school of education - university of brighton · 9.1 submission ... school of education partnership...

School of Education Inspiring learners, enriching communities

Trainee Handbook

PGCE Primary Education

2016/17

This handbook complements the PGCE Primary Programme Specification which gives further details

about the programme structures and procedures; it can be found in the PGCE: Programme

Information area within Studentcentral. You will also receive a PPiE (Primary Partnership in

Education) handbook as well as handbooks for each of the three school-based training modules.

The University of Brighton Student Contract is available via the weblink below. This provides detail of

the contract the university enters into with you as a student; your rights and responsibilities within this

contract. Here you can also find information relating to university wide academic regulations, policies

and guidance, Please take some time to familiarise yourself with the content of these web pages:

https://www.brighton.ac.uk/studying-here/student-contract.aspx

https://www.brighton.ac.uk/studying-here/student-contract.aspx

Contents Page

1. Programme Leader Welcome ........................................................................................... 1

2. Introduction ........................................................................................................................ 2

3. Key People ........................................................................................................................ 3

4. Communication: Student Voice and Feedback, Studentcentral and your

e-Portfolio (PebblePad) .................................................................................................... 5

4.1 Trainee Voice ........................................................................................................... 5

4.2 Studentcentral ............................................................................................................ 6

4.3 e-Portfolio (PebblePad) ............................................................................................. 7

4.4 Asking Questions and Seeking Advice ...................................................................... 7

5. Programme Overview........................................................................................................ 9

6. Finding Your Way Around ............................................................................................... 10

7. Becoming a Teacher and School-based Experience ...................................................... 11

8. Programme Specific Information: PGCE Programme ..................................................... 14

8.1 Your University-based Modules ............................................................................. 15

8.2 Your School-based Modules .................................................................................. 19

8.3 Additional PGCE Programme Specific Expectations and Advice .......................... 20

9. Assignments: Submission and Feedback ....................................................................... 22

9.1 Submission ............................................................................................................. 22

9.2 Feedback ................................................................................................................ 23

10. Managing the Year .......................................................................................................... 24

11. Programme Management ............................................................................................... 25

Appendices

1. PebblePad: Professional e-Portfolio................................................................................ 26

2. Guidance and Support .................................................................................................... 29

1 NB/SS PGCE Primary Student Handbook 2016 - 2017

1. Programme Leader Welcome

On behalf of the team, it is my pleasure to welcome you to the PGCE Primary programme at the

University of Brighton. We are proud to be graded a ‘Category A’ provider for our primary initial teacher

education courses, and all tutors are passionate about education and supporting the development of

new teachers. The process of becoming a teacher is an exciting and demanding challenge and we are

committed to the programme and the provision of varied opportunities for independent, paired and

collaborative learning. We believe very strongly that the context of higher education plays a significant

role in the preparation and continuing support of education professionals.

We continue to witness a whole host of changes to the educational landscape and this programme is

well positioned to be responsive to changes and shifting demands. Throughout the year the whole team

will be helping you to prepare for the transition into the teaching profession and fundamental to this is

the establishment of principles about effective practice and helping you to develop as critical, reflective

practitioners. This includes - but goes beyond - the DfE Teachers’ Standards.

We value working with our PGCE trainees and know that you will be a stimulating, exciting and

committed group of trainees who have the potential to make a real impact on children’s lives and

aspirations. Ultimately, our programme aims and principles are driven by our belief that teachers can

influence change, can make a difference and can transform the learning experience for every individual

pupil.

We hope you enjoy your programme and find it rewarding and we all wish you every success in your

University study and school-based learning.

Soo Soo Sturrock

Principal Lecturer

PGCE Programme Leader Primary and 3-7yrs


2. Introduction

Over the last 20 years the University’s PGCE Primary programme has become a well-established and

responsive programme that provides an opportunity to gain Qualified Teacher Status (QTS) for

graduates. It prepares trainees to become highly effective practitioners capable of making a significant

contribution to the workplace, and is a reputable and internationally recognised award which prepares

graduates for a career in teaching. The PGCE was first validated by the University of Brighton in 1992

and, in keeping with the requirements of the 2010 White Paper (The Importance of Teaching) has

recently undergone a significant revision with changes to the structure and organisation of the

programme. This has already been wholeheartedly appraised as positive by headteachers and mentors,

trainees and our external examiners.

Ultimately, the parameters for the programme design are defined according to the Government ITE

requirements and the DfE 2012 Teachers’ Standards as well as the current primary curriculum

frameworks. Underpinning the programme design and pedagogy have been the Teaching and Learning

Research Programme (TLRP) findings that have clarified that initial teacher education might “aim to

support teachers with opportunities to undertake reflective, collaborative, classroom focussed inquiry in

order to develop a well informed approach to their own learning journey or trajectory”.

The programme team have developed modules that reflect this overriding principle and the programme

structure has been a joint venture between many of our Partnership schools, current and ex-trainees

and experienced university staff. The team have carefully considered the breadth of necessary learning

experiences ensuring that the more personalised activities, e.g. via seminars and workshops, are

centrally positioned within the programme structure. This is especially notable in the Master’s module.

Across the University programme, larger lectures are used sparingly and, where feasible, incorporate

opportunities for interaction, participation, review and reflection. The programme has always adopted a

‘blended approach’ which maximises time with subject experts in situ and ensures that best time is

made of other online or distance learning materials. Assessment tasks also reflect this breadth to

ensure that students demonstrate their capabilities in accordance with the module outcomes and

befitting the mode of learning.

The programme reflects a new era of initial teacher education and we are pleased to offer trainees an

integrated and innovative learning experience with the majority of time spent in Partnership schools.


3. Key People

You will meet inspiring, enthusiastic tutors in your university modules and subject sessions as well as

experienced, committed teachers and mentors whilst in school. University tutors are also assigned to

you/the school whilst you undertake those aspects of the course. We very much hope that this inspires

you to be “confident that your training programme is well led and managed”.

Central to those working with you regularly are the support tutors.

Personal, Professional and Academic Tutors (Support Tutors)

We believe that it is vital that all students have an opportunity to discuss, review and talk about their

academic and professional progress within a small group setting. Your support tutor will play a

significant role this year and will work with you and your group colleagues in a number of ways to

ensure you are maximising your potential as a teacher. As well as acting as personal tutors, they are

also members of the PGCE teaching team so you will meet them in taught subject sessions too.

Support tutors offer trainees broad study advice and signpost additional support. They are also

responsible for monitoring trainees who have additional learning needs and the related support

documentation that is issued from the University’s Disability and Dyslexia Team.

Keith Turvey Room: B327 email: [email protected]

Rachel Marks Room: B114 email: [email protected]

Pamela Lewis Room: A300 email: [email protected]

Nancy Barclay Room: A304 email: [email protected]

Programme Leadership Team

Some of the support tutors have other management roles within the programme and work together to

ensure that trainee experience and attainment is maximised.

Soo Sturrock PROGRAMME LEADER email: [email protected]

Nancy Barclay ASSISTANT PROGRAMME LEADER email: [email protected]

Pamela Lewis SUPPORT & PASTORAL COORDINATOR email: [email protected]

Rachel Marks PKE & ACADEMIC COORDINATOR email: [email protected]

School of Education Partnership Team A308 Checkland Building

The PGCE programme leadership team work closely with the Partnership team. This team leads and

manages all school-based allocations and supports school-based colleagues.

Sarah Fitzjohn-Scott DEPUTY HEAD OF SCHOOL: PARTNERSHIP AND ENGAGEMENT

[email protected]

Debbie Unsworth SCHOOL-BASED TRAINING, EMPLOYABILITY AND ALUMNI OFFICER

[email protected]

Elissa Gregory PARTNERSHIP OFFICE ADMINISTRATOR

[email protected]

University Tutors: Work for the University (some of whom are tutors here and some are ex-

headteachers or senior staff in education)

mailto:[email protected]













School-based Team

You will meet these colleagues in the 3rd

week of the course when the first school-based training begins!

Mentors: Employed by schools and qualified professionals

Teachers: Employed by schools and qualified professionals

PGCE Programme Support

When you feel you have a quick or ‘silly’ question (they usually aren’t silly….!), the best person to see is

the Programme Assistant, Helen. She can often point you in the right direction or sort things out for you.

Helen McLaren Room A306 01273 641931 [email protected]

PGCE Module Tutors

There are many tutors teaching on the course and you will meet them throughout the year. Each of your

modules has a module coordinator who you will be introduced to. Some tutors will teach you for more

than one aspect of the course, for example, your M level module tutor may well be the same as your

SUPPORT or maths or science tutor.

All staff profiles and contact details can be found on our COURSE/CONTACTS link on Studentcentral.



4. Communication: Student Voice and Feedback, Studentcentral and your e-Portfolio

(PebblePad)

In University-based sessions, you will see your subject and Master’s module tutors regularly. You will

also meet with your support tutor. Course information is also widely accessible via Studentcentral and it

is a key resource for all trainees throughout the year.

Please get into the habit of using and checking your Uni email each day. We conduct most information

sharing and ‘updates’ to trainee groups this way.

In the first few weeks of term we will be inducting you into the use of Studentcentral (the University’s

‘Blackboard’), see section 4.2. You can access modules and associated module materials via the

‘MyCourse: Primary PGCE’ area and via individual module codes/titles.

In school-based learning, you will have regular contact with your assigned mentor and university tutor

as well as the school teachers and other school-based professionals. School information is

disseminated via the Partnership team and is also accessible on Studentcentral via the ‘My Course:

Primary PGCE’ area.

4.1 Trainee Voice

Each year our programme is adjusted in light of feedback trainees and schools provide. We are

committed to canvassing trainees’ perspectives during the programme as well as at the end and

trainees are offered a number of facilities to share feedback, make their perspectives known and to

engage with the process of programme improvement. Much of this happens informally and the team are

often (though not always) well positioned to take action and to make adjustments. For example,

trainees’ comments about some documentation prompted a thorough and collaborative review which

resulted in a new more user-friendly structure for the school-based training (SBT) handbooks.

Course reps: Each group is asked to agree on 2 representatives who will liaise regularly with the

support tutor and support coordinator. They are also invited to attend the PGCE Programme Board

(October / June). Reps enable the views of trainees to be communicated to tutors, and for tutors to

share feedback from the course team to the trainee cohort.

Informal module feedback: Tutors will often use IT (i.e. email, Twitter, iPad surveys) or informal

techniques to elicit feedback about confidence and progress. Do get involved and let us know what

is working as well as what you feel needs attention.

End of school-based training (1-3) evaluations: These are read by the team as well as analysed

by the Academic Standards Office for trends and issues that drive our improvement work in schools.

Focus groups: Trainees are invited to share feedback on aspects of their studies with

module/other tutors which we use formatively to shape later provision.

External examiner visits (June): As part of our quality assurance procedures colleagues from

other institutions/programmes are invited to act as critical friends each year. This entails talking with

and observing trainees and provides another mechanism to support programme improvement.

There will be more information provided about this before SBT3.

We very much hope that you consider that you have appropriate opportunities during your studies to

give feedback on the quality of all aspects of your training and that this feedback impacts on the quality

of training you receive.


4.2 Studentcentral

This is a web-based learning resource available for all registered students and is an integral part of the

learning support for every programme.

Access is at http://studentcentral.brighton.ac.uk.

As part of the induction process you will receive a username and password for the University Intranet

and this will also allow access to Studentcentral.

Studentcentral provides a personalised home page to help you manage your studies. It also provides

access to most information and communication tools, including: email, on-line library services,

programme materials and other essential services. General announcements about the programme are

also posted here and you should check these regularly.

There are many useful links to other areas. For example, you can find the School of Education

Partnership Office site which has e-copies of all school-based pro forma.

You can find the profiles of all your tutors via the ‘contacts’ section in your PGCE Primary course area

on Studentcentral.

http://studentcentral.brighton.ac.uk/


4.3 e-Portfolio (PebblePad)

In addition to the generic and subject information located within Studentcentral, each trainee will be

given a PebblePad account.

PebblePad is an e-Portfolio which you will use extensively to record and track progress and to house

evidence of achievement towards the Teachers’ Standards (DfE, 2012). This is used most regularly in

relation to your school-based modules. At specific times and for specific reasons, this is used as a

means of communication between you, your support tutor and school-based mentors.

Central to our vision for the e-Portfolio (PebblePad) is that it is not a technology but a platform that is

integral to your transformational learning experience. This is a process that supports your academic

achievement, future career success and forms a central part of your contribution to the learning

partnership. This is a partnership that includes a wide diversity of university tutors, school-based training

mentors, support tutors and future employers in a wide range of settings. We know that trainees who

are reflective, who take charge of their learning and see learning as an active partnership, achieve

higher SBT grades, employment rates and have a more satisfying university experience. We see the

e-Portfolio (PebblePad) as central to this vision of engagement, communication and reflective

professional development. For more details regarding this portfolio please see the PGCE PebblePad

Guidance in appendix 1.

4.4 Asking Questions and Seeking Advice

It is likely that you will want to contact a tutor individually at some point during your studies. We know

that a concern or question can be resolved quickly if there is someone to ask and we work hard to reply

promptly to emails and to be available if you want to ‘drop in’.

Knowing the right person to ask is important. The following guide is the usual route for support, though

in some circumstances it may be more appropriate to seek assistance from the second contact point

first.

My question is about: First point of contact Second point of contact

A specific module Your module tutor The module coordinator or

PGCE academic coordinator

A more broad academic issue

Your support tutor PGCE academic coordinator

A pastoral issue Your support tutor The School of Education student support and guidance tutors, or

the PGCE support and pastoral coordinator

A school-based training issue

Your school mentor, class teacher or university tutor

Your support tutor,

the programme leader or assistant programme leader, or

the Deputy Head (Partnership and Engagement)


It is also important to know where you can independently find sources of support; many questions can

be answered through the documentation available. We kindly ask therefore that you ensure that you are

acquainted with the guidance documents we provide. These have answers and guidance about many

different subjects; between the handbooks and Studentcentral, we hope we have it covered. If not, then

do ask but always check other sources first.

Please also be aware that:

PGCE tutors teach on many programmes (BA, MA, and PGCE Secondary), and are often on a

different site leading teaching or professional development in schools. If they are not in their room or

do not reply, it is likely they are teaching. Please try to be patient.

Tutors will not usually respond to emails in the evenings or at weekends.

Tutors often share offices and usually can’t have confidential conversations without an appointment.

Email correspondence, as with face-to-face contact and communication via other social media

should be conducted professionally at all times.


5. Programme Overview

Please note the dates for each phase of the coming year. We expect full attendance on all components.

(UBT = University-Based Training, SBT = School-Based Training).

w/b Monday Tuesday Wednesday Thursday Friday

05 Sep UBT UBT UBT UBT UBT




03 Oct SBT1 SBT1 SBT1 SBT1 UBT



24 Oct SCHOOL HALF TERM: University tasks / Assignment 1 No programme sessions.

31 Oct SBT1 SBT1 SBT1 SBT1 SBT1

07 Nov SBT1 SBT1 SBT1 SBT1 SBT1



28 Nov UBT UBT UBT UBT UBT

05 Dec UBT UBT UBT UBT UBT

12 Dec UBT UBT UBT UBT UBT

Christmas Break WSCC & BH 19-12-16 – 2-1-2017

Christmas Break ESCC 22-12-16 – 3-1-2017

02 Jan UBT UBT UBT UBT

09 Jan UBT UBT UBT UBT UBT

16 Jan UBT UBT SBT2 SBT2 SBT2

23 Jan UBT UBT SBT2 SBT2 SBT2

30 Jan SBT2 SBT2 SBT2 SBT2 SBT2

06 Feb SBT2 SBT2 SBT2 SBT2 SBT2 w/b 13-2-17 SCHOOL HALF TERM: Some Uni-based

sessions scheduled this week

w/b 20-2-17 SCHOOL HALF TERM: Some Uni-based

sessions scheduled this week

20 Feb SBT2 SBT2 SBT2 SBT2 UBT

27 Feb SBT2 SBT2 SBT2 SBT2 SBT2

06 Mar SBT2 SBT2 SBT2 SBT2 SBT2



27 Mar UBT UBT SBT3 SBT3 B/H Easter Break

WSCC & BH 10-4-17 – 24-3-17 Easter Break

ESCC 3-4-17 – 17-4-17 10 Apr UBT UBT SBT3 SBT3 SBT3

17 Apr SBT3 SBT3 SBT3 SBT3 SBT3

24 Apr SBT3 SBT3 SBT3 SBT3 SBT3

01 May B/H SBT3 SBT3 SBT3 SBT3

8 May SBT3 SBT3 SBT3 SBT3 SBT3

15 May SBT3 SBT3 SBT3 SBT3 SBT3

22 May SBT3 SBT3 SBT3 SBT3 UBT

29 May B/H SCHOOL HALF TERM No Uni-based sessions

05 Jun SBT3 SBT3 SBT3 SBT3 SBT3




03 July UBT

School A School B


6. Finding Your Way Around

CHECKLAND BUILDING

The main entrance to this building is on level 3 and from here there are two

floors up and two floors down. The building has 5 wings labelled A-E. Rooms

are labelled by wing and then a three digit number; the first digit indicates

which floor the room is on. Thus C122 is in wing C and on floor (level) 1.

Most of your teaching will take place in this building. This is also where tutor

rooms are located. Other notable locations in this building are:

Asa Briggs Lecture theatre: C122

The Partnership Office: A308

The School Office: A306

The Open Learning Centre (OLC) for teaching resources, etc: Level 4

The Atrium Café: Level 3

WESTLAIN HOUSE

This building houses lecture theatre W100 (ground floor) and some teaching rooms that you will use at times. The restaurant on the first floor provides a wide range of hot and cold meals and snacks. There is also a café on the ground floor.

MAYFIELD HOUSE

This building has teaching rooms on the ground floor together with a small café. Here you will also find computer suites.

FALMER LIBRARY

In addition to a good range of books and periodicals, the library also houses computer teaching and pool rooms.

FALMER SPORTS CENTRE

Most PE sessions will be scheduled in this building.


Previous education, employment, life skills,

interests

University-based 'training'

Independent study; reading, thinking,

assignments School-based 'training'

Qualified Teacher

7. Becoming a Teacher and School-based Experience

The PGCE programme is not like undergraduate study. Part of your time is spent at University but the

majority is spent in schools. It isn’t helpful to view the University and school components as separate or

to view school as the place where you ‘try things out’. The whole programme is designed to build upon

your learning and professional and personal experiences thus far and to integrate the modules (all of

which are underpinned by theory).

So, becoming a teacher is much more complex than ‘‘learning about theory and putting it into practice”.

Indeed, the notion of ‘Partnership’ - where schools and the University work seamlessly together to

provide a coherent professional experience - is central to our Initial Teacher Education courses.

Fundamental to this is the development of a professional approach and attitude. This is at the heart of

any successful school team and central to your employability. Our expectations of you from the outset

mirror those that you will meet in school.

You will start your school-based training (SBT) early on in the school’s autumn term when school staff

and pupils will be establishing routines, etc. Consider how you will engage and participate in this settling

in process, how you will contribute to the class and school life and how you will, from the outset, present

yourself as a committed, flexible and conscientious professional.

You will be assigned to a Partnership school (School A) early on in the course where you will engage in

training in both the autumn and summer terms. You will also be assigned to a Partnership school

(School B) where you will engage in training in the spring term. You are usually paired for aspects of the

programme. The programme is designed, as per Government requirements, to provide you with

experiences across two consecutive age phases (for the purposes of your training). Your programme,

PGCE Primary, includes either the 5-9 years school-based training context (Year 1, 2, 3, 4) or the 7-11

years school-based training context (Year 3, 4, 5, 6). These ‘school-based training periods’ are

designed to give you age-phase specific experiences for the purposes of your development and

progress against the 2012 Teachers’ Standards and do not confine or prohibit subsequent employment

beyond these age phases.


The University has developed very close relationships with its schools over a long period. Currently it is

in partnership with over 300 schools in which training is a shared activity between the school and the

University. It should be noted that the Partnership Office/Coordinator (in consultation with the Course

Leader) organises school-based experience for all trainees. Quality assurance is a particular feature

of the Partnership and this is supported through developing a shared understanding of the Teachers’

Standards for the award of QTS via joint observations of trainees’ teaching.

For the trainee, the key people in the school-based training period are the school mentor, who is an

experienced teacher or senior member of staff, and the class teacher. The mentor takes responsibility

for the trainee’s professional development throughout the school-based training period. Details of roles

and responsibilities and guidelines for supervision and assessment can all be found in the generic

document, ‘Primary Partnership in Education’ handbook. It is always our aspiration that your school-

based training experiences are of high quality.

We very much hope you consider that your school-based training experiences have taken place in

different types of schools/colleges/settings and that you recognise that arrangements for your

school-based training periods are made in a timely manner. Please note the following:


Occasionally progress is unsatisfactory and a ‘need for enhanced

support’ is issued. This alerts all involved that if practice remains at this

level, you would not be well placed to meet SBT expectations and the

required DfE Standards. It is usual for mentors, tutors and trainees to

collaborate and agree appropriate intervention strategies and to address

these issues. Usually this results in the trainee improving practice and

passing the school-based training.

Occasionally trainees consider withdrawing from the course for

personal or professional reasons. Your support tutor and other

Student Services (see appendix 2) can support you to talk this

through to help you to make the right decision for you.

Nearly always, trainees remain convinced

that teaching is the right career for them

and despite some days being tricky or

challenging, tell us that they enjoy and

gain from all aspects of the course.

Sometimes circumstances change and allocations need to be

adjusted. We tend not to share allocations until these are as final

as possible for you all. On occasions this can mean that your

allocation may not be confirmed until shortly before the

school-based training period.

Occasionally you will find that a relationship is tricky and

you will need to overcome barriers in order to develop a

positive working relationship. Sometimes you may

experience frustration, competition or friction in working

with others. It is important to address such conflict or

challenge professionally and to remember that relationship

building is an important part of working in any staff team.

Occasionally you may feel that your aspirations for your school-

based work is not reflected in your feedback and you may feel

worried or demoralised as a result. Always take time to reflect on

feedback before engaging in a review and try to consider the

strategies suggested to move your practice on. We know this is

never easy; learning to teach is not. We support you to reflect,

action plan and to focus on ‘where next’. We also have good

systems to support quality assurance and moderation.

Usually we are able to work with

schools strategically and quickly,

and school allocations are well

under-way before you begin the

course.

Usually your experience of working in a

dynamic and complex school environment and

forming professional relationships will be

positive. You will recognise that you have

gained from the diversity of personalities,

professional contexts and expertise that you

encounter.

Usually you will feel that feedback on

your teaching and professional

development is fair and constructive

and that it enables you to overcome

challenges and to make good progress.

In most cases, progress at school

will be good or better and you

will, through hard work and close

attention to your professional

development, meet the

expectations of each phase of

school-based training.


8. Programme Specific Information: PGCE Programme

The PGCE Primary course aims to prepare graduates to become effective practitioners capable of

making a significant contribution to the workplace. The course comprises six modules, three of which

are university based and three of which are school based. The majority of time, 24 weeks (120 days), is

spent in school-based training with 12 weeks (60 days) spent at university. The programme integrates

university and school-led training and the 6 modules have been written to complement and extend each

aspect of provision. The 3 school led modules are at the centre of the programme, and these school

modules are designed to be progressive and increasingly demanding as the trainee teacher prepares to

qualify.

This is a professional, vocational course and the outcome is to gain Qualified Teacher Status. Our

expectations of you as post-graduate students (on what is essentially a ‘fast-route’ into teaching) will

reinforce those of the teaching profession. Everything you do at the University supports your progress

towards becoming a qualified teacher. To that end, we have high expectations about attendance,

punctuality, seminar engagement and contribution as well as the necessary collegiate behaviour.

We encourage and expect that you will pursue and develop areas of expertise and interest; these may

be provoked by prior experience, expertise and interest, by school experiences or by university

assignments, reading, research and taught sessions. You may find intrigue and reward in curriculum

areas initially perceived less confidently; views transformed by excellent university teaching and

children’s engagement and responses. You may find stimulation and challenge in new technologies, via

your own school teaching but equally by the ways you are asked to engage with the University

programme and assignments. We support you to nurture interests and expertise that will enable you

both to flourish against the Teachers’ Standards and in your academic studies, establishing a confident

position for employment.

•University-based taught programme (EV682, EP682, EP782) runs before and after school module

•Auditing and target setting e-Portfolio (PebblePad)

School-based Module ET681

•Short University-based induction over first 4 weeks of term (EP682 & EP782)



•2 days University-based induction ( EP782)



Autumn term

Summer term

Spring term


8.1 Your University-based Modules

Taught sessions are usually scheduled in 2 hour blocks and usually begin at either 9am, 11am, 1pm or 3pm and you will need to be prepared to make prompt

starts in each session. Sometimes you will be scheduled 9am-11am/11am-1pm and tutors will conclude their sessions in order that groups make their way to

the next session. You will be taught in your ‘tutor group’ which will stay the same throughout the year (Groups 2-5).

The table below shows your three university-based modules: EV682, Contemporary issues in teaching and learning; EP682, Foundation Subjects, and EP782

Professional Knowledge and Enquiry (PKE). The EP782 module has a programme that is divided into subject sessions and professional enquiry sessions. You

will be timetabled for separate subject sessions in English (EP782/E) maths (EP782/M), science (EP782/S) and languages (EP782/L) as well as for your

professional enquiry (EP782). All students will complete a 40 credit Master’s module which culminates in the submission of a 5000 word report of a

school-based professional enquiry.

This Master’s module is one of the ways we attribute high professional value and status to the complexities of teaching. We are committed to the principle of

teaching as a Master’s level profession and believe this module provides the starting point for an enquiring and reflective stance as a new teacher, as well as an

initiation into the benefits of the Master’s Education degree that we hope you will all undertake at some point in your careers.

Module title Code,

level and

credit

value

Overview of content Integration with school-based

training

Assessment How to find out

more about the

module

Contemporary

issues in

teaching and

learning

EV682

Level 6

10 credits

In this module you will be introduced to a range of

contemporary issues in teaching and learning and will

develop your understanding of how pupils learn and

how learning and attainment can be influenced by a

range of factors. You will develop your knowledge of a

range of teaching strategies and how these can be

adapted to meet the needs of all learners. You will also

develop knowledge and critical understanding of the

use of a range of technological tools to support

professional learning.

University sessions early in the

autumn term support your

engagement with professional

issues in SBT1 and prepare you

to complete the assessment

task.

Further sessions after SBT1

build on your school experience

and support preparation for

further development of your

professional skills in SBT2 and

SBT3.

Cumulative blog

task. Final

submission

December 2016

The module

programme is

available online

at the Tutor blog:

https://ev682.word

press.com/about/

https://ev682.wordpress.com/about/

https://ev682.wordpress.com/about/


Foundation

Subjects

EP682

Level 6

10 credits

In this module you will develop your knowledge and

understanding of the nature and scope of the

Foundation Subjects of Art, D&T, Drama, Geography,

History, MFL, Music, PE and RE.

The module opens with a keynote lecture where you

will be encouraged to explore the distinctive nature of

the foundation subjects and their unique contribution to

a broad and balanced curriculum. Your specific subject

knowledge will then be enhanced through a series of

discrete workshop seminars in all Foundation subjects.

These sessions provide hands on experience, theory

and policy to support your own nascent practice.

Prior to SBT2 you will have an opportunity to choose

two additional workshops to deepen your

understanding and support your own planning,

beginning to make meaningful links across the

curriculum.


autumn term inform your

planning and teaching of

foundation subjects in SBT1 and

prepare you to complete the

assessment task.

Further sessions after SBT1

build on your teaching

experience, enabling you to

make connections as you

prepare to teach a wider and

different range of Foundation

subjects in SBT2 and SBT3.

2000 word

assignment due

January 2017

Module

programme and

outline for

module on

Studentcentral

Subject specific

readers will be

provided within

taught sessions

Professional

Knowledge

and Enquiry

EP782

Level 7

40 credits

This is the Masters level component of your studies.

Through whole cohort lectures, large and smaller

group seminars, reading and discussion you will be

introduced to study at Masters level. We will support

you to develop your understanding of, and facility to

engage in, critical reflection and analysis of policy,

theory and practice. During the spring term you will

plan and carry out a small class-based professional

enquiry as part of your second school-based training

experience.

University sessions in the later

part of the autumn term support

your capacity to critically reflect

on your developing teaching

practice and your professional

experiences during SBT1, and

to prepare you to conduct your

professional enquiry during

SBT2 in the spring term.

Professional

enquiry report,

5000 words, due

April 2017

You will be

provided with a

module

handbook at the

beginning of

October


Mathematics EP782M

Part of

EP782

above

Sessions are in the form of practical workshops in which

you engage in mathematical activities suitable for the KS1

and 2 classrooms, using these as a basis for analysis of

underpinning mathematical ideas. Through this practical

activity and discussion, together with additional reading

and study, you will develop your primary mathematics

subject knowledge and confidence.

We focus consistently on the selection and use of

resources and representations to support children’s

developing mathematical understanding and on the

importance of making connections across different

mathematical topics.

Over the course of the module you will become familiar

with progression in the National Curriculum and of the role

of its three high level aims of supporting mathematical

fluency, problem solving and reasoning.


autumn term support aspects

of your mathematics subject

and pedagogical knowledge

development in order to begin

to plan and teach during SBT1.

Following SBT1 sessions

address further subject and

pedagogic issues and support

preparation for your increased

autonomy in planning and

teaching mathematics during

SBT2 and SBT3.

Ongoing self –

evaluation of

subject

knowledge

through an audit

booklet

You will be

provided with an

audit booklet

which contains

the module

programme in

your first session

Science EP782S

Part of

EP782

above

Sessions focus on developing your understanding of

specific science concepts and of scientific enquiry. The

practical nature of Primary Science is reflected in the

practical nature of taught sessions and you will engage in

activities that you can adapt for use in the classroom.

These are designed to give insight into the types of

activities that are possible and to challenge and develop

personal knowledge and understanding. In addition you

will engage in discussion of teaching and learning issues,

critical and reflective discussions on practice, peer

teaching and consider the use of a range of classroom

resources including video material and ICT.

We aim that the module activities enable you to develop

your personal ethos, values and principles underpinning

the learning and teaching of primary science.



of your science subject and

pedagogical knowledge






preparation for increased


teaching during SBT2 and

SBT3.

Online self-

audits in

Biology,

Chemistry,

Physics and

Working

Scientifically

You will be

provided with a

module

programme in

your first session


English EP782E

Part of

EP782

above

The English programme aims to enable the development

of secure subject, curriculum and pedagogic knowledge for

primary teaching in English. University sessions will

address and model best practice in the teaching of

reading, writing, speaking and listening. The requirement

for secure and confident understanding of phonics in early

reading will be introduced in sessions and further

developed in schools. Key chapters, articles and selected

theorists will be introduced to develop your subject

knowledge and understanding of effective teaching of

English across the Foundation and Primary phases of

schooling.

Students will be encouraged to explore quality children’s

literature and become familiar with a range of authors.

The role of children’s literature in the teaching of English

will be promoted and is central to our approach in

developing a positive reading for pleasure culture in

schools.



of your English subject and

pedagogical knowledge






preparation for your increased


teaching English during SBT2

and SBT3.

You evaluate

knowledge of

systematic

synthetic

phonics (SSP)

through an audit

task

Module

programme

provided at your

first group

session

Modern

Foreign

Languages

EP782L

Part of

EP782

above

You will be introduced to the national and local context for

the learning and teaching of languages. You will discuss

the value of language learning for all, and be introduced to

strategies and approaches for teaching language even if

your own personal knowledge of and fluency with modern

foreign languages is limited. Further sources of support for

teaching and learning resources are signposted

This short overview of MFL in

January enables you to reflect

on your SBT1 experiences and

to raise confidence and

stimulate enthusiasm as you

prepare for MFL teaching in

SBT2.

No assessed

task, self-study

arises from

session content

This short

introduction to

MFL does not

require a module

programme


8.2 Your School-based Modules

These are designed in a progressive manner and are linked with the university-based modules. They

will facilitate the development of’ professional attributes, skills, knowledge and understanding and

provide specific experiences that will enable you to critically analyse professional practice and take

responsibility for your own professional development.

During these 3 modules, the university will allocate you a university tutor and the school will identify a

school-based mentor. These professionals work with you and take shared responsibility for your

professional support. An increasing emphasis is on the trainees’ own ability to monitor, track and action

professional priorities using the e-Portfolio (PebblePad). Your support tutor will also support you in this

regard.

The outcome of each school-based module is determined on a pass/fail basis and university tutors and

mentors will use the university assessment schedule to make judgements about each trainee’s

achievement. These judgements are based on their observations of the trainee’s teaching as well as

scrutiny of evidence against the DfE Teachers’ Standards.

When preparing for and engaging in a school-based module, you must take responsibility for your

overall individual training ‘plan’ (monitored and tracked via the e-Portfolio (Pebblepad)). This process is

supported by your school-based mentors and your support tutors. You have already been advised to

begin your audit and review against the Standards (pre course) and this will enable you to start to

prioritise areas for development in your first school experience. We will be supporting you with this

throughout the programme.

All trainees – and schools - receive ‘SBT specific’ handbooks with expectations and tasks clearly

outlined.

Module code

Module title Credit Assessment and feedback details and dates

ET681 School-based training 1: Exploring Effective

practice (October - November)

10 SBT1 PC Final report

November 2016

ET682 School-based training 2: Embedding Effective

practice (January- March)

20 SBT2 PC Final report

March 2017

ET683 School-based training 3: Enhancing Effective

practice (April- June)

30 SBT3 PC Final

report June 2017


8.3 Additional PGCE Programme Specific Expectations and Advice

a. You can read the full Programme Specification for the PGCE course in your Information section on

Studentcentral.

b. You must meet the DfE (2012) Teacher’s Standards before you can qualify for the NQT (Newly

Qualified Teacher) year.

c. Getting off to a good start is vital and ex-trainees suggest this is about getting organised, plotting

dates in diaries, considering any practical and domestic challenges and establishing systems for

study (when, where, etc). It does sound ‘obvious’ but time flies on this course!

d. You will often be timetabled for University sessions from 9-5pm. There will be occasions where you

will be expected to stay later to attend ‘twilight sessions’. Some of this time will be in taught ‘subject

sessions’, some lectures and some independent group work. When you have ‘gaps’ in the

timetable, we advise you engage with your modules independently. We don’t envisage you are in

‘contact’ for the whole time as it is vital you study autonomously. You should be doing everything

you can to develop your subject and pedagogic knowledge. This means using the ASPIRE reading

lists (via you module links), working on subject specific materials (distributed by module teams) and

using DfE websites to become acquainted with curriculum expectations. For example:

http://www.education.gov.uk/schools/teachingandlearning/curriculum

http://www.pearsonschoolsandfecolleges.co.uk/AssetsLibrary/SECTORS/PRIMARYASSETSNE

W/Curriculum_Change/CurriculumOverviewforYears1-6.pdf

http://www.primaryreview.org.uk/

http://archive.teachfind.com/ttv/www.teachers.tv/videos/education-white-paper-curriculum.html

http://www.tes.co.uk/

http://www.guardian.co.uk/education

e. When you are in school, you will be expected to honour the professional expectations of that

school-based training period. These are also detailed in the PRIMARY PARTNERSHIP IN

EDUCATION (PPiE) handbook.

f. You must make every effort to maximise the naturally occurring learning opportunities and

experiences available in school and (sometimes) within the wider school community (feeder

schools, special schools, children’s centres, etc.) and to record your learning (in relation to the

Standards).

g. The content, structure, delivery and assessment of the programme is designed to enable you to

meet all the standards for QTS across the age range of training. It is a Government requirement that

all trainees complete school experience in 2 consecutive age phases; this is for the purpose of the

training year only. For the purposes of the school-based components, you are organised into either

PGCE Primary: 5-9 years or PGCE Primary: 7-11 years. Thus, all trainees enrolled on the PGCE

primary programme will complete a school experience in the age phase of 7-9 years. Some trainees

will also complete a school-based experience in classes in the 5-7 years age phases and some will

also complete a school-based experience in classes in the 9-11 years age phases. We should

reiterate that these options were provided for the purposes of operationalisation of the programme

and, as advised in the admissions process, are not a significant feature of the overall qualification

(PGCE Primary).

http://www.education.gov.uk/schools/teachingandlearning/curriculum

http://www.pearsonschoolsandfecolleges.co.uk/AssetsLibrary/SECTORS/PRIMARYASSETSNEW/Curriculum_Change/CurriculumOverviewforYears1-6.pdf

http://www.pearsonschoolsandfecolleges.co.uk/AssetsLibrary/SECTORS/PRIMARYASSETSNEW/Curriculum_Change/CurriculumOverviewforYears1-6.pdf

http://www.primaryreview.org.uk/

http://archive.teachfind.com/ttv/www.teachers.tv/videos/education-white-paper-curriculum.html

http://www.tes.co.uk/

http://www.guardian.co.uk/education


h. Several areas of professional knowledge and practice are high profile nationally. These are:

Systematic Synthetic Phonics (SSP);

Special Educational Needs and Disabilities (SEND);

Behaviour Management;

English as an Additional Language (EAL);

Primary Mathematics;

Supporting underperforming groups of pupils;

Challenging bullying;

Safeguarding and tackling extremism;

Making accurate and productive use of assessment.

Support for your knowledge and understanding of these areas and your responsibility in them will be

part of your university and school-based training and by the end of your training you will need to

demonstrate very good/good knowledge and competence in all areas. Additional information can be

found on the School of Education national priorities web page:

http://about.brighton.ac.uk/education/study/itt/resources/national-priorities.php?PageId=291

http://about.brighton.ac.uk/education/study/itt/resources/national-priorities.php?PageId=291


9. Assignments: Submission and Feedback

9.1 Submission

Guidance to support you to prepare for and complete all assignment tasks successfully will be shared

by module teams at the appropriate times. All standard university assignments are submitted

electronically (via Turnitin on Studentcentral); if an assignment task is to be submitted in any other way

then your tutors will inform you of this. Assignments must always be submitted by 4:30pm on the due

date. Whilst we expect that you will plan effectively for the work involved in submitting assignments it is

important that you communicate any concerns and seek help and advice if you are worried about your

capacity to submit appropriate work on time. Talk to your support tutor and make use of the services

here (e.g. the Student Support and Guidance Tutors, room A112). If you are returning to university

study after a break of some years, you should be planning to become re-acquainted with the

expectations for reading and writing at post-graduate level. See for example:

http://about.brighton.ac.uk/ask/undergraduates/critical-thinking-and-reflection/critical-thinking/

Please be aware of the following:

Extensions: Sometimes there will be an exceptional set of circumstances that mitigate against

submitting work as expected (e.g. unavoidable health or personal issues). This is when an

extension is appropriate - talk to your support tutor. These can usually be offered for a week and if a

diagnosis of a specific learning need is recorded, then a maximum of 2 weeks. More about this in

the regulations that can be read in the University of Brighton Student Contract.

LATE SUBMISSION! Even if your work is submitted a minute late, it is considered a failed attempt.

More about this in the regulations that can be read in the University of Brighton Student Contract.

NON SUBMISSION! If you do not have an agreed extension and do not submit the work, this is also

considered a failed attempt. If in doubt, talk to your support tutor or programme leader.

If you fail an assignment, in most cases you will be referred. This means you can (normally) have

another attempt at the work. If you fail this 2nd

attempt, then it is likely any last attempt will be made

at the discretion of the University and you may be asked to repeat the whole module before you are

able to complete the course. More about this in the regulations that can be read in the University of

Brighton Student Contract. Please note that any referrals will impact on your overall course

completion date; university-based modules are normally re-worked for an August submission date

with a view that the completed programme will be considered at the September Board. This will

mean you can’t attend the summer graduation ceremony.

The course comprises 120 credits. Trainees can only be referred in (i.e. fail) up to 60 credits.

The course team meets three times in the year (Exam Board) to review the progress of all students.

This is a formal body comprising tutors and other School of Education senior staff that proposes and

ratifies actions agreed by the programme leader.

http://about.brighton.ac.uk/ask/undergraduates/critical-thinking-and-reflection/critical-thinking/


9.2 Feedback

The PGCE is a pass/fail course and the modules and assignments are graded as such. Tutors will

provide formative comments about the content of your work and the implications for future practice

(ways forward). Tutors will also make a summative comment that will refer explicitly to the ways in which

the work fulfilled the academic criteria, or the ways in which it fell short of these criteria. Work is usually

returned within 20 working days although this may depend on the date of submission as tutors are

encouraged to take annual leave at certain times.

The pass mark for level 6 assignments is 40% and although we do not give you a percentage mark, we

do clearly signal the extent to which you met the criteria (which are always shared with you). For level 6

assignments we use the terms FAIL – ADEQUATE – SOUND – GOOD - EXTREMELY GOOD against

the criteria.

The pass mark for the Master’s module is 50% but as above, this is not percentage graded but the

feedback will clearly signal the extent to which you met the criteria (which are always shared with you).

For level 7 assignments we use the terms FAIL – PASS – MERIT - DISTINCTION against the criteria.

Please see the PKE module handbook for further information and guidance relating to passing this

module at level 7 and at level 6.

Quality assurance via double marking and moderation is a core component of our protocol.


10. Managing the Year

Our experience tells us that there are particular events and times of the PGCE year that can provoke

anxiety or tension and being alert to these in advance can help you to manage your expectations of us,

and to prepare yourself to manage your own emotions. These may include:

The first few weeks: sometimes trainees can feel briefly out of their depth or worried about the

workload. Here the programme ‘grapevine’ can be a source of very odd and sometimes incorrect

information (generated by rumour). Trust us! We recognised your potential to be successful on this

course and that’s why you are here. Check Studentcentral regularly for information, talk to your

tutors, listen to the briefings and plan each week carefully. Attend carefully to your own organisation

to help you to prioritise and stay on top of reading and tasks. That said, this is a ‘fast-track’ into

teaching and at interview you were assessed to potentially meet the academic and professional

requirements to a very good and good standard via this route. Consider how you will maximise this

potential in this professional year.

1st

assessed task deadline (December): This is designed as a cumulative task to which you will

contribute regularly. It is important to maintain focus on this throughout the autumn term to avoid

excessive pressure in the final weeks before submission. Start reading in week 1. The course team

will provide feedback on your pre-course writing to support you, but in advance of this it is important

to reflect on your study skills, your strengths and areas for development in academic writing and to

be aware of the study support available through the university ASK study support pages. All

assignment dates should be noted now and a schedule established.

Hearing about school details and university tutors: our aim is to match you as sensitively and

quickly as possible but within a range of factors (some advised by you) and some determined by the

availability and location of schools. For all sorts of reasons, schools can adjust their offers to us at

the last minute and we all work very hard to ensure school-based training periods are organised to

the best possible outcomes. Your university tutors are linked to the schools and are there to support

both you and the school colleagues. Remember this is a ‘training year’ and the school experience

should be viewed as a place where you learn habits, protocols, skills as well as develop knowledge

and understanding that can all be transferred to other school environments.

Job applications: Schools advertise once resignations, etc. are confirmed and in the main this

occurs after May half term. However, schools can be confronted with a shift in personnel, budgets,

etc. and can advertise earlier though rarely before February. Some local authorities do utilise a

‘Pool’; this is a centrally organised application facility within a local authority. For example, you

complete one application for e.g. Hertfordshire and if successful, are interviewed for the local

authority. We have a number of inputs from our local authority, headteachers, the careers service,

etc. to support your 1st post application.

January: Your next assessed task is submitted as you prepare for SBT2. You will need to take

some time to rest over the Christmas break and in order to do this you will need to map out your

study for and writing of this assignment carefully.

Easter: Your Masters report is due in following the completion of SBT2 and at the end of the Easter

break. Students were appreciative of the break at Easter which allowed them time to complete this

final assignment.

Remember that hundreds of trainees have been hugely successful on this course - and are now happily

teaching!


11. Programme Management

The School has a range of management structures for this course and its ITE provision. The

programme leader has particular responsibility for the overall running of the course and all of the

trainees. This includes the preparation of material for the Examination Board. The support tutors support

and monitor trainee progress and experience. A range of subject tutors are members of the

Management Board which meets regularly.

The PGCE Primary Education programme is managed by the Programme Board, which takes

responsibility for the academic health of the course.

Programme Management Board:

Chaired by the programme leader, the Board has overarching responsibility for the design, delivery and operation of the relevant academic programmes of study. Membership includes students, key staff responsible for the teaching and assessment of the programme and members from the ITE partnership where appropriate. The Board also provides the formal mechanism for the consideration of student feedback.

Trainee Representatives: Each year, trainees are asked to nominate ‘programme representatives’

from each of the student groups. Support tutors will regularly liaise with these trainees to discuss issues

that both parties feel pertinent to raise. Information is disseminated back to the cohort via the

representatives. In addition, a trainee representative is encouraged to attend the Programme Boards

and is invited to contribute the ‘trainee perspective’, as well as feedback information to their colleagues.

The Terms of Reference and Membership (ToR) of the Programme Board is available from the School of Education Office (Checkland Building, room A306).


Appendices

Appendix 1: PebblePad: Professional e-Portfolio

The purpose and use of the e-Portfolio (PebblePad)

The e-Portfolio (PebblePad) allows all Initial Teacher Education (ITE) trainees to reflect on their

professional development and collate evidence against the DfE Teachers’ Standards. It:

Can be accessed from various devices via an up to date browser;

Enables tutors to interact with materials uploaded by trainees to their individual accounts;

Supports monitoring across the ITE Partnership;

Identifies when intervention strategies need to be put in place; and supports career

advancement;

Is retained throughout the NQT year, facilitating smooth transition from QTS to NQT;

It enables trainees to share key information with schools and university tutors, for example,

Pen Portrait and action planning.

NB All SBT modules share the same final criterion that says “Provide evidence of achievement

against the Department for Education’s ‘Teachers’ Standards’ (2012) for QTS (Qualified

Teacher Status)” and this will be reviewed with support tutors.

This is an auditing and tracking facility and contains selected evidence that demonstrates

achievement against the Standards. This is kept in addition to the required school ‘day files’ that

contain more copious documentation and to support daily teaching requirements.

You will be learning about this e-Portfolio throughout the year via support sessions and briefings.

Please do not worry; we are here to help and by the end of SBT1 all will start to be clear when you

have brought it to life by beginning to use it to evidence your progress and achievements in school.

By the end of the PGCE Programme, you will have a range of professional evidence

linked to each of the DfE Teachers’ Standards that highlights the way you have addressed the DfE

expectations for qualified teacher status over the year. At the beginning of the course we will be

sharing a completed e-Portfolio (PebblePad) and asking you to complete specific sections as you

prepare to start your first phase of school-based training.

The e-Portfolio (PebblePad) Section by Section

The e-Portfolio (PebblePad) is organised into 6 different sections:

1. Pen Portrait

This is a short CV, updated prior to each school-based training period that contains details of:

Prior qualifications/experiences;

Previous school-based training periods;

Grades against the Teachers’ Standards (PC report);

Strengths and areas for development identified at the start of the current school-based

training period.

It is sent to the new placement school prior to the start of a school-based training period, thus

supporting transition. It also provides the basis for Ofsted Pen Portraits prepared for inspections;

This section will be updated at the end of the programme to aid transition into the NQT year.


2. Teachers’ Standards

The most important and central feature which unifies the e-Portfolio (PebblePad) is the DfE

Teachers’ Standards:

Each section TS1-8 is demarcated into the related sub-sections e.g. TS1a, TS1b, etc.

Progress and achievements against the Teachers’ Standards are reviewed and

evidenced;

Evidence is collated against each of the Standards, enabling trainees to be

recommended for QTS at the end of the programme.

This portfolio ‘tells the story’ of your learning and progress (and correlating evidence to

show you have met the Teachers’ Standards). It does require a certain amount of

interpretation and reflection rather than just ‘housing’ PA, PB, etc. forms, with vague

linking to each of the TS1-8.

If you upload a piece of evidence e.g. a PA form against e.g. TS1 you need to provide a

comment to alert you / any readers to what precisely was in that PA that does actually

signal learning and progress against that standard / sub-standard. It isn’t purely a

storage facility.

It isn’t acceptable (or helpful) to have an uploaded PC to e.g. TS3 (with the correlating 5

sub-standards) with no comment, signal or reflection. If you re-read this section, there is

a HUGE amount here and you need to provide an example or pull out relevant

comments.

You self-assess at the end of each of the SBT phases (and from SBT1 will have ‘partial

evidence’) and use your PC form grades to inform this. If you are graded at ‘1’ for TS1

on your PC form, then your self-assessment with be ‘1’s!

NB on SBT3 your final grading and overall self-assessment for TS1-8 would normally

align with those grades awarded by the mentor in your SBT3 PC form.

3. School-based Training

This section is divided into 3 areas for SBT1, SBT2 and SBT3. For each of these there are three

further subdivisions:

Weekly evaluations: In this section you upload an evaluation of your professional

progress on a specified template

Professional action plan: This is an extremely important part of the portfolio and should

be considered to be a process engaged in, not a template completed. Action planning

builds on evidence of your progress and targets areas for development with clear time

frames, and indicators of success. Support for action planning will be given throughout the

course. The action plan should:

o focus on your professional targets;

o be reviewed and updated regularly: a process supported by mentors and

university-based tutors;

o be drawn from the Teachers’ Standards but is not the whole standard. Identify a

subsection or aspect for particular focus. These targets are short term; you are

aiming to achieve the whole of the standard by the end of the year;

o have 2-4 actions that are do-able, that when completed will reassure you that the

target is slowly and surely being met. A review date should be added and the

minimum expectation is that this is the interim of each SBT. You may do this more

regularly, however.


Professional reflections: Specific tasks during each school-based training phase will be

written as reflections and uploaded to this area. All reflections should be professionally

stated, focus on what you learnt as well as the potential ‘next steps’ for you. They should

not be purely a description but entail a ‘reflection’ on the issue, policy, technique, etc. This

means dwelling on the merits and drawbacks and then the potential for your own

development as a teacher. It goes without saying that these should be appropriately

punctuated and spelling all carefully proof read. These commentaries should be

professionally stated; there is an audience for everything on your portfolio.

4. University-based Training

This section should contain university feedback from your 3 modules: EV682, EP682, EP782 and

any other Uni-based task you have completed and where advised by your module tutors. You

should upload this as soon as you receive it. This feedback should be tagged to the Teachers’

Standards.

5. Professional Evidence

You will upload a sample of indicative evidence from your school-based training. This will always

include your PA, PB and PC forms. A list will be provided for each SBT in the related handbook.


Appendix 2: Guidance and Support

There are many different ways to access the help and support you need whilst at university. This may

relate to your academic studies and, dependent upon the way in which your individual school is

organised, will come from a variety of sources and this will include the course leader, course tutors or

an allocated personal tutor.

In the first instance this will be your support tutor but you can also contact the School of Education

Student Support and Guidance Tutor (SSGT) as a first point of contact with any issues that relate to

concerns - personal and academic. Find their contact details at www.brighton.ac.uk/SSGT. If you feel

you need to discuss personal issues with someone entirely separate from your School/course, the

Student Services department offers a confidential counselling service. For details of this and of other

services the department provides, please visit the website www.brighton.ac.uk/current-students for

comprehensive information on support available from the University, or

https://www.brightonsu.com/goodadvice/support/ for support available from the Student Union.

Learning Support Plans (LSPs)

The University is committed to ensuring that all enrolled students have an equal opportunity to succeed

on their course. This includes ensuring that the university’s teaching and assessment processes are as

inclusive as possible for disabled students and students who are experiencing temporary conditions

(such as pregnancy), to minimise any adverse impact on their access to learning. Recommendations

for adjustments to teaching, assessment and examinations are made by the University’s Disability and

Dyslexia Team.

You can find further information about groups that may be eligible for Learning Support Plans in Section

G of the General Examination and Assessment Regulations, on Studentcentral.

What sort of adjustments are included in a Learning Support Plan?

Each Learning Support Plan is tailored to the individual needs of a student that arise because of their

disability or other condition. For example, it may include recommendations to teaching practices,

assessments and examinations.

In some cases, more significant variations to assessment can be recommended. In these cases, the

academic learning objectives of your course are fundamental to the decision as to what individual

adjustments can be made.

How can I get a Learning Support Plan?

If you have a condition that you think might entitle you to a Learning Support Plan, you should contact

the Disability and Dyslexia Team in Student Services either in person, by visiting your local Student

Services office, or by telephoning 01273 643799 or emailing [email protected] .

The Disability and Dyslexia Team will ask you to provide evidence of your circumstances, such as a

note from your doctor or an Educational Psychologist (EP) Report. They can provide guidance and help

you to obtain this evidence if you do not already have it.

Once you have this evidence, you should then book an appointment with a Learning Support

Coordinator in the team, who will discuss what individual recommendations can be included in your

Learning Support Plan and share this information with your school.

The process of implementing a Learning Support Plan can sometimes take time and so it is

recommended that you contact the Disability and Dyslexia Team as soon as possible to discuss your

requirements.

http://www.brighton.ac.uk/SSGT

http://www.brighton.ac.uk/current-students/index.aspx

https://www.brightonsu.com/goodadvice/support/



Adjustments for examinations cannot be guaranteed if information is received within 6 weeks of the

assessment date.

When you meet with the Disability and Dyslexia Team, they will also provide you with information about

other elements of disability support – such as funding that is available through the Disabled Students

Allowance (DSA) and 1-2-1 support services.

I’ve told the university about a disability when I applied. Do I need to do anything else?

Even if you disclosed a disability as part of your application, you will still need to contact the Disability

and Dyslexia Team to provide evidence and so that your personal Learning Support Plan can be drawn

up.

Temporary Conditions

These are usually quite sudden and normally result from physical injury. If time permits, you should

make an appointment through your site Student Services Administrator to see the Disability and

Dyslexia Team, and take your written evidence (e.g. medical certificate). If there is insufficient time to

do this, take the documentary evidence to a Student Support and Guidance Tutor who will be able to

check with the Disability and Dyslexia Team. While every effort will be made to help, obviously the

closer to the assessment period the more difficult it will be to make alternative arrangements.

What other support is available from the Disability and Dyslexia Team?

As well as helping with Learning Support Plans, the Disability and Dyslexia Team can also help with

applications for Disabled Students Allowances and other disability funding. This can help to finance

1-2-1 support such as (but not limited to) notetakers, scribes, mentoring and/or learning support tuition.

The type of support provided will depend on the impact that your disability has on your studies. More

information about the support that the team provides can be found at www.brighton.ac.uk/disability .

Changing, intermitting or leaving your course

If you are thinking about transferring to another course, taking some time out (intermitting) or

withdrawing from university - for whatever reason – it is important to weigh up your options and seek

advice before rushing into a decision. We would recommend you discuss your situation with a member

of staff – this could be your personal tutor, your course tutor, staff in Student Services, the Students’

Union or a Student Support and Guidance Tutor.

If you are not sure where to start there is information online https://www.brighton.ac.uk/current-

students/advice-and-support/withdrawing-or-transferring/index.aspx which may be able to help you.

There are complicated rules surrounding future student loan or local authority funding, as well as

University Fees so it is best to consider all of your options and any financial implications beforehand.

Contact the Student Advice Service in Student Services [email protected] or by phone

01273 642888. They operate a drop in service at each site during term time – see

www.brighton.ac.uk/current-students/contacts/advice-and-support-services/index.aspx for details

If you are an international student residing in the UK with a student visa and are considering changing

or leaving your course, you are strongly advised to contact the international student adviser before

committing to a decision.

http://www.brighton.ac.uk/disability

https://www.brighton.ac.uk/current-students/advice-and-support/withdrawing-or-transferring/index.aspx

https://www.brighton.ac.uk/current-students/advice-and-support/withdrawing-or-transferring/index.aspx


http://www.brighton.ac.uk/current-students/contacts/advice-and-support-services/index.aspx



Access to facilities whilst intermitting from your course

It may be that you have had to intermit from your course – this means that you have temporarily

stopped studying on your course, for medical, personal or academic reasons.

If you wish to have access to university facilities whilst you are intermitting, then you must obtain

authorisation for continued access from your course leader.

If you intermit from your studies (or suspend your research registration) part way through the academic

year, your tuition fee liability will be calculated as per the University’s Tuition Fee policy, which is

available from the University’s website http://www.brighton.ac.uk/current-students/my-studies/student-

policies-and-regulations/index.aspx. You can check your liability with the Registry Records and Fees

Team: [email protected] .

Voicing your opinion

The university respects and values the opinions of its students and you have the right to express your

views about your course or other services you receive. Sometimes problems get worse if they are not

addressed quickly and it is advisable to let the relevant person know as soon as possible. You can do

this in a number of ways, depending on the nature of the issue.

1. General comments and issues relating to your course - if you want to raise general issues

about your course you should contact your course leader, Head of School or personal tutor.

Each course also holds Course Boards. These meetings are held regularly (usually once per

term or semester) to discuss the general running of courses. Representatives will be elected

from among the students on your course, to attend the Course Board and contribute the views

and concerns of the student group. You should feel free to approach your Student

Representative with items that you would like considered. Your School will contact you with

details of elections for student representatives. See the Student Representative site on the

Students’ Union website http://www.brightonsu.com/youdecide/ for more information about

getting involved.

2. University Committees - there are a number of university committees that include student

representatives in their memberships; there are usually one or two students per committee.

Students are nominated to serve on these committees by the Students’ Union. Further

information on the university’s committees and their memberships can be found at:

https://staff.brighton.ac.uk/committees/Pages/Home.aspx

3. Getting your views on your learning experience - there are a variety of other ways in which

your views on your learning experience might be sought by your course tutors. These might

include questionnaires and evaluation forms provided for you to comment on particular

elements of your course; regular meetings for you to discuss issues with staff; and special

sessions run by staff from elsewhere in the university, for you to discuss your experience of

learning and how you feel it could be improved.

http://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx

http://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx


http://www.brightonsu.com/youdecide/

https://staff.brighton.ac.uk/committees/Pages/Home.aspx


What to do if things go wrong

These issues often relate to undergraduate students rather than PGCE but the University recognises

that students face many new experiences when they start/re-start university. The transition to University

life can be exciting and daunting and bring new challenges, especially if you are living away from home.

You may question whether you have chosen the right course or university or wonder whether study is

right for you at the moment. Maybe it is not what you expected. These feelings are common, especially

during the first term, but most students stay and graduate successfully, while a few change course and

some leave.

If you are not satisfied with an aspect of your course or some part of university life which is within the

university’s control, you should inform your personal tutor or course leader. Not all such problems can

be resolved, but you are entitled to ask the university, through your tutor, whether any steps can be

taken to resolve the situation. We hope that in the rare cases where there is a major problem it can be

resolved with the minimum of fuss, as quickly as possible and to the satisfaction of the student, where

reasonable. In almost all cases informal discussions can resolve problems.

Students' Union

The University of Brighton Students' Union offer information, advice and support on issues that may

affect your university experience or your relationship with the university, such as: mitigating

circumstances, misconduct, plagiarism, appeals or complaints. For further information see

https://www.brightonsu.com/goodadvice/support/ .

https://www.brightonsu.com/goodadvice/support/


Student Services

Opportunities and support to help you get the most out of your time at university

Student Services is a central department that provides a range of services to support you through

university and to help you get the most from the student experience.

Our experienced and supportive staff offer advice on a range of issues, including:

- Advice about money worries and how to live on a budget.

- Support in finding jobs and volunteering opportunities.

- Help accessing academic support if you have a disability, learning difficulty or long-term medical

condition.

- One to one support for students with worries or concerns in a safe, confidential space.

Here for you, whatever the issue

Below is an outline of some of the ways in which we can help you during your time here:

Career development

Build your employability skills and boost your graduate potential, with careers guidance, enterprise skills, and employment and volunteering opportunities. Chaplaincy

There’s more to the Chaplaincy than you think with social events, retreats, worship, discussion, support and listening. Childcare

With two Ofsted rated nurseries open to children of staff, students and the local community, the University of Brighton is an excellent choice for high quality, affordable and flexible childcare. Counselling

Whatever the reason, if you are finding academic life is causing you concern, or for personal reasons you need someone to talk things over with, you don't need to feel that you are all alone with your worries. Talk to one of our trained counsellors in a safe and confidential space.

Disability and dyslexia support

If you’ve got a disability, specific learning difficulty or long term-health condition and choose to disclose it in confidence to the Disability and Dyslexia team, you’ll discover the wide range of academic and personal support available.

Health and wellbeing

Looking after yourself whist at university helps you to get the most of your experience. Our links to local surgeries give you access to a doctor, while our health and wellbeing workshops and information help you to keep everything in balance – so look after your mind and body whilst you are here. Student Advice Service

When it comes to your finances at university it pays to be money wise; so for expert advice on financial issues, including fees, grants, bursaries, loans, and money management, contact the Student Advice Service. They can also help if you are an international student needing immigration advice, or support if you’re experiencing culture shock and home sickness.


Get in touch

You can find further information about our services and answers to your student life queries at:

www.brighton.ac.uk/current-students

You can also access our services at each campus by visiting our student centres, or call us to find out more or book an appointment. Eastbourne Trevin Towers, Gaudick Road T: 01273 643845 Falmer E354, Checkland Building T: 01273 643584 Grand Parade Room 153, Level 1, main building T: 01273 643187 Moulsecoomb Manor House, Moulsecoomb Place T: 01273 642895 Hastings The Student Centre, Level 1, Priory Square T: 01273 644643 We can also help answer your questions in confidence via email, at [email protected], via the ‘help and support’ tab on Studentcentral or follow us on Twitter for the latest student life news via @brightonstudent – www.twitter.com/brightonstudent Additional information can be found at: https://www.brighton.ac.uk/current-students/contacts/advice-and-support-services/index.aspx

http://www.brighton.ac.uk/current-students


http://www.twitter.com/brightonstudent

https://www.brighton.ac.uk/current-students/contacts/advice-and-support-services/index.aspx

school of education - university of brighton · 9.1 submission ... school of education partnership...

Documents