FEX2162 Chap.1 Portfolio Purpose, FEILOs and the Four Domains
Portfolio Purpose, FEILOs and the Four Domains
A course built around one placement
This course sits beside your first block practice in Year 3 and gives it a structure. Its outline describes three jobs: preparing you for the placement, supporting your learning while you are in the school, and guiding your reflection afterwards.
You work with a Professional FE Tutor in a small group, and what you hand in is an evidence-based e-Portfolio, plus your contribution to two sharing sessions after the placement ends. The grade therefore depends on what you notice, collect and explain while you are teaching.
Four outcomes, four tasks
The course has four intended learning outcomes, and each lines up with one written task.
The first asks you to understand how a school's philosophy, goals, policies and practices connect and shape teachers' work. The second concerns your pupils' diverse characteristics and needs and how the school supports their all-round development. The third asks you to reflect on your problem-solving in planning, teaching and assessment, including catering for diversity.
The fourth asks you to evaluate who you are becoming as a teacher, the roles you play, and the goals you will set for the next placement.
Notice the verbs: the first two ask for understanding, the last two for reflection and evaluation of yourself.
The ten FEILOs and the four domains
Every field experience course at the University is written against the same ten Field Experience Intended Learning Outcomes, grouped into school development, student development, teaching and learning, and professional relationships and development.
The task guide prints the outcomes each task is meant to reach. The lesson reflection reaches the most, and one outcome, good rapport with peers and the school support team, does not appear against any written task at all.
It is evidenced through participation in the sharing sessions, which helps explain why that component must be passed.
Reflection needs an exhibit
The opening session reduces the assessment to two requirements, reflection and evidence.
It revisits reflection for, in and on action from the Foundation course, and the task guide lists generous kinds of evidence, from school publications and website screenshots to pupil work, lesson plans and time stamps in lesson videos. Evidence included as photographs, figures or text boxes does not count towards the word limit, which is the single most useful rule for managing a two-thousand-word portfolio.
What this chapter covers
- 01
What the course is for across the placement
- 02
The four course outcomes and their verbs
- 03
Ten FEILOs grouped in four domains
- 04
Which task reaches which outcome
- 05
The outcome evidenced only through sharing
- 06
Reflection for, in and on action
- 07
Evidence that costs no words
- 08
Starting an evidence log in week one
Worked example · free
Map one piece of evidence to the outcomes it can support
- 2Place the photograph and the note against a task.
- 2Name the FEILO domains each could evidence.
- 2Say what is missing before either can support a claim.
Key terms
- FEILO
- A Field Experience Intended Learning Outcome, one of ten outcomes written for every field experience course at the University and grouped into four domains.
- CILO
- A Course Intended Learning Outcome. This course has four, and each corresponds to one of the four written portfolio tasks.
- Block Practice
- The extended teaching placement in a school, eight weeks in Year 3 Semester 2 for this course, during which the portfolio is built.
- Professional FE Tutor
- The tutor who leads your group's sessions, comments on your portfolio drafts during the placement and supports your professional development.
- Reflection On Action
- Reflection carried out after teaching, which names a problem, weighs causes and proposes a change; most of the portfolio is written in this mode.
Portfolio Purpose, FEILOs and the Four Domains FAQ
Do I have to evidence all ten FEILOs?
The four tasks and the sharing sessions are designed so that together they give you the chance to show all ten. Each task targets particular outcomes, which the task guide prints beside it, so aim each entry at those outcomes rather than trying to touch all ten everywhere.
Does evidence count towards the word limit?
Not when it is included as non-text. The task guide says evidence placed as photographs, figures or text boxes does not count, so a screenshot or a boxed extract can carry the detail while your sentences carry the interpretation.
What does reflection in action mean in practice?
It is the judgement you make while teaching, such as cutting an activity or adding a question when pupils look lost. It leaves evidence only if you jot it down straight after the lesson, so keep a brief note of each such decision and why you made it.
Assessment move
In the first week, open a three-column evidence log: the item, the date, and the FEILO you think it supports. Add to it after every school day. When you draft a task, choose exhibits from the log first and write the interpretation second; the tasks reward what you make of evidence, and the log ensures you have evidence to work with.
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