific learning disabilities such as dyslexia or dyspraxia. What will you take forward to your next lesson? Strengths - The lesson was delivered confidently, with clear and vivid diction. The usage of innovative activities kept the topic interesting for students. The embedding of English and Mathematics was kept to a high standard. Targets for development - Some tasks could be condensed to allow more time for class discussion. Ensuring that all students understand the statistics. Diversifying activities throughout the entire lesson. Further Education and Training Cohort Analysis: Identify the key features of the cohort discussed in this Rationale Award Body AQA Duration of Course and End Date 2 YEARS JUNE 2020 Entry Requirements (Qualifications or experience) 5 GCSE’S INCLUDING A GRADE 4 OR ABOVE ENGLISH Curriculum Level (QCF Level) Duration of module/Unit and end date Formal assessment requirements & dates Student cohort: Number 20 Access/Participation factors Student Cohort: Age / Gender N/A Study support requirements? Specific Learning Needs identified? LEVEL 3 6 WEEKS NOVEMBER 2018 Due to changes in the National Curriculum, summative assessments will not be completed until the end of the second year of this course. Several Specific Learning Difficulties have been identified, which could potentially have an adverse effect on participation. The tasks and lessons have been designed, to counter these difficulties where they may arise A computer must be provided to students suffering from Cerebral Palsy, to aid in the completion of note taking, and in practice exam questions. Dyslexia, Autism, Cerebral Palsy In this section you should write under each of the bullet points below to identify and justify what has shaped your choices for this lesson. Observer Targets: Transfer targets identified by Observer because of previous observation report(s) (if applicable). Justify your strategy for addressing the targets To ensure that the starter activity has a clear purpose and relation to the lesson. This has been done by using a numerical prompt to add an extra dimension to the starter task, by using the coins as a metaphor for seat share in a parliament and using them to describe how parliamentary representation works in the United Kingdom under a majoritarian system. To provide praise to students when good answers are given that are relevant to the work. I will do this by interacting with those answers, noting elements which are good, and providing explanations and expansions to the answer given. Trainee Targets: Note any targets identified by you because of previous observation reports / self-evaluation / any aspect of the lesson you particularly want feedback or guidance on. To more actively embed English and Maths throughout the lesson, instead of confining these requirements to single tasks. I have done this by ensuring that both English and Mathematics are included in all tasks. To deliver more praise to my students, where needed. As this lesson will include a lot of discussion, praise will be given based on work ethic and work output delivered throughout the scheduled lesson. Learning Outcomes: List your outcomes for this session (these should match the ones in your lesson plan) and justify your choice by reference to the cohort analysis (learners needs/programme requirements) the Scheme of Work/Scheme Documentation and the Assessment Schedule. o To identify the key differences between majoritarian and proportional electoral systems. This follows AQA’s syllabus (2018) in which the strengths and weaknesses of both types of electoral system must be identified and discussed. o To analyse the different electoral systems used in different levels of government in the United Kingdom. This complies with AQA’s syllabus (2018) which identifies the key differences of majoritarian and proportional electoral systems as a key concept, as well as the impact of electoral as a required piece of content for amplification for this section of the unit. Professional Standards - The standards have been grouped into four categories: Assessment and Feedback, and Reflection and Planning, Teaching and Learning, Evaluation. Discuss and explain, with reference to appropriate theoretical perspectives, which standards you intend to demonstrate in the observed session. You should aim to address each of the highlighted Standards (highlighted and in achieve bold) in every observed session, plus one or two others. Note: You must all Standards by the end of the programme. The highlighted Standards will inform your final determine your overall grade for Teaching and this grade will Reference. Professional Standards Planning 4. Be creative and innovative in selecting and adapting strategies to help learners to learn Articulation: Explain and justify what you will be doing to meet the standards, using examples and references as appropriate The Starter Activity for my lesson demonstrates the strengths and weaknesses of a majoritarian electoral system, using bags of coins. As the teacher, I will have the bag with the most coins. Between the students, they will have more coins, but the coins will be split between tables. This task will share both strengths and weaknesses of a Majoritarian electoral system. While these systems create strong governments (with one person, or party holding the single largest amount of coins, or seats) this does not mean they represent most of the people (as the students, representing other parties, have more votes, but split between them). This is an example of directed paraphrasing (CARNEGIE MELLON UNIVERSITY, 2016) whereby important concepts are taught or discussed through analogy and metaphor, rather than providing a textbook definition. I hope to use this to introduce the concept of majoritarian systems to students. Critical Reflection on the Standards articulated, with reference to observer feedback, wider reading and strategies for improvement, referenced as appropriate During the peer teach, the starter activity I had created was used and went as planned. The coins were used to explain how seat share and vote share in Parliament had some disparities, and this was done by showing that both my bag of coins, and the collective amount of coins given to my students were exactly the same amount but split differently. Most of the students who did this task with me responded positively to the way I explained the disparities of vote and seat share, through their written comments. Most of the students who had commented on this called this an innovative and clever way of showing this, though a minority of students did state that they did not understand the use of the coins. The positive comments shared by my peers were echoed by the professional observer, who liked how I matched the task with the fourth professional teaching standard. The starter task was an example of directed paraphrasing towards students, as stated in my articulation, and from the majority opinion, it seems that this task worked well and could be used within placements in real classrooms. If this task were to be used again in a setting, I would either condense the time that the task had to be completed in or add an extension task to keep student's attention towards their work. 5. Value and promote social and cultural diversity, equality of opportunity and inclusion This lesson plan is subject to the Equality Act (2010) which protects all students, regardless of age, background, gender, and ability, from discrimination. AQA’s syllabus is United Kingdom centric in its discussion of electoral systems, and only covers those electoral systems which are used in the United Kingdom. To value and promote diversity, some mention will be made of other countries which use electoral systems covered in the lesson, as this knowledge will be useful for exams. Biklen and Bogdana (2013) notes 10 stereotypes given towards people with disabilities, including the image that disabled students are entirely enfeebled and are their own worst enemy. Elements of the lesson have been designed to allow all students to take part. This includes discussion activities, where all students can share their thoughts and knowledge, and in the main research activity, by allowing less able students to work together with their peers. 7. Maintain and update knowledge of your subject and/or Vocational area 8. Maintain and update your knowledge of educational research to develop evidencebased practice 9. Apply theoretical understanding of effective During the lesson, I used a whole group approach, which allowed everyone the opportunity to take part in the task and that everyone had the opportunity to feedback. I also facilitated small group working in order to complete the starter task. And in addition to this, by circulating around the four table groups, and discussing the topic within each group on each table. This allowed me to ask questions of students about their opinions regarding the questions that were on the smart board. Students who partook in this task noted that the starter was simple and innovative in its approach, which prompted discussion amongst the groups. No concerns about this were brought up the professional observer, which suggests that this professional standard was met. Sharen (2010) states that cooperative learning has several advantageous elements, by not only allowing academic development, but social development as well. For students with Specific Learning Disabilities, such as Autistic Spectrum Disorder, Dyspraxia, and Dyslexia, having cooperative small group learning tasks helps with the development of communication skills and teamwork. Cultural diversity was encouraged by allowing students the freedom to choose groups they sit with, as Sharen also notes that forced collaboration between people of different genders and ethnicities can be detrimental to learning. practice in teaching, learning and assessment drawing on research and other evidence 14.Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment Professional Standards Teaching and Learning 3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge Articulation: Explain and justify what you will be doing to meet the standards, using examples and references as appropriate In a previous peer teach session, it was suggested to me by my professional observer to bestow more praise towards students who showcase outstanding knowledge and work output in the topic. Based on the feedback from a previous peer teach exercise, I will in this session avoid the usage of overcorrecting students if they get an answer wrong and providing praise when answers are provided correctly, as well as expanding and explaining answers rather than saying an answer is wrong. The British Council suggests these strategies as part of building a successful and collaborative relationship with students (Cabel, 2017). Critical Reflection on the Standards articulated, with reference to observer feedback, wider reading and strategies for improvement, referenced as appropriate The lesson I delivered dealt with complicated topics that students were not all familiar with, such as different electoral systems, and the differences between them. To properly deliver this lesson, I had to keep the delivery simple and engaging through my language, full explanation of technical terminology, and enthusiastic delivery. These characteristics of my peer teach were shared by my peers who noted that the lesson was punctuated by my humour, my excellent subject knowledge, and through my ‘fantastic explanations of complicated subjects’. I also gave praise to my students when they provided good answers to the questions, I gave them, and made an example out of them to explain subjects. This was also noted by my professional observer. My professional observer also commented on this through their feedback, stating that a topic such as politics can often be hard to grasp, but that I managed to deliver the lesson very effectively. By adding praise to the lesson, as suggested by Cabel (2017), students were kept motivated and the positivity that I bestowed upon them helped to get through topics which may be complicated for some. Some peer comments noted, however, that some praise was given without an explanation of why it was given. While I interacted with good answers, I must ensure that I interact with all answers given. 6. Build positive and collaborative relationships with colleagues and learners 11. Manage and promote positive learner behaviour Research from Arkansas State University states that more recent generations of teachers are becoming more concerned with collaboration (A State Online, 2017). Further research from Eduvestors in 2018 also state that schools which are actively creating teacher teams helped lay groundwork for wider school collaboration across departments (Poulos, 2018). I have communicated with peers in my field and took advice from various areas, such as books and online resources. My starter activity originally started as a discussion task, though using advice from other teachers, I added another element to the activity using bags of coins. I will use this activity to gauge student reaction and how responsive students are, to improve my practice. My Lesson was built using feedback from the previous peer teach session, including both peer and professional feedback. I drew feedback from fellow peers in different subjects, adapting some of the common and more well received strategies. LeeFon, Jacobs, and Le Roux argue that the excessive management of learner behaviour can have a negative consequence on classroom behaviour (LeeFon et al., 2013). Most schools and colleges in the United Kingdom follow a code of conduct to monitor learner behaviour, and place sanctions on students who break the code, such as suspension. All students who participated in my lesson contributed and completed the work that was set out by myself. Where students seemed to struggle, I aided them by circulating around the classroom, and answering any questions by students who were confused or did not completely understand a concept. Malcolm Knowles’ Six core principles of Adult learning suggest that there is a readiness for students to learn in a setting such as a college (Knowles, 1986). Therefore, I intend to apply several techniques to ensure that all students are working on the tasks provided. I will provide immediate intervention for students who are not working Many of the issues that were prevalent in my previous peer teach were rectified, and there were comments from my peers after I had completed the peer teach stating that the lesson I delivered was superior to the previous lesson. These positive comments were echoed by the professional observer as well. By using my relationships with my peers, other professionals, and learners, I was able to construct a well-constructed and warmly received lesson plan. Peer feedback suggested that my starter task, which asked students to answer one of the questions within a 4-minute timer, was too long, and could have encouraged students to go off task. However, other comments suggested that my actions during the lesson helped to keep individuals. My observer comments also note that the 4-minute task may have opportunity to cause 15. Promote the benefits of technology and support learners in its use 16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning on the tasks provided to ensure that they understand what has been discussed. For students who appear to be disruptive, I will challenge them in the classroom by asking them to provide answers to questions. disruptive learner behaviour, by allowing students to go off task. It was suggested that the task be shorter next time. Some basic mathematics has been used for the lesson plan, including addition for the starter task, and conversion for percentages given to illustrate election results. There are graphical representations of the figures and statistics that have been discussed, and geographical illustrations of these statistics as well. Mathematics was well embedded throughout the PowerPoint and was used to showcase examples of the disparities between seat and vote share under the First Past the Post electoral system. All the statistics used were current and up to date, as of 2018. English was embedded through the usage of key terms, and by discussing the meaning of each word. I have also provided the technical language associated with the topic, noting key words from my lesson plan, including concepts and different electoral systems. I have also encouraged students to find definitions for these technical terms through the main task. Professional Standards Assessment and Feedback 13. Motivate and inspire learners to promote achievement and develop their skills to enable progression Articulation: Explain and justify what you will be doing to meet the standards, using examples and references as appropriate Students who have taken the Politics A Level have a foundation knowledge of the electoral system, and a natural curiosity to extend this knowledge. By facilitating students to perform their own research, they can satisfy their Overall, Knowle’s writings still hold up regarding planning a politics lesson in 2018, as students showed a willingness and a readiness to learn this topic. Students’ feedback praised the embedding of mathematics, through the usage of statistics and seat share, though some criticism suggests that the statistics may have been confusing for some students. Praise was also given for the embedding of mathematics from the professional observer comments, which also noted that the subject knowledge was up to date, as the most recent general election results were used. Critical Reflection on the Standards articulated, with reference to observer feedback, wider reading and strategies for improvement, referenced as appropriate As the main activity would occur later in the lesson, I was not able to meet this standard as intended. However, this standard was met through other means, mainly by asking for students to answer questions, and providing praise for good curiosity, and I as a teacher can foster their intrinsic motivation, where they are working towards personal goals, be it an A Level, or acceptance into a higher education setting. Extrinsic motivation can be provided by the setting and the standards set by the lesson plan, and the wider setting in general (Bolte, Streller and Hofstein, 2013) answers. I also inspired learners through drawing answers out of them when circulating the tables and discussing their answers with them. Students said that they liked the praise that I delivered when questions were answered, though some students felt that the given praise lacked an explanation as to why answers were good. Observer comments noted that the circulation around the classroom allowed me to motivate students by discussing the questions with them and allowing students to think about a topic which; without prior knowledge, they will not be familiar with. By using intrinsic and extrinsic motivation, students can work towards achieving a highly graded A Level Certificate to gain admittance into a higher education setting, and learning for personal reasons to them, such as gaining knowledge or understanding of a topic that is often around us, but not fully understood. A recent government report suggests that adult learners, as they get older, are less likely to want to learn or re-enter further education (Department of Education, 2018). Motivation of learners is therefore imperative for learners to overcome any barriers that they may perceive towards accessing education. 17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge 18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement Formative assessment will be performed, based on the produced PowerPoints by students, the contributions made by each of the students. Teacher and Student Feedback will be delivered using ‘What Went Well’ and ‘Even Better If’, and students will also be asked to self-assess their work. Formative assessment was to be performed in the main task, through self-assessment and peer review. During the lesson I delivered, some references were made towards AQA’s marking, and what aspects of an answer that an exam board may be looking for in a model answer. Feedback was given through joining in with group discussion and using that task as an opportunity to ensure students were progressing. Student feedback noted the use of feedback on answers but noted a lack of formative assessment in the initial section of the lesson which I taught. There were no observer comments on assessment or feedback. Professional Standards Reflection and Evaluation 1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners 2. Evaluate and challenge your practice, values and beliefs Articulation: Explain and justify what you will be doing to meet the standards, using examples and references as appropriate As summative feedback is being performed by using the rationale, formative, critical feedback will be provided by the students, to better plan lessons for the needs of the students. Using the main task, I can monitor how students research and deliver knowledge to themselves and their peers. Next time I teach, I intend to embed more assessment throughout the lesson, rather than sectioning it to one or two tasks. The University of Reading (2011) has produced an A-Z of different formative and summative assessment methods, which can be embedded into further education. By using these methods, progress can be more closely monitored Critical Reflection on the Standards articulated, with reference to observer feedback, wider reading and strategies for improvement, referenced as appropriate After the completion of the peer teach lesson, I received a number of sticky notes written by my peers, and I placed all the unique comments in a word document, which I have used to complete my critical reflection. A similar task has been completed with my observer feedback, and I have used all of this for critical reflection. I have also written in my green reflection book, discussing how I believed the lesson had gone. In his book ‘Challenging Practice - an approach to Cooperative Analysis’ Preben Holst Mogensen (1994) discusses several methods of evaluation and initiatives to challenge practice. In his book, he discusses the MARS project. The MARS method suggests analysis is reflective towards current practice and is used to critique design and vision. While used primarily as a programming analysis method, it can be used in planning and critiquing lesson planning, by challenging teacher vision of a lesson, and by creating strategies to fine tune lesson planning. 10. Evaluate your practice with others and assess its impact on learning 12. Understand the teaching and professional role and your responsibilities Chagas-Bastos and Burges (2018,1-2) note that individuals who enter any politics or international relations course at both a further and higher education level are not expected to have knowledge or the skills to answer questions about political concepts discussed in any of their political lessons. The role of the teacher is to facilitate learning, rather than over reliance of lecturing students. The role and responsibility of the teacher requires me to build transferable skills in students by using active learning as a trigger. 19. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers 20. Contribute to organisational development and quality improvement through collaboration with others Observer Comments on Rationale: My lesson plan was designed to teach students about an aspect of politics that may not be covered in prior learning. For students who study in England, they will not necessarily know about other electoral systems, unless they came from Wales, Scotland, or Northern Ireland. Students and Professional observers noted in feedback that I took a potentially complex subject noting fantastic explanations to potentially complicated subjects. Beyond the role of teaching GCSE or A Level, the role and responsibility of a teacher is to effectively plan lessons, teaching large and small groups from many different backgrounds (Prospects, 2018). As a teacher of politics, you are expected to facilitate learning in a topic which is barely covered in a level 1 or level 2 context. While some secondary schools may discuss politics in a citizenship classroom, prior student knowledge may be lacking. Trainee Summative Evaluation of the observed lesson (Using Brookfield’s Critical Lenses): During my peer teach session, I took previous criticism of an earlier peer teach, and used it to develop this subsequent peer teach exercise, teaching a politics lesson. I met the teaching standards in a few creative and innovative ways, using physical resources to illustrate points, and through an extensive use of digital resources. I was able to effectively teach a politics lesson by putting the student at the centre of learning via tasks and engagement on a one to one basis, and via praise to individual answers. Student and Observer feedback given to me after the conclusion of the lesson was largely positive, and noted many aspects of the lesson which worked, and only a few aspects of improvement. Students liked how my sense of humour, my explanations, feedback, and authority around the room kept them on task in a potentially difficult subject. Observer feedback noted how I tested prior knowledge of students and used creative and innovative strategies to teach my specialty. Most of the theoretical resources I used to justify and explain my practice have worked as planned, though there are some resources which have been more useful than others. By using alternative practice methods, I can gauge student reaction and attention, and use that to further improve my planning for the future.