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PGCE Mentors' Handbook 2020 – 2021for PGCE website Mentor Area

11-16 PGCE(with Post-16 Enhancement)

University of York – Department of Education PGCE - Mentor Handbook 2020-21

Table of Contents

INTRODUCTION............................................................................................................................................ 5

PGCE CALENDAR 2020 – 2021........................................................................................................................ 7

KEY DATES FOR MENTORS.......................................................................................................................................7

DATES OF 2020-21 PROFESSIONAL TUTOR AND MENTOR MEETINGS...........................................................11

New Mentors’ Meetings:............................................................................................................................11Partnership Forum:....................................................................................................................................11Subject Mentors’ Meetings:.......................................................................................................................11

PGCE COURSE STAFF................................................................................................................................... 13

UNIVERSITY PGCE LEAD TUTORS...........................................................................................................................13UNIVERSITY PGCE TUTORS...................................................................................................................................13ADMINISTRATIVE STAFF........................................................................................................................................13

EQUAL OPPORTUNITIES.............................................................................................................................. 14

HEALTH AND SAFETY................................................................................................................................... 14

DBS CERTIFICATE......................................................................................................................................... 15

SAFEGUARDING POLICY 2020/21................................................................................................................. 15

ROLES AND RESPONSIBILITIES..................................................................................................................... 17

MANAGEMENT AND ADMINISTRATION OF THE PGCE COURSE:....................................................................................17DIRECTOR OF INITIAL TEACHER TRAINING.................................................................................................................17DEPUTY DIRECTOR OF INITIAL TEACHER TRAINING.....................................................................................................18UNIVERSITY CURRICULUM AREA LEADER..................................................................................................................20UNIVERSITY CURRICULUM AREA TUTOR...................................................................................................................20PGCE ADMINISTRATOR........................................................................................................................................21SCHOOLS PARTNERSHIP FACILITATOR......................................................................................................................21SCHOOL-BASED PROFESSIONAL TUTOR....................................................................................................................22SCHOOL-BASED SUBJECT MENTOR..........................................................................................................................23

COURSE STRUCTURE................................................................................................................................... 24

PGCE CALENDARS 2020-21.................................................................................................................................25

INDUCTION WEEK TIMETABLE 2020-21........................................................................................................ 30

SCHOOL-BASED EXPERIENCE....................................................................................................................... 35

INDUCTION – AUTUMN TERM................................................................................................................................35PLACEMENT 1 BLOCK 1 – AUTUMN TERM...............................................................................................................35AUTUMN TERM ASSESSMENT................................................................................................................................37PLACEMENT 1 – BLOCK 2 - SPRING TERM (FOUR WEEKS UP TO HALF-TERM):.................................................................38SPRING TERM ASSESSMENT...................................................................................................................................39SPRING AND SUMMER TERMS – UNIVERSITY AND PLACEMENT 2..................................................................................40TRANSITION WEEK – PLACEMENT 1 INTO PLACEMENT 2 (1 WEEK BEFORE FEBRUARY HALF TERM).....................................40

End of Placement days at University..........................................................................................................40Induction and transition days at Placement 2 school.................................................................................40

DURING THE SECOND PLACEMENT SCHOOL INDUCTION VISITS:......................................................................................40PLACEMENT 2 (FEBRUARY TO MAY).......................................................................................................................41PHASE 1: PLACEMENT 2 BLOCK 1 - THE INDUCTION PHASE (FEB)................................................................................41PHASE 2: PLACEMENT 2 BLOCK 2 - THE DEVELOPMENT PHASE (MARCH INTO APRIL, UP TO EASTER).................................42END OF PLACEMENT 2 BLOCK 1 - UNIVERSITY DAY....................................................................................................44PHASE 3: PLACEMENT 2 BLOCK 2: THE EXTENSION PHASE (APRIL – MAY).....................................................................44

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University of York – Department of Education PGCE - Mentor Handbook 2020/21

SUPPORT AND ASSESSMENT DURING PLACEMENT 2...................................................................................................46SUMMER TERM ASSESSMENT – PLACEMENT 2.........................................................................................................47

ADDITIONAL SUPPORT FOR TRAINEES......................................................................................................... 48

SUMMER TERM - PGCE SUMMER PROGRAMME..........................................................................................49

PROFESSIONAL ENRICHMENT (MONDAY 7 JUNE – FRIDAY 18 JUNE 2021)....................................................................50SUMMER TERM ASSESSMENT – SUMMER PROGRAMME.............................................................................................52

Professional Enrichment – Proposal, Report and presentation..................................................................52

ICT.............................................................................................................................................................. 53

POST-16 ENHANCEMENT............................................................................................................................. 53

PROFESSIONAL ENRICHMENT PRIMARY SCHOOL OBSERVATION..................................................................54

OVERALL ASSESSMENT FOR THE UNIVERSITY OF YORK PGCE.......................................................................55

ATTENDANCE......................................................................................................................................................55CLASSROOM TEACHING AND INVOLVEMENT IN SCHOOL LIFE.........................................................................................55

Fitness to Practice......................................................................................................................................56ASSIGNMENTS....................................................................................................................................................57SELF-EVALUATION................................................................................................................................................58

Self-assessment, the PebblePad e-Portfolio, and the Placement Reviews..................................................58Assessment Grid.........................................................................................................................................59Weekly Record of Discussion with Subject Mentor during School Placements...........................................59Lesson Evaluations.....................................................................................................................................60The Continuing Professional Development (CPD) Profile............................................................................60PebblePad e-portfolio.................................................................................................................................61

EXTERNAL EXAMINERS................................................................................................................................ 63

THE SUBJECT EXTERNAL EXAMINER:........................................................................................................................63THE CHIEF EXTERNAL EXAMINER:...........................................................................................................................63

PGCE BOARD OF EXAMINERS...................................................................................................................... 63

EXTENSION PLACEMENTS............................................................................................................................ 64

SELECTION OF FUTURE TRAINEES................................................................................................................ 66

TEACHERS’ STANDARDS.............................................................................................................................. 67

WHOLE SCHOOL ISSUES PROGRAMME........................................................................................................ 69

CONNECTION OF WSI SESSIONS TO TEACHERS STANDARDS:........................................................................................69AUTUMN TERM WSI: SCHOOL-BASED FOLLOW UP ACTIVITIES....................................................................................71SPRING/SUMMER TERM WSI – SCHOOL-BASED PROVISION DURING PLACEMENT 1 AND PLACEMENT 2 BLOCKS OF TEACHING. 73PLACEMENT 1 – 2019-20 AUTUMN - WHOLE SCHOOL ISSUES PROGRAMME................................................................74PLACEMENT 1 – 2020-21 AUTUMN – CURRICULUM AREA PROGRAMME IN SCHOOL PLACEMENTS....................................74

DEBRIEFING TRAINEES................................................................................................................................ 77

PARTNERSHIP FORUM AND TERMS OF REFERENCE/ MEMBERSHIP..............................................................78

TERMS OF REFERENCE..........................................................................................................................................78MEMBERSHIP.....................................................................................................................................................78

PARTNERSHIP AGREEMENT – AGREED PROVISION IN SCHOOL.....................................................................79

PARTNERSHIP AGREEMENT – AGREED PROVISION AT UNIVERSITY..............................................................80

TRAINEES’ RESPONSIBILITIES....................................................................................................................... 81

EXPECTED LEARNING OPPORTUNITIES IN SCHOOL.......................................................................................82

SCHOOLS’ INCLUSION IN THE UNIVERSITY OF YORK PARTNERSHIP..............................................................83

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University of York – Department of Education PGCE Mentor Handbook 2021-21

SELECTION OF SCHOOLS FOR ITT PARTNERSHIP..........................................................................................................83DESELECTION OR DISCONTINUATION OF SCHOOLS FOR ITT PARTNERSHIP........................................................................83PROCEDURES FOR DESELECTION..............................................................................................................................84

GUIDANCE ON USE OF FUNDING TO SCHOOLS.............................................................................................85

EXAMPLE 1 – CONTROL OF BUDGET........................................................................................................................85EXAMPLE 2 – RECOGNISING MENTORS’ WORK BY FINANCIAL REWARD...........................................................................85EXAMPLE 3 – RECOGNISING MENTORS’ WORK VIA ALLOCATION OF TIME........................................................................85

PGCE GLOSSARY FOR PROFESSIONAL TUTORS AND MENTORS.....................................................................86

DISCLAIMER................................................................................................................................................ 88

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IntroductionThe Department of Education works in partnership with schools, Teaching School Alliances and PRUs to provide a Post Graduate Certificate in Education course for trainees in six curriculum areas – English, Geography, History Maths, Modern Foreign Languages (French, German, Spanish) and Science (Physics, Biology and Chemistry). The University of York PGCE award is at Masters level. The University of York partnership has worked very successfully over many decades, and the University is proud of this long association with its region’s schools. School staff and University Tutors work hard together to ensure high quality training in a coherent course which enables trainees to meet the Teachers’ Standards.

Schools work with trainees in one or both school placements. Whether you are working in full partnership this year, or within one placement only, your contribution to the initial teacher training programme is greatly valued. This handbook is designed to support you in your role as either Professional Tutor or Subject Mentor throughout the trainees’ time in your school. The actual PGCE forms mentors will use, alongside exemplars for each subject area, are available:

- on line at the PGCE website - https://www.york.ac.uk/education/pgce/mentors/ - online in PebblePad – once a placement has been allocated in your department, we

will ensure you can access your specific trainee’s portfolio for the duration of the placement. You will be required to complete certain forms at key points during the placement on PebblePad.

As this handbook contains details on most aspects of the course, it will be referred to in training meetings and in school visits as a basis for information and discussion. Therefore please bring a copy with you (electronic or printed), to any mentor training meetings or to any school visits from University Tutors.

The contents of this handbook are also available on the York PGCE website:https://www.york.ac.uk/education/pgce/mentors/

In the same area you will find exemplar materials of all forms by subject that are used in the PGCE course. These have been designed by University and Partnership school staff for your reference.

Schools’ and mentors’ participation in the Partnership is recognised formally. This recognition includes the following:

Subject Mentors become associates of the University of York with access to the library and IT network etc.

Schools can include on any letterhead or other documentation as appropriate the sentence “Name of school, ITT partners with the University of York”.

Schools can use selected University of York venues such as Heslington Hall or science rooms for away days, subject to availability and with sufficient notice1.

1 Subject to COVID19 arrangements at the University during 2020-21

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https://www.york.ac.uk/education/pgce/mentors/



Access to the VLE and PebblePad: https://vle.york.ac.uk/webapps/portal/frameset.jsp

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https://vle.york.ac.uk/webapps/portal/frameset.jsp%20


PGCE Calendar 2020 – 2021Key dates for Mentors

Starting Date Event

w/c Mon 7 September CORE – ensuring offer conditions are met with admissionsDOMTSA – ensuring offer conditions are met with admissionsOGA/Teach North - ensuring offer conditions are met with admissionsPFTSA – Pathfinder Induction WeekYTSA – ensuring offer conditions are met with admissions

w/c Mon 14 September University Induction Week for allYTSA – Induction day at St Aidans on Thursday 17th Sept

w/c 5 Oct Subject Mentor Meetings: a special virtual mentor meeting in light of COVID19 circumstances to ensure mentors feel confident with Placement 1 arrangements for 2020-21Science and Geography – 2-4pm (Sci – TBC; Geog - TBC)Maths and History – 2-4pm (Maths – TBC; History – TBC)English and MFL – 2-4pm (Eng – TBC; MFL – TBC)

Fri 2 October Placement letter to schoolsSchool Training Programmes to be sent to University by 23 October, 2020

Fri 9 October NEW MENTORS - Training Meeting (TBC, virtual meeting 1:30pm – 4pm)

Wed 21 October Graduate Teaching Committee (TBC 1pm)

w/c Mon 26 October

Fri 30 October

HALF TERM week – North Yorkshire, York, Doncaster, Wakefield and LeedsDrop in surgeries scheduled for Assignment 1 completion for traineesPGCE Assignment 1 due in

w/c Tues 3 November3 – 13 November

16 Nov – 11 December

School Placement 1 Block 1 (6 weeks)School Placement 1 Observation period – first fortnight is dedicated to school-based observations days: Monday to Friday to Fri 13 November - observations within and across subject.School Placement 1 Teaching period – four weeks of initial teaching, trainees to solo teach a minimum of 8 lessons across this period.

Mon 16 Nov – Fri 4 Dec University Tutor November Monitoring visits (either at the school or virtual, depending on school’s specific circumstances and COVID-19 policy)

w/c Mon 30 Nov Assignment 1 marks and feedback released

Fri 4 Dec Partnership Forum – Autumn Term (TBC, virtual meeting – 2-4pm)

Fri 11 Dec Deadline for completion of Placement 1 Review 1 (Pt A) by mentors and Professional Tutors on PebblePad – trainee to compete Pt B

Mon 14, Dec, Wed 16 Dec, Fri 18 DecTues 15 Dec, Thurs 17 DecFri 18 Dec

University and/or School Direct days (CA and WSI) – trainees NOT in school

Final days of Placement 1 before ChristmasEnd of Term

w/c 21 Dec, w/c 28 Dec CHRISTMAS BREAK (York, Leeds, N. Yorks, Wakefield, Doncaster)

w/c Mon 4 January 2021 One week of University-based and/or School Direct hub activities

w/c Mon 11 Jan 2021 School Placement 1 Block 2 (4 weeks) – build up to consistent 50% timetable

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Mon 11 Jan 2021 Trainees send Placement 1 Block 2 timetable information to University

18 Jan – 5 Feb University tutor’s first formal visit to school (either at the school or virtual, depending on school’s specific circumstances and COVID-19 policy)

Fri 5 Feb Deadline for completion of Placement 1 Review 2 by mentor and trainee on PebblePad

Wed 3 February Graduate Teaching Committee (TBC 1:30pm)

Fri 5 Feb End of Placement 1

8-12 February 2021

Tues 9 FebWed 10 FebThurs 11 Feb

Subject Mentor Meetings: these may be on campus or virtual dependent on COVID19 circumstance AND national guidance in place at the timeScience and Geography – 2-4pm (TBC)Maths and History – 2-4pm (Maths – TBC; History – TBC)English and MFL – 2-4pm (Eng – TBC; MFL – TBC)

Mon 8 - Fri 12 FebTues 9 Feb, Thurs 11 FebFri 12 Feb

Placement Transition WeekInduction visits to Placement School 2 – discuss 50% placement timetableTrainee Evaluation of Placement 1

Fri 12 February NEW MENTORS – Training Meeting (TBC 1:30-4pm)

Mon 15 Feb Assignment 2 due

15 February – 19 February HALF TERM (York, N. Yorks, Leeds, Wakefield, Doncaster)

Mon 22 Feb Placement 2 Block 1 begins (5/6 weeks, depending on LA concerned)

Mon 1 Mar Upload Placement 1 Block 2 timetable information to PebblePad, and email to University Tutor (to arrange Placement 2 formal university tutor visit)

w/c Mon 15 Mar Assignment 2 marks and feedback released

w/c 15 Mar – 26 Mar Follow up visits to schools by university tutors, as required

Fri 19 March Partnership Forum – Spring Term (TBC – 2-4pm)

Fri 26 March University Day for all studentsDeadline for completion of Placement 2 Review 1 by mentor and trainee on PebblePadStart Draft of CPD documentEthics Application for Assignment 3 submission period opens

Fri 2 Apr Final deadline for sign off on Assignment 3 Ethics form

29 Mar – 11 Apr6 Apr – 17 Apr

EASTER BREAK (Leeds, Wakefield)EASTER BREAK (York, N. Yorks, Doncaster)

w/c Mon 12 or 19 Apr School Placement 2 Block 2 begins (5/6 weeks depending on LA concerned)

w/c Mon 12, 19 or 26 Apr University tutor Standards visits

w/c Mon 3 Mayw/c Mon 10 May

Subject External Examiner visits to schools including meeting cohortChief External Examiner visits to schools including meeting subject reps

Wed 5 May Graduate Teaching Committee (VN/123 2pm)

Mon 3 May MAY BANK HOLIDAYDirected study time: trainees work on

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- Writing up Assignment 3- Completing final draft of CPD document and upload, following final

Standards visits

Fri 14 May Deadline for completion of Placement 2 Review 2 by mentor and trainee on PebblePad

w/c Mon 17 May Final week of Placement 2

Mon 24 – Fri 28 May

Mon 24, Fri 28 MayWed 26 MayFri 28 May

PGCE Core, PFTSA, YTSA, Teach North, DOMTSA - University-based/School Direct hub activitiesProfessional Enrichment preparationCA sessions/Self StudyWSI sessionsAssignment 3 deadline dateTrainees’ evaluation of Placement 2

Wed 26 May Board of Examiners meeting (1300-1500, TBC) – QTS recommendation

Mon 31 MayTues 1 JuneWed 2 JuneThurs 3 JuneFri 4 June

BANK HOLIDAY - allProfessional Enrichment Proposal Form due; CA sessionsWSI sessions/CA sessionsCA sessionsCA sessions

w/c Mon 1 JuneMon 1, Tues 2, Wed 3 (pm), Thurs 4, Fri 5 JuneWed 3 June (am)

University-based activities and directed timeCA sessions

WSI sessions

w/c Mon 7 Junew/c Mon 14 June

Professional Enrichment Week 1 (school-based)Professional Enrichment Week 2 (school-based)At least one week in primary based setting

Fri 18 June Deadline for final version of CPD Document on PebblePadDeadline for Professional Enrichment Report upload on PebblePad

w/c Mon 21 Jun – 26 Jun PGCE Core trainees – Final week of university-based activities – to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE YTSA trainees at St Aidans - to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE PFTSA trainees at Archbishop Holgates - to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE DOMTSA trainees at All Saints - to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE OGAT/Teach North trainees at OGA Adwick - to include Trainees’ final Course Evaluation and Professional Enrichment presentations

w/c Mon 21 Jun Assignment 3 marks and feedback releasedALL trainees – Final WSI session and CA(pm) Exam Board 2 preparation meeting – all CA lead tutors

Tues 22 Jun PGCE Core trainees – CA sessionsPGCE YTSA, PFTSA, DOMTSA and Teach North/OGA trainees at hub

Wed 23 Jun (am) ALL trainees – CA sessions

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(pm) FINAL PGCE Exam Board – all CA lead tutorsSubject and Chief External Examiners' University Visit0900-1100 - in subject areas – meeting CA tutors, assignment 3 sampling, scrutiny of teaching files and Standards Profiles1130-1230 – CEE and Subject External Examiners’ Meeting1230-1400 – CEE meetings with Schools Partnership Representatives1400-1600 - Board of Examiners Exam Board June - 2-4pm, TBC – PGCE and QTS recommendations

Thurs 24 Jun PGCE Core trainees – CA sessionsPGCE YTSA, PFTSA, DOMTSA and Teach North/OGA trainees at hub

Fri 25 Jun End of Course(am) FINAL CA celebration at university(pm) SD celebrations at hubAll trainees to collect and take away all PGCE documentation from tutors.

Fri 2 July Partnership Forum – Summer Term (TBC – 2-4pm)

Tues 29 JunWed 30 JunThurs 1 July

Summer Mentor Meetings:Science and Geog (Sci: TBC, 2-4pm; Geog: TBC 2-4pm)Maths and History (Maths: TBC, 2-4pm; History: TBC, 2-4pm)English and MFL (Eng: TBC, 2-4pm; TBC 2-4pm)

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Dates of 2020-21 Professional Tutor and Mentor MeetingsMeetings between university staff and school professional tutors, and university staff and school subject area mentors, are held on a regular basis. The key purposes of these meetings are:

to review current provision to plan future developments to share and develop expertise

Continuing professional development regarding the role of school staff is a key feature of these meetings, and attendance at them (as indicated in the Partnership Agreement) is vital. Please bring this handbook to the meetings you attend.

Meetings are scheduled as follows but location/type of meeting will be confirmed beforehand (time and venue) for all attending partnership teachers.

New Mentors’ Meetings: For all new Subject Mentors and new Professional Tutors

Fri 9 Oct 130pm-4pm TBC, likely virtual Autumn 2020Fri 12 Feb 130pm-4pm TBC

Partnership Forum: For all Professional Tutors or their representative

Fri 4 Dec 145pm-4pm TBC, likely virtual Autumn 2020Fri 19 Mar 145pm-4pm TBCFri 2 July 145pm-4pm TBC

Subject Mentors’ Meetings: For all school Subject Mentors. Aspiring mentors are welcome to attend

AUTUMN TERM – virtualA special virtual mentor meeting in light of COVID19 circumstances, to ensure mentors feel confident with Placement 1 arrangements for 2020-21Science

Wed 7 Oct

2pm-4pm Virtual, details TBCHist 2pm-4pm Virtual, details TBCMaths 2pm-4pm Virtual, details TBCGeog 2pm-4pm Virtual, details TBCEnglish 2pm-4pm Virtual, details TBCMFL 2pm-4pm Virtual, details TBC

SPRING TERMThese meetings may be on campus or virtual dependent on COVID19 circumstance AND national guidance in place at the timeScience Tues 9 Feb 2pm-4pm TBCHist Tues 9 Feb 2pm-4pm TBCMaths Wed 10 Feb 2pm-4pm TBC

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Geog Wed 10 Feb 2pm-4pm TBCEnglish Thurs 11 Feb 2pm-4pm TBCMFL Thurs 11 Feb 2pm-4pm TBC

SUMMER TERMThese meetings may be on campus or virtual dependent on COVID19 circumstance AND national guidance in place at the timeScience Tues 29 June 2pm-4pm TBCHistory Tues 29 June 2pm-4pm TBCGeog Wed 30 June 2pm-4pm TBCMaths Wed 30 June 2pm-4pm TBCEnglish Thurs 1 July 2pm-4pm TBCMFL Thurs 1 July 2pm-4pm TBC

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PGCE Course StaffUniversity PGCE Lead Tutors

Professor Paul Wakeling Head of Department 324329 [email protected] D/P/102a

Dr Claire Ball-SmithDirector of Initial Teacher Training

(DITT)Whole School Issues

323441 [email protected] D/K/026a

Catherine Shawyer Deputy DITT, English Curriculum Area Leader, Partnership Support 323458 [email protected] D/K/020

Helen Granger Mathematics Curriculum Area Leader, Access Manager 322482 [email protected] D/K/019

Dr Leanne Mason Science Curriculum Area Leader 322995 [email protected] D/K/116b

Simon Quinnell Science Curriculum Area Leader 326377 [email protected] D/K/116a

Mirjam Buehler-Wiley Modern Foreign Languages Curriculum Area Leader 323474 mirjam.buehler-

[email protected] D/K/026B

Helen Snelson History Curriculum Area Leader 323772 [email protected] D/K/023b

Georgia Ramsay Geography Curriculum Area Leader 323432 [email protected] D/K/023b

University PGCE TutorsDr Jeremy Airey Science Curriculum Area Tutor

(Bio)/ Director of UG Studies 323475 [email protected] D/K/113b

Dr Anne Scott Science Curriculum Area Tutor (Bio) - [email protected] -

Lynda Mills* MFL Curriculum Area Tutor 323474 [email protected] D/K/026B

Victoria Allen PGCE Schools Partnership Facilitator 323443 [email protected] D/K/019a

Caroline Capper PGCE Schools Partnership Facilitator 323443 [email protected] D/K/019a

Professor Ian Davies WSI Tutor 323452 [email protected] D/L/122

Dr Lynda Dunlop Science Curriculum Area Tutor (Bio) 323442 [email protected] D/K/106

Dave Ellis* First Post Interview Support Tutor - [email protected] -

Ruth Lingard* History Curriculum Area Tutor 323432 [email protected] D/K/023b

Liz O’Neill* MFL Curriculum Area Tutor 323474 [email protected] D/K/026B

Moira Steven* Science Curriculum Area Tutor (Phys) - [email protected] -

Nicola Towle* English Curriculum Area Tutor 323432 [email protected] D/K/023b

*= based off campus/elsewhere on campus/in school for part of the week

Administrative Staff2

PGCE Administrator 323454 [email protected] D/M/102Finance & Resources Administrator 323446 [email protected] D/P/101a

Department Receptionist 343460 [email protected] Reception

2 Office Opening Hours are usually between 10:00 and 16:00, Monday to Friday. During term, Education Reception is open - Monday to Friday 9.30-13.00 and 14.00-16.30 (Fri - 16.00). Contact details of all staff in the Department of Education are available on the departmental website.

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mailto:[email protected]















Equal OpportunitiesThe University of York has an equal opportunities policy in place to ensure fairness in its approach to all students. The department actively supports and enacts the University’s Race Equality Policy and Action Plan, available at:http://www.york.ac.uk/admin/eo/policies/index.htm.This link also contains other equal opportunities policies.

Health and SafetyFor the University of York policy on health and safety and a number of related policies: see http://www.york.ac.uk/admin/hsas/.

Due to university level changes on professional placements for all its students, risk assessment will need to be undertaken by all placement schools, including health and safety policies.

Each placement school must ensure the following statements are signed in their annual Partnership Agreement:

[Name of School] has undertaken full risk assessments so that all employees, pupils and visitors are safe at all times. (yes/no)

[Name of School] has current and up to date Health and Safety policies in place in line with Health and Safety regulations. (yes/no)

[Name of School] will ensure that any University of York trainee is made aware of all relevant health and safety and risk assessment procedures pertinent to their school placement at [Name of School]. (yes/no)

All schools will have the first two points in place by default to be compliant with their own insurance demands and their liability insurance. The third point allows the University of York Partnership to be compliant from an Ofsted point of view also and requires schools to induct all trainees into relevant health and safety information for the school.

IMPORTANT - PLEASE NOTE: In addition to the above, during 2020-21, all placement schools and School Direct partners will be required to:

1. complete a health and safety checklist in relation to COVID-19 arrangements within their schools, and to send to the university a copy of their risk assessment/Health and Safety policy. This is to ensure that all trainees placed in partnership schools are safe, and fully cogniscent of the school’s specific COVID19 measures.

2. fully brief any trainee in a placement school on COVID19 arrangements during an early induction session with their Professional Tutor or designated school health and safety lead.

In the WSI programme for each placement school, every partnership school will therefore need to ensure that health and safety briefing and COVID19 specific briefing is included in their trainees’ early induction sessions. It may be useful for schools to create a specific school H&S checklist for trainees to complete to ensure compliance and informed understanding.

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http://www.york.ac.uk/admin/hsas/

http://www.york.ac.uk/admin/eo/policies/index.htm


DBS CertificateAll PGCE Trainees have undergone a DBS check prior to being accepted on the course. University of York ITT Partnership.

Safeguarding Policy 2020/21The University of York ITT Partnership has a rigorous Safeguarding Policy in place. The details of the policy and procedures for Enhanced DBS and other Safeguarding checks completed by the University of York on behalf of the Partnership are as follows:

All trainees offered a conditional place on the University of York PGCE, Pathfinder, YTSA, OGAT/Teach North or DOMTSA Teaching School Alliance Schools Direct Programmes will be required to obtain an Enhanced Disclosure Certificate (with banned lists check) from the Disclosure and Barring Service (DBS) as well as other background checks as appropriate. They will also be checked against the ‘Prohibition’ list. These ‘other’ checks include a ‘suitability to teach self-declaration’ and where appropriate, overseas police checks or letters of good conduct from overseas employers. Where a candidate/trainee already has an Enhanced DBS and is a member of the ‘Update Service’, they are required to provide us with their original certificate to enable us to complete an Update Service check with the DBS.

Trainees are required to present their DBS Enhanced Certificates to the University. This process is logged by the University.

DBS certificates are the property of the individual trainee and are not stored by the University. The Department of Education simply records the DBS number of each trainee and then passes this on to the placement schools the trainee spends time in during the PGCE year.

In the event of criminal disclosures where the trainee/candidate would be banned from working with children under the Safeguarding Vulnerable Groups Act 2006, the conditional offer of a place on the PGCE or School Direct programme would be withdrawn. The Director of Initial Teacher Training (DITT) and central University Admissions team would communicate this information to the candidate.

Where other types of offences are disclosed prior to registration, the DITT or Deputy DITT will communicate with the candidate and request a statement to explain the event or situation. This will be anonymised and presented to the Partnership Safeguarding Committee. The Committee consists of the DITT (or other representative of the University), Deputy DITT, a Headteacher and a Professional Tutor from the Partnership. Separate Partnership Safeguarding Committees exist for each School Direct partnership. A risk assessment of the candidate will be undertaken and a decision about suitability to teach will be made. This decision will be communicated to the candidate.

Once registered, at the start of each of the two secondary placements the University of York will inform schools that the DBS check has taken place and that the trainee is deemed suitable to teach. In accordance with the most up to date guidance and legislation, the University of York will only provide schools with the DBS certificate number and date of an individual trainee, if that trainee has given written permission for this to happen. Schools may wish to ask for photographic ID from trainees but should not ask to see a copy of the DBS disclosure certificate. Trainees should be

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entered on to the Single Central Record as having completed a full DBS check, carried out by the University of York.

During Induction, all trainees are required to complete the online North Yorkshire Safeguarding course and log completion certificates with the PGCE Administrator and in their e-portfolio.

During Induction, all trainees are required to complete the online Government Prevent training course.

School Partners must share details of their Safeguarding policies and procedures with trainees as soon as their induction begins in the school setting.

During Induction, trainees engage with a session on ‘Staying Professionally Safe’ in the first week of the Whole School Issues Programme to ensure full understanding of legal responsibilities takes place.

Please contact The PGCE Administrator on [email protected] if you have any questions relating to DBS issues.

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Roles and Responsibilities

Management and Administration of the PGCE course:

Director of Initial Teacher TrainingThe Director of ITT has overall responsibility (under the direction of the Head of the Department of Education) for the efficient administration and running of the PGCE course and for the implementation of new initiatives. The Director’s responsibilities which affect school mentors and professional tutors include:

Partnership with schools information on school/university partnership meetings liaison with school professional tutors ensuring production of documentation by school professional tutors and school

curriculum area tutors organisation of and attendance at school professional tutor meetings liaison and organisation of trainees’ school placements chairing the Partnership Forum

New Professional Tutor support supporting new professional tutors on aspects of organisation and mentoring, e.g.

observation, feedback, assessment of trainees etc. This could be in the university in addition to the regular training meetings, or in schools.

Assessment of Trainees monitoring of assessment and support of trainees arrangement of external examiner appointments, school visits and reports arrangements for, and chairing of, PGCE Board of Examiners' meetings organisation of trainees’ CPD

Quality Assurance monitoring and evaluating all aspects of provision, to ensure compliance with the DfE

ITT criteria and requirements for ITT/Ofsted ITT framework identifying targets for improvement, and subsequent action plans (based on external

examiners’ reports, trainees’ feedback, OFSTED reports, DfE initiatives etc.) school documentation interview policy and procedures assessment and moderation procedures selection and deselection of schools courses reviews, including analysis of intakes, withdrawal rates, trainees’

destinations, analysis of external examiners’ reports access to resources

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Other Responsibilities collation and interpretation of trainee and school feedback dissemination to university colleagues and partnership schools ensuring that the University is fully involved in and committed to recruiting a diverse

range of trainees including those from minority ethnic backgrounds oversight of diversity within the course. maintaining and expanding links with existing partnership schools, and departments

within them forging new links at departmental or school level

Deputy Director of Initial Teacher Training

Under the leadership of the DITT the Deputy Director of ITT as delegated has responsibility for the efficient administration and running of the PGCE course, and for the implementation of new initiatives. The Curriculum Area Leader’s responsibilities which affect Subject Mentors and Professional Tutors include:

DocumentationCore responsibility:

preparation of documentation for interviews and for prospective trainees.Working alongside the DITT:

act as a sounding board for policies and procedures concerned with the running, policy and administration of the PGCE course (e.g. course change proposals)

reviewing, checking and updating as necessary of key handbooks, forms and communications with trainees and staff (school and university)

Partnership with schoolsCore responsibility:

deputising as chair of the Partnership Forum when neededWorking alongside the DITT:

● attendance and participation as appropriate at Partnership Forum meetings

● key contributions to school/university partnership meetings

● liaison with school professional tutors alongside the DITT

● contribution to the organisation of trainees’ school placements working closely with the

School Partnership Facilitators and the DITT

● maintaining and strengthening links with existing partnership schools, and departments

within them, working closely with the Schools Partnership Facilitators

● introduction and induction of new schools within the partnership especially its identified

professional tutor and mentors.

● identifying current concerns and challenges within the partnership for the DITT and

appropriate PGCE team staff to work on alongside school colleagues.

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CurriculumCore responsibility:

● Developing new approaches to teaching and learning in WSI and CA sessions and

sharing these with colleagues.

● Oversight of workload reduction approaches for trainees within school placement

settingsWorking alongside the DITT:

● Reviewing and updating the PebblePad e-portfolio contents annually for trainees to

commence using and for schools too use with trainees effectively.

● Leading key WSI sessions throughout the year for trainees (key WSI sessions identified

with the DITT)

● Oversight of workload reduction approaches for trainees within school placement

settings

● Sitting on the Department of Education’s Board of Studies/GTC.

Assessment of traineesCore responsibility:

● deputy chairing of PGCE Board of Examiners’ meetings where necessary.

Working alongside the DITT:

● ensuring assignments within the programme are fit for purpose

● oversight of assessment and support of trainees.

● developing resources to support trainees’ successful completion of assignments

New professional tutor supportCore responsibility:

● Oversight of the School Partnership Facilitator team’s work in supporting mentors and

professional tutors in partnership schools.Working alongside the DITT:

● alongside the DITT, supporting new professional tutors on aspects of organisation and

mentoring, e.g. observation, feedback, assessment of trainees etc. This could be in the university in addition to the regular training meetings, or in schools

LiaisonCore responsibility:

● lead strategic role in assessing DfE ApplyUCAS TT applications and acceptances of

places on PGCE courses, including monitoring against DfE/department recruitment targets alongside at least one other PGCE staff member

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● Liaison with the DfE Apply/ UCAS TT, the University Admissions Office, senior

Department staff and potential PGCE candidates where needed.

● Liaison with the University Careers office with regards to marketing and Train to Teach

events. Delivery and quality assurance of Train to Teach events on campus.Working alongside the DITT:

● Liaison alongside DITT with School Direct partners on recruitment numbers.

● Oversight of social media for marketing to promote awareness of and positive messages

about the PGCE course at the University of York, encouragement of PGCE staff to

● Collation, alongside the PGCE team, of PGCE Partnership newsletters as they are

published, alongside at least one other PGCE staff member.

Quality AssuranceCore responsibility:

● interview policy and procedures

● pastoral oversight of trainees while they are on the course, and supporting CA lead

tutors where necessary with trainees experiencing mental health concerns.

Working alongside the DITT:

● Identifying, and monitoring progress against, targets for improvement, and subsequent

action plans (based on external examiners’ reports, trainees’ feedback, OFSTED reports, TA initiatives etc.)

● school documentation

● assessment and moderation procedures

● selection and deselection of schools

● collation and interpretation of trainee feedback

● dissemination of relevant information to university colleagues and partnership schools

University Curriculum Area LeaderThe University Curriculum Area Leader (CA Lead) has responsibility (as delegated by the Director of ITT) for the content, structure and efficient administration of the curriculum area course at the University. The Curriculum Area Leader’s responsibilities which affect Subject Mentors and Professional Tutors include:

Administration and Documentation initial responsibility for the allocation of trainees to schools

Liaison under the direction of the Director of ITT, the organisation of curriculum area

meetings between school-based tutors and university staff

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overview of documentation produced by school subject mentors and professional tutors

New Mentor Support supporting new mentors on aspects of mentoring, e.g. observation, feedback,

assessment of trainees etc. This could be in the university, in addition to the regular mentor training meetings, or in school during tutors’ visits.

University Curriculum Area TutorThe University Curriculum Area Tutor has responsibility (as delegated by the Curriculum Area Leader) for teaching and assessing trainees in the curriculum area. The Tutor’s responsibilities which affect Subject Mentors and Professional Tutors include:

Liaison attendance at curriculum area meetings between school based Subject

Mentors/Professional Tutors and university staff liaison during school placements

Trainee Support and Assessment supervision of trainees in curriculum area marking and giving feedback on trainees’ written assignments, and monitoring

trainees’ Professional Enrichment programme and presentation monitoring, supporting and assessing trainees in their development towards the

Teachers’ Standards throughout the course, including working on Standards Profile and CPD Profile

monitoring trainees’ progress in school observation of trainees at least once during School Placement 1 Block 2 and once

during School Placement 2 - using lesson observation form with appropriate oral feedback, perhaps jointly with school staff

attendance at PGCE Board of Examiners meetings reading and signing trainees’ CPD Profiles at the end of the course

PGCE AdministratorThe PGCE Administrator has responsibility for administration of all PGCE documentation and record keeping (under the direction of the Director of Initial Teacher Training). The responsibilities which affect school mentors and professional tutors include:

Course procedures preparation of course documentation for printing alongside the PGCE Admissions Administrator, dealing with the UCAS TT application

process: monitoring applications and interviews; keeping records and statistics keeping trainee records, checking and monitoring of all course requirements

including assessment administration for examining process including preparation of data for Exam Boards,

attendance at Exam Board and preparation of minutes. maintaining course and trainee archives

School partnerships point of contact for partnership schools. Mailing information and monitoring trainee

reporting from schools

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looking after arrangements for partnership meetings collating information from tutors for school visits and distributing information to

schools and traineesTutor support

providing curriculum area leaders with application information sending out correspondence from tutors to schools typing, recording and sending out trainee references

Schools Partnership FacilitatorThe University PGCE Partnership Facilitator has responsibility (as delegated by the DITT) for:

developing new partnerships with schools and educational organisations supporting existing partnerships including mentor training, school visits and QA of

school direct courses. Placement allocation for both main placements including communication with school

mentors, professional tutors and senior staff in schools as needed. WSI provision, planning and delivery alongside the DITT; Professional Enrichment planning

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School-based Professional TutorThe school-based Professional Tutor has overall responsibility (in agreement with the University’s Director of ITT) for the efficient administration and running of the school-based elements of the PGCE programme. The school-based Professional Tutor is a member of the Partnership Forum. The school-based Professional Tutor’s responsibilities include:

Curriculum management and training the development, management and delivery of the school-based element of the

PGCE programme, that reflects the full range of provision in the school, including Y12/Y13 where relevant

co-ordination of the whole school issues programmes in School Placements 1 and 2 return of the Placement 1 Whole School Issues school-based programme to the

University by the due date return of the Placement 2 Whole School Issues school-based programme to the

University by the due date monitoring of the quality of provision across all elements of the school-based ITT

programme, including making contingency arrangements in the absence of the regular mentor

in conjunction with the University’s Director of ITT, identifying targets for improvement, and subsequent action plans (based on external examiners’ reports, trainees’ feedback, OFSTED reports, TA initiatives etc)

monitoring whole school and curriculum area school-based ITT documentation Liaison

liaison with the University Department of Education co-ordination of all members of staff involved in ITT provision within the school attendance at Partnership Forum meetings (3 per year) liaison with outside agencies e.g. OFSTED/ TA/ external examiners, as required

Assessment in conjunction with the school-based curriculum area tutor and the university PGCE

tutor, monitor, support and assess trainees in their development towards the Teachers’ Standards throughout the course

co-ordination of the writing of progress reviews on trainees during the block teaching placements

return of these reports to the university by the due date monitoring of the weekly lesson observation and weekly record of discussion for each

trainee observation of each trainee at least once during the second school placement, using

the lesson observation form with oral feedback, and more often in the case of trainees needing extra support

representative membership of the PGCE Board of Examiners

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School-based Subject MentorThe school-based Subject Mentor has responsibility (in agreement with the school-based professional tutor and the university curriculum area leader) for the development, management and delivery of the school-based curriculum area PGCE programme. The school-based Subject Mentor’s responsibilities include:

Curriculum management and training return of the Autumn term curriculum area programme to the university by the due

date provision of subject-based information, resources and schemes of work for trainees co-ordination of subject-based tutorial and discussion sessions (five in the autumn

term) support and advice to trainees in methodology – planning, teaching, classroom

management and assessmentLiaison

liaison with university tutor and with school Professional Tutor attendance at Subject Mentors’ meetings (2 per year, February and July)

Support and Assessment in conjunction with the school based Professional Tutor and the University CA Tutor,

monitor, support and assess trainees in their development towards the Teachers’ Standards throughout the course

during School Placement 1 Block 1 and 2, observe and support trainees regularly, offering advice and feedback as appropriate, including providing guidance and monitoring linked to marking and assessment, and ensure trainees have at least one formal observation form completed for each week of teaching

during the School Placement 2, observe (or ask a colleague to observe) the trainees at least once a week and ensure trainees have at least one formal observation form completed for each week of teaching

hold a weekly meeting with trainees throughout Placements 1 and 2, at which feedback is given and targets discussed; agree and initial trainees’ record of this meeting

Complete progress reviews in PebblePad e-portfolio on trainees during placements (2 reviews in Placement 1; 2 reviews in Placement 2)

Actively take part in any support plan target setting, reviewing and evaluating of trainee performance against these targets on PebblePad e-portfolio.

write references for job applications where a trainee has requested this beforehand.

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Course StructureThe University of York PGCE course is provided through a partnership between the University and regional schools. This ensures that schools are fully involved in the planning, training and assessment of trainees in line with the DfE (2012) requirements.

Trainees will normally spend two thirds of the course in schools and have the opportunity to gain experience of teaching in at least two schools.

IMPORTANT – PLEASE NOTE: In 2020-21, in line with DfE ITT criteria relaxation3 in light of COVID19, the “in school” involvement may consist of teaching and learning both in school, and virtually with a school, as befits the context of the school’s circumstance. For example:- if a local lockdown were to occur during a trainee’s placement in a school, the trainee could then teach classes/groups/individuals virtually;- if a school’s policy on social distancing prevents trainee groups from meeting for training whilst on placement, the Professional Tutor (or designated expert) could teach the trainee group virtually instead;- if a school’s social distancing arrangements prevent a trainee from working in a staffroom/work room, the school may decide to allow the trainee to work from home at designated times.- if a school’s social bubble arrangements mean that a trainee must be “attached” accordingly alongside other staff, then a trainee may come into school or leave school later, or earlier, as the arrangements dictate.

The anticipated course pattern is shown overleaf for each PGCE route (as at July 2020): PGCE Core PGCE School Direct – Pathfinder TSA PGCE School Direct – Yorkshire TSA PGCE School Direct – All Saints (DOMTSA)

Any necessary changes to this pattern will be published on the website and school partnership staff will be notified. The University of York will be guided by government and Public Health England guidance and law at all times during 2020-214, and follow ITT sector guidance and advice at all times.5

3 https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#c23-training-in-schools (July 2020)4 https://www.gov.uk/coronavirus https://www.gov.uk/coronavirus/education-and-childcarehttps://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19 5 https://www.ucet.ac.uk/resources

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https://www.ucet.ac.uk/resources

https://www.gov.uk/coronavirus/education-and-childcare

https://www.gov.uk/coronavirus

https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19



https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#c23-training-in-schools

https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#c23-training-in-schools


PGCE Calendars 2020-21

Given that there will potentially be disruptions to the course calendars during 2020-21 which cannot be anticipated, Mentors and Professional tutors should follow the weblink below for the most up to date calendars during 2020-21.


Any changes to any of the PGCE route calendars (Core, Pathfinder, YTSA, All Saints or Teach North/ Outwood) will be uploaded to the website promptly.

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Induction Week Timetable 2020-21All rooms can be found on the interactive campus map: https://www.york.ac.uk/map/

Online activity will be via Zoom or Googlemeet

Monday 14th September 2020 – ORIENTATION DAY

PLEASE NOTE: (am) online; (pm) on campus

9.00 – 10.15 Welcome and Introduction to the Course

Paul Wakeling, HOD;Claire Smith, Director of ITT

Online (ALL) – asynch

10.15 - 11.00 Break

1100 – 1200 Curriculum Area Session 1 CA Leaders

On campus (SUBJECT)EnglishGeogHistoryMathsMFLScience

12.00 – 13.00 Lunch

13.00 – 16.00 Curriculum Area Session 2 CA Leaders

On campus (SUBJECT)EnglishGeogHistoryMathsMFLScience

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https://www.york.ac.uk/map/


Tuesday 15th September 2020 – THEME 1 – BEING THE PROFESSIONAL TEACHER

PLEASE NOTE: (am) online; (pm) online

9.00 – 10.30 Behaviour Management Mirjam BuelherMFL CA Lead tutorVictoria AllenSchools Partnership Facilitator

Online - asynch (ALL)

10.30-11.00 Break

11.00 – 12.30 Effective Teaching Caroline CapperSchools Partnership FacilitatorClaire Ball-SmithDirector, Initial Teacher Training

Online - asynch (ALL)

12.30 – 13.30 Lunch

13.30 – 14.30 Induction on using IT effectively:- Using Google platform

effectively (Documents/ Google Drive/ Google Forms/ Google sites) – 20 mins (FJ)

- Using VLE effectively for your PGCE (where to find what you need/ uploading assignments on VLE) – 20 mins (CBS)

- Twitter and learning via Zoom and GoogleMeet– 20 mins (SQ)

Simon QuinnellSci CA Lead TutorFiona JacksonPGCE AdministratorClaire Ball-SmithDirector, Initial Teacher Training

Online (SUBJECT) - synchSubject groups

1. Science and Geography

2. English and History3. MFL and Maths

20 minute rotations X3

14.30 - 15.30 OPTIONAL Drop in IT surgery SQ/ FJ /CBS Online – synch

14.30 - 15.00 OPTIONAL Academic Integrity/plagiarism

Stephen Gow, Academic Integrity Unit

Online – asynch

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Wednesday 16th September 2020 – THEME 2 – UNDERSTANDING QTS ASSESSMENT


9.00 - 10.30 Intro to Teacher Standards and PebblePad

(1) Simon Quinnell Sci CA Lead Tutor(Georgia Ramsay, Geog CA Lead Tutor)

(2) Leanne Mason Sci CA Lead Tutor(Helen Snelson, History CA Lead Tutor/ Catherine Shawyer, English CA Lead Tutor

(3) Mirjam Buehler MFL CA Lead Tutor(Helen Granger, Maths CA Lead Tutor)

Online – synch1. Science and Geography

cohorts2. English and History

cohorts3. MFL and Maths cohorts

10.30 – 11.00 Break

11.00 – 12:15 Intro to School Placements Claire Ball-SmithDirector, Initial Teacher Training

Helen GrangerMaths CA Lead Tutor/ Access Manager

Online – asynch

1215 – 13.00 Lunch

13.00 – 16.00 CA Session 4 CA Leaders On campus (SUBJECT)EnglishGeogHistoryMathsMFLScience

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Thursday 17th September 2020 THEME 3 - REFLECTIVE PRACTICE (PRIMARY DEBRIEF)(YTSA trainees not on campus)

PLEASE NOTE: (am) online; (pm) online

9.00– 10.30 The reflective practitioner - case study of Primary School Transition

CBS/ CSh/ VA/ CC/AS/ HS /HG /MB /SQ/ LM

Online – synch10 groups of 15 students

10.30 – 11.00 Break

11.00 – 12.30 Issues in Primary Education – what our reflections are telling us about KS1 and KS2.

Luke McNamara, Vice Principal, Outwood PrimaryAcademy, Park Hill, Wakefield

Online – asynch

12.30 – 13.30 Lunch

13.30 – 15.00 Teacher Unions and Chartered College

Teacher Union repsChartered College reps

Online – asynch

15.00-16.00 OPTIONAL - Drop in session with DITT

Claire Ball-Smith- Director of Initial Teacher Training

Online – synch10 minute app’ts pre-booked.

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Friday 18th September 2020 – THEME 5 - PGCE ACADEMIC EXPECTATIONS


08.30 - 09.00 PGCE Scholarship Trainee Meeting

Claire Ball-Smith Online – synchCOMPULSORY for ANY PGCE Scholarship students

9.00 – 10.30 Assessment Overview/Intro to Ass 1

Helen SnelsonLead CA tutor, HistHelen GrangerLead CA tutor, Maths

Online – synch

10.30 - 11.00 Break

11.00 – 12.00 Managing workload in your PGCE year

Leanne MasonLead CA tutor, SciCaroline CapperSchools Partnership Facilitator

Online – synch

12.00 – 1.00 Lunch

13.00 – 15.00 CA Session 5 CA Leaders On campus (SUBJECT)EnglishGeogHistoryMathsMFLScience

15.00 – 16.00 OPTIONAL – Introduction to how the library can support your PGCE at Masters level

Tony Wilson, Library

Online – asynch

Before Week 2

Homework- Accessing the PGCE VLE site – navigating to WSI and to subject sites in first

instance- Accessing the PebblePad site – setting up e-portfolio area for the year- Safeguarding training – North Yorkshire County Council link- Prevent Training – gov.uk link- Authorised Driver forms - if you intend to use your own car for placement travel

during the PGCE year, you are required to register with the university as an authorised driver.

- COVID19 training – completing the university COVID19 training for professional programme students.

- Induction week paperwork – checklist

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School-Based ExperienceTrainees spend different blocks of time in school during the course of the year. Their school-based experience is phased to give them a suitable balance of observation and teaching, of working with experienced colleagues and working more independently. The following pages contain a summary of trainees’ school-based experience, and outline the trainee’s, professional tutor’s and the subject mentor’s roles during the different periods of time spent in school. Key deadlines are highlighted and described in the Assessment Section after each term.

Induction – Autumn Term

In Autumn Term observation fortnight begins at the start of Placement 1 Block 1:

Trainees will: Professional tutors will: Subject mentors will:Carry out lesson observations (following up on Assignment 1 themes): subject-based and whole-school and across subject areas

Welcome trainees, and help them settle in

Manage and deliver the school-based curriculum area PGCE programme

Attend inputs by professional tutors and subject mentors

Oversee delivery of the school-based element of the PGCE programme

Provide subject-based information, resources and schemes of work for trainees

Take part in discussions with professional tutors and subject mentors

Co-ordinate the whole school issues programme in the school placement setting

Co-ordinate subject-based tutorial and discussion sessions (during initial ten days)

Have opportunities to become familiar with departmental schemes of work and resources

Co-ordinate all members of staff involved in ITT provision within the school

Give support and advice in methodology – planning, teaching, classroom management and assessment

Take initial opportunities to work with teachers in planning, preparation and teaching

Ensure a programme of lesson observation: subject-based and whole-school

Placement 1 Block 1 – Autumn Term

After the Placement 1 observation fortnight, trainees will spend four consecutive weeks in school from Nov 16th to just before Christmas. This will give trainees a fuller and more continuous experience of day-to-day teaching and school involvement, thus preparing them for School Placement 1 Block 2 in January.

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During School Placement 1 Block 1:

Trainees will: Professional tutors will: Subject mentors will:Continue with lesson observation, subject-based and whole-school

Ensure an appropriate programme for each trainee is developed, incorporating observation, subject teaching, pastoral experience and continuing the WSI programme

Continue to co-ordinate subject-based tutorial and discussion sessions

Focus on at least TWO classes with a total contact time of at least 8 hours per week, the aim being to teach these classes over a continuous period, in collaboration with the class teacher, and perhaps in tandem with a paired trainee, gradually increasing responsibility to teach at least 8 solo lessons during Placement 1 Block 1 (with a maximum of 12)

Ensure that the Autumn Placement 1 Review 1 has been written by subject mentor and trainee by 11 December 2020.

Give further support and advice in subject methodology – planning, teaching, classroom management and assessment

Plan and prepare lessons for these classes, and be involved in day-to-day assessment of pupils, mark work, and provide pupils with feedback

Liaise with the visiting PGCE tutor on the informal monitoring visit (November)

Assign at least TWO classes, to be observed and taught over the four week period, with a minimum contact time of 8 hours per week including some team-teaching. Trainees should be expected to teach at least 8 solo lessons during Block 1 (maximum of 12)

Be observed and supported regularly by the usual class teachers, who will offer advice and feedback as appropriate

Arrange for trainees to have access to all relevant school policies e.g.Covid19 arrangementsBehaviour ManagementHealth and SafetyStaff Conduct and Dress Code

Ensure trainee’s involvement with a pastoral tutor group

Be attached to a tutor group and take an increasingly active role pastorally

In 11-18 schools, ensure trainee’s involvement with a Y12/Y13 group

In 11-18 schools, be involved additionally with a Y12/Y13 group

Observe and support trainees regularly, offering advice and feedback as

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appropriate, perhaps using the Weekly Lesson Observation form

Complete the sheet entitled Weekly Record of Discussion with Subject Mentor once per week and upload onto PebblePad.

Meet weekly with the trainee to discuss progress and set targets; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor.

Use your PebblePad portfolio as a basis for checking and monitoring progress against the Teachers’ Standards

Use the trainee’s PebblePad e-portfolio as a basis for checking and monitoring progress against the Teachers’ Standards

Complete self-evaluation section of Placement 1 Review 1 on PebblePad (submitted to University by 11 December 2020.

Meet briefly with the visiting PGCE tutor on the informal monitoring visit (November)This visit may be done virtually in Nov/Dec 2020.Complete Placement 1 Review 1 on PebblePad; and sign the trainee self-evaluation section completed by the trainee.

Autumn Term Assessment

In addition to attendance requirements, there are two components of formal assessment during the Autumn term.

1) School Placement 1 Review 1:This review is to be completed and signed by the Subject Mentor on PebblePad (Part A), and Part B is completed and also signed by the trainee, at the end of School Placement 1 Block 1. It should be uploaded by Friday 11 December 2020.

The purpose of this review is to determine whether the trainee’s progress in relation to the Teachers’ Standards is appropriate at this stage. If a trainee is “Below Standard”/not meeting expectations, they will be given additional guidance and support at the start of Placement 1 Block 2, and could be placed on a PGCE Support Plan.

2) Assignment 1 – Lesson Observation – ethos of schools:The trainee will submit their first academic assignment electronically with a completed Assignment 1 Submission Sheet at the front of the assignment via Turnitin by 1200 on Friday 30 th October 2020 . This ensures that all assignments are checked for plagiarism.

In terms of informal assessment, trainees should also be keeping your PebblePad e-protfolio up to date at the end of each placement block:

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To help track and evaluate their own progress against the Teachers’ Standards for the award of QTS, trainees should regularly note instances where they feel they have met one or more of the Standards. Trainees should use your PebblePad for this and update this fully over Christmas ready for Block 2 of their placement.

Placement 1 – Block 2 - Spring Term (four weeks up to half-term):

The first week of the Spring Term (4-8 January, 2021) is spent at the university. This period forms a bridge between trainees’ teaching experiences in the first block placement and before beginning of the second block placement in their first school.

In the week commencing 11th January, 2021 trainees will start the second block placement in School 1. They will be expected to increase their teaching timetable, building up to 40-50% of a typical school timetable. Placement 1 Block 2 starts on Monday 11th January 2021 and ends on Friday 5 February, 2021.

It is essential that trainees complete the teaching and evaluation of their planned lessons/mini scheme of work for Assignment 2 during this second block placement of School 1.

During Placement 1 Block 2:

Trainees will: Professional tutors will: Subject mentors will:Increase your teaching timetable, building up to 40-50% of a typical school timetable

Ensure the trainee’s increased timetable is built up appropriately

Increase the trainee’s timetable so that the trainee is teaching approximately 40-50% of a teacher’s timetable by the last few weeks of the placement period

Complete the Placement 1 Information Sheet and Block 2 Teaching Timetable form and upload to PebblePad /email it to your tutor by 11 January 2021. You will be sent instructions via email and to the Pebblepad area where you need to upload your TT.

Liaise with the visiting PGCE tutor on the formal monitoring visit

Jointly observe and liaise with the visiting PGCE tutor on the formal monitoring visit

Prepare for your university tutor’s first visit, making available the following material: a lesson plan and copies

of resources for the lesson to be observed

Ensure completion of Placement 1 Review 2 on PebblePad by Friday 5 February 2021.

Ensure completion of Placement 1 Review 2 on PebblePad by Friday 5 February 2021.

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lesson plans and materials prepared for all classes (your Teaching File)

a selection of pupils' work you have marked

copies of weekly lesson observation forms completed so far, and copies of the weekly record of discussion with subject mentor

evidence of regular discussions with departmental staff.

your PebblePad e-portfolio updated, and as it currently stands.

Complete Part B section of School Placement 1 Review 2 on PebblePad by Friday 5 February, 2021

Spring Term Assessment

In addition to attendance requirements, there are two components of formal assessment during the Spring term.

1) School Placement 1 Review 2:Part A of this review is to completed and signed by the Subject Mentor on PebblePad, and section B is completed and signed by the trainee, at the end of their School Placement 1 Block 1. It should be uploaded by Friday 5 February 2021 .

If a trainee is “Below Standard”/not meeting expectations, they will be given additional guidance and support at the start of Placement 2 Block 1, and could be placed on a PGCE Support Plan.

2) Assignment 2 – Evaluation of a teaching and learning sequence/ Pupil Progression:

Details of this assignment are set out in the Assignment handbook.

Trainees will submit the second assignment electronically with a completed Assignment 2 Submission Sheet at the front of the assignment via Turnitin by 1200 on Monday 15 February 2021. This ensures that all assignments are checked for plagiarism.

In terms of informal assessment, trainees should also be keeping their PebblePad e-portfolio up to date at the end of each placement block. To help track and evaluate their own progress against the Teachers’ Standards for the award of QTS, they should regularly note

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instances where they feel they have met one or more of the Standards. Trainees should use their PebblePad e-portfolio for this and update this fully during February Half Term, ready for starting Placement 2.

Spring and Summer Terms – University and Placement 2

Having gained experience of one school during the autumn/early spring terms trainees now move to a different school for their second teaching placement. Trainees will be told the location of their second school placement late in Placement 1.

Transition Week – Placement 1 into Placement 2 (1 week before February half term)

End of Placement days at University

At the end of Placement 1, trainees will return to the University on Monday 8 February 2021. The programme that week includes opportunities for trainees to:

reflect on the progress they have made so far during the first teaching placement and, set targets for Placement 2.

discuss and review with university tutors their initial plans for Assignment 3 upload and hand in Assignment 2 (by 1400 Monday 15 February 2021) review their progress towards meeting the Teachers’ Standards for the award of QTS

Induction and transition days at Placement 2 school

Trainees will visit their second placement school on Tuesday 16 February and Thursday 18 February 2021.

The purpose of these visits is for trainees to immerse themselves in their new school and their new department and to discuss with their new mentor their perceived strengths and weaknesses using the Placement 1 Review 2 form on PebblePad as a starting point. Trainees will also want to discuss the likely timetable they will commence Placement 2 teaching so that they can prepare their Placement 2 Timetable for uploading.

During the second placement school induction visits:

Trainees will: Professional tutors will: Subject mentors will:Meet the school professional tutor and subject mentor

Welcome trainees, and help them settle in

Introduce trainees to other members of departmental staff

Meet the school staff in the department in which they will be working

Introduce trainees to the subject department

Provide subject-based information, resources and schemes of work for trainees, if possible

See the resources available in the department and receive information about departmental procedures

Arrange for trainees to have access to all relevant school policies e.g.Covid19 arrangements

Provide – where possible at this stage - copies of resources, assessment systems, mark book, and

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for using textbooks, videos etc.

Behaviour ManagementHealth and SafetyStaff Conduct and Dress Code

procedures

Be told of the procedures for getting resources reproduced, and any restrictions on photocopying, use of ICT resources etc.

Arrange for trainees to go into one or two lessons

Consider, for the development phase, a suitable balance of classes in KS3 and KS4, and involvement in Y12/Y13 (11-18 schools)

Be shown around the school

Give advice on accommodation and/or travel, as appropriate

Provide a timetable – timetable should be about half the number of total periods in a school week

Go into one or two lessons Arrange tour around the school

Placement 2 (February to May)

The trainees’ second School Placement is divided into three phases:

Phase 1: Placement 2 Block 1 - The Induction Phase (Feb)

During this phase:

Trainees will: Professional tutors will: Subject mentors will:Observe the classes that you will be teaching; learn pupils’ names and discuss seating arrangements/plans with class teachers

Welcome trainees and help them settle in

Provide subject-based information, resources and schemes of work for trainees

Liaise with the class teachers about the work you will be covering during the placement

Ensure trainees have appropriate copies of school information (e.g. staff handbook, behaviour policy, policy on safeguarding, COVID19 arrangements, health and safety/risk assessment)

Give advice in methodology – planning, teaching, classroom management and assessment

Find out about the school’s behaviour for learning system

Co-ordinate all members of staff involved in ITT provision within the school

Ensure sufficient observation of classes to be taught, with opportunities to learn about individual pupils

Familiarise yourself with the school’s safeguarding policy; find out who the designated member of staff is for child protection

Ensure each trainee has a programme and timetable for the development phase

Provide copies of resources, assessment systems, mark book, and procedures

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Find out more about the individual pupils in each class - taking particular note of special educational needs etc.

Ensure each trainee is attached to a tutor group and has a PSHE programme

Meet weekly with the trainee to discuss progress; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor

Become familiar with resources, assessment systems, and procedures within your subject areaBecome familiar with the school's pastoral system, becoming attached to a tutor group and observing PSHE workComplete the Weekly Record of Discussion with Subject Mentor

Phase 2: Placement 2 Block 2 - The Development Phase (March into April, up to Easter)

During this phase:

Trainees will: Professional tutors will: Subject mentors will:Take on a varied responsibility for a range of classes. This will include taking responsibility for teaching particular classes, working under the close supervision of the regular classroom teacher, and might also include team-teaching, with the class teacher or another trainee

Oversee that Lesson Observation Forms are completed weekly

Ensure that trainees are regularly observed teaching by the teacher of each class taken

Continue observing experienced teachers, both in your teaching subject and in other subjects

Monitor trainees’ progress Support trainees with lesson planning and preparation, teaching methodology and assessment, including ICT

Start Assignment 3 work with one class/group of pupils.

Collect and return completed Placement 2 Review 1 by Friday 26 March 2021

Ensure continuing opportunities for lesson observation by the trainee, and for team-teaching where appropriate

Complete once per week the sheet entitled Weekly

Observe, with written feedback, each trainee

Ensure regular informal feedback is given (this

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Record of Discussion with Subject Mentor

once, either in this phase or the extension phase, or more often where extra support is needed (e.g. where trainees are “Below Standard” or not meeting expectations.

usually involves other departmental staff as well)

Use your Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards.

Ensure provision of a WSI programme

Ensure formal feedback is given – using the Lesson Observation form - once per week

Complete the self-evaluation of Placement 2 Review 1 on PebblePad in time for Friday 26 March 2021 deadline.

Liaise with the university tutor in the event of a trainee receiving extra support visits (e.g. where a trainee has been previous graded “Below Standard” or not meeting expectations.

Continue to meet weekly with the trainee to discuss progress; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor.

Use the trainee’s PebblePad e-portfolio as a basis for checking and monitoring progress against the Teachers’ StandardsGive opportunities for trainees to attend staff meetingsComplete Placement 2 Review 1 on PebblePad in time for Fri 26 March, 2021 deadlineDiscuss trainee’s programme for the Extension PhaseLiaise with the university tutor in the event of a trainee receiving extra support visits (e.g. where a trainee has been previously considered “Below Standard” or not meeting expectations).

During the Development Phase, University tutors will also: Liaise with trainees, and with school staff, about trainees’ progress Visit trainees to observe lessons and discuss progress. Re-visit trainees considered to be “Below Standard” or not meeting expectations

(depending on the Support Plan requirements for support as agreed with the school and trainee) in Placement 1 Review 2, to offer further support and guidance.

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End of Placement 2 Block 1 - University Day

At the end of this phase, trainees will return to the University on Friday 26 March 2021. The programme includes opportunities for trainees to:

reflect on the progress they have made so far during the second teaching placement and, following discussion with the placement school, plan for the extension phase of the placement.

discuss and review with university tutors their plans for Assignment 3, including formal submission of ethical permission forms.

review their progress towards meeting the Teachers’ Standards for the award of QTS and begin to consider their Continuing Professional Development profile (CPD) for Induction NQT year.

begin to consider their plans for the summer term Professional Enrichment period.

Phase 3: Placement 2 Block 2: the Extension Phase (April – May)

During this phase:

Trainees will: Professional tutors will: Subject mentors will:Widen experience of teaching pupils of different age and ability ranges

Liaise with the subject mentor to ensure some changes to the focus of the trainee timetable

Liaise with the professional tutor to ensure some changes to the focus of the trainee timetable

Assist with pupil assessment, including course work, public examination preparation, parents’ evenings, report writing

Monitor trainees’ progress Ensure that trainees are regularly observed teaching by the teacher of each class taken, particularly new classes

Gain a wider experience of school life - becoming involved in extra-curricular activities and school outings etc.

Oversee that Lesson Observation Forms are completed weekly

Check trainees are meeting the Teachers’ Standards (lesson planning and preparation, teaching methodology and assessment etc)

Investigate and acquire data and material for Assignment 3, undertaking a small-scale research project.

Continue to provide a WSI programme for all trainees, bespoke to their CPD needs and QTS development at this stage

Ensure continuing opportunities for lesson observation by the trainee, and for team-teaching where appropriate

Complete once per week the sheet entitled Weekly Record of Discussion with Subject Mentor.

Observe, with written feedback, each trainee once, if not done so in the development phase

Ensure regular informal feedback is given - using the Lesson Observation form - once per week

Use their PebblePad e-portfolio as a basis for

Advise trainees how the school can help them with

Continue to meet weekly with the trainee; initial the

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checking and monitoring progress against the Teachers’ Standards.

their university Assignment 3

trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor.

Prepare for the university tutor’s formal “standards” visit, making available the following material: a lesson plan and copies

of resources for the lesson to be observed

lesson plans and materials prepared for all classes (teaching files)

a selection of pupils' work you have marked

copies of weekly lesson observation forms completed so far, and copies of the weekly record of discussion with subject mentor

evidence of regular discussions with departmental staff.

your PebblePad e-portfolio, updated and as it currently stands.

Monitor trainees’ plans for Professional Enrichment Weeks

Use the trainee’s Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards

Complete the self-evaluation section of your Placement 2 Review 2 (Final) on PebblePad by 14 May, 2021

Liaise with university tutor as appropriate, particularly over “standards” visits (of the tutor and/or external examiner) to the trainee in school

Give opportunities for trainees to attend parents’ evenings, write reports, get involved in wider school life, etc.

Complete the final draft of your CPD Profile document and upload

Collect and return completed Placement 2 Review 2 (Final) on PebblePad by 14 May 2021

Advise trainees how the school can help them with their university Assignment 3

Complete your Professional Enrichment Proposal form and upload

Complete Placement 2 Review 2 (Final) on PebblePad in time for 12 May 2021 deadline

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Liaise with university tutor as appropriate, particularly over final “standards” visits (of the tutor and/or external examiner) to the trainee in school; jointly observe lessons

During the Extension Phase, University tutors will also: Liaise with trainees, and with school staff about trainees’ progress and any visits to

school Re-visit trainees considered to be “Below Standard” or not meeting expectations in

previous reviews to offer further support and guidance Visit trainees towards the end of the placement to observe lessons, scrutinise the

trainee’s teaching file and PebblePad e-portfolio, scrutinise a sample of the trainee’s marking and discuss final assessment of “standards” with trainee and mentor

Support and Assessment during Placement 2

School-based staff and university tutors have two roles during the second teaching placement:

1. supporting trainee development2. assessing and reporting on trainee progress

During the second teaching placement trainees will continue to be observed teaching, receiving formal written feedback at least once a week by their school department. Trainees should also be observed at least once by the school Professional Tutor and at least once by a university tutor, as outlined above.

Formal feedback is completed on the standard Weekly Lesson Observation Form and then uploaded to PebblePad. A copy of each completed observation form should be kept by trainees as part of the PebblePad portfolio.

An observer does not expect to see 'model' or perfect lessons, but will always be looking for evidence of progress in relation to the Teachers’ Standards and in relation to targets set previously.

After 3-4 weeks at the second placement school Placement 2 Review 1 is completed on PebblePad. The purpose of this review is to determine whether trainees have made a successful transition to their new school and whether their progress in relation to the Teachers’ Standards is appropriate for this stage.

If there is a concern that the trainee might not reach an acceptable standard of performance (i.e. they are deemed to be “Below Standard” or are not meeting expectations) by the end of the placement, the trainee will be given additional help. If they are not meeting expectations at this review point, the trainee will may also receive additional guidance and support with the aim of helping them to end their second placement at QTS standard. A Support Plan may be used in either context at the discretion of the University Tutor and School Staff.

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At the end of the second school placement, Placement 2 Review 2 (Final) is completed by the school and the trainee on PebblePad. The purpose of this review is to state whether or not the trainee has successfully completed the second teaching placement and formally met the required Teacher Standards (DfE, 2012).

Trainees should continue to note, in their PebblePad e-portfolio, instances where they feel they have met one or more of the Teachers’ Standards. Trainees’ progress in meeting the Standards will be discussed with their university tutor during the March 26 day in University, as well as during the University Tutor’s school visit in April/May.

Trainees should use the ‘Weekly Record of Discussion with your Subject Mentor’ form to note their progress and achievements, as well as agreed targets, and uoload this weekly to PebblePad.

Summer Term Assessment – Placement 2

In addition to attendance requirements, the compiling of the trainee’s e-portfolio on PebblePad, and the completion of Reviews outlined above, there are two further components of formal assessment during the Summer Term:

1) Assignment 3: (i) ethical permission form; (ii) final assignment

(i) Ethical permission Form for Assignment 3 researchThe first element of Assignment 3 to submit is an ethical permission form – for further details see the Assignment Handbook.

This is due to be uploaded by Friday 5 April 2021 – at Easter.The University Tutor/the DITT will need to sign off each trainee’s ethical permission form before they can commence any classroom-based research.

(ii) Assignment 3 – small-scale classroom based studyDetails of the final assignment are set out in the Assignment Handbook.

They will submit their final assignment electronically with a completed Assigment 3 Submission Sheet at the front of the assignment via Turnitin by 1400 on Friday 28 May, 2021. This ensures that all assignments are checked for plagiarism.

2) CPD Induction DocumentTrainees are required to devise a CPD Induction Plan on PebblePad for their first teaching post and to show to their NQT Induction Tutor in their first post. This is signed off by the trainee’s University Tutor. Detailed instructions will be sent to trainees about how to do this.

Friday 26 March, 2021 – begin drafting of CPD Induction Document Friday 18 June, 2021 – final deadline for draft of CPD document to be completed on

PebblePad with University Tutor sign off.

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This is a compulsory assessed component of the course and should be completed in full by the deadline date listed. Failure to complete this component may result in QTS recommendation being delayed, or not awarded.

Additional Support for Trainees Additional support for trainees is available throughout the programme and will vary according to individual needs.

Extra support mechanisms can be triggered by a variety of causes:

trainees communicate concerns about their developing practice with their tutor; mentors raise a concern with tutor and trainee; a trainee is considered to be ‘Below Standard’ and/ or not meeting requirements in

any of the Review forms; issues arising during University Tutor visits.

Each of these may trigger a personalised Support Plan to be devised on PebblePad for the trainee. This support would normally involve the trainee, university tutor, professional tutor and school mentor.

Trainees considered to not be meeting requirements at any of the Review points will receive additional support from University Tutors and school mentors. This support will vary according to individual needs with the aim of moving a trainee to meet their QTS standards by the end of Placement 2 when formally assessed. It may involve the formulation of a Support Plan and would normally involve the trainee, university tutor, professional tutor and school mentor.

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Summer Term - PGCE Summer ProgrammeThe extension phase of the second teaching placement will be completed during the first half of the summer term by Friday 21 May, 2021. The remainder of the Summer Term is the PGCE Summer Programme and is structured in the following way:

Wk beginning 24/05/21 CORE - University-based activities and directed study time PFTSA – University-based and School Direct hub activities and directed study time YTSA – University- based activities and directed study time DOMTSA (All Saints) – University-based activities and directed study time OGAT/Teach North – University-based activities and directed study time

Wk beginning 31/05/21: HALF TERM CORE - University and school-based activities directed study time PFTSA – University and school-based activities and directed study time YTSA – University and school-based activities and directed study time DOMTSA (All Saints) – University and school-based activities and directed study time OGAT/Teach North – University-based activities and directed study time

Wks beginning 07/06/21 and 15/06/21: Professional Enrichment (Week A) (School-based)Professional Enrichment (Week B) (School-based)At least one week should be situated in a Primary setting.

Wk beginning 21/06/21: CORE - University-based activities and directed study time, including professional

enrichment presentations PFTSA – school-based activities and directed study time, including professional

enrichment presentations YTSA - school-based activities and directed study time, including professional enrichment

presentations DOMTSA (All Saints) - school-based activities and directed study time, including

professional enrichment presentations OGAT/Teach North – school-based activities and directed study time, including

professional enrichment presentations

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Professional Enrichment (Monday 7 June – Friday 18 June 2021)

This part of the programme is designated for Professional Enrichment. Between Monday 24 May and Friday 28 May, 2021 trainees have an opportunity to finalise their own Professional Enrichment programme based on their needs and interests, to enable trainees to develop further as a teacher. It will be planned in negotiation with their university tutor and school mentor(s). A trainee may work independently or collaboratively with other trainees. They will NOT have a formal teaching commitment. Trainees should indicate their Professional Enrichment plans in their e-portfolio on PebblePad and submit for approval before the final deadline of Friday May 28, 2021.

Please note that these 10 days form part of the total number of days which all PGCE trainees are required to spend in an educational setting. The trainee’s Professional Enrichment MUST be spent in an ‘educational setting’.

The professional enrichment period may involve one or more of the following: a mini-research project development of teaching materials focused observation of experienced teachers improving aspects of their subject knowledge developing aspects of teaching their subject, e.g. further work with SEND pupils involvement in extra-curricular activities, trips, etc. work on addressing areas for further development in their draft CDP

The normal expectation is that trainees will carry out this work in their second teaching placement school, however, it is possible for trainees, by negotiation with their school mentor and university tutor, to be partly based:

in their first placement school in their new (September) school in a post-16 establishment

At least one week should be spent in a primary education setting in 2021.

At the end of Week A and Week B of Professional Enrichment, trainees should ensure that their Professional Enrichment report is signed appropriately by the members of school staff with whom they have worked most closely, and then uploaded to their PebblePad e-portfolio.

During the week commencing 21 June, 2021, trainees will be expected to give a formal oral presentation to other trainees summarising the work done during the professional enrichment period (Core trainees will do this in subject areas; School Direct trainees will do this with their School Direct cohort). It is recommended that their presentation, which may have elements of a workshop format, should last approximately 10-15 minutes. Trainees should upload the completed report form alongside their presentation by the presentation date an at the latest by Friday 18 June, 2021.

Trainees’ Professional Enrichment presentation should summarise: the focus of their experience and brief reasons for choosing it what they did

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what they learned from the experience how the experience will help them as a beginning teacher

Trainees might also consider how what they gained from the experience could help other trainees, e.g. by preparing a hand-out of key points from their presentation, or making available a PowerPoint summary, or including an interactive element such as a small task, or opportunities for questions.

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Summer Term Assessment – Summer Programme

Professional Enrichment – Proposal, Report and presentation

(i) Professional Enrichment ProposalBefore commencing Professional Enrichment, trainees are required to submit a Professional Enrichment Proposal on their PebblePad e-portfolio for their University Tutor to sign off. Professional Enrichment activity that has not been signed off by the University Tutor cannot take place.

Friday 26 March, 2021 – commence thinking and planning for Professional Enrichment weeks

Friday 28 May, 2021 – deadline for submitting Professional Enrichment Proposal

Instructions as to where and how to submit the proposal will be sent to trainees in March/April.

(ii) Professional Enrichment ReportOnce their Professional Enrichment experience has been undertaken trainees are required to complete and upload their reflection on their experience.

Friday 18 June 2021 – deadline for Professional Enrichment Report uploadInstructions as to how to submit their report will be sent to trainees in May.

(iii) Professional Enrichment PresentationDuring the final week of the course, trainees are required to present to peers a presentation summarising their learning from their professional enrichment weeks. For Core trainees this will occur at the University, for School Direct trainees this will occur at the School Direct hub.Instructions as to where, when and how to present the Professional Enrichment presentation will be sent to trainees in June.

Monday 21 - Friday 25 June 2021 – week for Professional Enrichment presentation (see individual programme for exact date).

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ICTIt is important that trainee teachers develop their own information technology competence and their knowledge, skills and understanding of the use of ICT in their subject teaching.

By the end of the Autumn Term, all trainees will have: identified their needs relating to their own competence; worked on their own needs; trainees who are more ICT-literate are encouraged to act

as support for others. been introduced to issues relating to ICT in teaching especially through online

learning undertaken in the Induction phase; been introduced to uses of ICT in their own teaching subject at the University; observed and perhaps used ICT in the classroom.

During their teaching placements PGCE trainees are expected to develop their use of ICT in the classroom and in virtual classrooms. To help them in this, schools are asked to:

ensure that trainees have opportunities to experience ICT in use in the whole school, and within their subject areas, and to observe and undertake virtual learning with pupils where possible.

ensure that trainees assess the impact the use of ICT has on pupils’ learning and progress

encourage trainees to use ICT for preparing lessons (e.g. worksheets; PowerPoints, Prezi, Movie Maker, IWB)

encourage use of ICT with pupils of all abilities including SEND, when appropriate ensure that at least one lesson during the placement is ICT-oriented give trainees access to the school's hardware and software monitor the trainees' progress in ICT and include specific mention of it in oral and

written feedback, and on the progress review sheets Use University and School VLE, engage with Blogs, Wikis, Podcasting and Twitter

POST-16 EnhancementAs part of the Post-16 Enhancement trainees will be involved in some of the following activities across the programme:

Planning, resourcing and teaching A level lessons in their subject Planning, resourcing and teaching linked subjects e.g. General Studies Pastoral experience with a sixth form tutor group Individual coaching and mentoring of Post 16 students Support for careers and Post 18 study Team planning and teaching Marking and ‘ghost’ marking of A-level and or post-16 work Involvement in Post 16 clubs and enrichment activities Post 16 Parents’ Evenings Revision sessions Reviewing exam specifications and mark schemes Planning schemes of work for Post 16 Observation and teaching of BTEC groups

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Professional Enrichment Primary School Observation(information for school mentors)

During Professional Enrichment in June 2021, trainees have to spend one week of observation in a primary school (in School Direct courses primary experience varies – see calendars). They are responsible for organising this placement.

In order to benefit from this experience, trainees are asked to structure the primary placement such that they:

(a) familiarise themselves with the environment round the school and the catchment area for the school population;

(b) follow a child through the school day, to try to see the school from a child's point of view;

(c) shadow a teacher, trying to see the school from the teacher's point of view;(d) stay with a single class and observing the interactions within it.

Trainees are asked to record their observations; and in the final week of the course, there is an opportunity to reflect on and discuss their observations un their subject areas.

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Overall Assessment for the University of York PGCEThere are four key strands of formal assessment in the University of York PGCE course. All of these are designed to ensure that trainees fulfil the Teachers’ Standards for Qualified Teacher Status, and must be completed successfully. They are:

1. Attendance2. Classroom teaching and involvement in school life3. Assignments4. Self-evaluation including PebblePad e-portfolio, Teaching Files, and Review Part Bs

Please note that copies of all relevant forms for Subject Mentors and Professional Tutors can be located and downloaded from the PGCE website in the Information for Mentors area (https://www.york.ac.uk/education/pgce/mentors/).

Attendance

As this is a professional course, attendance is mandatory at all times, and not optional. Trainees are expected to attend all classes, tutorials and events related to the school and university elements of the course. Records of attendance are kept throughout the year in their PebblePad e-portfolio.

It is therefore very important that reasons are given, where possible in advance, for absence from any school or university sessions.

Trainees will retain their own records of attendance in their e-portfolio (trainees will be complete an Attendance Log to keep all year) and school/university staff will also record and report on trainee attendance throughout the year in reviews and in taught sessions.

Trainees must complete the University self-assessment certificate if they are absent for up to seven consecutive days (see section on self-certification in Trainee Handbook).

If any mentor or Professional Tutor has concerns with regards to attendance and/or punctuality they should contact the relevant CA lead tutor immediately.

Classroom teaching and involvement in school life

Trainees will spend a significant proportion of their time in schools working with teachers and tutors to develop their practical teaching skills. Progress in this is monitored regularly via teacher and tutor feedback, e.g. using the standard Weekly Lesson Observation Form. Trainees will also be given the opportunity to make a wider contribution to school life.

The majority of trainees normally make good progress and successfully complete the school teaching placements. This progress is tracked and recorded by schools, using the regular School Placement Reviews (2 in each placement). These are kept in the trainee’s e-portfolio.



Trainees in Placement 1 Review 1, Placement 1 Review 2 and Placement 2 Review 1 will be graded as meeting expectations or not meeting expectations.

Trainees in Placement 2 Review 2 will be graded as either 1 (Very Good), 2 (Good), 3 (Requires Improvement) or 4 (Below Standard).

Progress is signalled by feedback and weekly discussions with mentors and the four reviews completed across the two placements. During May, all School Placement Reviews are considered by the Board of Examiners. If the Board considers trainees have met the Teachers’ Standards with regard to their school-based work, it will recommend a graded 'pass' on the school placement (QTS) elements of the course. The trainee will then be recommended for QTS with the DfE providing they successfully complete the PGCE by the June exam board.

For a minority of trainees whose early progress is not satisfactory during the Teaching Placements, additional support and guidance is offered, to help them achieve the Standards. The need for this extra support is signalled by a trainee not meeting expectations on any of the Review forms (and such trainees may be visited by an external examiner in the summer term). If they are able to address the areas which need more progress, their success is signalled by being deemed to have meet expectations /meet QTS on the Placement 2 Final Review. If the Board of Examiners agrees they have made the necessary progress, it will recommend a graded 'pass' on the school placement elements of the course. The trainee will then be recommended for QTS with the DfE providing they successfully complete the PGCE by the June exam board.

Even though often highly motivated, a very small number of trainees are unable to demonstrate sufficient early progress in some crucial aspects of their training: this is signalled by a trainee being deemed not to have met expectations in any of the first three reviews. This triggers additional support and guidance, and a PGCE Support Plan, and it is probable that such trainees will be visited by an External Examiner in the summer term.

If, despite this extra support, there is still doubt that the Teachers’ Standards will be met by the end of the second teaching placement, trainees may decide to leave the course. The progress of those who complete the second teaching placement but who are graded 4 on the Placement 2 Final Review is always discussed by the Board of Examiners, who may recommend that the trainee fail the teaching placement (QTS) element of the course. Such trainees may be required to leave the course, but in some circumstances may be offered the opportunity to carry out a further teaching placement, usually during the next academic year.

Fitness to Practice

In rare circumstances, a trainee may be requested to leave a school because of unsatisfactory progress or unprofessional conduct. Any such case will automatically be subject to the PGCE Fitness to Teach Procedure, a full copy of which is available on the VLE. If a trainee is called before a Fitness to Teach Panel, school partnership representatives form part of the Panel membership as well as University staff. Evidence will be collected from:

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- The school placement staff most closely involved in working with the trainee in both placements

- The university staff most closely involved in working with the trainee - The trainee

The Fitness to Teach Panel can make one of four recommendations depending on the evidence provided before the Panel is held. If there is a case to answer of no fitness to practice, the Panel can recommend:- That the trainee should not be permitted to continue on the course and should be

withdrawn immediately.- That the trainee can return to the course but after a leave of absence (the length of

which will be decided by the Panel) and with conditions in place for the return. - That the trainee can return to the course immediately but with conditions in place for the

return.

If the Panel decide there is no case to answer, they can recommend that the trainee returns immediately to the course with no conditions attached. The recommendation of the Fitness to Teach Panel is approved by the Department Chair of Board of Studies, and the outcome presented at the Board of Studies.

In such cases where no fitness to practice is found to be the case by a Fitness to Practice Panel, the Board of Examiners will not recommend a pass. Similarly, if a trainee has not demonstrated an ability to cope with the required teaching load (consistently half a normal timetable), then the Board of Examiners will not recommend a pass.

Trainees have the right of appeal against decision of the Board of Examiners through the University Special Cases Committee.

Assignments

There are three postgraduate assignments which PGCE students have to pass to gain their PGCE. These are scheduled to happen once per school term during the PGCE year, and deadlines are timed towards half terms or end of placements to ease pressure on trainees, following student feedback. Full details of each assignment can be found in the Assignment Handbook.

It should be noted that: trainees can condone one narrow fail (40-49%) if, and only if, the average score across

their three PGCE assignments is above 50%. If a trainee fails one PGCE assignment below 40%, they can resubmit this assignment

after the final exam board in the summer in order to pass their PGCE. If a trainee fails two assignments (i.e. two assignments that score below 50%) then the

PGCE regulations dictate that they will fail their PGCE course. In this situation, a trainee will be withdrawn from the course following a special exam board.

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Details on applying for extenuating circumstances before an assignment deadline can be found in the Assignment Handbook, but trainees should be aware that any such application must be submitted before the deadline date, and NOT retrospectively.

Self-evaluation

The fourth strand of assessment in the PGCE is a self-assessment strand, which includes the process of:

fully completing the PebblePad e-portfolio. self-assessing their progress against the Assessment Grid (green booklet) prior to

each school placement Review completion of the Weekly Record of Discussion with Subject Mentor during

teaching placements lesson evaluations during the final part of the course, completing their Continuing Professional

Development (CPD) profile.

Support in completing these documents is provided by university tutors and school Subject Mentors.

Self-assessment, the PebblePad e-Portfolio, and the Placement Reviews In addition to the above formal assessment, all trainees are encouraged to track and evaluate their own progress and to reflect in a positive and structured way on the development of their knowledge and skills as a teacher. This process of self-assessment recognises the worth of self-evaluation and critical reflection alongside feedback given by tutors and teachers in schools.

Trainees are required to complete the PebblePad e-portfolio and a Review at the end of each phase of placement throughout the course. The PebblePad e-portfolio and the Reviews summarise the performance against all national Teachers’ Standards which have to be met for trainees to be awarded QTS. The PebblePad e-portfolio and the Reviews require trainees to note down instances of when and how they consider the Teachers’ Standards to have been met. To help trainees to recognise and track their progress towards meeting the standards, trainees should complete the PebblePad e-portfolio and the Reviews regularly throughout the year (updating at every review point), cross-referencing any Review statements they make to indicate where evidence of meeting the Teachers’ Standards can be found in the PebblePad e-portfolio. One piece of evidence may relate to more than one of the Teachers’ Standards.

All aspects of the course can contribute to the completion of the trainee’s PebblePad e-portfolio and Reviews. These could include:

formal university-based provision in Whole School Issues and Curriculum Area sessions

school-based provision, including observation, teaching, and discussion pre-course experience

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primary placement written assignments and extra reading Professional Enrichment work

However, most of the standards relating to Professional Skills will be met solely during trainees’ school-based work and experience.

The PebblePad e-portfolio and the four Reviews enable trainees to identify instances of when, where and how they consider they have addressed each standard. They should aim to note ‘quality’ examples, rather than token instances, and by completing the e-profile and the reviews electronically, they can replace examples as they go along. Guidance to help trainees identify how aspects of the course might contribute to this process will be available on the VLE and in sessions.

Trainees are responsible for keeping the PebblePad e-portfolio up to date, but the university tutor and school Subject Mentors will also be able to give trainees guidance and support. The university tutor will also monitor each trainee’s progress in completing the PebblePad e-portfolio and Placement Reviews during the year.

All mentors will have access to their specific trainee’s PebblePad e-portfolio. Mentors will only complete the Placement Reviews (Part A only), sign off attendance logs as accurate, and potentially complete parts of Support Plans. However, they will be able to look at any aspect of the trainee’s e-portfolio for reference.

Assessment Grid

In Induction Week all trainees will be issued with a green booklet. This is an assessment grid against the standards to enable trainees to regularly self-assess against the teacher standards and evaluate where they think they are performing. The descriptors also enable trainees to assess what they need to do to improve in their performance against each Teacher Standard. Some trainees use different colour highlighter pens to indicate their dated improvement over the course of a placement.

All trainees should be using the green booklet weekly alongside their mentor in weekly mentor meetings to demonstrate progress and to set progressive targets in relation to their QTS development. Just before each review, it is useful for trainees to self-assess using the green booklet more fully, to enable trainees to discuss with their mentor the progress they have made in each phase. It also enables trainees to tailor their PebblePad e-portfolio and their Reviews more specifically in areas of relative weakness and strength.

Weekly Record of Discussion with Subject Mentor during School Placements

This is the one page form that trainees fill in weekly with their mentor before./during/after their weekly mentor meeting.

All trainees should:

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complete and update this form each week, summarising the discussions in the weekly meeting

alongside the subject mentor, set targets to help trainees to develop and meet the Teachers’ Standards

make sure the mentor signs the form weekly take responsibility to upload the form to PebblePad weekly after it has been signed.

The mentor should: review the trainee’s progress against the targets set on a weekly basis

Lesson Evaluations

After every lesson taught, trainees must evaluate their lessons. This does not need to be a lengthy task but involves bullet pointed commentary on the following:- What do I know the pupils learnt in this lesson? How do I know they learnt this?- What was the gap between what I planned for them to learn and what they actually

demonstrated they had learnt?- How will I address this gap next lesson?- What have I learn myself about the lesson objectives, content, tasks, resources I

designed? (what went well, what would be even better if I….??)

Mentors and university tutors may ask to see weekly the lesson evaluations their trainees have undertaken at any time.

The Continuing Professional Development (CPD) Profile

The process of self-assessment and formal assessment throughout the course combine to help trainees develop their CPD profile. This document is to be completed before the end of their training and taken with them into their initial teaching post.

Its purpose is to summarise the experience during their initial professional training, and to record priorities for future development, both short-term (in the induction year), and in the longer term (for their career and professional development). The timetable for developing the CPD profile is as follows:

MarchFollowing the March day back at the university (Friday 26 March 2021), trainees draft provisional notes in answer to the questions and refine these over the remaining weeks of their second teaching placement.

MayDuring the final week of the second teaching placement (week beginning 17 May 2021), in discussion with their subject mentor and drawing on evidence from their PebblePad e-portfolio, trainees complete their draft answers to the questions. Trainees should allow their school mentor to read and discuss the targets with them in the final weekly tutorial of Placement 2.

May-June

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During the professional enrichment weeks, and the remaining time at the university, trainees continue to refine their draft, consulting with their university tutor as they make changes or additions. The form will then be signed by their University Tutor on PebblePad. The deadline for uploading the final signed draft of the CPD Profile is Friday 18 June 2021.

Final week of the courseTrainees need to ensure their final CPD profile is in their PebblePad e-portfolio by Monday 21 June 2021. Trainees will take this document with them when they leave the course, for use during their first year of teaching, with their NQT Induction Tutor in their first school.

PebblePad e-portfolio

To monitor the trainees’ progress throughout the year, all trainees should compile their PebblePad e-portfolio which consists of key documents or assets. The trainee’s PebblePad e-portfolio will contain the following additional evidence:

Subject knowledge audit and action plan - KS3, KS4 and post - 16 enhancement evidence

This section is where the trainee will record their personal audit of the level of your knowledge in relation to their subject(s), covering Key Stages 3 and 4 of the National Curriculum and also post-16. Each audit will be followed by their own personal action plan detailing how they will develop their knowledge and address any weaknesses. The audit and action plan will be monitored by subject university tutors.

Record of school-based training /tutorials

Trainees should note briefly the areas covered in school-based training discussions and sessions across all school experience.

Copies of weekly lesson observation reports on trainee teaching

During the teaching placements in schools, a trainee’s teaching will be observed many times. The feedback that they receive from teachers, their subject mentor, the school’s professional tutor and their university tutor/s is crucial in helping trainees to develop their skills and knowledge as a teacher. Some of this feedback will be informal but in each week of each teaching placement trainees should receive at least one written report of their teaching – produced on the standard lesson observation sheet (see sample copies on the website in the PGCE Mentor area).

A copy of the trainee’s weekly reports should be placed in chronological order in this section of the PebblePad e-portfolio. These weekly observation reports must be kept up to date as the information will also be required by the school’s professional tutor, the university tutor, and (in some cases) by the external examiner.

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Weekly Record of discussion with Subject Mentor during school placements

Every week of each teaching placement, trainees will have a tutorial/discussion with the subject mentor in school. Trainees should record principal points discussed, on the sheet entitled Weekly Record of Discussion with Subject Mentor. One sheet should be completed for each teaching week during both school placements and uploaded to PebblePad. In their PebblePad e-portfolio, trainees keep a chronological record of the principal points raised and discussed at these meetings and bullet point the action points and targets that arise from these discussions.

Trainees have to make sure that they keep this information up to date. It forms a vital record that will be needed to inform their own evaluations of their progress and professional development and will be seen by school and university staff, and in some cases, by external examiners.

Teaching placement reviews

The four Placement Review forms (one for the autumn placement and three for the spring/summer placements) are kept in PebblePad.

Assignment feedback

Trainees will have electronic access to their assignment feedback through Grade Centre on the VLE. Assignments will be retained by the University until the end of the course, but they will be available to trainees to print as soon as marks are released.

Attendance logs

Trainees must record their attendance weekly on the relevant attendance log in PebblePad. Their attendance will also be recorded by their subject mentor and professional tutor on the front of each review form. The Exam Board will pay close to attention to excessive absence or patterns of regular absence, and this may preclude QTS status being recommended if deemed to be unprofessional or problematic.

Professional Enrichment record

Trainees complete their Professional Enrichment Proposal and Report on PebblePad, and upload to PebblePad their Professional Enrichment presentation once this is completed. The Professional Enrichment proposal and report are signed off by their University tutor.

All aspects of the course can contribute to the completion of the PebblePad e-portfolio: these include formal university-based or School Direct hub provision in Whole School Issues and Curriculum Area sessions; school-based provision, including observation, teaching, and discussion; other aspects which can include pre-course experience, primary placement, written assignments and extra reading, or Professional Enrichment work.

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External ExaminersAs part of our monitoring and quality assurance, there is an External Examiner for each subject area, and a Chief External Examiner. Their programme is scheduled during May (end of Placement 2 – school visits) and June (final exam board – university visits).

The Subject External Examiner: visits a small number of trainees towards the end of the second teaching placement, to

monitor judgements being made by university and school reviews a sample of marked written assignments (Assignments 1, 2 and 3) receives oral feedback, in discussion with trainees, on subject-specific aspects of the

course attends the final Board of Examiner meeting in June writes a subject report for the university, with recommendations for change if appropriate.

The Chief External Examiner: visits a small number of trainees towards the end of the second teaching placement, to

monitor judgements being made by university and school reviews a sample of marked written assignments across subject areas (Assignment 1, 2

or 3) receives oral feedback, in discussion with subject representatives, on aspects of the

whole course attends and advises at both Board of Examiners meetings in May and June, presenting

an oral report at both Boards. writes a programme report for the university, with recommendations for change if

appropriate.

PGCE Board of ExaminersThe PGCE Board of Examiners consists of PGCE University Tutors, School Direct and Partnership school representatives, and the Subject and Chief External Examiners. The Board meets twice during the Summer Term. The purpose of the first meeting (Wednesday 26 May, 2021) is to review every trainee’s progress as a teacher and to determine whether or not each trainee has completed their second teaching placement satisfactorily. The purpose of the second meeting (Wednesday 23 June, 2021) reviews each trainee’s overall progress. To pass the PGCE, and thus be recommended for QTS, trainees must have:

met the attendance requirements completed all the written assignments to a satisfactory level (with no more than 20

credits failed – see Assignment Handbook) completed the PebblePad e-portfolio to a satisfactory level completed the second teaching placement satisfactorily met the Teachers’ Standards for the recommendation of the award of QTS completed the Primary School Placement satisfactorily (June) completed the Professional Enrichment process satisfactorily (June) submitted the Continuing Professional Development (CPD) Profile satisfactorily (June)

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Note: In exceptional cases the Board reserves the right to ask a trainee to satisfy any additional requirements which in its professional judgement it deems appropriate and reasonable.

Extension PlacementsA trainee may be offered the opportunity to complete an Extension Placement if the Board of Examiners decides that the trainee has not yet met all of the Teachers’ Standards but that progress made thus far would suggest that there is potential for a satisfactory outcome with limited additional work. This decision to offer an Extension Placement to a trainee can be made at either the meeting of the Board of Examiners in May or in June.

The Board of Examiners will decide upon the length of an Extension Placement. A trainee could be offered an Extension Placement of either 5 or 10 weeks. The offer of a placement is conditional upon securing an agreement with a school to ‘host’ the trainee.

Please note: if a host school cannot be reasonably be found then the extension placement cannot proceed. In this circumstance, the PGCE staff would normally always approach three partnership schools in the first instance. Should a host school not be available, the trainee would be required to withdraw from the programme.

The DITT will write to the trainee to inform them of the decision taken by the Board of Examiners. The DITT will outline the targets that are still a particular cause for concern and state that all standards must be satisfactorily demonstrated during the Extension Placement. The DITT will indicate the associated costs for the trainee. The DITT will make clear that the offer is conditional both upon:

(i) being able to secure an agreement with a school to ‘host’ the trainee, and (ii) securing permission for a period of extended registration from the Board for

Graduate Schools.

If the trainee wishes to take advantage of this opportunity he or she is required to respond in writing to the DITT within 7 days of receipt of the letter.

If the trainee accepts the offer of an Extension Placement, the DITT will ensure that the form requesting an extension to university registration is completed by the trainee’s supervisor, and Chair of the Board of Studies prior to the submission of that document to the Board for Graduate Schools.

If a school agrees to ‘host’ the trainee during the Extension Placement, a visit schedule is developed. This will include information about visits to be made by a university tutor and, possibly, a visit by an External Examiner. The schedule will be clarified during the Placement as the progress being made by the trainee is reviewed.

During the Extension Placement, the following documentation will be completed and filed:

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The University of York lesson observation proforma (to be completed by the school each week);

The Extension Placement Tutor Visit Proforma (to be completed by the university-based tutor during each visit)

The Extension Placement Progress Review be completed mid-way through by the school mentor and trainee

The Extension Placement Final Review be completed at the end of the Placement by the school mentor and trainee

The Extension Placement Checklist will be completed by the DITT.

Following the completion of the Extension Placement, a Board of Examiners will be convened to consider the evidence of achievement in relation to the Teachers’ Standards for QTS. The DITT will ensure that the decisions taken by the Board of Examiners are communicated to the relevant individuals and groups.

Should there be a further COVID19 interruption to PGCE placements during 2020-21 which affects any trainee’s ability to meet their QTS standards, then DfE advice will be followed for additional placement work (see https://www.gov.uk/government/publications/coronavirus-covid-19-initial-teacher-training-itt/coronavirus-covid-19-initial-teacher-training-itt). All relevant documentation will be placed as appropriate and in line with current practice on the PGCE Website.

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https://www.gov.uk/government/publications/coronavirus-covid-19-initial-teacher-training-itt/coronavirus-covid-19-initial-teacher-training-itt

https://www.gov.uk/government/publications/coronavirus-covid-19-initial-teacher-training-itt/coronavirus-covid-19-initial-teacher-training-itt

Selection of future traineesAs indicated in the requirements for teacher training, partners must work together in the selection of trainees. To meet this requirement, we invite school staff to participate in the interviewing process. Subject Mentors, Professional Tutors and other staff involved in teacher training are warmly invited to become involved in university-based interview sessions, which are held on a regular basis throughout the year. Supply cover can be paid by the University.

Please contact the relevant Curriculum Area Leader if you would like to be involved.

We have a group of school partnership and School Direct staff across subjects who interview candidates each year.

Teachers’ StandardsPREAMBLETeachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct.Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: Teaching

1 Set high expectations which inspire, motivate and challenge pupils- establish a safe and stimulating environment for pupils, rooted in mutual respect- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2 Promote good progress and outcomes by pupils- be accountable for attainment, progress and outcomes of the pupilsplan teaching to build on pupils’ capabilities and prior knowledge- guide pupils to reflect on the progress they have made and their emerging needs- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching- encourage pupils to take a responsible and conscientious attitude to their own work and study.

use of lesson time -promote a love of learning and children’s intellectual curiosity-set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired-reflect systematically on the effectiveness of lessons and approaches to teaching-contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all pupils- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively-have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these-demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development-have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6 Make accurate and productive use of assessment-know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

and rewards consistently and fairly-manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them-maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8 Fulfil wider professional responsibilities-make a positive contribution to the wider life and ethos of the school-develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support-deploy support staff effectively-take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues-communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’scareer.Teachers uphold public trust in the profession and maintain highstandards of ethics and behaviour, within and outside school, by:- treating pupils with dignity, building relationships


3 Demonstrate good subject and curriculum knowledge-have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings- demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship-demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

4 Plan and teach well structured lessons- impart knowledge and develop understanding through effective

-make use of formative and summative assessment to secure pupils’ progress-use relevant data to monitor progress, set targets, and plan subsequent lessons-give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learning environment-have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy-have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions

rooted inmutual respect, and at all times observing proper boundariesappropriate to a teacher’s professional position-having regard for the need to safeguard pupils’ well-being, inaccordance with statutory provisions-showing tolerance of and respect for the rights of others-not undermining fundamental British values, includingdemocracy, the rule of law, individual liberty and mutual respect,and tolerance of those with different faiths and beliefs-ensuring that personal beliefs are not expressed in ways whichexploit pupils’ vulnerability or might lead them to break the law.Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality.Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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Whole School Issues ProgrammeConnection of WSI sessions to Teachers Standards:

The WSI topics introduced and discussed at the university and/or in School Direct hubs all connect directly to each trainee’s developing understanding of the Teacher Standards as follows:

WSI Theme TS connection

* Literacy – overview of literacy across the curriculum* Staying Safe – Professionalism – overview of aspects of professional behaviour/Preamble and PPC

TS3Pt2

*Behaviour for learning – overview of range of behaviour management and positive behaviour approaches*Numeracy – overview of numeracy across the curriculum

TS7, TS1TS3

*The Role of the Form Tutor, Pastoral Care and PSHE -changing role of the form tutor, involvement in pastoral care, guidance and counselling of pupils, consideration of bullying.*Meeting the Standards – Focus on Part 2Reflecting upon aspects of TS Pt2: showing tolerance of and respect for the rights of others; not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.Assignment 1 Reflection - A chance to focus on observational evidence collected in school for Assignment 1 on lesson observation and wider whole school ethos. Focus on M-Level criteria

TS8/Pt2

Pt2

TS1/ TS4/ TS7

Preparing for Placement 1 Block 1 – expectations and roles, reviewing Behaviour to Support learning*SEND – overview of SEND issues and legislation

TS6/ Pt2/ TS7TS5/ Pt2

*ICT - overview of activities and resources to use to support engaging and challenging teaching and learning.*AFL - Assessment as an integral part of teaching and learning. Strategies for formative and diagnostic assessment and feedback. Involving pupils in self and peer assessment.

TS3TS6/TS2

First Posts – focus on job application, interviews and job preparation as well as bespoke support available for trainees.EAL - focus on the issues that arise for the EAL learner as well as the teacher; approaches that can be adopted in the classroom.

Pt2

TS5/ TS8

Gender issues in the classroom – focus on gender dynamics inside and outside the classroom that can affect learning and teachingTeaching Difficult Classes in School – focus on bespoke approaches for more challenging behaviours

TS1/TS5/TS8

TS7Using Data in Schools/Attainment 8, Progress 8 and the relationship with AFL - introduction on how schools use data to monitor and manage student progress (including Progress 8 approaches seen in Placement 1), with examples of widely used packages including YELLIS, CATS etc. A focus on how differences between schools are compared; floor standards; new GCSE grading and EBacc, as well as supporting less able pupils in this system.Preparation for Assignment 2 – overview of Assignment 2 demands; focus on data evidence collected in school for Assignment 2: Evaluation of a Teaching and learning Sequence; focus on M-Level criteria.

TS6

TS2/TS5 /TS6


Placement 2 – Preparation and Target Setting for new schoolPreparation for Assignment 3 – overview of Assignment 3 demands; focus on data evidence collected in school for Assignment 3: the Reflective & Research Literature PractitionerCoping with the demands of teaching – Identifying the tasks of teaching, and developing sound habits regarding organisation and planning. Consideration of time management skills and voice care. Revisiting approaches to coping with a teacher’s workload and career supportive strategies that can counter stress.Attachment Theory – focus on the underlying psychological causes of attachment; the consequent manifestations in behaviour that exhibit; and the approaches by schools to support such pupils

TS8TS3/ TS8 / Preamble / Pt2Preamble/TS1TS1/TS2/ TS3/TS5

Gypsy, Roma and Traveller Children – focus on the dynamics and context for this specific group of pupils; approaches to teaching pupils who may be in school temporarily; mythbusting some ideas about this group; preparation in planning that acknowledge contextual factors for some learners.Causes and Consequences of Pupils’ Individual Differences – Genetics in Education - focus on heritable influences on outcomes for pupils at primary and secondary levels; impact of teaching on those differences; environmental factors that impact on achievement.

TS1/ TS2 /TS5 /TS8

TS2/TS5 /TS7

LBGTQ issues and challenges in schools - focus on what it’s like to be an LGBTQ pupil; focus on what it is like to be an LGBTQ staff member; successful approaches in schools that treat all equally; developing a professional approach to LGBTQ issues you may face as a teacher.Pupil Mental Health in Schools – focusing on the City of York’s approach to mental health support; the connection between pupils’ mental health and wellbeing, and achievement; whole school approaches to mental health; the universal offer for children and young people.

TS1/TS7 /Pt2

TS1/TS5 /TS8/Pt2 & Preamble

PSHE in schools – focusing on how to teach PSHE well; what might be required from you as a subject teacher; why PSHE teaching is as important as your subject teaching; the connection to pupil mental health and wellbeing and entry into adult life; the aims of citizenship and PSHE, the content and nature of provision in schools, how citizenship and PSHE can be delivered well.The Induction Year as an NQT and beyond – focus on how to be ready for your NQT post; what the induction year expect of you; entitlement as an NQT from your school/LA/TSA/MAT

TS1/TS3/ TS4/TS5/TS7/Pt2

Preamble/ Pt2

The Big Picture: CPD, The Chartered College and Your Wider Career Planning – focusing on how to develop your role as a professional; your CPD development; how to keep your career fresh, innovative and up to date.End of Year Review

Preamble/ TS8/Pt2

From 2020-21 all ITT courses are expected to enable trainees to receive the minimum Core Content requirement – see:https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework It is strongly recommended that school colleagues become familiar with the second column (“Learn How To”) in each of the eight sections of the Core Content Framework to:- See how their training and development work with their designated trainee correlates with

this framework’s minimum entitlement;- Audit to what extent they are giving their trainees opportunities to “learn how to”

undertake each of the aspect of teachings listed.

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https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework

https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework


More work will be undertaken on this as a partnership in 2020-21 Partnership Forum and Mentor meetings (which were interrupted by lockdown in March 2020). Autumn Term WSI: School-based Follow Up Activities

The university-based and School Direct hub WSI input, in lecture format, looks at each issue in a general way.

The observation programme in schools (during the first two weeks of Placement 1) provides the specific school interpretation of all of these issues.

Placement schools are asked to explore the following specific themes within their context with trainees. You will be required to provide a programme of your WSI input for trainees in each placement. Professional tutors should also audit their programmes of training against CCF requirements (see previous section).

However, trainees must also be proactive on following up on each week’s themes with their professional tutors and subject mentors each week. This is best done through practical discussion with colleagues in school, and hands-on experience with classes as appropriate.

Professional tutors and subject mentors could follow the suggestions given below, but trainees should take up any training opportunity offered in each theme, as and when there is an option to do so during their placements.

During the Autumn term serial visits, the topics that are introduced and discussed at the university on Wednesdays should be followed up in school-based activities as follows:

1. Literacy and communication (TS3) Trainees can observe lessons and focus on the language used by pupils and teachers.

When do teachers and pupils talk? Who talks to whom and how often? How much time is devoted to teacher talk, pupil talk and writing? Did boys or girls dominate talk? What did the teacher do to facilitate talk? Did pupils speak with a strong dialect or accent? Does this matter? When and how are questions used by the teacher? How are they directed and to whom? What types of questions are used?

Talk with a member of staff about the school’s policy regarding language across the curriculum.

Consideration of the issues of English as an additional language, and how it is addressed in school. If there is an EAL coordinator in school discuss this theme with him/her/them.

2. Teaching, learning and assessment (TS1, TS2, TS3, TS4, TS5, TS6, TS7, TS8 and Part Two)

Find out how the school identifies pupils’ different abilities and provide appropriate teaching opportunities.

Follow a pupil over several lessons to observe the variety of experiences offered. Interview pupils to find out how they prefer to learn in different subject areas. Input on whole school approaches and policies on AFL may be part of your subject or

WSI school based programmes.

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3. The role of the form tutor and pastoral care, citizenship & PSHE (Preamble, TS1, TS2, TS5, TS6, TS7, TS8 and Part Two)

Trainees should undertake observations of registration or form period. Trainees should experience taking a register (supervised in pairs).

Trainees can talk with a form tutor and/or head of year concerning pupil challenges and their respective roles in such situations.

Consider the pastoral care role of the classroom teacher. What types of concern should a classroom teacher draw to the attention of colleagues?

Prepare (and run) a tutor time activity in pairs and then review. How should a teacher deal with personal disclosures (e.g. possible child abuse)? Trainees may be given a talk on the relevant legal context.

4. Citizenship and PSHE Are citizenship and PSHE delivered within a designated programme and/or within subject

teaching? How? Are relevant whole school events organised (e.g. mock elections)? Does the school have a student council? Are there any links with the local community? What problems are involved in dealing with controversial issues? Observe a lesson and compare the teaching style to that in other lessons. What are the

differences and similarities between PSHE and citizenship?

5. Behaviour Management (Preamble, TS TS1, TS7 and Part Two) School WSI programme may give trainees an introductory talk on school policies and

procedures, their purpose and their origins. Observation of lesson(s). How does the teacher manage the lesson to maintain pupils'

involvement in the work? What classroom rules appear to be operating? Have a discussion with their class teachers/subject mentor/professional tutor to identify good practice.

What problems face beginning teachers? Discuss with the subject mentor some critical incidents (real or imaginary) which have occurred in the school in the past and how they were dealt with.

Trainees can write a one page statement entitled: "My current views on discipline and classroom management" and then exchange with other trainees and discuss.

Trainees may be given a talk on the relevant legal context.

6. SEND: general equity and diversity issues; pupils with special educational needs; very able pupils (Preamble, TS 1-8 and Part Two)

How does the school interpret equality in diversity? How does it monitor achievement by e.g. gender, ethnicity? Discuss with teachers the tensions involved in promoting equality whilst celebrating diversity.

Observe classes using the lens of gender/ethnicity/disability. Trainees should observe in-class strategies for pupils working at different paces or having problems with the work.

Trainees can looks to see examples of how the curriculum is being developed to meet issues of diversity e.g. decolonising the curriculum; BLM; LGBT; disability etc.

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Trainees should talk with a classroom teacher and a SENCO about school procedures for identifying learning difficulties and how these may be met. Are any pupils statemented as having special educational needs and what provision or support is given? Which agencies does the school liaise with?

How is ICT used innovatively with SEND pupils? How does the school cater for pupils considered to be very able?

Spring/Summer Term WSI – School-based provision during Placement 1 and Placement 2 blocks of teaching

The following topics (with suggestions for aspects to be covered) are shared with Professional Tutors and school-based Subject Mentors for school-based provision either via specific session input or via on-the-job experience as part of the trainees’ work in school during the second placement and potentially also in Professional Enrichment.

Professional Tutors are asked to coordinate this programme (but are not expected to deliver all elements of it themselves) – trainees can ask their Professional Tutor for information as to how they can uncover information on the following: 1. Using data (TS6)This could include: learning about systems and school practice, including departmental use of data; a focus on recording procedures in your department/across the school generally (e.g. use

of mark book); exploring the ways in which the school uses data such as KS2 levels, Pupil Premium,

Fisher family trust data, CATS, YELIS etc. understanding how data feeds into Progress 8, Attainment 8, and EBacc measurements

and school action planning.

2. Equal Opportunities within school (Preamble, TS1-8 and Part Two)This could include: reading school policies and practice looking at how English as an Additional Language (EAL) is understood and

policies/practice at work in your setting exploring SEND policies and practice in your setting. Exploring issues of diversity in your setting e.g. BAME; LGBT; physical disability etc trainees could shadow a pupils or group of pupils. trainees could attend meetings with other agencies. trainees could meet with SENCOs, TAs and other staff.

3. Post 16 Issues (Preamble, TS1, TS2, TS3 ,TS4, TS6, TS8 and Part Two)This could include: A level pedagogy and principles UCAS applications and getting ready for higher education work-related learning and vocational learning. trainees could observe vocational GCSE classes;

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trainees could have discussions with the work-related learning coordinator; trainees could engage with IB and all aspects of Sixth Form transition and enrichment.

4. Behaviour (Preamble, TS1, TS7 and Part Two)This could include: building upon experiences gained during the Autumn Term. trainees could observe ‘Outstanding’ practitioners. trainees could gain experiences working in ‘units’ that support behaviour, attend whole

school training events. Trainees could work with Drama and PE colleagues to focus on voice and presence.

Placement 1 – 2019-20 Autumn - Whole School Issues Programme

Professional Tutors will be sent an online checklist and descriptor form in September to show how their WSI programme for trainees meets the WSI issues listed above.

You will be asked to complete this form and return it to the PGCE Administrator via the Google link provided by Friday 13 November 2021. The form will ask for the following detail:

School name School contact details including telephone School Professional Tutor name Date of each WSI session Name of teachers/tutors delivering the sessions/providing expertise in each theme Outline of training sessions/opportunities offered to trainees Teacher standards addressed

Training Session/Opportunities description on the following themes are expected to be developed in the Autumn term WSI school-based programme:

1. Teaching, Learning and Assessment2. Behaviour to support Learning3. Literacy and Communication4. The role of the form tutor, pastoral care, PSHE and citizenship5. SEND; general diversity and equity issues; pupils with special educational needs;

very able pupils

Placement 1 – 2020-21 Autumn – Curriculum Area Programme in school placements

Host subject departments are asked to deal with a number of topics covered in the university programme, within the context of their own circumstances. This is best done through practical discussion and hands-on experience.

Subject mentors will be sent an online checklist form in September to show how their Curriculum Area programme for trainees meets the CA issues listed below.

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You will be asked to complete this form online and return it to the PGCE Administrator via the Google link provided by Friday 13 Nov 2021. The form will ask for the following detail:

School name School contact details including telephone School Mentor name Date of each session Name of teachers/tutors delivering the session/supervising the training opportunity Outline of training sessions/opportunities outlined to trainees Teacher standards addressed

The following themes and topics should be covered in the Autumn Term (both on serial visits on Thursdays and followed up as issues arise during School Placement 1 Block 1):

1. Planning lessons (short and medium term planning) trainees could consider with the mentor how to take account of the NC programme of

study/GCSE spec and the departmental scheme of work, and other planning tools when planning;

how to have appropriate expectations and set appropriate lesson/scheme tasks. joint planning of a lesson together which mentor then team-teaches with trainee and evaluate

together.

2. ICT and E-Safety Trainees could consider the range of hardware and software in the department, and its uses when it is appropriate to use ICT and when not in a subject area the range of ICT based activities which pupils do in the department practical aspects to consider when using ICT in the classroom trainees could observe ICT being used by experienced teachers. Please share school E-Safety policy and procedures with trainees.

3. Differentiation trainees could observe classes of different and mixed abilities, and consider how teachers

approach the learning needs of each pupil, including pupils with SEN and also the gifted and talented.

trainees could examine how departmental resources support differentiation, and could consider how to plan for differentiation.

trainees could discuss reasons for and against setting in their subject.

4. Assessment trainees could consider ways of assessing pupils, using the National Curriculum, GCSE

specifications and AS/A2 specifications where possible. trainees could consider the issue of ongoing assessment verses formal assessment. trainees could discuss departmental policies on and approaches to marking, record keeping,

report writing, reporting to parents with workload efficiency in mind. trainees could study the issue of assessment for learning within your school’s context. trainees could shadow you as you mark pupils’ work at different key stages.

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5. Progression (including KS2-3 progression where appropriate) trainees could be shown how the department plans for and measures pupils’ progress in the

differing key stages; trainees could look with you at how account is taken of KS2 attainment into KS3 to prevent a

dip in progression. Trainees could consider how the departmental scheme of work ensures pupil progression.

During School Placement 1 Block 1 (up to Christmas), trainees should also be helped to focus on subject specific resources and the issue of classroom management

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Debriefing TraineesThe following examples of good practice have been distilled from a variety of sources, including previous mentors’ meetings. They are not meant to be prescriptive or exhaustive, but may be helpful, particularly to new mentors.

A quiet and private place for feedback with a suitable amount of time available. Positive manner - eye contact, body language, smile. Start by thanking the trainee, and finding something to praise. Don’t just read through your notes. Start with open-ended general questions e.g. “How did you think it went?” and

“What would you keep or change if you could do the lesson again?” Keep questions open-ended e.g. “I’m not sure why you did this the way you did.

Can you explain?” or “How did you feel the pupils coped with the listening activity?” If the trainee is very self-critical, make him/her find a strong point, e.g. “What was

good about your classroom management?” Stick to fact rather than opinion, drawing as much as possible on pupils’ reactions,

e.g. “They could not do the role-play very well - what do you think was the problem?” Let the trainees “self-assess” as much as possible - be a listener. Reference comments to the Teachers’ Standards when giving structured feedback

as you will wish to write the trainees’ progress reviews against them. When offering alternative approaches, give the trainee choices, e.g. “Instead of that,

you could have done either x or y - which might be better?” Refer trainees to lessons/techniques/strategies they have seen you adopt, and

also how the next lesson might look i.e. look back and ahead. Allow the trainee some freedom to develop his/her own teaching style without

imposing your own. Make trainees conscious of pupils’ learning as well as of their own teaching. Offer some action points for progress. Ensure the trainee takes a few notes for further reflection later. Don’t expect the trainee to be perfect - admit to some of your own shortcomings,

and if you learn a good idea from a trainee, then say so, e.g. “I like the idea of...” Correct errors or gaps in trainees’ subject knowledge sensitively. Encourage trainee to ask you questions. Be honest, but also sensitive to trainees’ feelings and their self-confidence.

Mentors and trainees are reminded that during university visits, University Tutors may also wish to observe lesson feedback with the trainee.

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Partnership Forum and terms of reference/ membership

Terms of reference

1. The Partnership Forum for the University of York’s PGCE builds on the twice-yearly mentor meetings. It has the principal functions of:

advising the Director of the programme on strategic direction of the partnership, and on responses to regional and national issues.

providing an opportunity for Professional Tutors (representing their school) or headteachers/deputy headteachers/senior teachers and others with a vested interest in teacher recruitment to meet with the University and contribute to the development of the programme.

deciding on key issues such as selection and de-selection of schools from the programme.

approving key partnership documents such as the partnership agreement receiving the annual reports of the programme from the programme director and the

external examiners, as well as reports from OFSTED. receiving, annually, a report on recruitment to the programme and on how income is

distributed.

2. It meets three times a year – once a term.

3. It is chaired by the Director of Initial Teacher Training at the University.

4. Meetings are minuted, and agendas sent out in advance of meetings. Sensitive minutes are starred, and exemption from publication will be sought under the Freedom of Information Act.

Membership

5. Membership of the University of York’s PGCE Partnership Forum is broad-based to reflect the range of the partnership itself. The membership consists of:

Head, Department of Education Chair, Board of Studies, Department of Education Director of Initial Teacher Training, PGCE, Department of Education Curriculum Area Lead Tutors (from each of English, History, MFL, Maths, Science) Schools Partnership Facilitators The Professional Tutor from each of the partnership schools, or an alternative

representative School Direct Managers PGCE Administrator

The Forum will be able to co-opt other members as it sees fit.

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Partnership Agreement – Agreed Provision in SchoolThe Partnership Agreement between the University of York and its partnership schools makes the following agreed provision for all trainees:

regular observation of and feedback on their lessons, including their planning, their teaching and assessment methods; this could be oral or written feedback, from the subject mentor or other subject teachers, and (at least once during the second teaching placement) by the Professional Tutor

formal written feedback at least once a week, during both teaching placements, in the form of the Weekly Lesson Observation Form, structured against the Teachers’ Standards and including targets for future progress.

a weekly subject-based training tutorial during the autumn term (before Block 1 of Placement 1 begins) on an agreed subject-specific topic

a weekly training session during the autumn term (before Block 1 of Placement 1 begins) and for an agreed number of weeks during the second teaching placement on WSI.

opportunities to observe lessons during both placements.

a weekly formal tutorial meeting, during the first and second placements, with subject mentor to review progress against the Teachers’ Standards (using the PebblePad e-portfolio as the basis for the meeting’s agenda), and to discuss targets for the future. It is the responsibility of the trainee to keep a record of this meeting (on the Weekly Record of Discussion form with the Subject Mentor), with the mentor and trainee both signing the record.

The procedure which should be followed by trainees who feel they are not receiving the training outlined above is as follows:

the issue should be raised initially with either the subject mentor or the professional tutor, in a professional way;

if the issue cannot be resolved satisfactorily in school, the trainee should consult his/her university tutor.

In cases which remain unresolved at this point, the course director will become involved if this is deemed appropriate.

The trainee Curriculum Area Handbooks contains a list of expected learning opportunities in school.

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Partnership Agreement – Agreed Provision at UniversityThe Partnership Agreement makes the following provision for trainees:

courses in Subject Method (Curriculum Area) teaching and Whole School Issues in the Autumn Term; further sessions during January, March and May/June (see course outline)

the provision of school placements which provide regular, structured teaching opportunities, assessment and support in order to develop the Teachers’ Standards, and preparation for these school placements via inputs referred to above

support during their school placements, including liaison with subject mentors and Professional Tutors, to meet the Teachers’ Standards

support with reviewing and reflecting on their first placement school experience on their return to the university in December and February; help with target-setting for teaching placement 2

at least two school visits, one in each teaching placement, where a subject tutor will undertake a formal observation followed by written and oral feedback on their lesson planning, teaching, assessment, and evaluations. Further visits will be made if school staff feel there are problems with a trainee making sufficient progress towards the Teachers’ Standards. If there is serious concern, trainees will be observed by an External Examiner who will provide independent written feedback and assessment

advice for planning written assignments and feedback on these

advice on drafting the CPD document and on approaching suitable Professional Enrichment placements; this will mainly take place during the return visit in March part-way through the second teaching placement. (Tutors will agree and sign the final draft of the CPD at the end of the course)

advice and support on seeking and securing a teaching post

pastoral support throughout the course

Trainees’ ResponsibilitiesAll trainees sign the PGCE Code of Conduct in Induction week.

Trainees are expected: to attend, and be punctual for, all elements of the course, both University-based and

school-based; and to inform university or school in good time of any absence; to undertake all reasonable requests made of them by tutors, mentors or other

colleagues in school; to ensure they undertake: (i) regular monitoring of progress towards meeting the

Teachers’ Standards for the Award of QTS by completing the PebblePad e-portfolio, and (ii) weekly monitoring of progress in school by completing the Weekly Record of Discussion with Subject Mentor;

to meet all deadlines for submission of assignments, other course documents and administrative information;

to return materials and resources borrowed from school before the end of the school placements, and books etc borrowed from the university before the end of the course;

to conduct themselves in a professional manner at all times.

Some examples of professionalism:

Arriving early for university sessions and for each day in school; turning off their mobile; waiting until breaks to eat or drink other than water);

Being polite, honest, fair and patient in their interactions with everyone involved in the course;

Demonstrating appropriate conduct at all times (including dress codes, following school polices for staff at all times, and personal presentation);

Being involved with a tutor group, and in whole school and extra-curricular activities; Planning all lessons and getting plans checked; Ensuring pupils’ work is regularly assessed and recorded, and that all marking is up to

date by the end of each school placement; Using non-contact time in school profitably; Being prepared to stay behind after school to consult with school staff, attend

departmental meetings, parents’ evenings, etc; Evaluating their performance and striving for improvement; Understanding and abiding by issues of confidentiality in line with the school and

University’s policies on GDPR; Understanding – and being sensitive to the fact – that tutors, mentors and other

professionals in the course are busy people; Abiding by school and department policies, paying particular regard to issues of e-safety

and appropriate use of social media (e.g. setting privacy settings appropriately).Where a trainee does not comply with these guidelines, or with any other reasonable expectations (e.g. proper written lesson plans, failure to mark pupils’ work regularly, ignoring advice given etc), this should initially be dealt with between the subject mentor and the professional tutor. Where concerns persist, the professional tutor should contact the relevant university tutor. The Fitness to Practice Policy may be instigated in serious circumstances.

Expected Learning Opportunities in SchoolEach Curriculum Area has a version of this section, adapted appropriately for the requirements of the subject.

Trainees should, over the course of their two school placements, have opportunities to:

Check / X

1 Observe, plan, teach and assess at: KS3; KS4; some Post 16 Experience teaching the full range of attainment

2 Become familiar with, and use, a suitable range of approaches to teaching their subject. (subject specific examples)

3 Use a suitable range of resources, including ICT resources in their teaching (subject specific examples)

Develop own resources for subject teaching4 Consider:

KS2/3 assessment data for purposes of target setting Teacher assessment in KS3

Experience revision work at KS3 and KS4 Experience KS4 coursework marking and moderation. Record pupils’ progress and achievement systematically Guidance on range of marking approaches – set marking deadlines for

different classes, given opportunity to ‘ghost mark’ KS4 and KS5 work etc. Regularly mark and assess pupil work

5 Work with other colleagues in the classroom (teaching assistants, support staff, etc) and plan for this

Plan for and work with pupils who have individual education plans/SEND Work with pupils with EAL (where possible) or adapt plans to meet the needs

of such pupils with guidance where appropriate. Plan classroom or other wall displays.

6 Work as a form tutor Participate in departmental meetings, and school training days if appropriate Experience delivery of PSHE and Citizenship Communicate with parents and carers, including attendance at parents’/carers’

meetings and involvement in report writing Join in clubs, activities, trips

Schools’ Inclusion in the University of York PartnershipThe following are the central principles regulating the selection, and deselection, of schools/departments.

Selection of schools for ITT partnershipIt is the University of York’s aim to secure appropriate placements of quality for trainees’ school experience. This will be done through existing mechanisms for inviting schools to join or continue in ITT partnership. Criteria for selection will include the school’s existing record of, or potential for, providing high-quality training; satisfactory or better OFSTED gradings at subject and whole school level.

Trainees will be placed in schools or departments which will be expected (as outlined in the partnership agreement) to: ensure that procedures are in place to guarantee high quality subject-based and whole-

school based training; provide a suitable setting and models of best practice for trainees in both subject-based

and also whole-school based work; have effective policies for ensuring equal opportunities; be committed to continuing professional development and improvement in the provision

of ITT.

Deselection or discontinuation of schools for ITT partnershipShould the quality of training provision fall below the expected standards and the school prove unable to respond to support and guidance offered, steps may be taken to deselect, or discontinue, partnership with the school or department concerned.

Trainees will not normally be placed in schools: identified by Ofsted inspectors as being inadequate; where monitoring and evaluation has established that high quality initial training is no

longer being provided; where the school has consistently failed over a period to comply with the partnership

procedures and practices.

Trainees will not normally be placed in departments: where monitoring and evaluation has established that high quality initial training is no

longer being provided; where the department has consistently failed over a period to comply with the

partnership procedures and practices.

Where a school is currently “inadequate” but wishes to host trainees, if a host department is deemed to be strong, a QA visit will be made by the University to assure that: (i) the department has capacity to support a trainee; (ii) the school is able to host a trainee successfully. A decision can then be made as to whether it is possible for trainees to be hosted in any given academic year for one or both placements.

Procedures for deselectionWhen a case arises to deselect or discontinue partnership with a school, which is unresolved by negotiation between the university and school, it will be discussed by a subgroup of the Partnership Forum. This subgroup (consisting of 2 University representatives and 2 School representatives, convened as and when the situation requires) will make a recommendation to the Partnership Forum.

Guidance on use of Funding to SchoolsOne of the national requirements of those involved in teacher training is that they provide a range of suitable training resources to enable trainee teachers to demonstrate that they have met all of the Teachers’ Standards. The University of York Partnership Agreement requires schools to make available appropriate resources to support the work of the Professional Tutor, Subject Mentor and trainees, and to guarantee at least one hour per week of mentor time during school placements.

The University of York transfers funding to support in-school training provision. Our School Direct partners receive that funding for their trainees to allocate to schools.

There is no national guidance on how funding allocated to schools should be used, nor has the University of York in the past issued any formal guidance on this: our Partnership schools have developed their own individual approach and this means that there is disparity across the partnership. It was previously agreed at a meeting of the Partnership Forum to try to put together brief guidance for headteachers and those staff primarily involved in ITT.

By and large, the money allocated and received by schools hosting trainees covers time (that of Professional Tutor, Subject Mentor and occasionally host teachers) and resources (such as photocopying, mark books/teacher planners, expendable materials).

The following examples may help headteachers and Professional Tutors as they plan their provision.

Example 1 – control of budgetThe ITT coordinator (Professional Tutor) has control of the ITT budget, and allocates to Subject Mentors/departments as well as to a general ITT fund, on a pro rata basis. The money allocated covers staff time – the main expense - and resources such as photocopying costs.

Example 2 – recognising mentors’ work by financial rewardSubject Mentors are paid a certain amount of money per trainee per week. This might equate to, for example, one hour’s pay. The money is either paid directly to the Subject Mentor, or into department funds. Professional Tutors receive a nominal amount (e.g. 1-2 hours’ pay per week) which is used to support their own work, or to pay colleagues for specific inputs (e.g. during the autumn school-based tutorial programme), or to support general elements of ITT. A nominal amount is allocated (perhaps via subjects) for each trainee to photocopy and use other expendable resources.

Example 3 – recognising mentors’ work via allocation of timeSubject Mentors and Professional Tutors are given protected time in lieu of money, and the funding is used to cover this protected time. The time is protected for working with ITT trainees (weekly discussion; feedback; target setting; training). There may be difficulties for schools to plan for this in advance, since numbers of trainees allocated may not be absolutely fixed until after the start of the autumn term.

PGCE Glossary for Professional Tutors and MentorsThe definitions given below are to be read in the context of the PGCE course.

AssignmentOne of the 3 pieces of formally assessed written postgraduate work written by trainees.BAMEBlack and Minority Ethnic (usually in relation to recruitment).Board of ExaminersThe University body which meets at the end of the course to review trainees’ progress – it consists of both university and school representatives as well as the Chief and Subject External Examiners.CPDThe CPD (Continuing Professional Development) Profile is a record of trainees’ achievements over the PGCE year and their areas for further development during their first years of teaching.Chief External ExaminerThis person monitors the content and the quality of the course overall, across subject areas, as well as examining the practical teaching of borderline pass trainees.Core Content FrameworkThe mandatory minimum curriculum entitlement for initial teacher trainees, from September 2020 onwards – see https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/843676/Initial_teacher_training_core_content_framework.pdf Curriculum AreaOne of the subjects which York trainees are trained to teach. i.e. English, Geography, History, Mathematics, Modern Foreign Languages, Sciences (Biology, Chemistry or Physics).Department for Education (DfE)This is the part of UK government with responsibility for education policy and practice.Development phaseThe period of the second teaching placement when trainees take on responsibility for teaching several classes.DITTDirector of Initial Teacher TrainingECFEarly Career Framework, which is to be statutory from September 2021 nationally, but operational from 2020 in pilot areas (Doncaster, Barnsley, NE in our region). This may affect NQTs in their first post from 2020 onwards – see: https://www.gov.uk/government/publications/early-career-framework.Extension phaseThe final period of the second teaching placement when trainees widen their experience of all aspects of teaching and school life.External ExaminerThere is one external examiner for each curriculum area. External examiners moderate written assignments as well as the content and quality of the curriculum area courses.Induction phaseThe first week of the second teaching placement when trainees become familiar with the school, observing classes they will later teach.ITT Initial Teacher TrainingMentorThe subject teacher in school who has responsibility for the training, support and assessment of trainees.

Partnership Agreement

https://www.gov.uk/government/publications/early-career-framework

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/843676/Initial_teacher_training_core_content_framework.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/843676/Initial_teacher_training_core_content_framework.pdf

The document (as required by the DFE Criteria for ITT) which sets out the responsibilities of university and schools regarding initial teacher training. In 2020-21 this will also have a special COVID19 appendix which all schools will be required to complete.Partnership schoolA school which works with the University of York to provide the PGCE course.PebblePad e-portfolioThis is a record of evidence which trainees compile during their PGCE year showing how they are meeting the Standards for the award of QTS. It can be used as a basis for discussions between subject mentor or university tutor and trainee. All mentors will have access to their individual trainee’s e-portfolio. Mentors will also complete certain sections of the e-portfolio (most notably the four placement reviews).Professional EnrichmentThe period of two weeks after the second teaching placement designed to give trainees an opportunity to devise their own programme based on their needs and interests, to enable them to develop further as a teacher.Professional TutorThe teacher in school with overall responsibility for all aspects of teacher training.QTSQualified Teacher Status – trainees will be recommended for QTS when they pass the PGCE course.School DirectThis is a form of ITT where trainees train partly in school and partly in university. York works with four partners: Pathfinder TSA, Yorkshire TSA, Diocese of Middlesborough TSA (All Saints), Outwood TSA (Teach North). Certain trainees on the PGCE course will be registered as School Direct trainees. For most WSI sessions Pathfinder and YTSA School Direct trainees are at their school hub.School Placement 1 Block 1The continuous period of time spent in school during the autumn term, during which trainees have a teaching commitment of at least 8 hours per week, but will solo teach a minimum of 8 lessons by Christmas.School Placement Review (1-4)Four reports written by the school on trainees’ progress during their teaching placements.Teachers StandardsThe national standards all trainees, NQTs and established teachers must meet (DfE, 2012).TutorThe member of the university staff who supervises all aspects of trainees’ progress over the year, including marking assignments, writing references, visits to school etc. Tutors contribute to University curriculum area sessions and whole school issue sessions.Weekly Record of Discussion with Subject MentorThis is an ongoing record which trainees compile as a summary of the weekly discussion with their subject mentor during teaching placements. It is to be completed by the trainee and signed by both trainee and subject mentor.

DisclaimerWhilst the University tries to ensure that information contained in this document is accurate when published, the University does not accept liability for any inaccuracies contained within it. Where circumstances occur or change outside the reasonable control of the University, the University reserves the right to change or cancel parts of, or entire, programmes of study or services at any time without liability, before or after students have registered at the University. Circumstances outside the University’s reasonable control include: industrial action, over or under- demand from students, staff illness, lack of funding, severe weather, fire, civil disorder, political unrest, government restrictions and concern regarding risk of transmission of serious illness. The University’s contract with its students does not confer third party benefits under the Contract (Rights of Third Parties) Act 1999.