1

Master in Teaching and Learning

ORAL EXAMINATION

A. BACKGROUND INFORMATION

Date of Oral Examination Duration of Oral Examination Examiners

Student’s Name ID Card Number Year Group

School

This Assessment Sheet provides evidence of the student’s progress to date and consists of a number

of competences which a student is expected to achieve regarding the material expected to be found

in the Teaching Practice file.

Each subsection gives the opportunity for qualitative feedback to be provided. This aims to highlight

both the strengths observed in the material submitted and the areas which need to be addressed

and developed.

B. PREPARATION AND PLANNING

1. Schemes of Work

Scheme of work is well developed, logical and coherent.

Scheme of work is adapted and shows progression over practicum period.

Scheme of work is aligned to the syllabus / coursebook / curriculum.

ASSESSMENT SHEET

SECOND YEAR

MTL FT

2

Comments

The lists included under every section below are indicators and are not

exhaustive. The examiner may choose to comment on some of them and also

add others as applicable.

2. Lesson Plans

Learning outcomes are specific and clearly articulated

Lessons are planned: to promote inclusion; include cooperative learning strategies; and reflect learners’ diversity

Lesson plans are pedagogically sound and include effective resources

Lesson plans include necessary adaptations/modifications to suit all learners’ needs

Multiple modes of learning and assessment tasks are included in lesson plans reflecting learners’ diversity

Lesson plans show evidence of collaborative practice, including collaboration with LSE/s when relevant

*Consideration for modification and support clearly stated and personalised.

*Learning activities flow from one step to the next in an easy and logical manner. * New criteria for this year

Comments

C. DOCUMENTATION AND EVIDENCE OF REFLECTIVE PRACTICE (if applicable to this assessment)

1. Class and Student Profiles

Class profile/s show learners’ diversity (e.g. strengths, interests and needs)

Student profiles identify learning challenges, develop individual targets according to pupils’ needs and track progress

3

Student profiles reflect learners’ Individual Education Programme (IEP) (where applicable)

Comments

2. Self-evaluations

Self-evaluations include information pertaining both to the student-teacher’s strengths and the area/s which need to be addressed and/or require further development

Self-evaluations show in-depth insight into the teaching and learning process

Self-evaluations show evidence of reflective practice

Self-evaluations indicate targets for improvement and how to achieve them

*Reflections show engagement with the literature, research and school policies.

* New criteria for this year

Comments

D. PROFESSIONAL SKILLS

1. Knowledge of curriculum and the subject

Good knowledge of the curriculum

Satisfactory understanding of subject-matter knowledge and related teaching methodologies

Subject-content relates to other aspects of the curriculum

Understanding of the context in which learning in taking place

*Good knowledge and understanding of the curriculum. * New criteria for this year

Comments

E. REFLECTIVE PIECE OF WRITING

4

The student should write a reflective piece about his / her development of becoming a

teacher (around 500 words).

F. RATIONALE

The student should, in around 1500 – 200 words, describe the planning and preparation of the material submitted for Week 3 (and possibly Week 4 and 5).

G. GENERAL COMMENTS

1. Strengths

2. Areas for Improvement

3. Other

H. ASSESSMENT OF SESSION

The session has been assessed as: ☐ ☐

☐

Highly satisfactory Satisfactory Unsatisfactory

5

Has shown mastery of the observed competences for this stage of development

Has made sufficient progress in the observed competences for this stage

Has not made sufficient progress for this stage of development

Main Examiner’s Signature

Second Examiner’s Signature