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CONTENTS 2014-2015 Welcome letter 1

Before you start 2

Programme Specification 4

Staff List 15

Key Dates 18

Learning and Teaching

Description of the Curriculum 19

Professional Studies 19

Subject Study 20

School Experience 21

Learning and Teaching Strategies 22

Transferable Skills 23

What do I have to do? 24

Professional Studies 25

Subject Study 25

School Experience 25

The Personal Development Profile 26

Registration and Attendance 27

Exemplar Structure of the Programme 29

Coloured Schematic Diagram of the PGCE Year 30

Assessment 31

Formative Assessment 31

Summative Assessment 33

General Assessment Criteria 34

Grade Criteria 34

Summative Assessment of Subject Study 35

Summative Assessment of Professional Studies 36

Summative Assessment of School Experience 37

Submission of Assignments 37

Academic Malpractice 38

Extensions 38

Non-submission of Assignments 39

Mitigating Circumstances 39

The Role of the External Examiner 40

Failure in Assignments 40

Structure and progression of the assignments to the award 42

Failure in Professional Studies 43

Failure in School Experience 43

Award of Post Graduate Certificate in Education 45

The Examination Board 45

Appeals 46

Intermission and Withdrawal 47

Academic and Personal Support 49

The Academic Adviser 49

References 50

University Support Services 51

Learning Resources 54

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Key University Policies and Procedures 57

Complaints Procedure 57

Disciplinary Procedures 57

Harassment Policy 57

Whistleblowing Procedure 58

Equality and Diversity Policy 58

Policy on Religion and Belief 58

Policy on Sexual Orientation 58

Student Mental Health Policy 58

Car Parking 58

Health and Safety 58

Management of the Programme 60

Education Management Group 60

Secondary PGCE Programme Board and Management Group 60

Responsibilities of Key Personnel:

Head of Programme 63

Subject Co-ordinator 64

Professional Studies Co-ordinator 64

Programme Administrator 65

Evaluation of the Programme 65

Module Outlines Appendix A

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Welcome to the University of Chichester’s Secondary Post Graduate Certificate in Education (PGCE) Programme

This handbook provides you with an overview of the Secondary Postgraduate Certificate in Education. It tells you how you will be taught, how you will learn and how you will be assessed. Looking ahead at all the course requirements can seem daunting at first. The handbook will guide you through each stage of the programme, and will inform you of what you need to do in order to complete each element of the course successfully. There are now 8 subject routes within the Secondary PGCE programme. You will have opportunities to work with other students in your subject area and you will mix with students from other subject routes. The tutors leading the subject routes and professional studies in the University and the mentors and professional tutors in our partner schools are looking forward to meeting you and to working with you throughout the programme. They will all be very supportive of you as you develop into beginning teachers, they will be able to answer your questions and guide you in your studies. However, they will also expect you to work hard on all aspects of the course! The Programme Administrator is Melanie Hopkins (m.hopkins@chi.ac.uk 01243 812043). She can be found in the Programme Office in St Michael’s building and she will be able to help you if you have any administrative concerns, for example to do with registration details or submission of assignments. We know that following this programme will be very demanding but we hope that you enjoy the experience and at the end of it feel well prepared for the challenging but highly rewarding job of helping children to learn and become confident, critical and well equipped members of society. We wish you every success. JULIA O’KELLY Head of Programme j.okelly@chi.ac.uk 01243 812160

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BEFORE YOU START Throughout this handbook there will be reference to features of the Programme and to government directives which may need clarification before you read further: Features of the Programme Partnership with schools During the PGCE year, you will spend about 70% of your time on School Experience. The University of Chichester works in partnership with approximately 250 local secondary schools and colleges mainly in West Sussex, Hampshire, Surrey and the Isle of Wight with whom you will be placed for your school experience.

The extended partnership is characterised by close working relationships between the University and schools in designing, implementing and managing the Programme and in sharing responsibility for training teachers. The roles and responsibilities of mentors and professional tutors are described below. You will find much more information about how the partnership operates in the Secondary Partnership Agreement. This is provided for you on Moodle and it can be found on the school partnership website: www.chi.ac.uk/partnership The Professional Tutor The professional tutor is responsible for the whole group of student teachers in her/his school and for their overall school experience. Some of the responsibilities of the professional tutor are: to ensure that student teachers are familiar with whole school issues, manage a programme of Professional Studies and liaise with university tutors regarding their visits to students in school. She/he will oversee the selection of mentors and will support them in their work with student teachers. A full list of the responsibilities of the professional tutor can be found in the Secondary Partnership Agreement. The Mentor The mentor works closely with the student teacher and is responsible for guiding, supporting and training the student teacher during their placement in school. She/he will liaise with other members of the department that the student will be working with in order to make sure the requirements of the placement are addressed successfully. She/he will meet the student teacher on a weekly basis to discuss practical and theoretical matters relating to the teaching of their subject. A full list of the responsibilities of the mentor can be found in the Secondary Partnership Agreement.

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Government Departments and Directives

The Department for Education (DfE) The Government Department with responsibility for Education Policy. Formerly the Department for Children Schools and Families (DCSF) www.education.gov.uk You will find details of the following on the DfE website: The National Curriculum (NC) The Teachers’ Standards The National College for Teaching and Leadership (NCTL) [Formerly the Teaching Agency (TA)] Archived materials from the Secondary National Strategy (SNS) Archived materials from the Qualifications and Curriculum Development Agency (QCDA)

The Office for Standards in Education (OfSTED) The official body for inspecting schools www.ofsted.gov.uk

The Disclosure and Barring Service (DBS) The body responsible for issuing and updating DBS certificate. www.gov.uk/disclosure-and-barring-service-criminal-record-checks-referrals-and-complaints

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1. PROGRAMME SPECIFICATION

Guidance Notes: Transferable skills must include key skills and other skills; Programme Specifications are not legal contracts but are intended to provide informative guidance to all stakeholders. Programme specifications should refer to (i) relevant QAA Benchmarking Statements (ii) The University of Chichester’s Modular Scheme Level Descriptors.

1. Award: Postgraduate Graduate Certificate in Education, Secondary 2. Route: One year, full time. 3. Awarding Institution: University of Chichester 4. Teaching institutions: University of Chichester 5. Programme accredited by: University of Chichester 6. UCAS code: Design Technology W9X1, English Q3X1, History V1X1,

Mathematics G1X1, Mathematics Part time Route G1X1M, Physical Education X9C6, Religious Education V6X1, Science with Biology CX1A, Science with Chemistry CX3A, Science with Physics F3X2, Modern Languages R9X1

7. QAA benchmarking group: Education Studies 8. Approval history: First validated as a Professional Graduate

Certificate in Education at HE Level 3 in 1999, revalidated in 2002, Design Technology route validated 2003, Science route approved 2006. Post Graduate Programme approved July 2007. MFL route approved 2012

The Flexible Route was validated as a Professional Graduate Certificate in Education at HE Level 3 in September 2003 as a programme which incorporated both Secondary and Primary Routes. It became evident that, in order to maintain a student experience which is parallel to that of students following the traditional programmes, Primary and Secondary Routes needed to be structured to reflect these differences. The decision was taken to develop each as a Route within the existing Primary or Secondary PGCE programmes. It was agreed that the flexible route would cease to exist from September 2008. In July 2007 the Programme was approved as a Postgraduate Certificate of Education, with assessment at QAA Level 7 (Masters). A Modern Foreign Languages route was added in September 2012. The Science route was divided into Science with Biology, Science with Chemistry and Science with Physics for September 2013 entry.

9. Programme Rationale The Secondary PGCE is a one year full-time academic and professional initial teacher training programme for secondary teachers (11-18 years). Subject specialisms offered are: English, History, Modern Foreign Languages, Mathematics, Physical Education, Religious Education, Design Technology

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and Science with Biology, Science with Chemistry and Science with Physics. The June 1999 validated document conformed to the Secretary of State’s criteria for the approval of ITT courses as specified in DfEE Circular 4/98. The revised version of September 2002 was re-structured to conform to the new Standards 2002. The 2007 Programme re-approval conforms to the revised DfES Standards and Requirements. The Secondary PGCE built on the strengths of the existing course, in particular the underpinning rationale of the central role of partnership in providing for the best possible training for graduate secondary students. The six-module framework allows for a clear articulation of the progressive training phases and enables elements of the programme to be tracked through Professional Studies, individual subject specialisms and serial and extended school experiences. Student teachers study the relevant National Curriculum Programme of Study, and the relevant frameworks, methods and expectations set out in the National Strategy. For Key Stage 4 and post 16, students are made aware of the pathways for progression through the 14-19 phase in school, college and work-based settings. All these aspects are closely linked to classroom practice and are underpinned by the necessary attention to Professional Studies and school experiences. The framework for the effective delivery of ITT in this programme is in:

A network of well-developed partnerships with schools

Strong links between theory and practice in ITT courses

Trained mentors, professional and link tutors

Consensual view of teaching as an intellectual activity Distinctive Features: The move to assessment at Level 7 enables students to progress from Level 6 (Honours). They will develop their skills of critical analysis and research at the same time as acquiring the practical skills of teaching through school experience. At the end of the PGCE year, students will be equipped as reflective practitioners to continue their professional learning throughout their teaching career.

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10. Aims of Field/Programme The University of Chichester’s Department of Education aims to: (i) provide students with an education of high quality at under- and post-

graduate level within an environment of research and enquiry (ii) educate and train teachers and others engaged in the wider education

workforce (iii) ensure that its continuing professional development activities are

responsive to the educational needs of partners and the local community and are underpinned by a vibrant university context

(iv) develop and support active curriculum innovation, scholarship,

consultancy and academic enterprise (v) engage actively with partnership organisations and external agencies –

locally, nationally and internationally The Programme aims to: (i) deepen student teachers’ knowledge and understanding of their field of

study and secondary/primary education and the relationship between the two

(ii) provide an intellectual education and effective ITT for students in order

improve their skills and enable them to meet the Teachers’ Standards in the context of preparing to teach young people in a pluralistic society

(iii) enhance student teachers’ ability to critically analyse and apply

theories, research and personal values which underpin professional practice

(iv) create opportunities for student teachers to begin to define their own

positions with respect to their own developing professional and philosophical frameworks

(v) develop student teachers’ ability to evaluate and analyse their

academic and professional progress in order to understand that teaching is a process of lifelong professional learning, including developing transferable skills as appropriate for employment in education

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11. Intended learning outcomes: (student achievement) The programme provides opportunities for students to develop and demonstrate the achievement of the following:

Subject Knowledge

Student teachers who successfully complete the Secondary PGCE will: (i) Have met the DfE Teachers’

Standards at a level appropriate for the award of Qualified Teacher Status.

(ii) Have developed and extended their subject knowledge and understanding at Level 7

(iii) Have developed and extended their knowledge and understanding of secondary education (11-19) within and beyond their subject specialism

(iv) Have a depth of knowledge and understanding about the nature of secondary education and its underlying philosophy

(v) Possess a breadth and depth of subject knowledge and understanding and know how to apply it appropriately within the context of the secondary curriculum

(vi) Know how to select and make effective use of ICT for their own learning and to support pupils’ learning

(vii) Know and understand the structure and requirements of national frameworks

(viii) Know and understand the importance of personal, social, health and citizenship education in schools

(ix) Know and understand the importance of planning for inclusion

(x) Demonstrate analytical and reflective practice in the application of their subject knowledge to pupils’ learning through their preparation, planning, teaching and

Teaching and learning strategies and methods

Initial needs analysis is undertaken by the student and her/his academic adviser. All students receive subject based and Professional Studies elements during university based training. Students are given the opportunity to apply their knowledge flexibly and appropriately in a variety of contexts. Students are encouraged to ask their own questions, generate their hypotheses and provide explanations acceptable to the tradition of scholarship required at Level 7. The university taught modules are structured to allow for lectures, workshops, practicals, case studies, whole group and sub-group activities as appropriate for the study of each module theme. ICT is used to support self-study and is incorporated in university based teaching. Underpinning the programme is respect for and acknowledgement of different learning needs and these are recognised when planning the student teacher’s experience through the modules and school experience. Course tutors are aware that they provide models for students’ work in schools. During school experience, school mentors are partners in identifying individual training needs and refining students’ individual action plans. Central to the development of reflective practice in students is ongoing self assessment supported by subject tutors and school mentors. Students complete 2 phases of school experience which are supported by formal observation, profiling and target setting.

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evaluation of pupils’ work (xii) Be aware of current research

and inspection evidence available and be able to use it to improve their planning and teaching

(xiii) Have a depth of knowledge, understanding and skills to act as a potential subject manager in the secondary school

Assessment School based assessment Initial Assessment Formal, graded lesson observations Completion of summative assessment documents at the end of each block of school experience. The Standards Tracking document University based assessment Assignment 1 – subject study Assignment 2 – Professional Studies Assignment 3 – subject study

Intellectual/practical skills The Secondary PGCE qualification will be awarded to student teachers who have demonstrated: (i) A systematic understanding

of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice

(ii) A comprehensive understanding of techniques applicable to their own research or advanced scholarship

(iii) Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

(iv) Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline; and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

Typically, holders of the qualification

Teaching and Learning strategies and methods Initial needs analysis is undertaken by the student and her/his academic adviser. All students receive subject based and Professional Studies elements during university based training. Students are given the opportunity to apply their knowledge flexibly and appropriately in a variety of contexts. Students are encouraged to ask their own questions, generate their hypotheses and provide explanations acceptable to the tradition of scholarship required at level 7. The university taught modules are structured to allow for lectures, workshops, practicals, case studies, whole group and sub-group activities as appropriate for the study of each module theme. ICT is used to support self-study and is incorporated in university based teaching. Underpinning the programme is respect for and acknowledgement of different learning needs and these are recognised when planning the student teacher’s experience through the modules and school experience. Course tutors are aware that they provide models for students’ work in schools. During school experience, school

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will be able to: (i) Deal with complex issues

both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

(ii) Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

(iii) Continue to advance their knowledge and understanding, and to develop new skills to a high level

mentors are partners in identifying individual training needs and refining students’ individual action plans. Central to the development of reflective practice in students is ongoing self assessment supported by subject tutors and school mentors. Students complete 2 phases of school experience which are supported by formal observation, profiling and target setting. Assessment School based assessment Initial Assessment Formal, graded lesson observations Completion of summative assessment documents at the end of each block of school experience. The Standards Tracking document University based assessment Assignment 1 – subject study Assignment 2 – Professional Studies Assignment 3 – subject study

Transferable Skills Student teachers will have qualities and transferable skills necessary for employment requiring: (i) The exercise of initiative and

personal responsibility (ii) Decision-making in complex

and unpredictable situations (iii) The independent learning

ability required for continuing professional development

Teaching and learning strategies and methods Initial needs analysis is undertaken by the student and her/his academic adviser. All students receive subject based and Professional Studies elements during university based training. Students are given the opportunity to apply their knowledge flexibly and appropriately in a variety of contexts. Students are encouraged to ask their own questions, generate their hypotheses and provide explanations acceptable to the tradition of scholarship required at level 7. The University taught modules are structured to allow for lectures, workshops, practicals, case studies, whole group and sub-group activities as appropriate for the study of each module theme. ICT is used to support self-study and

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is incorporated in university based teaching. Underpinning the programme is respect for and acknowledgement of different learning needs and these are recognised when planning the student teacher’s experience through the modules and school experience. Course tutors are aware that they provide models for students’ work in schools. During school experience, school mentors are partners in identifying individual training needs and refining students’ individual action plans. Central to the development of reflective practice in students is ongoing self assessment supported by subject tutors and school mentors. Students complete 2 phases of school experience which are supported by formal observation, profiling and target setting. Assessment School based assessment Initial Assessment Formal, graded lesson observations Completion of summative assessment documents at the end of each block of school experience. The Standards Tracking document University based assessment Assignment 1 – subject study Assignment 2 – Professional Studies Assignment 3 – subject study

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Professional attributes Student Teachers will: (i) Have high expectations of

children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.

(ii) Demonstrate the positive values, attitudes and behaviour they expect from children and young people.

(iii) Be aware of the professional duties of teachers and the statutory framework within which they work.

(iv) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.

(v) Communicate effectively with children, young people, colleagues, parents and carers.

(vi) Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people and to raising their levels of attainment.

(vii) Have a commitment to collaboration and co-operative working.

(viii) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs

(ix) Identify priorities for their early professional development in the context of induction.

(x) Have a creative and constructively critical approach towards innovation, being prepared to adapt their

Teaching and learning strategies and methods Initial needs analysis is undertaken by the student and her/his academic adviser. All students receive subject based and Professional Studies elements during university based training. Students are given the opportunity to apply their knowledge flexibly and appropriately in a variety of contexts. Students are encouraged to ask their own questions, generate their hypotheses and provide explanations acceptable to the tradition of scholarship required at level 7. The university taught modules are structured to allow for lectures, workshops, practicals, case studies, whole group and sub-group activities as appropriate for the study of each module theme. ICT is used to support self-study and is incorporated in university based teaching. Underpinning the programme is respect for and acknowledgement of different learning needs and these are recognised when planning the student teacher’s experience through the modules and school experience. Course tutors are aware that they provide models for students’ work in schools. During school experience, school mentors are partners in identifying individual training needs and refining students’ individual action plans. Central to the development of reflective practice in students is ongoing self assessment supported by subject tutors and school mentors. Students complete 2 phases of school experience which are supported by formal observation, profiling and target setting.

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practice where benefits and improvements are identified

(xi) Act upon advice and feedback and be open to coaching and mentoring.

(xii) Comply with the requirements of Part Two of the Teachers’ Standards: Personal ad Professional Conduct.

Assessment

School based assessment Initial Assessment Formal, graded lesson observations Completion of summative assessment documents at the end of each block of school experience. The Standards Tracking document University based assessment Assignment 1 – subject study Assignment 2 – Professional Studies Assignment 3 – subject study

12. Quality indicators

The quality of this programme is monitored by the following methods (as set out in The Quality Handbook):

Student evaluations

Management Group and Programme Board

Annual monitoring

External Examiner for each subject route helping to ensure parity in term of quality across institutions

Analysis of external examiner reports

Analysis of statistical data

Benchmarking (e.g. TA Provider analysis data)

Link tutor visits to schools (1 per placement)

Subject tutor visits to schools (1 during school A, 2 during school B including 1 joint observation with the school mentor)

Mentor evaluations

Professional tutor evaluations

Head of programme accompanies a sample of subject visits

13. Admission Requirements

English and Mathematics GCSE at grade C or above, or equivalent qualifications

A first degree of a United Kingdom Higher Education Institution or equivalent qualification normally at 2:2 or above and normally in an area which provides a necessary foundation for teaching the National Curriculum programme of study at Secondary level

In addition, the University must ensure that:

All entrants have been subject to a Disclosure Barring Service (DBS) check and/or any other appropriate background check.

As part of the selection procedures, all entrants have taken part in an interview designed to assess their suitability to teach.

All entrants have the intellectual and academic capabilities needed to meet the Teachers’ Standards.

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All entrants possess the appropriate qualities, attitudes and values expected of a teacher

All entrants can read effectively and are able to communicate clearly and accurately in Standard English

All entrants have met the Secretary of State’s requirements for physical and mental fitness to teach (including the guidelines set out in “Able to Teach”

All entrants have passed the skills tests in numeracy and literacy

14. Award requirements (includes interim awards)

To pass each school experience Satisfactory completion of the Standards Tracking document Satisfactory completion of assignments

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15. Post Graduate Certificate in Education

Subject Study Module 2 University taught course (10 days) outworked in school experience. Completion of Assignment 3 (4,000 words, or equivalent)

Professional Studies Module 2 University taught course (10 days) outworked in school experience. Completion of Assignment 2 (4,000 words)

School Experience B School placement of 72 days, teaching approximately 60% of a teacher’s timetable. Supported and assessed by mentor in school and university subject tutor

Award requirements 60 credits at Masters level Assignment 2 graded at least ‘D’ – minimal pass 20 credits Assignment 3 graded at least ‘D’ – minimal pass 20 credits Joint summative report of School B graded at least ‘Achieved at a Minimal Level (grade 3), completion of Standards Tracking Document

Subject Study Module 1 University taught course (11 days) outworked in school experience. Completion of Assignment 1 (4,000 words, or equivalent)

Professional Studies Module 1 University taught course (11 days) outworked in school experience. Satisfactory attendance, contribution to sessions and completion of reflective log

School Experience A School placement of 50 days, teaching approximately 50% of a teacher’s timetable. Supported and assessed by mentor in school and university subject tutor

Progression Requirements For Professional Studies, Satisfactory attendance, professional contribution to sessions, completion of reflective log ------------------------Award requirements Joint summative report of School A graded at least ‘Achieved at a Minimal Level Assignment 1 graded at least ‘D’ – minimal pass. 20 credits

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2. STAFF LIST

Julia O’Kelly Head of Secondary PGCE Programme &

Link Tutor J.OKelly@chi.ac.uk

2160

Antony Bignell Professional Studies Co-ordinator

A.Bignell@chi.ac.uk

2024

Jane Evans Head of School Partnership

J.Evans@chi.ac.uk

2025

Suzie Everley PE Subject Co-ordinator

S.Everley@chi.ac.uk

6271

Alison Godbold D & T Subject Co-ordinator & Teacher based in school Alison.Godbold@chi.ac.uk

02392 616000 Ext 234

Debbie Hickman English Subject Co-ordinator & Link Tutor

D.Hickman@chi.ac.uk

2049

Melanie Hopkins PGCE Administrator

M.Hopkins@chi.ac.uk

2043

Louise Mahoney School Partnership Office

L.Mahoney@chi.ac.uk

2181

Ruth Mantin RE Subject Co-ordinator & Link Tutor

R.Mantin@chi.ac.uk

2070

Katharine Milcoy History Subject Co-ordinator & Link Tutor

K.Milcoy@chi.ac.uk

2166

Elaine Minett Modern Foreign Languages Subject

Co-ordinator E.Minett@chi.ac.uk

2087

Jonathan Sargent Science Subject Co-ordinator

J.Sargent@chi.ac.uk

Jeremy Smith Mathematics Subject Co-ordinator

J.Smith@chi.ac.uk

2069

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Key Staff Antony Bignell is the Co-ordinator for Professional Studies for the Secondary PGCE. He also works in the CPD team, teaching MA (Ed) modules on Mentorship, Emotional Intelligence, and Leading from the Middle. Antony is also the Co-ordinator for the American Programme, which hosts student teachers from American Universities. Suzie Everley is Subject Co-ordinator for PE. She also teachers on the BA (QTS) undergraduate degree in physical education and leads two modules on the MA Ed Programme. Her research interest is in children’s activity and she has published and presented at conferences on this topic. Alison Godbold is the Subject Co-ordinator for the Design Technology Route. Alison also teaches Design Technology at Brune Park Community College in Gosport. Debbie Hickman is the Subject Co-ordinator for English. Her previous role was English adviser for Southampton LA where she provided support for and delivered courses on delivery of English across the city. Prior to this, she has been a subject leader in schools in the Southampton and Hampshire area. Ruth Mantin is the Subject Co-ordinator for the RE route. Ruth also teaches on the Theology undergraduate programme and on the MA (Ed). On the MA (Ed) she teaches modules addressing Gender and Sexuality in Education and Religion and Spirituality in Education. Her doctoral thesis was on religious language and feminist spirituality and she has published several articles on this subject. She has also co-authored the Heinemann Think RE series for key stage 3 Religious Education. Katharine Milcoy is the Subject Co-ordinator for the History route. Katharine also teaches on the History undergraduate programme and on the MA (Ed). She has co- authored resources packs for schools on Women's History. Julia O’Kelly is Head of the Secondary PGCE Programme. Before taking up this post she was Assistant Head teacher in one of our partner schools. Her responsibilities included Professional Tutor, Induction Manager for NQTs and Staff Development for established teachers. As well as leading the Secondary PGCE programme, she teaches on the Mentorship training programme for Mentors and Professional Tutors in our partner schools. Elaine Minett is the Subject Co-ordinator for the Modern Foreign Languages route. She also teaches on the Primary PGCE Modern Languages specialist route. She has worked as an advisor with the local authority in West Sussex. Elaine taught languages in secondary schools in West Sussex for 19 years. Jonathan Sargent is the Subject Co-ordinator for the Science route. He has wide ranging experience of teaching and teacher education. As a Science teacher he has been Head of Physics and Head of Science, he has been an Advisory Teacher for Science with West Sussex Local Authority and was, for

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several years, Deputy Headteacher of a comprehensive school in West Sussex. He has, most recently, been running the Science Graduate Teacher Programme at Sussex University. Jeremy Smith is the Subject Co-ordinator for the Mathematics route. He studied maths at St John’s College Oxford, then completed his PGCE with the Open University while teaching at a private school in Cardiff. He moved to Chichester in 1997, teaching first at Chichester High School for Boys then Bishop Luffa School. He has been involved with the Mathematics Enhancement Course since its inception in 2004, and also teaches on the Key Stage 2/3 Mathematics and Teaching undergraduate course.

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3. KEY DATES

Autumn Term 2014

16 September First three Professional Studies Link Logs submitted to the Professional Studies Tutor

24 September Review of Professional Studies Link Logs with your Professional Studies group

29 September Beginning of School A

2 October Submit Professional Studies link logs to your tutor

17 October First Individual Action Plan (Self Appraisal against the Standards/Action Plan) submitted to the Programme Office

12 December End of School A Joint Summative Report for School A submitted to the Programme Office (hard copy can be brought in on 18 December) 5 formal lesson observations from school A submitted to the Programme Office (hard copies can be brought in on 18 December) Standards Tracking Document completed for school A ready for checking by your subject tutor in January

18 December Assignment 1 (subject study) submitted to the Programme Office by 12.00 noon

C H R I S T M A S B R E A K

Spring Term 2015

5 January Key Stage 2 Week

12 January Record of Key Stage 2 Experience to be signed in Professional Studies and submitted to the Programme Office

26 January Beginning of School B

29 January Review of Audio Tape Task from School A

13 February Individual Action Plan for the next half term submitted to the Programme Office

17 February Assignment 2 (Professional Studies) submitted to the Programme Office by 12.00 noon

27 March School B Interim Assessment Form and your updated Individual Action Plan for the next half term submitted to the Programme Office

E A S T ER B R E A K

Summer Term 2015

15 June Joint Summative Report for School B submitted to the Programme Office 7 Formal Lesson observations from School B submitted to the Programme Office Final page of IAP submitted to Programme Office Standards Tracking Document completed ready for submission to your Subject Tutor this week Professional Studies tasks to be submitted to Professional Studies Tutor Assignment 3 (subject study) submitted to the Programme Office by 4.00 pm

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4. LEARNING AND TEACHING

Programme Content The Secondary Post Graduate Certificate in Education is a one year programme combining an academic award and practical school experience. You will study three main components during the year. These are:

1. Professional Studies 2. Subject Study 3. School Experience

The curriculum structure concurs with the University’s Academic Regulations which requires the accumulation of 60 level 7 credits for the award of the Post Graduate Certificate. It is also designed to enable you to meet the Teachers’ Standards. The programme is divided into 6 modules:

Modules Dates

Professional Studies 1 September - December

Subject Study 1 September - December

School Experience A October - December

Professional Studies 2 January - June

Subject Study 2 January - June

School Experience B February - June

For detail of the assessment of modules please refer to the ‘Assessment’ section of this handbook. The combination of university based study and School Experience enables you to link theory with practice and to analyse the interrelation between rhetoric and reality. Therefore, although the summative assessment for Masters level credits is attached to Subject Study and Professional Studies, you will draw heavily on your School Experience in all your formal assignments. For details of each module content and assessment please see Appendix B. Professional Studies The Professional Studies modules form the framework of the programme. They have been designed to enable you to prepare for, and reflect upon your learning in each context. The content of the modules is based on the Standards and it provides the theoretical and philosophical underpinning required for you to understand and reflect on school experience, in particular to consider the role of the secondary school teacher beyond the subject classroom. It is designed to cover the requirements of the Teachers’ Standards. In the first module you will engage with:

The role of the teacher beyond subject teaching

The inclusion agenda

Issues of Professionalism

The statutory framework within which teachers work

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The range of current legislative frameworks within which all subjects operate

You will also be introduced to the research methodology which you will be expected to put into practice during your school experience and to draw on in your assignments. In the second module, drawing on your experience in school as well as academic literature, you will analyse further elements including:

The delivery of Personal, Social, Health and Citizenship Education

Further aspects of the inclusion agenda with specific reference to race awareness, teaching pupils for whom English is an Additional Language, Gifted and Talented provision, tackling homophobia in schools

You will also be guided in the process of applying for teaching posts.

For Professional Studies you will be taught as part of the whole Secondary PGCE group and in seminar groups composed of students from several subject routes. You will receive a separate Professional Studies handbook which will provide you with details of the programme for the year.

Subject Study

The Subject Study modules complement and reinforce the themes addressed in the Professional Studies modules. The structure of the subject study modules is based on the understanding that theory informs practice and practice informs theory. They are designed to provide you with the appropriate subject and pedagogical knowledge to prepare you for your professional role. The content of each subject study has been selected to reflect the themes within the National Curriculum, or guidance, for that subject. You will develop a critical awareness of the place of your subject within the secondary school curriculum and of the debates associated with the delivery of that subject in terms of both content and pedagogy. Subject Study draws on your prior experience and understanding of your subject and aims to develop this, both in the university learning environment and in school experience, with the aim of developing critical and reflective practice in your classroom teaching. In the second module you will develop the breadth and critical understanding of the delivery of your subject in school by engaging with informed analysis of curriculum design and delivery in relation to short, medium and long term planning. In particular you will be developing your ability to reflect on the relationship between your subject and other curriculum initiatives such as inclusion, anti-racism and diversity. Each Subject Study module will encourage you to develop your understanding of the effective use of pupil assessment and of the relationship between assessment, planning, pupil engagement and pupil learning. You will be expected to audit your own relevant subject knowledge at the start of Module 1 and to discuss this with your Subject Tutor. At regular intervals during each Subject Study Module and School Experience you will need to demonstrate that you have undertaken the necessary research to augment your knowledge and address any areas of weakness. The subject study modules will provide you with the confidence and competence to enable you to lead and manage this subject later in your career. Each Subject Route has its own student handbook in which you will find the day to day details for ‘your course’.

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School Experience

School Experience is designed to provide you with the practical setting in which to explore and put into practice the principles which you will have been introduced to in your university Professional Studies and Subject Studies. You will have two blocks of School Experience and one week of a Key Stage 2 placement. You will draw on these experiences to support your summative assignments by carrying out research, observing other teachers and teaching classes yourself. You will use your School Experience to provide evidence that you have met the Teachers’ Standards. You will work with your mentor and professional tutor in school, supported by your subject tutor in the university, to build up your teaching experience at a pace which matches your readiness, while continuing to observe experienced practitioners. You will also experience the role of the form tutor, the delivery of PSHE/Citizenship and have opportunities to contribute to the life of your placement school and the department to which you are attached. This will include staff and department meetings, and parents’ evenings.

This is an 11-18 programme. All students will have school experience across the 3 age ranges, school years 7-9, 10-11 and 12-13. You may, however, choose to be formally assessed at 2 rather than 3 of these age ranges. At the beginning of the programme, you will discuss with your subject tutor/academic adviser which 2 or 3 age ranges will be suitable for your formal assessment for Qualified Teacher Status (QTS). The level of your subject knowledge will be considered carefully by your subject tutor in any decision to choose formal assessment at post 16 and any request for formal assessment at all 3 age ranges must be approved by your subject tutor. The decision must be made before the schools’ half term in October. It must be recorded in your PDP and signed as agreed by your subject tutor.

The professional tutor in the school will provide you with a programme of Professional Studies addressing ‘whole school’ issues, and introducing you to key personnel in the school (such as the Special Needs Co-ordinator). Your mentor will work with you on your subject teaching (monitoring your planning and delivery of lessons including assessment of pupils) and on your ability to reflect on and work to improve your classroom practice. Through this variety of experience you will be meeting all the Teachers’ Standards. You will be required to be pro-active in tracking how and when you are meeting the Standards and recording this on your Standards Tracking Document. You, your mentor and your professional tutor will have a School Experience Handbook giving you guidance on the amount of teaching you are expected to undertake, the variety of experience you should have, and the processes of documenting your progress through the placement.

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Learning and Teaching – what is the Programme’s approach? This is an important section which tells you how you are going to be taught and most importantly what is expected of you. The teaching and learning strategies employed by the Programme are designed to enable you to master a broad base of concepts, skills, knowledge, understanding and practice which will help you to become an effective classroom practitioner. Through the learning and teaching approaches adopted, the Programme supports the realisation of the University’s Teaching and Learning Strategy. You will be given opportunities to apply your knowledge flexibly and appropriately in a variety of contexts and the delivery of university based modules will seek to model good practice in school as acknowledged by Ofsted. The programme will therefore employ a wide range of teaching and learning strategies. For example, tutors will promote the use of ICT in learning and teaching via Moodle by incorporating online:

the current version of each module handbook

relevant modular notices

programme announcements to inform you of university session outlines and to remind you of deadlines

files and weblinks in order to increase the availability of documents, presentations, follow-up resources

Tutors will employ all or some of the following teaching and learning strategies:

the use of video, role play, guest speakers, online resources

lectures and seminar work which may be student led

discussion and debate

opportunities for students to work collaboratively and present short oral/written contributions

critical review of others’ work

prescribed reading, school based observation and self study

seminars by tutors, and invited practising teachers from partner schools

distance learning support via email during school experience

individual tutorials for a variety of purposes, notably immediately before school experience and during visits to you on school experience

Tutors will also support you through:

initial needs analysis of your subject knowledge which will reviewed at intervals throughout the year

formative assessment that draws in part on your school experience reports and in part on your contribution to university sessions.

reference to your Personal Development Profile where your process of self-reflection and action planning will be documented throughout the year

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The outcomes in terms of your learning and your approach to learning are outlined below and are in line with the qualification descriptors for the QAA Framework for Higher Education Qualifications (FHEQ) 2008 at Level 7 (Masters): Descriptor for a higher education qualification at level 7: Master’s degree Master’s degrees are awarded to students who have demonstrated:

a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;

a comprehensive understanding of techniques applicable to their own research or advanced scholarship;

originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;

conceptual understanding that enables the student: o to evaluate critically current research and advanced scholarship in

the discipline; o to evaluate methodologies and develop critiques of them and,

where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;

demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;

continue to advance their knowledge and understanding, and to develop new skills to a high level;

and holders will have:

the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility; o decision-making in complex and unpredictable situations; o the independent learning ability required for continuing professional

development.

Much of the study undertaken for master’s degrees will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring

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sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments. Please see also the learning outcomes for each module in Appendix B

How will I study? How will I learn? What do I have to do? The Post Graduate Certificate in Education is a level 7 (Masters) programme. You will therefore be expected to show that you are able to work independently. You will need to analyse critically a wide range of academic reading, including research articles, and you will need to carry out your own action research. For this you will have to consider a range of research methods, select appropriately, justify your choice and analyse your findings in depth. You will be expected to synthesise the theoretical and practical aspects of your studies in an appropriate, academic style. Above all, you will be expected to be thoughtful and reflective in your approach. During the PGCE programme you will complete 6 modules, 2 of which will be School Experience. The university based modules involve about 10 days’ attendance. They also require you to use your School Experience for the practical outworking of your theoretical position. You will spend 45 days in School A (plus 5 days in a Key Stage 2 feeder school) and 72 days in School B. Both Subject Study modules will be formally assessed through a 4,000 word (or equivalent) assignment. Professional Studies 1 and 2 will be assessed through one 4,000 word assignment. School Experience will be assessed through observation of your teaching and of your professional attitude in school. Modules taken by students on the programme

Modules Dates Duration Assessment Subject Study 1 September -

December 11 days One 4,000 word (or equivalent)

assignment (20 credits at level 7)

Subject Study 2 January - June 10 days One 4,000 word (or equivalent) assignment (20 credits at level 7)

Professional Studies 1 September - December

11 days Reflective log demonstrating critical analysis of the link between theory and practice

Professional Studies 2 January - June 10 days One 4,000 word (or equivalent) assignment (20 credits at level 7)

School Experience A October - December 50 days 5 satisfactory lesson observations Satisfactory Joint Summative Report

School Experience B February - June 72 days 7 satisfactory lesson observations Satisfactory Joint Summative Report Completion of the Standards Tracking Document

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Professional Studies

For Professional Studies you will be taught as part of the whole Secondary PGCE group and in seminar groups made up of students from several subject routes. In your seminar group you will be expected to contribute to discussions, to take part in group research and presentation and to complete inter-session tasks. In the first module you will be required to complete a reflective log for each session. In this you will analyse critically the links between academic theory, ‘whole school’ issues and subject teaching. Through this process you will also be practising your skills of research and analysis in preparation for your written assignment during module 2. Your Professional Studies tutor will be able to see, in your reflective log, how far you are able to analyse critically the inter-relationship between theory and practice and between whole school and subject perspectives. You will then be expected to apply your knowledge and pursue your research during your first school experience. You will formulate a research question for which you will be reading and carrying out action research in school during School A. In module 2, between your blocks of school experience, you will draw on the practice in your first school for exemplification of theoretical perspectives and you will be expected to increase the depth of your understanding of the professional attributes of a teacher. You will continue to use your experience in School B to support your understanding of Professional Studies. You will write one assignment of 4,000 words for Professional Studies and this will draw on academic literature as well as your school experience.

Subject Study

For your subject study modules you will be taught with all the student teachers in your subject route, led by your Subject Co-ordinator/Subject Tutor. You will be expected to take an active part in all sessions, drawing on your experiences and on your academic research. You will be involved in group work, presentation to your peers, micro-teaching and off-site visits. Your subject tutor will draw on the expertise in our partner schools to invite practising teachers to lead sessions, ensuring that you are apprised of current initiatives and practice in secondary schools in your subject area. You will be encouraged to support each other, to examine effective methods of teaching and to develop and share teaching resources. You will be expected to complete inter-session tasks which may include preparing work for presentation to the group, academic reading or posting your work on Moodle for use by the whole subject group. You will use both theoretical knowledge and school experience to produce your assignments (1 x 4,000 words, or equivalent, for each module) for which you will receive support from your subject tutor and from your mentor in school. Your subject tutor will monitor the development of your subject knowledge during the year using a subject knowledge audit. You are expected to address any areas of weakness so that, by the end of the year, you are confident to deliver the subject knowledge required by the national curriculum/agreed syllabus for your subject. School Experience

During school experience you will have the opportunity to practise teaching your subject to a wide range of pupils. On your first placement you will be teaching 50% of a teacher’s timetable (about 11 hours a week). You will be supported by the teachers in your department and in particular by your mentor.

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You will be expected to develop into a reflective practitioner during the course of your school experience. To this end you will work with your mentor who will guide your lesson planning, observe your lessons and help you identify your strengths and areas for development. Together, you will devise a series of short and medium term action plans to make sure that you are clear about your goals and that you work towards meeting them effectively. You are expected to be proactive in this process and to be particularly vigilant about completing an in-depth lesson evaluation for one of your lessons every day. Discussions with your mentor, and action planning will form a large part of your Personal Development Profile. Your subject tutor will visit you in school. He/she will observe you, with your mentor, and will check that you are making satisfactory progress. You will have the opportunity to meet her/him and discuss your progress and your assignment. On your second placement you will be teaching 60% of a teacher’s timetable (about 13 hours a week) with responsibility for your classes. To help you analyse your classroom practice, you will also spend 10% of a teacher’s timetable (about 2 hours a week) on directed observation of other teachers. You will be expected to develop your teaching skills during this placement to a level at which you are ready to be recommended for Qualified Teacher Status (QTS).

The Personal Development Profile (PDP)

As you proceed through the course, you will compile a Personal Development Profile (PDP). This will identify your personal needs and chart your progress through the year. You will be encouraged to review your actions, and identify areas for development at key points during the year. You will draw on several areas of your development - your teaching experience, subject knowledge, and written assignments. The PDP will be used by you, your subject tutor and by your mentor in school to note the progress you are making. It is the document through which your mentor in school B can work when you change schools and it is the vehicle through which you can demonstrate what you have done to improve your practice and develop your skills.

By the end of the PGCE year your PDP will include:

Subject Knowledge Audit Professional Studies Audit Standards Tracking Document School A documentation

Self Appraisal against the Standards/Action Plan

Joint Summative Report

Record of School Experience

5 formal lesson observations

One Subject Tutor Visit Report Record of Key Stage 2 Experience Record of Post-16 Experience School B documentation

Self Appraisal against the Standards/Action Plan

Interim Assessment and Action Plan

Joint Summative Report

7 formal lesson observations

Two Subject Tutor Visit Reports Mentor Logs – one per week for both placements Assignments (1, 2 and 3)

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Registration and Attendance

Registration When you start the Secondary PGCE Programme you will be required to register for the course at Chichester. If, after registration, your details change e.g. name, address or telephone number, it is your responsibility to inform the University about these changes. Failure to do so may mean that you not receive important information, such as the requirements and date of resubmission of assignments. Disclosure and Barring Service Check You are required to complete a DBS check before the beginning of the Programme. This is essential and must be obtained before you can begin the programme. You should be aware that teaching is a notifiable profession. This means that you must inform the Head of Programme if you incur any criminal conviction at the start or after the start of the Programme. The consequences could be serious if you do not do this and it is subsequently found that you have obtained a conviction after starting the Programme. Details of procedures can be found in the Partnership Agreements. You must ensure that you keep your DBS certificate in a safe place. Attendance Full attendance (100%) at all timetabled sessions is a requirement of the University and ensures you have completed the full training necessary for the recommendation for qualified teacher status. It is the University policy that you are expected to attend all scheduled sessions for each module. This policy is based on an approach to learning which values the learning that comes from your active engagement with your peers, lecturing staff and other external/professional experts. Your absence matters to us for educational reasons, because absence reduces your opportunity to learn, may compromise your potential achievement and may in some cases also compromise the opportunities others have to learn (particularly in practical work or presentations, experimental or professional settings). Attendance is also an indication of your professional commitment. It is essential that you demonstrate that you will be a reliable member of a school’s teaching staff, understanding that your absence can affect the teaching and learning of pupils in your care.

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If you are unable to attend a taught session then you must telephone or email the Programme Administrator (01243 812043 m.hopkins@chi.ac.uk). Reasonable grounds for limited absence include:

medical reasons, supported by a doctor’s certificate if absent for more than a week

specialist or urgent medical treatment

court appearance (e.g. jury service, witness etc)

personal circumstances

When you are on School Experience you will find that schools have their own procedures for reporting absences. It is very important to familiarise yourself with these and follow them. The total number of days’ absence must be recorded on your mentor log. In some circumstances the top-up days will need to be used. The top-up days are extra school experience days built in to the Programme at the end of school ‘B’. If you are absent from School Experience for any reason you must inform Melanie Hopkins by email as well as following your school’s absence procedures.

It is your responsibility to make yourself available for the top-up days in July. You may be required to use these days to complete your School Experience if, for any reason you are absent from school for more than 5 days. It is also your responsibility to make sure you are available for the re-submission of assignments in August should this be necessary.

All non attendance at University sessions will be followed up in line with the University’s Guidance on Monitoring Student Attendance. This can be found on Portia.

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An Exemplar of the Structure of the Programme AUTUMN INTRODUCTION

& PREPARATION

THE UNIVERSITY Subject Teaching Module Professional Studies Module Introduction to School Experience

3 Weeks

PREPARATION & PRACTICE

SCHOOL A Serial School Experience 3 days per week in School A 2 days per week in University

THE UNIVERSITY Subject Tutorials Professional Studies Careers Day Reading/private Study Days

2 Weeks 1 Week

PRACTICE

SCHOOL A Extended School Experience Full time in School A (One Oasis Day in University)

8 Weeks

Reading Week (submission of Assignment 1)

1 Week

C H R I S T M A S

SPRING

CONSOLIDATION & PRACTICE

Key Stage 2 School Experience

THE UNIVERSITY Subject Teaching Module Professional Studies Module

SCHOOL B Serial School Experience 3 days per week in School B 2 days per week in University

Reading Week during school half term

SCHOOL B Extended School Experience Full Time in School B (One Oasis Day at the University) (submission of Assignment 2)

1 Week 2 Weeks

2 Weeks

1 Week 7 Weeks

E A S T E R

SUMMER

PRACTICE

SCHOOL B CONTINUATION OF EXTENDED SCHOOL EXPERIENCE Full Time in School B

7 Weeks

Reading Week during school half term

1 Week

TOWARDS

THE INDUCTION

YEAR

THE UNIVERSITY Subject Study and Professional Studies and Practice including Submission of Assignment 3

1 Week

TOP-UP DAYS Additional School Experience in the event of absence from School A or School B

1 Week

The structure of the Programme reflects a pattern of training in which there is continuing interaction between practice and theory. It aims to provide a developmental framework within which teaching, and wider professional development can be progressively achieved and consolidated, in keeping with the aims and learning outcomes of the Programme

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Weeks

30

Coloured schematic timetable (this can be found as a PDF file separately)

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5. ASSESSMENT

Assessment Strategy Assessment is a shared responsibility. University tutors and school mentors collaborate to ensure that student teachers’ written assignments and school experience are assessed at agreed points in the Programme. Assessment has both formative and summative functions. Formative assessment is an ongoing and often informal process. It includes all the feedback and advice you receive which is not part of your formal assessment but which helps you to identify the key areas you need to work on in order to pass your summative assessments to the best of your ability. Summative Assessment includes all the formal assessments which you are required to pass in order to be awarded the Postgraduate Certificate in Education. Formative Assessment Your level of subject knowledge, in particular its relevance to teaching the specific requirements of the National Curriculum, will be considered at your interview. You may complete a written audit or you may have discussions with your subject tutor. You are expected to start to address any needs identified by this process before the start of the course and to continue to do so during the course of the PGCE programme. You will work closely with your Subject Tutor who will also fulfil the role of your Academic Adviser. She/he will monitor your progress though the PGCE course, linking your performance in Professional Studies, Subject Study and School Experience and using your Personal Development Profile (PDP) to record your progress. Your Professional Studies Tutor will also assess (informally) your contribution to your seminar group and she/he will inform your Academic Adviser (Subject Tutor) if she/he identifies any particular need. This may arise from your oral contributions to discussion, from your attendance and professional attitude, your contribution to group work (such as research and presentation) or from the depth of critical analysis you demonstrate in your written link log. Your Subject Tutor/academic adviser will similarly monitor your contribution to subject study sessions. She/he will make informal assessments of your professional contributions to subject study sessions, your completion of inter-session tasks and review your subject knowledge. She/he will meet you for a tutorial before the start of each block of School Experience in which you will discuss your targets based on this formative assessment. It is very important that you understand the importance of implementing your tutor’s advice as this will enable you to achieve well in your summative assessment.

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During your School Experience formative assessment is built in to the profiling documents you will find in your School Experience Handbook. You will have weekly meetings with your Mentor. These meetings follow a standard agenda (included in your School Experience Handbook) to ensure that you reflect on your teaching experience. You will discuss and set targets for development based on your mentor’s formal and informal observation of your teaching and you will negotiate new targets as appropriate. The targets you set are designed to enable you to develop your practice to a level graded as ‘achieved standards at a Minimal level’ or higher in your summative assessment, it is therefore very important that you implement the advice you receive. All School Experience documentation is available in your School Experience Handbook and electronically via Moodle. Your Subject Tutor will visit you during your School placements, once during School ‘A’ and twice during School ‘B’. During each visit she/he will discuss your progress with you and with your Mentor and check that this is documented in your Personal Development Profile (PDP). She/he will carry out one observation jointly with your Mentor in both School ‘A’ and School ‘B’ and will provide verbal feedback as well as a written observation comment sheet.

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Summative Assessment This is an important section which tells you:

what you need to do to pass each module in order to be awarded the Post Graduate Certificate in Education and

what happens if you fail any of the modules. Summative Assessment includes all the formal assessments which you are required to pass in order to be awarded the Post Graduate Certificate in Education. The Secondary Postgraduate Certificate in Education is a level 7 (Masters) award with the recommendation for Qualified Teacher Status. Summative assessment will be as follows:

Subject Study – Module 1

One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass

20 M level credits

Professional Studies - Module 1

Reflective log highlighting the links between professional studies and subject application Satisfactory attendance and active participation in sessions and tasks

School Experience ‘A’ Joint Summative Report graded at least ‘achieved standards at a Minimal level’

Professional Studies - Module 2

One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass

20 M level credits

Subject Study – Module 2

One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass

20 M level credits

School Experience ‘B’ Joint Summative Report graded at least ‘achieved standards at a Minimal level’ Completion of Standards Tracking Document

The Programme requires you to complete academic assignments at level 7 (Masters) level. For these you will need to demonstrate that you have consulted a range of texts, including books, journals and the relevant national (e.g. DfE/NCTL) directives. Since the Programme is also designed to enable you to be recommended for Qualified Teacher Status (QTS) and therefore includes a substantial period of School Experience, it is wholly appropriate that written assignments include elements of school based action research and observation to support and develop your academic reflection and understanding. The areas of knowledge included in the three summative assignments is common across the Subject Routes of the Programme. The mode of assessment varies across Subject Routes in order to match the specific demands of each Subject Route. Modes of assessment include written commentary, presentation, construction of teaching materials for use in school, and analysis of action research.

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Summative Assessment of University based modules Summative Assessment of the university based modules is by 3 assignments as listed above. These assignments are marked against the general assessment criteria for written assignments at level 7 (Masters). These criteria are based on the qualification descriptors for the QAA Framework for Higher Education Qualifications (FHEQ) 2008: Students must demonstrate the following:

Knowledge of the major concepts of the module without significant omissions errors or irrelevancies

Evidence that the relationship of these concepts to school experience is understood comprehensively

The ability to write coherently and concisely presenting a position or argument based on the outcomes of reading and /or enquiry

The ability to analyse and reflect critically on professional practice

The ability to select and evaluate appropriate techniques of school-based research and enquiry

The ability to evaluate critically the findings of published research and other literature

Grade Criteria The grading system below will operate for each module, according to how well the relevant assessment criteria have been met. In addition, each module assignment will have its own specific criteria. You will find details in the relevant module handbook. Distinction – Grade A Displays evidence of meeting each criterion listed for a good pass and in addition demonstrates ability to:

Gain insight into complex social issues

Evince individual flair in producing original approaches and solutions

Abstract and synthesise hypotheses from areas of research studied

Communicate methodology and arguments fluently and effectively to others

Good Pass – Grade B Displays evidence of ability to:

Organise and interpret material well

Reflect on and critically analyse material with no omissions, errors or irrelevancies

Use an extensive range of literature and published research to support study

Make strong links between content and practice

Communicate understanding cogently

Study aspects of the module thoroughly and pursue enquiries in depth

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Pass – Grade C Displays evidence of ability to:

Organise and interpret material satisfactorily

Reflect on and critically analyse material with few omissions, errors or irrelevancies

Use a wide range of literature and published research to support study

Make a number of effective links between content and practice

Communicate understanding effectively

Study aspects of the module satisfactorily and pursue enquiries effectively

Minimal Pass – Grade D Displays evidence ability to:

Organise and interpret material adequately

reflect on and critically analyse material, despite some omissions, errors or irrelevancies

Use an adequate, though reduced, range of literature and published research to support study

Make some satisfactory links between content and practice

communicate understanding sufficiently

Study aspects of the module and pursue enquiries with some degree of success

Fail – Grade E Displays a lack, or weak evidence, of meeting many of the PASS criteria above plus an inability to:

Treat descriptive work reflectively

Organise material coherently

Make links between content and practice

Produce a balanced study that pays due regard to requirements

Submit work on time unless a prior request has been made for an extension or for consideration of mitigating circumstances

Submit the work at all

Comply with regulations concerning plagiarism or other forms of academic malpractice

Subject Study - Modules 1 and 2 The summative assessment of each of these modules is by a 4,000 word (or equivalent) assignment. In addition to the generic criteria for assessment at level 7 (Masters) for each assignment (see above), specific criteria will be detailed in the relevant Module Handbook. These are summarised on each module outline (Appendix B). You should consider these carefully when planning and writing your assignments to ensure that you demonstrate that you have achieved the learning outcomes for each module. Your assignments will be submitted to the Programme Office for marking by the PGCE Secondary Team. All assignments will be anonymised for the purposes of marking. As part of the assessment process you will be provided

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with written comments which will include targets for development. These assignment comment sheets must be included in your Personal Development Profile (PDP). You are expected to address these specific targets in your next assignment. Tutors ensure that a sample of Assignments is second marked and forwarded to the relevant External Examiner for verification. In addition, tutors are required to moderate assignments across subject routes to ensure parity across the Programme. Professional Studies - Module 1 and 2 These should be regarded as two half modules, being formally assessed by a single 4,000 word (or equivalent) assignment at level 7 (Masters). It is, however, necessary to fulfil the interim requirements at the end of Professional Studies 1 for progression to Professional Studies 2. You will need to complete a daily log which critically analyses the links between Professional Studies and subject application in order to demonstrate that you will be able to achieve the level of critical reflection required in your written assignment. You will need to have contributed in a constructive and receptive manner to group activities. This will help indicate to your tutor whether you are receptive to new concepts and knowledge and are willing to consider new or challenging ideas. You will also need to demonstrate a record of regular attendance as evidence of your professional commitment to your chosen profession. The written assignment is submitted in February. In addition to the generic criteria for assessment at level 7 (Masters) for each assignment (see above), specific criteria will be detailed in the relevant Module Handbook. These are summarised on the module outline for Professional Studies – Module 2 (Appendix B). You should consider these carefully when planning and writing your assignments to ensure that you demonstrate that you have achieved the learning outcomes for the module. Your assignments will be submitted to the Programme Office for marking by the PGCE Secondary Team. All assignments will be anonymised for the purposes of marking. As part of the assessment process you will be provided with written comments which will include targets for development. These assignment comment sheets must be included in your Personal Development Profile (PDP). You are expected to address these specific targets in your next assignment. Tutors ensure that a sample of assignments is second marked and forwarded to the relevant External Examiner for verification. In addition, tutors are required to moderate assignments across Professional Studies groups to ensure parity across the Programme.

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Summative Assessment of School Experience The summative assessment of your two School Experience modules is through formal lesson observations, a joint summative report at the end of the placement, and satisfactory completion of the Standards Tracking Document. Copies of the University’s Lesson Observation Comment Sheet and Joint Summative Report are available in your Personal Development Profile and electronically via Moodle). Each formal lesson observation will be graded according to the University of Chichester lesson observation criteria. These are based on the Ofsted framework for grading of the quality of teaching. The criteria can be found in Appendix VI of the School Experience Handbook. The grades are:

GRADE ASSESSMENT

1 Outstanding Pass

2 Good Pass

3 Requires Improvement Pass

4 Inadequate Fail

The criteria for grading your overall attainment on School Experience are detailed in the University of Chichester Grading Descriptors. These criteria are those agreed by UCET/NASBITT as guidance for grading the Teachers’ Standards 2012 and can be found in Appendix IX of the School Experience Handbook. You will be graded:

GRADE ASSESSMENT

1 Achieved at a High level Pass

2 Achieved at a Good level Pass

3 Achieved at a Minimal level Pass

4 Inadequate Fail

Evidence of meeting the Teachers’ Standards must be signed off by your Mentor and/or Subject Tutor by the end of School ‘B’. Possible sources of evidence relevant to meeting these Standards are provided in the University of Chichester Grading Descriptors. Submission of Assignments All written assignments must be word-processed and submitted both as a hard copy and electronically, in line with University regulations. Your Academic Adviser (Subject Tutor) will not assess draft assignments. She/he will offer feedback on the strengths and weaknesses of previous assignments and may review a detailed plan of your proposed assignment but may not mark your draft work. Assignments must be accompanied by an assignment cover sheet, available from the Programme Office or electronically via Portia. Assignments must be handed in to the Programme Office by 12 noon for assignment 1 and assignment 2, by 4.00 pm for assignment 3. The Programme Administrator will implement the procedures for anonymous marking and distribute assignments to Subject/Professional Studies Tutors. An Assignment is deemed to have been submitted once it is lodged in the

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Programme Office and any assignment that is not submitted by the due date will be deemed to have failed.

Students with dyslexia, who are registered with the Disability and Academic Skills Service, may be entitled to use a sticker from Academic Services letting the marker know that this is the work of a student with dyslexia. This may be helpful for the marker in writing their feedback. However, use of these stickers will not alter the marks you are given.

It is very important that your written assignments follow the style of writing and referencing described at length in the Assignment Writing Guidelines available on Moodle. Please read these guidelines before writing your first assignment, even if you have only recently produced academic assignments. You may find, for example, that the Harvard system of referencing is not the system with which you are familiar from your undergraduate studies.

Academic Malpractice

As you will know from your undergraduate studies, academic malpractice is a term that covers cheating, plagiarism and collusion. These forms of academic malpractice are taken very seriously and are dealt with, depending on the severity, by the Head of Programme, the Director of Education and/or the Deputy Vice-chancellor (academic) of the University. Definitions of malpractice can be found in the University’s Academic Regulation section 11.3.1. Details of the University’s procedures for dealing with such misdemeanours can be found in the University’s Academic Regulations sections 11.3.2 and 11.3.3. The Regulations can be found on Portia.

Extensions

If you are not able to complete an assignment by the due date through sickness, family or other difficulties you may seek an extension by applying in writing to the Head of Programme and supplying any evidence deemed necessary, for example medical certification. The grounds for seeking an extension must be stated. If an extension is allowed, a revised date for the submission of the assignment will be agreed. You must complete an extension slip (available from the Programme Office) indicating the agreed date for submission and this must be signed by your Subject/Professional Studies tutor as relevant. Extensions will not normally be granted by the Head of Programme beyond the date of the next Examination Board for the Programme; the Examination Board will then consider any subsequent deferment that is appropriate. Requests for extensions on the submission date will not normally be granted unless there are severe mitigating circumstances. If you are unable to contact the Head of Programme or your subject tutor, you are advised to contact the Programme Administrator by telephone or email.

If an extension is granted, you must submit your work by 12.00 noon on the new submission date. Your assignment will be marked in the usual way according to the assessment criteria. There is no penalty for requesting an extension or being granted one. It is better to request an extension if you are experiencing difficulties than to risk non-submission.

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Non-submission An assignment is deemed to be a non-submission if you

fail to submit by the published time on the submission date (or agreed date if you have been granted an extension)

fail to gain an extension for the work in sufficient time to submit the work on the given date

A non-submission results in no mark for the assignment and is therefore a fail. Re-submission is at the discretion of the Board of Examiners. If you do not have mitigating circumstances then any reassessment of a non-submission can only be graded ‘D – minimal pass’.

Mitigating Circumstances What are mitigating circumstances? Any student who believes that there are circumstances (ill health or close family bereavement for example) which have seriously affected their performance in assessment is advised to submit a claim so that circumstances may be taken into account when the Board of Examiners meets to discuss candidature. Marks are not normally altered because of a student’s mitigating circumstances. However, the Board’s decision on what to do in certain situations may be influenced by the mitigating evidence being considered. Claims for mitigation are only for the notification of circumstances which have not previously been taken into account by the University (for example where a disability has been recognised by the University), or where it is felt that the effect of your circumstances on your performance has been greater than allowances which have already been made. Details of how to apply for mitigating circumstances are available in the University’s Student Handbook which is accessed via Portia. You will find the application form, details of the type of evidence you will need to provide, guidance notes and details of who to contact for further help in making an application. If you are in any doubt about whether you should declare mitigating circumstances you should consult with your Academic Adviser, University Nurse, University Counsellor, or Head of Programme.

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The Role of the External Examiner in Assessment Each Secondary PGCE subject route has an External Examiner who is involved in the moderation of student assessment. A sample of all written assignments is sent to the relevant External Examiner before grades are submitted to the Examination Board, in line with University regulations. If any student is deemed to have failed in one of their written assignments or in School Experience, the External Examiner will be involved in verifying the decision. The External Examiner for each subject route visits the University towards the end of School Experience ‘B’. She/he visits a sample of students in their placement schools in order to verify the accuracy of the assessment of students in school experience across the partnership and to confirm that the appropriate principles and procedures relating to assessment have been followed by the partnership.

Failure in Assignments Each of your three assignments will be graded A – E, of which grade ‘E’ is a fail, using the level 7 (Masters) criteria (see page 34). If your work is grade ‘E – Fail’, your case will be considered by the Board of Examiners for the Secondary PGCE. You may be re-assessed in the modules you have failed at the discretion of the Board. The form of re-assessment may differ from the original assessment requirements of the module. Re-assessment may involve re-taking the entire module or modules failed. The maximum mark achievable at re-assessment is ‘D - Minimal Pass’. Normally, only one re-assessment of a module will be allowed. Students who fail on re-assessment will be deemed to have irrevocably failed the module. (Academic Regulations 3.17.1).

If your assignment does not meet the criteria for level 7 (Masters) (see p.34) your tutor will indicate whether the assignment meets the criteria for a pass at level 6 (Honours). In those circumstances, your tutor will discuss with you whether you wish to accept a pass at Honours level or wish to re-submit at Masters level. If you fail your resubmission at Masters level, the Board of Examiners will normally offer you one further submission at level 6 (Honours). Each Assignment is worth 20 level 7 (Masters) credits. In order to be recommended for the award of Postgraduate Certificate in Education you must achieve 60 level 7 (Masters) credits. If any of your written assignments are passed at level 6 (Honours) level you will be recommended for the award of Professional Graduate Certificate in Education. You will still have credit for your success at level 7 (Masters) and you may be able to carry this forward into future level 7 (Masters) work. All assessment grades are subject to confirmation by the Board of Examiners for the Secondary PGCE. In the event of re-submission of assignments at level 6 (Honours), the following general assessment criteria will apply:

Relevant knowledge and understanding appropriate to the course component

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An awareness of the relationship between theory and practice

Evidence of informed reading and relevant theory and research

Evidence of analysis and reflection to support description

Clear structure and argument which fulfils the course component requirements

Communication/writing style appropriate to course component requirement (Harvard style for referencing)

Professional standards for qualified teacher status identified within the text.

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Does Assignment 1

pass at M level?

Resubmit at H level OR Rewrite and

resubmit at M level

H level

Pass at M

level?

20 credits

20 credits

Check credit total 60 credits 0, 20 or 40 credits

Professional Graduate Certificate in Education

N

No

YeYe

Pass

Post Graduate Certificate in Education

Does Assignment 2

pass at M level?

Resubmit at H level OR Rewrite and

resubmit at M level

H level

Pass at M

level?

20 credits

N

No

YeYe

Pass

Does Assignment 3

pass at M level?

Resubmit at H level OR Rewrite and

resubmit at M level

H level

Pass at M

level?

N

No

Ye

Ye

Pass

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Failure in Professional Studies Module 1 You will be judged to have failed to have met the criteria for progression to Professional Studies Module 2 if:

You do not have a satisfactory record of attendance, as evidenced by your tutor’s record of student attendance

You have not contributed to group work and group discussions in a professional manner and in accordance with University policies

You have not submitted satisfactory reflective logs which show that you understand the link between professional studies and subject teaching

In the event of failure, the Board of Examiners will have the discretion to decide that (a) failure is irredeemable, or (b) An Action Plan should be set, based on Part Two of the Teachers’ Standards, Personal and Professional Conduct. In this case, failure to address the action points satisfactorily would constitute an irrevocable fail. Failure of School Experience

The situations under which students will normally be deemed to have failed school experience are:

a. Failure at review point to have satisfactorily addressed an Action Plan drawn up within the ‘Notification of Concern’ procedure by the Mentor, and/or Link Tutor, and/or Headteacher. Full details on ‘Notification of Concern/Action Plans can be found in the appropriate School Experience Handbook.

b. A serious breach of professional conduct, or unacceptable negative

impact on pupils’ learning leading to a termination of the school placement by the Headteacher or the Head of School Partnership. Such a termination of a placement results in an automatic ‘Fail’ grade for the school experience module.

c. Failure to meet all the Teachers’ Standards as required for the

award of Qualified Teacher Status (QTS) at the final summative assessment point.

d. If the student teacher leaves the school during the school day

without notifying and obtaining permission from the Mentor, Headteacher or Link Tutor (who will liaise with the school).

e. If the student teacher withdraws herself/himself from a placement.

In the case of a failure of School Experience, your circumstances will be considered by the Board of Examiners. If a school experience module within an Initial Teacher Education course is failed, students will not normally be offered the opportunity to repeat the placement. If the two criteria below are met the Board of

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Examiners may consider a re-assessment:

There is evidence that the student is demonstrating a willingness to adopt a constructive approach to the advice received from the mentor, professional tutor and university tutor(s) in relation to their targets and progress towards the Teachers’ Standards;

There is evidence that the student has not deviated from the professional behaviour which is commensurate with The Teachers’ Standards Part Two and The Role of the Student (stated in the Partnership Agreement and Handbook).

Having considered the evidence, the Board of Examiners may decide that: (a) failure is irredeemable, and therefore no re-assessment should be offered, or (b) that there is a case for a further placement and therefore a re-assessment may be offered. If a re-assessment is granted, you are normally permitted to be re-examined on one occasion only (subject to the criteria above being met). The length of a re-assessment placement is determined by the Board of Examiners. Normally you will be required to repeat the length of the failed block of school experience. The dates for the school experience are arranged by the Head of School Partnership/Programme co-ordinator in conjunction with a partnership school. All re-assessments of school experience are subject to the availability of suitable schools and classes. Re-assessment placements are subject to satisfactory progress and performance, against an action plan, in the first three weeks of the resit period. If progress against the action plan targets is not at least satisfactory and performance in observed lessons is not at least satisfactory (Grade 3) by the end of the first three weeks, the placement will be terminated, resulting in an irrevocable fail. In line with University policy on re-examination, student teachers must finance any re-assessment themselves. In the case of school experience, this will include the cost of the partnership fee and administrative charges made by the University based on the cost of a single module. The student is also responsible for any travel expenses incurred. Mitigating circumstances: In situations where there is evidence of circumstances which mitigated against success the University’s Mitigating Circumstances rules and procedures apply. The University will not extend school experience beyond the normal length simply because a student is not achieving the expected standard.

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If you fail in School Experience but have successfully passed the written assignments for Subject Study - Module 1, Subject Study - Module 2 and Professional Studies - Module 1 and 2, you will not be recommended for Qualified Teacher Status. You may still be recommended for the award of Graduate Certificate in Secondary Education (subject). This award carries 60 level 7 (Masters) credits. Award of the Postgraduate Certificate in Education (PGCE) The Examination Board will recommend you for the award of Postgraduate Certificate in Education when all summative assessments, as detailed above, have been successfully completed. You are reminded that any candidate who is not in good standing with the University (who, for example, is in debt to the University) will have their award withheld until such time as good standing is restored. Results are posted on Portia, normally within 48 hours. The Board of Examiners The full Board of Examiners meets in July every year to make recommendations on student progression and student awards. A sub-group meets in August/September to consider any referred and deferred candidates. An Interim Board meets in January to make recommendations on student progression and student awards. A sub-group meets in February to consider any referred and deferred candidates. Composition of the Full Board of Examiners: The Deputy Vice-Chancellor or designated representative who acts as Chair The External Examiners The Director of Education The Head of School Partnership Head of Programme Subject Co-ordinators Two Professional Tutors (i.e. those nominated to the Programme Board) Composition of the Interim Board of Examiners: The Deputy Vice-Chancellor or designated representative who acts as Chair The Chief External Examiner The Director of Education The Head of School Partnership Head of Programme 2 Subject Co-ordinators Functions and Responsibilities of the Board of Examiners The Board of Examiners has the following functions and responsibilities delegated to it by the Academic Board:

to approve the procedures for the grading of assignments and the reporting of assessment of School Experience

to approve the procedures and regulations for assessment

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to determine whether the student teacher has reached the level of standard required in teaching on school experience in order to progress

to agree the collation of those items which contribute to the award of the Certificate

to approve the pass list

to make recommendations for the award of the Post Graduate Certificate in Education

to set conditions for the retrieval of failure Appeals Any student aggrieved by the outcome of discussion at a Board of Examiners has the right to appeal against the Board’s decisions, within 21 days of the publication of results. Details of the Appeals Regulations are available on Portia.

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Intermission and Withdrawal If you are considering withdrawing from the PGCE Programme, you are strongly advised, as a professional student, to arrange a meeting with your Subject Tutor before making a final decision. At this meeting, you would be able to consider all the possible options with the guidance and support of qualified University of Chichester Personnel. The following options would be discussed:

Withdrawal

Negotiated intermission

Continuing with the Programme (with the possibility of more support)

An agreed short break from the Programme to be made up at the end in top-up days

Guidance on different career options

Setting up confidential counselling support A pro-forma record of all decisions would be completed at this meeting. If the decision is withdrawal or intermission, the relevant information and forms are available in the University Student Handbook: https://ipps.chi.ac.uk/services/handbooks/student/studenthandbook.cfm At the Pre-Withdrawal Meeting you might agree, in consultation with your Academic Adviser/Subject Tutor that a Negotiated Intermission is appropriate. Intermission is a ‘stepping off’ or short break from the Programme. Applications for Intermission can only be made for modules that you have not started. If you are unable to complete a module you have started, you may be able to apply for mitigating circumstances. You might benefit from this if there were particular health, personal or financial issues which you felt were preventing you from committing yourself fully to the Programme at this time. These would normally be circumstances which a break from the course would help you to resolve. If Intermission is agreed, conditions for return and, where possible, a date for return are recorded on the Application for Intermission Form. Copies are retained by you, your Subject Tutor/Academic Adviser, the Head of Programme and the programme administrator. The Application for Intermission Form is sent to Student Records and your Registration is temporarily suspended. Any conditions set for your return from Intermission must be achievable when you are not in a school. When you consider that the conditions for your return have been met, you would arrange a meeting with your Subject Tutor/Academic Adviser or the Head of Programme who will confirm, in consultation with you, whether the conditions have been fulfilled. If they have, you would be allowed to return to the PGCE Programme, subject to a suitable school placement being available, and a decision is made as to when that should be. If the conditions have not been met fully, an extension might be offered. The School Partnership Office and the Programme Administrator should then be given this information.

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Pre-Withdrawal Meeting between Student Teacher & Tutor

Student teacher Name:

Student teacher Number:

Subject:

Please make a note of any decisions in the relevant spaces below

Withdrawal:

Negotiated Intermission:

Continuing the Programme:

An agreed short break:

Career Guidance:

Counselling:

Signed by Tutor:

Signed by Student teacher:

Date:

Copies to be retained by Head of Programme, Subject Tutor, Programme Administrator, Student teacher, Student Records

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6. ACADEMIC AND PERSONAL SUPPORT

The Academic Adviser

You will have an Academic Adviser who will support you during the PGCE course. This is normally your Subject Tutor who will support your progress in your academic studies and your school experience through tutorials both in the University and in your school placement. She/he will review your progress with you, using your Personal Development Profile as a basis for, and record of, discussions and agreed actions. She/he will work with you to develop your ability to reflect on your strengths and identify your areas for development in School Experience as well as University based studies. A good teacher is a reflective practitioner who is able to review her/his own practice throughout her/his teaching career. At the University of Chichester we believe that developing this approach through self-appraisal and action planning in your Personal Development Profile is an essential element of your training. We hope that you will be aware by the end of the PGCE course, that teachers’ professional learning is a lifelong process.

Your Academic Adviser is also the person you should contact if you are experiencing any difficulties which may be having an impact on your performance. These may be domestic or health related problems for example. Teaching is an extremely rewarding career but it can also be challenging. The PGCE course is very demanding, both physically and mentally and it is important that you are able to commit yourself fully to your studies and to your school experience. If you have problems with this level of commitment, or you do not feel you are able to manage all the demands of the course, your Academic Adviser will be able to help you. In general terms your Academic Adviser will:

help you to evaluate your performance

facilitate development of your self appraisal skills and time management

set targets for your ongoing academic progress

More specifically, she/he will:

provide the link between your experience in Subject Study and School Experience

monitor your progress, including your subject knowledge audit

use your PDP to discuss your progress

discuss and support you in your selection of material for your assignments

ensure that you are fully aware of the range of student services available

refer you if you have identified special needs to the appropriate support services

refer you if you have specific difficulties with study skills, for example, literacy, to appropriate sources of help

review your assignment grades and discuss future learning needs and strategies in the light of those results

write an action plan, in response to any cause for concern raised by your placement school, and monitor your progress towards achieving the targets set

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deal with any failure to attend university sessions or school experience

write your reference for you when you apply for teaching posts References When you are applying for teaching posts, you will be asked for references (normally 2). These should be the Headteacher/Professional Tutor of the school in which you are on school experience. Your Academic Adviser will write your reference but all references are sent out centrally. The name and address for references is: Student Records University of Chichester Bishop Otter Campus College Lane Chichester West Sussex PO19 6PE Fax: 01243 816078 Email address: stureferences@chi.ac.uk Your Academic Adviser will be able to comment on your progress in academic studies and school experience. To help him/her to include details of any other relevant experience you have, you may be asked to provide further information. You should, as a matter of professional courtesy, inform the Professional Tutor and/or the Headteacher in your placement school that you are applying for teaching posts and ask that you may cite them as a referee.

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Support Services available in the University: Sue Horne : Student Adviser, New Hall 108, BOC 01243 816238 studentadviser@chi.ac.uk Disability and Dyslexia Service The University of Chichester welcomes students with disabilities and additional learning needs. The Disability and Dyslexia Service provides a range of support services to students with disabilities, continuing health conditions, mental health conditions and specific learning difficulties (e.g. dyslexia, dyspraxia etc) and any additional learning need that requires any sort of support or adjustment in teaching, learning, exams etc. The Disability Advisor can provide support and advice to students regarding the impact their disability makes on studies. Examples of support that can be arranged includes: note-taking support; help using the library; assistance getting around the campus etc. The Sensory Impairment Advisor provides specialist support to students who have a visual or hearing impairment. Support available includes accessible learning materials and resources; video transcriptions; Braille etc. The Dyslexia Advisor provides support for students with Specific Learning Difficulties (eg. dyslexia, dyspraxia, dysgraphia, ADD/ADHD etc.). The team can provide a range of services including study skills tuition; exam arrangements; longer library loans etc. Students are required to provide a full assessment carried out by an educational psychologist or equivalent. The Dyslexia Advisor can help arrange a suitable assessment if the student does not already have one. The Dyslexia Advisor also offers advice for students who think they may be dyslexic but have never been assessed. Disabled Student Allowance This is an allowance that funds most of the support for University students with disabilities, mental health conditions, specific learning difficulties, medical conditions etc. Students must apply to their local education authority with evidence of their disability for this allowance. The Disability Team can give advice on the application process. Further information on the DSA is available from your local education authority, or online at: www.studentfinancedirect.co.uk and at www.dfes.gov.uk/studentsupport/formsandguides

Contact Details:

The University Support and Information Zone (SIZ) will help you to find these contacts. They can also book appointments for you with Advisors. You can ring the SIZ on 01243 816222: For advice on general disability issues and the impact on your studies, contact: Disability and Dyslexia Services Coordinator Tel: 01243 812076 Email: disability@chi.ac.uk

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For advice on issues related to Specific Learning Difficulties, Dyslexia, Dyspraxia etc, contact the Dyslexia Advisors: Tel: 01243 812076 Email: dyslexia@chi.ac.uk For advice on issues connected with visual impairments, blind, deaf or hearing impairments, contact the Sensory Advisor: Tel: 01243 812145 Minicom: 01243 812013 Email: sensadvisor@chi.ac.uk If you are concerned about your mental health, or would like advice on issues connected with a mental health condition, contact: The Mental Health Advisor Tel: 01243 816402. Email: mentalhealth@chi.ac.uk For information on the Disabled Students Allowance and copies of Bridging The Gap, Tel: 0800 731 9133 Information is also available from: www.direct.gov.uk/DisabledPeople/EducationAndTraining/fs/en (in the higher education section)

Careers and Employability Service Offer a friendly and confidential service to help students and graduates develop, research and plan their career choices. Guidance is offered throughout the year to enhance job-hunting and application skills. Jobshop provides information about part-time and temporary vacancies for students who wish to work during their course. Look out for regular Portia announcements and posters about job vacancies, workshops and other events. We see all University of Chichester students: part-time, full-time, degree, masters, research and beyond. Crucially we will also help you after you have left University. Services Booked careers appointments lasting between 30 minutes and 1 hour. Come and discuss anything from writing a CV or looking at postgraduate study to wrestling with the big questions about options open to you, how to choose and where to start looking. You can book these through the SIZ by emailing help@chi.ac.uk or calling 01243 816222. We have regular appointment slots on both campuses and although we’re mainly based on the Chichester campus we regularly attend BRC. Informal drop-ins. Advice by email or telephone – sometimes a quick chat on the phone can point you in the right direction.

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Information via our Careers Hives in both Libraries or our careers trolley outside the Student Union Shop at BOC or the Dining Hall at BRC - our information is well stocked and easy to use. Jobshop vacancies advertising part-time and voluntary positions and full-time positions for after you graduate. Careers workshops – advertised through Portia announcements and posters around the campus. You can pre-book through the SIZ. Talks and sessions as part of your course. We work closely with academic staff and make active contributions to many subject areas. Visits from graduate recruiters such as the Army, local recruitment agencies and from Gap Year programmes and an annual Teaching Fair. Large amounts of free careers materials, booklets and directories with plenty of useful information. GraduateOn 10 week paid internship opportunities available to University of Chichester graduates; we will look to find opportunities in the areas that interest you the most, giving you invaluable experience after you graduate. Choices about careers and all the tactics and challenges that go with it are a moving target. Working life, the economy and labour market are subject to almost continuous change and little stays constant. The skills and tools you need to equip yourself for this environment are ones you will want to continue to develop. We don’t attempt to help you by making decisions for you or writing your CV or application. Our aim is to help you market yourself to employers and develop the career management skills and insights that will enable you to succeed on your own terms. Contact Details for staff: Joan Whibley Volunteers Coordinator and Careers Adviser 01243 816076 j.whibley@chi.ac.uk Chris Caswell Head of Services and Careers 01243 816036 c.caswell@chi.ac.uk The Careers and Employability Centre in New Hall 108a, Bishop Otter Campus, is open between 8.30am and 4.30pm throughout the year. Email: careers@chiuni.ac.uk Websites: www.chi.ac.uk/careers

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Learning Resources Organisation Library Services provide an integrated service and catalogue across both campuses. The Library at the Bognor Regis Campus has the Subject Librarian for Education. She is assisted by the Children’s Resources Librarian who manages the Children’s Resources collection and is also the Subject Librarian for mathematics and science. They are supported by a team of Library Assistants who maintain the Library service during the day and in most evenings and weekends. A small team of Reprographic staff provide a central copying service for staff at the Bognor Campus and are now offering a growing set of services for student teachers. The resources and services at Bognor have been shaped by the needs of the teacher education courses based there, and they are situated within an integrated framework across the University. Communication and Accountability The Subject Librarians play a key liaison role with all Programme teaching teams. They are represented on the Programme Boards where they can listen to student teacher and staff comments on learning resources and respond accordingly. More informal dialogue with teaching staff and student teachers also takes place constantly. All this leads to the provision of specific services, such as change of loan categories for an assessment period; purchase of appropriate book stock, periodicals or electronic services; or classroom input from the Subject Librarian on information skills and use of specific databases. Facilities and Resources at the Bognor Regis Campus The Bognor Campus Library contains a significant collection of Education books and journals and official publications, as well as a Children’s Resources Collection with a variety of materials for use in the classroom for all Key Stages. All Chichester students also have access to the BIDS electronic information service, which includes the British Education Index and the international education database, ERIC. The Subject Librarian is available to provide training and assistance for searching these facilities, particularly when you are preparing for the independent project. The Library is open during the evening from Monday to Friday and at weekends. Special opening beyond the end of the normal University semester is negotiated with the Library service. Library provision has been praised consistently. The Library staff have been described as helpful and supportive.

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Open Access is situated in the LRC at BRC. This centre is a fully equipped teaching and learning environment containing a mixture of computers and good quality presentation equipment.

Online Learning

To support the University’s Learning and Teaching Strategy, teaching staff on all programmes are encouraged to deliver some elements on-line. You should expect to download powerpoint notes and programme documentation from Moodle. Learning Resource Centre BOC & BRC Opening Times* Weekdays Weekends

Semester time**

8.00am –

10.00pm

10.00am –

7.00pm

Non-semester time 8.00am-5.00pm Closed

Bank Holidays Closed Closed

* Please note that the closing down procedure will start approximately 30 minutes before closure.

** Five weeks before the end of each semester, the SIZ service will close at the advertised times, but the Learning Resource Centre will remain open until midnight for self-service and open access only. Support and Information Zone (SIZ) The Support and Information Zone (SIZ) is your first point of contact for many University services and is available for extended hours, weekdays and weekends, to support and advise you. Being located in both Learning Resource Centres (LRC), but also accessible via telephone, email and self-service, you can always find friendly support staff able to assist with many aspects of University life, including general IT and library support, queries relating to academic registry or finance and appointment bookings for a full range of student support services (careers, disability and dyslexia support, international and financial support, counselling and health advice). For more complex IT or library queries, specialist staff are also available to assist and train you in the use of all specialist LRC resources. You can download the SIZ Guide detailing all our services from www.chi.ac.uk/help.

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Contact the SIZ: Self Service Portal: The Portal can be accessed by clicking on the 'Self Service' icon on the front page of Portia Email: help@chi.ac.uk Facebook: www.facebook.com/sizchiuni Twitter: www.twitter.com/siz_chiuni Telephone: (01243) 816222 Semester Times: Monday to Friday: 8.00 to 21:30 & Weekends: 10:00 to 18:30 Non-Semester: Monday to Friday: 08:00 to 16:30 & Weekends: Closed If our staff are dealing with other calls please use our call back service, without losing your place in the queue, and one of our Advisors will call you back. Out of hours, please leave a message and we will get back to you. Portia is the University’s intranet site and all trainees are expected to register for access within their first week. Details will be provided during induction. Through Portia, trainees can access:

email accounts (All students are provided with a chi.ac.uk email address and are required to check this regularly).

Moodle (the University’s Virtual Learning Environment which also hosts chat forums for all trainees to comment on posted articles, etc)

campus and personal news and announcements

all significant university-wide documentation

a calendar of events

the Learning Resources Centre – Library Catalogue

much, much more!

Portia is THE key site for the learning experience of all students and, as such, you will be expected to learn how to navigate all significant areas and to access it on a daily basis.

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Key University Policies and Procedures You should make yourself aware of the following policies and services in the University and use the links below for all key information: http://www.chi.ac.uk/about-us/how-we-work/policies/academic-standards-policies http://www.chi.ac.uk/student-life/how-we-will-support-you/student-handbook

http://www.chi.ac.uk/student-life/life-campus/everyday-life

Complaints Procedure This procedure makes clear the steps you can take in raising a complaint about the quality of service provided by the University. Prior to a formal complaint the procedure advises that you raise the matter in an informal way, seeking advice from staff as appropriate. If this stage does not resolve the issue, the complaint can proceed to the formal stages. The aim is to resolve the complaint in as timely a fashion as possible.

Disciplinary Procedures Minor misconduct is dealt with informally by tutors or the Head of Education. Disciplinary procedures are reserved for misconduct which would be inappropriate to deal with in an informal way. Any disciplinary action is recorded and held on our file. Disciplinary procedures may follow out of a Complaint or Harassment investigation. Professional Suitability and Fitness to Practise Policy and Procedure On occasions, students may be the subject of concerns about their suitability and fitness to practise. In these instances, the university’s professional suitability and fitness to practise policy and procedure will be followed. Harassment Policy Harassment is unwanted attention or behaviour which others find intimidating, embarrassing, humiliating or offensive and which fails to respect the individual’s right to be treated with dignity. It can take a variety of forms and may be directed at an individual or group of individuals. All students and staff have the right not to have to tolerate such behaviour, however trivial it may seem to be to others. All cases of harassment will be taken seriously and treated confidentially. You will not be penalised for making a complaint (although action could be taken against anyone making a complaint which subsequently proves to be malicious and unfounded)

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Harassment is a form of discrimination and is unlawful under the Criminal Justice Act 1994. Whistleblowing Procedure This procedure enables disclosures about serious malpractice such as financial irregularity, a criminal offence, failure to comply with legal obligation, dangerous working conditions or fraud to be raised without fear of discrimination or victimisation. Advice about this procedure can be sought from Dr Sarah Gilroy, Deputy Vice-Chancellor (s.gilroy@chi.ac.uk). Equality and Diversity Policy Chichester is committed to eliminating both direct and indirect discrimination to ensure that no-one is unfairly disadvantaged, either through individual action or through its policies or procedures, on the basis of race, gender, sexual orientation, ethnic or national origin, colour, age, marital status, disability, social class, political or religious belief and activities, unless those activities are contrary to the policies of the university. Policy on Religion and Belief This policy aims to ensure equal treatment for everyone of any religion or none. It is based on the principle that people have the right to their belief system; they have however, no right to force it on others. Policy on Sexual Orientation This policy outlines the University’s commitment to creating an environment in which all students and staff, whatever their sexuality or gender assignment, feel equally welcome and valued, and in which homophobic behaviour is not tolerated. Student Mental Health Policy This policy outlines the University’s approach to supporting students with mental health concerns. Car Parking Pay and display vouchers are in operation on the campus. Health and Safety Personal Safety – be sensible and do not take risks. For advice on personal safety contact the Occupational Health and Safety Officer: 01243 816488.

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General Code of Conduct

You are expected to conduct yourself at all times in a manner appropriate to the academic atmosphere of an institution of higher education.

You are expected to show proper consideration for others on the premises should be exhibited at all times.

Due attention should be given to the safety of others, particularly through adherence to Fire Regulations and Instructions which are posted around the premises.

Health and Safety Department This upholds the University’s Health, Safety and Environmental Policy and offer support and guidance to staff, students and visitors. A copy of the policy is posted near Reception. A copy of the Health and Safety Law poster can also be found at Reception and in key buildings. If you have a health, safety or environmental concern, please contact the department, or leave a note or incident report form at Reception. You are reminded that you are legally required to act in a safe manner at all times and are welcome to contact the department for advice. Anne Canning : Environmental Health and Safety officer 01243 816480 A.Canning@chi.ac.uk Kevin Hickman : Health and Safety Advisor 01243 816488 K.Hickman@chi.ac.uk Incidents, Accidents and First Aid It is essential that all accidents and near misses are reported using a University incident form. These can be found at Reception. Every effort is made to provide qualified first aid personnel and a list of these plus their contact numbers can be found in key buildings and at Reception. If in doubt, call 999 for an ambulance. Health and Safety in school Headteachers in the partnership will be asked, on an annual basis, to complete (and each subsequent year to update/renew) and return to the School Partnership Office a brief Health and Safety audit/checklist in relation to the environment that you will be working in whilst on school experience. You are expected to comply with the Health and Safety regulations in school, and to ensure that you have made yourself aware of the key Health and Safety procedures and personnel in your school.

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7. MANAGEMENT OF THE PROGRAMME The Secondary PGCE Programme is located within the Institute of Education. Education Management Group The Education Management Group (EMG) chaired by the Director of Education, is the group responsible for the management and quality assurance of initial teacher training (ITT) within the Faculty. Heads of the major ITT programmes as well as the Head of School Partnership, are members of this group. This group is key in assuring high quality training and in ensuring that continuous improvements can be built into the system through setting clear agendas for action. An essential function is to ensure that all programmes adopt a consistent and coherent approach to all ITT matters and implement strategic decisions agreed both by the Education Management Group and the Programme Boards of the individual programmes. Secondary PGCE Programme Board and Management Group This group is ultimately responsible for all major policy decisions and initiatives in respect of the Secondary PGCE and will channel these through to the Education Management Group. It is accountable to the Academic Board and the governing body of the University of Chichester. The Programme Board and Management Group will normally meet three times a year and more frequently if necessary. The timing of these meetings will be arranged to match with the Management Group to ensure that issues raised can be dealt with within an appropriate time scale to allow for early feedback. Central to its effective operation is the representation of both partner schools and student teachers. The partner schools’ representatives will be nominated from amongst schools with which the University has developed successful and positive working relationships. In addition to this, two Professional Tutors from the Programme Board membership attend the Board of Examiners at the end of the PGCE year to contribute to discussions and decisions concerning students to be recommended for the award of Qualified Teacher Status (QTS). The role of the student representatives on the Programme Board is to give developmental feedback relating to the experience of the student on the PGCE Programme. They will be involved in all decision making, providing a student perspective to issues. Students wishing to undertake training for their role can receive this via the Student Union. Student representatives are nominated by their Subject Study group before the start of School A.

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The Secondary PGCE Programme Board

i. Constitution The Institute of Education has established a group within each programme with responsibility for all major policy decisions and initiatives in respect of the programme.

The Head of Programme will chair the meetings.

ii. Membership

Head of Programme (who will act as Chair)

Subject Co-ordinators

Head of Learning Resources

Head of School Partnership

5 Professional Tutor Representatives (who normally serve for a period of 3 years)

Link Tutors

8 Student Teacher Representatives (one from each subject route)

Programme Administrator

iii. Attendance at Meetings

A quorum shall be one third of the total members entitled to be present

iv. Frequency of Meetings

The Programme Board will normally meet three times a year and more frequently if necessary.

v. Duties

a. To provide opportunities for student teachers, members of partner schools and tutors to consider key matters relating to the Programme

b. To monitor the workload and assessment of student teachers c. To review the development of the Programme and to consider

proposals for revision and improvement d. To prepare and ratify annual monitoring and evaluation reports for

the Academic Standards Unit e. To make recommendations to the Academic Board

vi. Reporting Procedures

The notes of the Programme Board will be circulated to all members of the team. Decisions of the Programme Board are communicated to partner schools through the Partnership website. Issues arising from the meetings may be raised at the Secondary PGCE Team Meetings and the Education Management Group Meetings.

vii. Clerking Arrangements

The Programme Administrator will service the Secondary PGCE Programme Board

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Secondary PGCE Management Group i. Constitution:

The Programme Management Group implements the policy decisions of the Programme Board. It meets formally three times a year to coincide with the Programme Board. Sub-group meetings may be called to deal with any urgent day-to-day management, organisation and resourcing issues of the programme.

ii. Membership:

The Head of Programme will chair the meetings. Membership will include:

All subject co-ordinators

Head of Learning Resources

Head of School Partnership

5 Professional Tutor Representatives

Link Tutors iii. Attendance at meetings:

Other staff may be invited to attend for specific items. Appropriate, named substitutes may attend for members unable to attend specific meetings. A quorum shall be one third of the total number of members entitled to be present.

iv. Frequency of meetings:

The group will meet once per term to coincide with the Programme Board. Sub-group meetings may be called to deal with the urgent day-to-day management, organisation and resourcing issues of the programme. Typically, university based members of the group (the Secondary PGCE Team) will meet 3 times a term for this purpose. All meetings are calendared for the whole year at the start of each academic year.

v. Duties:

To develop the strategic direction of the programme within the School’s strategic plan and prepare the programme’s strategic plan for approval by the Education Management Group

To ensure that the strategic plan is implemented effectively in each area of the programme

To ensure that the programme functions effectively on a day-to-day basis and staff are supported and managed appropriately

To plan student numbers within the constraints of NCTL allocations. To be active in recruitment and admissions and develop strategies to ensure full recruitment to target.

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To ensure that all quality assurance systems operate within the University’s Academic Regulations, protocols and practices and that standards are maintained

To guide, oversee and monitor the preparation for external inspections and assessments and to ensure that Actions arising from these are addressed.

To guide, oversee and monitor the external examiners of all routes of the programme and to ensure that Actions arising from external examiners’ reports are addressed

To promote a Health and Safety culture among staff and students in both the University environment and school placements

To have regard to the promotion, development and strengthening of the university’s Equal Opportunities policies

vi. Reporting procedures:

The notes of the Management group will be circulated to all members of the group. Issues arising from the group may be raised at the Education Management Group Meetings.

vii. Clerking arrangements:

The Programme Administrator will clerk the Secondary PGCE Management Group.

The Head of the PGCE (Secondary) Programme The responsibilities of the Head of the PGCE (Secondary) are to:

Ensure, in liaison with the Director of Education, appropriate staffing and adequate learning resources for the programme

Convene and chair Programme Board and management meetings

Organise appropriate evaluation of the programme and monitor assessment procedures

Organise, in conjunction with the Director of Education, processes and procedures relating to external scrutiny, for example, OfSTED

Present, in collaboration with the director of Education, an Annual Monitoring Report on the Programme to the Academic Standards Unit

Liaise with the Director of Education, where appropriate, on timetabling and the booking of facilities

Liaise with the Head of School Partnership on interview arrangements for student teachers

Advise the Director of Education on issues of staff deployment, new teaching appointments and staff development

Advise the Director of Education on the development of new modules, new routes and requirements arising from NCTL directives

Attend meetings of the Quality Assurance Team

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The Subject Co-ordinator The responsibilities of the Subject Co-ordinator are to:

Establish the structure of learning and teaching within the module ensuring that the learning outcomes stated on the module outlines are achieved

Liaise with the Learning Resources Centre to ensure that reading lists match resources and that ICT facilities can be provided

Ensure that students taking the module are provided with preparatory reading before the start of the module and information on the location and start time of the first session

Ensure that students receive good information in the first session of the module on the learning objectives, assessment criteria and week by week structure of the module

Check that module lists are accurate

Register recurrent student absence and take necessary action

Teach students in ways that reflect good practice and represent good role models for teaching and learning

Assess students within the module and pass grades to the Head of Programme within the deadline specified by the programme

Ensure that the External Examiner for their subject route is involved in the verification and moderation of the assessment of students in accordance with the University’s Academic Regulations

Evaluate the module and make such changes as are necessary to the learning and teaching structure in the light of evaluation

The Professional Studies Co-ordinator

Establish the structure of learning and teaching within the module ensuring that the learning outcomes stated on the module outlines are achieved

Liaise with the Learning Resources Centre to ensure that reading lists match resources and that ICT facilities can be provided

Ensure that students taking the module are provided with preparatory reading before the start of the module and information on the location and start time of the first session

Ensure that students receive good information in the first session of the module on the learning objectives, assessment criteria and week by week structure of the module

Check that module lists are accurate

Teach students in ways that reflect good practice and represent good role models for teaching and learning

Evaluate the module and make such changes as are necessary to the learning and teaching structure in the light of evaluation

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The Programme Administrator The Programme Administrator operates from the Programme Office. Her/his duties are:

to collect written assignments from students and distribute these to relevant tutors for marking

to collect and file students’ school experience reports and formal lesson observation comment sheets

to inform Student Records of any changes in registration, including withdrawal and intermission of students

to support the Head of Programme and Subject Co-ordinators in the day-to-day administration of the Programme

to maintain records for each student

to service the meetings of the Programme Board and Management Group Evaluation All parties involved in the Secondary PGCE Programme are given the opportunity to give written and verbal feedback. Over the years, the Secondary PGCE Programme has been developed in response to the ongoing process of evaluation by students, Subject Tutors, Professional Tutors, Mentors and External Examiners. Module evaluation forms are presented in a standard format and they are evaluated by Subject co-ordinators. Each subject route and Professional Studies is evaluated by all students at the end of the course. The evaluations are collated and analysed by the Head of Programme and included in the Annual Monitoring Report. School Experience is evaluated at the end of each School Experience. At the end of School A, evaluation forms are completed by students, Subject Tutors and Mentors in order to ensure a triangulated view of the school experience. At the end of School B, Professional Tutors are also asked to complete an evaluation form. These evaluations are analysed by the Head of Programme and included in the Programme’s Annual Monitoring Report with resulting recommendations identified. Students, mentors, and professional tutors are all given the opportunity to comment on the Programme during Tutors’ visits to schools. These comments are recorded on Tutors’ reports of visits and actions are taken accordingly. The Programme Board provides a further forum for feedback from school partners, students and tutors. Issues raised at the programme Board are considered further by the Secondary PGCE Team and may be taken to the Education Management Group.

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All evaluation processes, including Annual Monitoring are part of the University’s process for Quality Assurance as detailed in the Quality Handbook 2007. This can be found on Portia at the Academic Standard Unit home page. All feedback is included in the Programme’s Annual Monitoring Report. External Examiners are appointed for each subject route within the Secondary PGCE programme. They each produce an annual report following their visits to schools and their scrutiny of students’ assignments. Each Subject Co-ordinator is required to respond to their External Examiners’ recommendations and these responses also form part of the Annual Monitoring Report. Annual review days are arranged for Professional Tutors and Subject Mentors. These days provide an opportunity for comment and discussion of aspects of the Programme.

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APPENDIX A

MODULE OUTLINES

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Module Title: Design Technology Subject Study Module 1

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: ALISON GODBOLD

Entry requirements: Normally an honours degree, with relevant subject content, at 2:2 or above. English and Maths GCSE as specified on the Programme Specification

Aims: This Module aims to introduce student teachers to the knowledge and skills necessary to become effective secondary teachers of design technology. It aims to produce reflective, analytical and effective classroom practitioners who are conversant with current discourses on design technology and its past, present and (possible) future influence and place within school curricula, educational practices and the wider social formation.. It is designed to enable student teachers to relate the Professional Standards for the Award of Qualified Teacher Status to the teaching of design technology. The Module will draw on the student teachers’ own prior experiences and skills and develop them within the partnership of school-based and University-based training. The structure of the module is based on the understanding that theory informs practice and practice informs theory.

Learning Outcomes: Student teachers will:

have reflected upon the questions of ‘Why teach Design Technology?’ and ‘What’s the point of Design Technology?’ and to allow this reflection to inform their own practice in the classroom; to have developed a critical/analytical overview and working knowledge of current and proposed future practices regarding school history across the 11-18 age range

have developed a range of appropriate and inclusive teaching methods and organisational practices that have been informed by theoretical and research based insights; to teach effectively and to know and use (critically) various methods of monitoring, assessment, recording, reporting, accountability (M&A), including National Curriculum Attainment Target Levels for design technology

know and be able to use effectively a range of materials/resources for teaching both inside and outside school; to develop stimulating and innovative teaching/learning methods including the use of various forms of ICT to deliver teaching objectives

successfully complete school ‘A’ teaching practice including the development of subject knowledge

be reflective and in control of their own discourse as regards the relationship of their subject specialism to various curriculum initiatives and issues, e.g. Citizenship, Inclusion, Anti-racism/Multiculturalism, Anti-sexism/Gender, Every Child Matters

have a clear understanding of how pupils in all social contexts should progress and what they should expect to achieve in design technology.

Indicative Curriculum content: During the period of serial school ‘A’ experience a range of directed tasks completed by the student teacher complements and helps inform the subject specific university sessions. Topics that will be covered during the university sessions (and complemented by the school experience) include the following: the National Curriculum for Design Technology, auditing and developing subject knowledge, approaches to design technology teaching including the classroom implications of different methodological positions, lesson planning in design technology (including a range of inclusion related issues such as differentiation, classroom management and designing creative tasks and activities, assessment for Learning), designing schemes of work, using ICT to meet teaching/learning objectives in design technology lessons, M & A in design technology teaching, GCSE design technology teaching, design technology teaching at Key Stage 2 and Post 16 (A/S and A2 level), managing theory: dealing with the post-modern challenge to design technology teaching. Every Child Matters and the range of legislative frameworks within which all subjects operate.

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Learning strategy: This module will be delivered through the following approaches to teaching and learning: Practical work supported by theoretical components. Whole group seminars where student teachers listen to and discuss viewpoints and evaluate arguments. Student teachers conducting an audit of their current subject knowledge and use directed study time to develop their practical skills in specific, identified areas. Directed study time/tasks culminating in presentations by groups of student teachers to their peers, student teachers to critically evaluate presentations. Online learning and use of other forms of ICT Problem solving workshops focussing on specific issues identified by student teachers from school ‘A’. Group-work to provide an opportunity for peer level learning and discussion. Various directed tasks linked to the school ‘A’ placement. Guest speakers from partnership schools who have acknowledged expertise in specific areas of design technology teaching. Individual/Paired Tutorials prior to starting ‘A’ teaching practice. A range of relevant readings will be circulated and discussed on a regular basis.

Mode of assessment: Formative assessment

student teachers will be required to attend all sessions and critically engage in discussions and presentations

student teachers will be required to complete several directed tasks which will be reviewed in university subject sessions

review of Subject Knowledge Audit Summative assessment One 4,000 word (or equivalent) assignment incorporating a critical examination of the place of Design and Technology within the school curriculum including a detailed analysis of the practice of delivering an aspect of design technology in School ‘A’. Assessment Criteria In addition to the general criteria, student teachers will be expected to demonstrate:

an understanding of current debates about the nature of design technology

an understanding of current debates, initiatives and practices vis-à-vis school design technology and design technology teaching

a well structured, reflective and informed position arrived at by the student teacher that is argued for lucidly and accurately; the student teacher explains, with practical examples, how the position arrived at can be outworked in the classroom in terms of ‘concrete’ tasks, activities and approaches to teaching/learning

Indicative Reading: Braddock, S et al, 1998, Techno Textiles Barlex, D, 2003, Creativity in Crisis Barnes, Issues in Teaching Design and Technology Egglestone, J, 2005, Teaching and Learning Design and Technology: A Guide to Recent Research and its Application Davies, L and Barratt-Hacking, E, 2005, Meeting SEN in the Curriculum Design and Technology Owen-Jackson, G, Aspects of Teaching Secondary Design and Technology: Perspectives on Practice Rutland, M (Ed), 1997,Teaching Food Technology in Secondary Schools Owen-Jackson, G 2000 Learning to Teach Design and Technology in the Secondary School: a companion to School Experience Petrina, S, 2006, Advanced Teaching Methods for the Technology Classroom Voss, K, 2005, Teaching by Design: Using your Computer to Create Materials for Students with Learning Differences Design and Technology Association, 2003, The Revised Minimum Competences for Trainees to Teach Design and Technology in Secondary Schools (2

nd Edition)

Students will be referred to relevant websites, online journals and the University’s e-library

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Module Title: Teaching Design and Technology Module 2

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: ALISON GODBOLD

Entry requirements: Successful completion of Module 1, School Experience ‘A’ and Professional Studies Module 1

Aims: This module continues to draw upon the student teacher’s own prior experiences and understandings of Design Technology in the context of education and schooling, building upon their most recent experiences and reflections arising from their school placement. It aims to develop these experiences within the university environment and school placement B. The main aim is to produce reflective, analytical and effective classroom practitioners who are able to develop their own position about the theoretical nature and practical delivery of secondary school Design Technology through the design or adaptation of a scheme of work for a specific topic. Student teachers will be expected to provide a rationale for and a critical evaluation of the scheme of work which draws upon their understanding of relevant pedagogical issues. Student teachers will continue to meet the Professional Standards for the award of Qualified Teacher Status (QTS) as and where appropriate.

Learning Outcomes: Student teachers will:

have reflected on the questions of Why teach Design Technology? and ‘What is the purpose of Design Technology?’ and for this reflection to have informed their own practice in the classroom; to have developed a critical overview of current and future practice

reflect and be reflective about contemporary debates about the purpose of Design Technology in a global environment in relation to various curriculum initiatives and issues. eg Inclusion, Anti-racism, Multiculturalism, Anti-sexism, Gender Every Child Matters

successfully complete School B placement including the development of subject knowledge and the design or adaptation of a scheme of work which includes a rationale for the methods utilised and a critical evaluation of pedagogical practice

have considered pupils’ social and cognitive developments as particularly applicable to the teaching of school design technology; to be aware of how such factors could manifest themselves in the design technology classroom; to respond to these considerations via effective planning and teaching which is challenging and inclusive of all pupils

be able to develop stimulating and innovative teaching/learning methods

have developed a range of appropriate and inclusive teaching methods and organisational practices which have been informed by theoretical and research based insights. To know and critically utilise various methods of monitoring and assessment

Indicative Curriculum content: Auditing and developing subject knowledge. A range of directed tasks which draw upon the content of university sessions will be completed during school placement B. Use of ICT to meet teaching/learning objectives in Design and Technology lessons. Post 16 (A/S and A2 level). Managing theory. The theme of issues of inclusion such as Anti- racism, Multiculturalism, Anti- Sexism, Gender, will be a central focus of university based sessions and will be a focus during school experience. This will involve the transition from Key Stage 2 to Key stage 3 vis-à-vis pupils’ Design Technology understanding and the nature of teaching design technology, modes of assessment, long and medium term planning. Every Child Matters and the range of legislative frameworks within which all subjects operate.

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Learning strategy: This module will be delivered through the following approaches to teaching and learning: Whole group seminars drawing upon a range of relevant readings, group work to provide and opportunity for peer level learning and discussion. Guest speakers from Partnership schools who have acknowledged expertise in specific areas of design technology teaching. Individual tutorials prior to placement B Directed tasks to be completed during placement B. Continued audit of subject knowledge and directed study time to work on identified areas.

Mode of assessment: Formative:

student teachers will be required to attend all sessions and critically engage in discussions and presentations

student teachers will be expected to complete directed tasks which will be reviewed in University subject sessions

Summative: Assignment (4000 words, or equivalent) which demonstrates the student teacher’s ability to critically reflect on theoretical questions of ‘Why teach Design Technology?’ and ‘What is the purpose of Design Technology?’ and to outwork their own position in the context of devising or amending a scheme of work, critically evaluating that scheme and critiquing a series of lessons in terms of issues of inclusion eg Anti-racism, Multiculturalism and Gender. Assessment Criteria in addition to the general criteria, student teachers will be expected to demonstrate:

an understanding of the relationship between long, medium and short term planning

a knowledge of current issues, theories and the student’s own position as it relates to school design technology generally, and schemes of work in design technology specifically; a knowledge of how this is outworked in the planning and delivery of lessons.

a clear structure which articulates the student teacher’s position in terms of the nature of design technology, and different methodological perspectives and how they are outworked in the classroom

reflection on relevant contemporary debates about the purpose of school design technology

N.B. The assignment should demonstrate the student teacher’s ability to relate theory to practice by analysing the processes taking place in their workplace, with a particular focus on their own work.

Indicative Reading: Braddock, S et al, 1998, Techno Textiles Barlex, D, 2003, Creativity in Crisis Barnes, Issues in Teaching Design and Technology Egglestone, J, 2005, Teaching and Learning Design and Technology: A Guide to Recent Research and its Application Davies, L and Barratt-Hacking, E, 2005, Meeting SEN in the Curriculum Design and Technology Owen-Jackson, G, Aspects of Teaching Secondary Design and Technology: Perspectives on Practice Rutland, M (Ed), 1997,Teaching Food Technology in Secondary Schools Owen-Jackson, G 2000 Learning to Teach Design and Technology in the Secondary School: a companion to School Experience Petrina, S, 2006, Advanced Teaching Methods for the Technology Classroom Voss, K, 2005, Teaching by Design: Using your Computer to Create Materials for Students with Learning Differences Design and Technology Association, 2003, The Revised Minimum Competences for Trainees to Teach Design and Technology in Secondary Schools (2

nd Edition)

Students will be referred to relevant websites, online journals and the University’s e-library

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Module Title: English Subject Study 1

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: DEBBIE HICKMAN

Entry requirements: Normally an honours degree, with relevant subject content, at 2:2 or above. English and Maths GCSE as specified on the Programme Specification

Aims: This module aims to produce reflective, analytical and effective classroom practitioners. It will build upon student teachers’ own prior experiences and understanding of aspects of the English curriculum, and introduce them to the specific subject knowledge, understanding and skills necessary to becoming effective secondary school teachers of English. The module will deepen students’ understanding of the place of English as a core subject in the National Curriculum. The structure of the module is based on the understanding that theory informs practice and practice informs theory.

Learning Outcomes: Student Teachers will:

gain a broad subject knowledge and the skills appropriately to apply it, thus becoming confident and authoritative beginner teachers of English capable of critical reflection on, and analytical evaluation of, their practice

be able to plan effectively to ensure access and appropriate provision for all pupils, together with a critical and systematic understanding of the principles informing formative and summative assessment

develop insights into the ways in which individual pupils should progress and what they should aspire to achieve in English

demonstrate commitment and engagement through satisfactory attendance and compliance with University policies

demonstrate a professional attitude to learning and development, including collaborative working

display a readiness to accommodate new principles and understandings

Indicative Curriculum content: Student Teachers will address the role of the teacher of English in the context of the place and purpose of English in the National Curriculum and the Secondary National Strategy; the National Curriculum Programmes of Study: Speaking and Listening, Reading and Writing as well as Critical Thinking, Drama and Media Studies; ‘Every Child Matters’ and the range of legislative frameworks within which all subjects operate. All of the above will be based on the notion that critical exploration of theory will inform students’ subsequent practice in schools.

Learning strategy: The learning and strategies employed in this module reflect the Professional Standards for Teachers (2007) and therefore employ a range of opportunities to secure knowledge and understanding about the National Curriculum for English and to learn about planning, assessment, the analytical use of data and the impact of critical evaluation upon the quality of teaching practice. The tutor will introduce theoretical sessions, which will lead to discussions, collaborative planning activities, differentiated and individualised practical tasks and presentations. Throughout the module, students will be required to analyse the relationship between the theoretical underpinnings of the curriculum and their practice as teachers.

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Mode of assessment: Formative Assessment:

Satisfactory attendance and critical engagement in sessions and tasks

Directed tasks designed to develop students’ critical and presentational skills and to address individuals’ subject knowledge needs. These will be reviewed in subject tutorials.

Summative Assessment: A 4,000 word (or equivalent) assignment: With reference to your own informed understanding of what constitutes English, assess critically the realities and potential of the position of English teaching in schools and your own developing ideas as an English teacher. Assessment Criteria In addition to the general criteria, student teachers will be expected to

demonstrate their systematic understanding of English in the National Curriculum

demonstrate their ability to engage critically with the concepts introduced, and to evaluate their planning, teaching and assessment effectively

demonstrate their abilities as effective communicators in a range of circumstances.

Indicative Reading: Black, Paul et al, 2003, Assessment for Learning: Putting it into Practice Brooks, Val et al, 2004, Preparing to Teach in Secondary Schools Cohen, Louis et al, 2004, A Guide to Teaching Practice (Fifth Edition) Crystal, David, 2003, The Cambridge Encyclopedia of the English Language (Second Edition) Dean, Geoff, 2003, Grammar for Improving Writing and Reading in the Secondary School Elkin, Judith et al, 2003, Reading and Reader Development: the Pleasure of Reading Fleming, M and Stevens, D, 2004, English Teaching in the Secondary School (Second Edition) Lewis, M and Wray, D, 2000, Literacy in the Secondary School Mercer, N, 2000, Words and Minds Myhill, D and Fisher, R, 2005, Informing Practice in English: A Review of Recent Research in Literacy and the Teaching of English Ross, A and Hunt, P, 2006, Language Knowledge for Secondary Teachers Seely, John, 2006, Grammar for Teachers: The essential guide to how English Works Students will be referred to relevant websites, online journals and the university’s e-library.

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Module Title: English Subject Study 2

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: DEBBIE HICKMAN

Entry requirements: Successful completion of English Subject Study 1 and School Experience A

Aims: This module aims to build on Module 1 in order to continue to develop student teachers’ knowledge and understanding, together with the analytical and communication skills necessary for them to become effective secondary school teachers of English. It will build upon students’ most recent experiences and their reflections in the light of their first school placement, bringing opportunities in the university environment to develop further insights into the qualities of the professional practice of themselves and others.

Learning Outcomes: Student Teachers will:

apply the methods and techniques they have learned to analyse, evaluate, consolidate, extend and apply their knowledge and understanding of their subject

become autonomous in the planning, implementation and critical evaluation of Schemes of Work consistent with the requirements of the National Curriculum and the guidance of the Secondary National Strategy

further develop their insights into the processes of monitoring and assessment

become competent researchers of the wealth of subject resources available in print and on line, using their critical skills to select, evaluate and adapt these in the interests of their pupils’ learning

become effective communicators in a variety of contexts

reflect critically on the role of the English teacher in relation to cross-curricular issues such as inclusion.

Indicative Curriculum content: This module will build upon the teaching and learning undertaken in Subject Study Module One and School Experience Module A, focusing on professional applications, Every Child Matters and the range of legislative frameworks within which all subjects operate. It will provide opportunities for students to practise and further develop their professional skills in preparation for School Experience Module B.

Learning strategy: Teaching and learning in this module will be informed by student teachers’ progress through Module One and School Experience Module A. There will be an emphasis on sharing experience and an increased focus on critical analysis of practice, reflection and evaluation. Student teachers will be expected to demonstrate self-direction and originality in tackling and solving problems.

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Mode of assessment: Formative Assessment:

Satisfactory attendance and critical engagement in sessions and tasks

Directed tasks designed to develop students’ critical and presentational skills and to address individuals’ subject knowledge needs.

Summative Assessment:

A 4,000 word (or equivalent) assignment in which each student teacher will be required to articulate the relationship between theory and practice, focusing on the design, implementation and critical evaluation of the effectiveness of one Scheme of Work. The critical analysis central to this task will lead to reflection on the potential for improved professional practice.

Assessment Criteria In addition to the general criteria, student teachers will be expected to

demonstrate a critical understanding of the fundamental principles of long- medium- and short-term planning

demonstrate their ability to engage critically with the concepts introduced, and to evaluate their planning, teaching and assessment effectively

deal with complex issues systematically and creatively

communicate ideas clearly to a variety of audiences.

Indicative Reading: Black, Paul et al, 2003, Assessment for Learning: Putting it into Practice Brooks, Val et al, 2004, Preparing to Teach in Secondary Schools Cohen, Louis et al, 2004, A Guide to Teaching Practice (Fifth Edition) Crystal, David, 2003, The Cambridge Encyclopedia of the English Language (Second Edition) Dean, Geoff, 2003, Grammar for Improving Writing and Reading in the Secondary School Elkin, Judith et al, 2003, Reading and Reader Development: the Pleasure of Reading Fleming, M and Stevens, D, 2004, English Teaching in the Secondary School (Second Edition) Lewis, M and Wray, D, 2000, Literacy in the Secondary School Mercer, N, 2000, Words and Minds Myhill, D and Fisher, R, 2005, Informing Practice in English: A Review of Recent Research in Literacy and the Teaching of English Ross, A and Hunt, P, 2006, Language Knowledge for Secondary Teachers Seely, John, 2006, Grammar for Teachers: The essential guide to how English Works Students will be referred to relevant websites, online journals and the university’s e-library.

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Module Title: History Subject Study 1

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: KATHARINE MILCOY

Entry requirements: Normally an honours degree, with relevant subject content, at 2:2 or above. English and Maths GCSE as specified on the Programme Specification

Aims: This module draws on student teachers’ own prior experiences and understandings of ‘history’ in the context of education and schooling (as well as elsewhere) and aims to develop these within the ‘two-site’ learning environment of university subject specific sessions and school placements. This module aims to produce reflective, analytical and effective classroom practitioners who are conversant with current discourses on ‘school history’ and its past, present and (possible) future influence and place within the school curriculum, educational practices and the wider social formation. A major aim emphasised throughout this module is for student teachers to reflect effectively on and develop a position about the theoretical nature and uses of secondary school history (including post-16 history) and to outwork this position in the context of their classroom teaching. The structure of the module is based on the understanding that theory informs practice and practice informs theory.

Learning Outcomes Student teachers will:

have reflected upon the questions of ‘Why teach History?’ and ‘What’s the point of History?’ and to allow this reflection to inform their own practice in the classroom; to have developed a critical/analytical overview and working knowledge of current and proposed future practices regarding school history across the 11-18 age range

have developed a range of appropriate and inclusive teaching methods and organisational practices that have been informed by theoretical and research based insights; to teach effectively and to know and use (critically) various methods of monitoring, assessment, recording, reporting, accountability (M&A), including National Curriculum Attainment Target Levels for History

know and be able to use effectively a range of materials/resources for teaching both inside and outside school; to develop stimulating and innovative teaching/learning methods including the use of various forms of ICT to deliver teaching objectives

successful completion of school ‘A’ teaching practice including the development of subject knowledge

be reflective and in control of their own discourse as regards the relationship of their subject specialism to various curriculum initiatives and issues, e.g. Citizenship, Inclusion, Anti-racism/Multiculturalism, Anti-sexism/Gender

have a clear understanding of how pupils in all social contexts should progress and what they should expect to achieve in History

Indicative Curriculum content: During the period of serial school ‘A’ experience a range of directed tasks completed by the student teacher complements and helps inform the subject specific university sessions. Topics that will be covered during the university sessions (and complemented by the school experience) include the following: the National Curriculum for History, auditing and developing subject knowledge, approaches to history teaching including the classroom implications of different methodological positions, lesson planning in history (including a range of inclusion related issues such as differentiation, classroom management and designing creative tasks and activities, assessment for Learning), designing schemes of work, using ICT to meet teaching/learning objectives in history lessons, M & A in history teaching, GCSE history teaching, history teaching at Key Stage 2 and Post 16 (A/S and A2 level), managing theory: dealing with the post-modern challenge to history teaching. Every Child Matters and the range of legislative frameworks within which all subjects operate.

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Learning strategy: This module will be delivered through the following approaches to teaching and learning: Whole group seminars where student teachers listen to and discuss viewpoints and evaluate arguments. Student teachers conducting an audit of their current subject knowledge and use directed study time to develop in specific, identified areas. Directed study time/tasks culminating in presentations by groups of student teachers to their peers, student teachers to critically evaluate presentations. Online learning and use of other forms of ICT Problem solving ‘workshops’ focussing on specific issues identified by student teachers from school ‘A’. Group-work to provide an opportunity for peer level learning and discussion. Various directed tasks linked to the school ‘A’ placement. Guest speakers from partnership schools who have acknowledged expertise in specific areas of history teaching. Individual/Paired Tutorials prior to starting ‘A’ teaching practice. A range of relevant readings will be circulated and discussed on a regular basis

Mode of assessment: Formative assessment

student teachers will be required to attend all sessions and critically engage in discussions and presentations

student teachers will be required to complete several directed tasks which will be reviewed in university subject sessions

review of Subject Knowledge Audit Summative assessment

Assignment 1 (4000 words or equivalent): with reference to a student teacher’s informed understanding of what constitutes history as a discourse, assess critically the actualities and possibilities of current school histories, history teaching and their own practice as a history teacher in school.

Assessment Criteria In addition to the general criteria, student teachers will be expected to demonstrate:

an understanding of current debates about the nature of history

an understanding of current debates, initiatives and practices vis-à-vis school histories and history teaching

a well structured, reflective and informed position arrived at by the student teacher that is argued for lucidly and accurately; the student teacher explains, with practical examples, how the position arrived at can be outworked in the classroom in terms of ‘concrete’ tasks, activities and approaches to teaching/learning

N.B. The assignment should demonstrate the student teacher’s ability to relate theory to practice by analysing the processes taking place in their workplace, with a particular focus on their own work.

Indicative Reading: Arthur, J. & Phillips, R. (1999) Issues in Teaching History Arthur, J., Davies. I., Wrenn. A., Haydn., T. & Kerr. D. (2001)Citizenship Through Secondary History Bourdillon, H. (ed) (1994) Teaching History Daviers, P. Lynch, D. & Davies, R. (2003) Enlivening Secondary History: 40 Classroom Activities Giroux, H. (2005) (2

nd Ed) Border Crossings: Cultural Workers and the Politics of Education

Haydn, T. Arthur, J. & Hunt, M. (2001) Learning to Teach History in the Secondary School (2

nd Ed)

Husbands, C. Kitson, A, Pendry, A. (2003) Understanding History Teaching Jenkins, K.( 2003) Refiguring History: New Thoughts on an Old Discipline Phillips, R. (1998) History Teaching, Nationhood and the State Phillips, R. (2002) Reflective Teaching of History 11 – 18 Haydn, T. & Counsell, C. ( 2003) History, ICT and Learning in the Classroom Teaching History Student teachers will be referred to relevant web sites, online journals and the University e-library

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Module Title: History Subject Study 2

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY) Tutor responsible: KATHARINE MILCOY

Entry requirements: Successful completion of Teaching History Subject Study Module 1 and School Experience A

Aims: This module continues to draw upon the student teacher’s own prior experiences and understandings of history in the context of education and schooling, building upon their most recent experiences and reflections arising from their school placement. It aims to develop these experiences within the university environment and school placement B. The main aim is to produce reflective, analytical and effective classroom practitioners who are able to develop their own position about the theoretical nature and practical delivery of secondary school history through the design or adaptation of a scheme of work for a specific topic. Student teachers will be expected to provide a rationale for and a critical evaluation of the scheme of work which draws upon their understanding of relevant pedagogical issues. Student teachers will continue to meet the Professional Standards for the award of Qualified Teacher Status (QTS) as and where appropriate.

Learning Outcomes Student teachers will:

have reflected on the questions of ‘Why teach history?’ and ‘What is the purpose of History?’ and for this reflection to have informed their own practice in the classroom; to have developed a critical overview of current and future practice

reflect and be reflective about contemporary debates about the purpose of History in a global environment in relation to various curriculum initiatives and issues. eg Inclusion, Anti-racism, Multiculturalism, Anti-sexism, Gender

Successfully complete School B placement including the development of subject knowledge and the design or adaptation of a scheme of work which includes a rationale for the methods utilised and a critical evaluation of pedagogical practice

have considered pupils’ social and cognitive developments as particularly applicable to the teaching of school history; to be aware of how such factors could manifest themselves in the history classroom; to respond to these considerations via effective planning and teaching which is challenging and inclusive of all pupils

be able to develop stimulating and innovative teaching/learning methods

have developed a range of appropriate and inclusive teaching methods and organisational practices which have been informed by theoretical and research based insights. To know and critically utilise various methods of monitoring and assessment

Indicative Curriculum content: Auditing and developing subject knowledge. A range of directed tasks which draw upon the content of university sessions will be completed during school placement B. Use of ICT to meet teaching/learning objectives in history lessons. Post 16 (A/S and A2 level). Managing theory. The theme of issues of inclusion such as Anti- racism, Multiculturalism, Anti- Sexism, Gender, will be a central focus of university based sessions and will be a focus during school experience. This will involve the transition from Key Stage 2 to Key stage 3 vis-à-vis pupils’ historical understanding and the nature of teaching history, modes of assessment, long and medium term planning. Every Child Matters and the range of legislative frameworks within which all subjects operate.

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Learning strategy: This module will be delivered through the following approaches to teaching and learning: Whole group seminars drawing upon a range of relevant readings, group work to provide and opportunity for peer level learning and discussion. Guest speakers from Partnership schools who have acknowledged expertise in specific areas of history teaching. Individual tutorials prior to placement B Directed tasks to be completed during placement B Continued audit of subject knowledge and directed study time to work on identified areas.

Mode of assessment: Formative:

student teachers will be required to attend all sessions and critically engage in discussions and presentations

student teachers will be expected to complete directed tasks which will be reviewed in University subject sessions

Summative: Assignment (4000 words, or equivalent) which demonstrates the student teacher’s ability to critically reflect on theoretical questions of ‘Why teach history?’ and ‘What is the purpose of History?’ and to outwork their own position in the context of devising a scheme of work, critically evaluating that scheme and critiquing a series of lessons in terms of issues of inclusion eg Anti-racism, Multiculturalism and Gender. Assessment Criteria in addition to the general criteria, student teachers will be expected to demonstrate:

an understanding of the relationship between long, medium and short term planning

a knowledge of current issues, theories and the student’s own position as it relates to school history generally, and schemes of work in history specifically; a knowledge of how this is outworked in the planning and delivery of lessons.

a clear structure which articulates the student teacher’s position in terms of the nature of History, and different methodological perspectives and how they are outworked in the classroom

reflection on relevant contemporary debates about the purpose of school History N.B. The assignment should demonstrate the student teacher’s ability to relate theory to practice by analysing the processes taking place in their workplace, with a particular focus on their own work.

Indicative Reading: Arthur, J. & Phillips, R. (1999) Issues in Teaching History Arthur, J., Davies. I., Wrenn. A., Haydn., T. & Kerr. D. (2001)Citizenship Through Secondary History Bourdillon, H. (ed) (1994) Teaching History Daviers, P. Lynch, D. & Davies, R. (2003) Enlivening Secondary History: 40 Classroom Activities Giroux, H. (2005) (2

nd Ed) Border Crossings: Cultural Workers and the Politics of Education

Haydn, T. Arthur, J. & Hunt, M. (2001) Learning to Teach History in the Secondary School (2

nd Ed)

Husbands, C. Kitson, A, Pendry, A. (2003) Understanding History Teaching Jenkins, K.( 2003) Refiguring History: New Thoughts on an Old Discipline Phillips, R. (1998) History Teaching, Nationhood and the State Haydn, T. & Counsell, C. ( 2003) History, ICT and Learning in the Classroom Phillips, R. (2002) Reflective Teaching of History 11 – 18 Teaching History Student teachers will be referred to relevant websites, online journals and the University e –library.

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Module Title: Mathematics Subject Study, 1

Module Code: SECMAT1

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: JEREMY SMITH

Entry requirements: Entry onto PGCE Secondary Route Normally an honours degree, with relevant subject content, at 2:2 or above; alternatively via another degree plus Mathematics Enhancement Course. English and Maths GCSE as specified on the Programme Specification

Aims: This module, and Mathematics Subject Study, 2, together aim to produce reflective, analytical, critical and effective classroom practitioners. This module introduces student teachers [a] to the place and purposes of mathematics within the curriculum, [b] to the understanding, knowledge and skills necessary to become effective secondary mathematics teachers, and to deepen their understanding of the place of mathematics in the curriculum. It is designed to enable student teachers to relate the standards required for the award of Qualified Teacher Status (QTS) to the teaching of mathematics. The module draws upon and enhances students’ prior mathematical experiences, understanding, knowledge, and skills. It aims to develop and extend their understanding of the structure, progression and connections within the secondary mathematics curriculum, their autonomous ability to generate mathematics, and to pose mathematical questions effectively for a variety of professional purposes.

Learning Outcomes: Student teachers will:

extend their understanding, skills, and knowledge of mathematics, recognising how the secondary mathematics curriculum is structured into broad strands of progression;

begin the process of critically reflecting on why mathematics is taught as a distinct subject within the curriculum, and its purposes in the broader education of secondary age pupils;

through systematic, focused research, prepare themselves and plan mathematics lessons effectively, and defend their plans; plans will include key questions, teaching points, simplifications and challenges to ensure access and appropriate provision for all pupils, and opportunities for formative assessment and analytical evaluation of their practice;

gain a critical understanding of [a] the principles informing assessment for learning: including formative, diagnostic and summative assessment; [b] monitoring and assessment theory and how it can be put into practice within mathematics teaching;

have a clear understanding of [a] how pupils in all social contexts should progress and what they should expect to achieve in mathematics; [b] the essential range of teaching styles and approaches, including reasons for adopting each and their appropriate use;

display a readiness to accommodate new principles and evidence, including describing and commenting upon selected aspects of relevant research papers, appreciating the limits of knowledge and the consequently implied areas of uncertainty and ambiguity.

Indicative Curriculum content: Mathematics in the secondary curriculum: National Curriculum and National Strategies. 'Every Child Matters’ and the range of legislative frameworks within which all subjects operate. 'The place and purpose of mathematics, differing views about mathematics teaching, difficulties in learning mathematics: misconceptions; consequent importance of teaching styles, language in mathematics lessons, mathematical problems, and ‘using and applying’ mathematics. Mathematics lessons: planning, expectations, key questions and formative assessment. Resources, use of ICT. Thinking approaches to mathematics: mental mathematics, problem solving, investigation and productive practising. Schemes of work, lesson plans & resources. Critical, systematic exploration of theory and synthesis of research sources to inform student teachers’ subsequent practice.

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Learning strategy: The learning strategy is predicated upon the effective development of a teamwork ethic among the group of student teachers and their tutors. Initial audit of mathematics knowledge, skills and understandings. Study of the Mathematics National Curriculum and National Strategies. Strands of progression exemplified. Videos and simulations of classrooms. Workshops on lesson planning, resources, use of ICT. Research readings and study materials to support development of ideas and knowledge, e.g. on lesson study. This strategy engages with the Professional Standards, and so focuses on planning, assessment and reflective and critical evaluation upon practice. Tutors lead a diversity of session formats, and students will complete linked mini directed tasks relevant to their individualised training plans.

Mode of assessment: Formative Assessment:

Attendance: satisfactory attendance and critical engagement within sessions

Completion: directed tasks relevant to individual needs and to the module; audit of subject knowledge, with individual needs analysis and action planning

Summative Assessment: Assignment discussing the place and purpose of mathematics within the secondary curriculum, and through applying this discussion to practice, focus in detail on an aspect of the mathematics curriculum. This focus will involve mathematical activities with challenges and simplifications in lesson contexts; these will be critically appraised, with justification for their effectiveness. The critical analysis central to this task will lead to reflection on the potential for improved professional practice. [4000 word equivalence] Assessment Criteria: in addition to the programme’s general assessment criteria

Rationale for the contribution of mathematics to the curriculum, enhanced through evaluating critically current research and scholarship

Focused discussion on detailed aspect of the mathematics curriculum, with critical appraisal of concepts from the rationale applied to classroom practice

The ability to write coherently and concisely presenting an argument based upon the synthesis of reading and upon curriculum enquiry.

Indicative Reading: Askew, M., William D. [eds] (1995) Recent Research in Mathematics Education 5-16, Ofsted DfEE (2001) KS3 National Strategy: framework for teaching mathematics Years 7-9, DfEE Gates, P. [ed.], (2001), Issues in Mathematics Teaching, London: Routledge Falmer Haggarty, L. [ed] (2002) Teaching Mathematics in Secondary Schools, Routledge-Falmer Harries, A [ed] (1997) Teaching Learning and Mathematics: Challenging Beliefs, ATM Johnston-Wilder, S., Pimm, D. (2005) Teaching Secondary Mathematics with ICT, Maidenhead: Open University Press Mason, J., Johnston-Wilder, S. (2004) Fundamental Constructs in Mathematics Education, Oxford: Routledge-Falmer Morgan, C., Watson, A., Tikly, C. (2004) Teaching school subjects 11-19. Mathematics, London: Routledge-Falmer Nickson, M. (2004), Teaching and learning mathematics: a guide to recent research and its applications, London: Continuum QCA (1999-2002) Mathematics National Curriculum publications, QCA Watson, A., Mason, J, (1998) Questions and Prompts for Mathematical Thinking, ATM

Websites and on-line journals: Student teachers will be referred to relevant current websites and portals, such as www.ncetm.org.uk/, resources.mei.org.uk/, www-history.mcs.st-andrews.ac.uk/history/, www.fi.uu.nl/wisweb/en/, www.bsrlm.org.uk/, www.merga.net.au/, cme.open.ac.uk/, www.nfer.ac.uk/research-areas/timss/timss_home.cfm, www1.curriculum.edu.au/maths300/, plus on-line journals and the University’s e-library.

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Module Title: Mathematics Subject Study, 2

Module Code: SECMAT1M

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: JEREMY SMITH

Entry requirements: Successful completion of Mathematics Subject Study Module 1 and School Experience A

Aims: This module, and Mathematics Subject Study, 1, together aim to produce reflective, analytical, critical and effective classroom practitioners. This module extends student teachers understanding of key issues affecting the teaching and learning of mathematics and effective, informed strategies for resolving these in practical contexts. It extends their engagement with research evidence and draws student teachers into the process of knowledge transfer. It is designed to enable student teachers to complete their meeting of the standards required for the award of Qualified Teacher Status (QTS). It aims to develop and extend their understanding of the design and informed adaptation of units and schemes of work.

Learning Outcomes: Student teachers will:

continue extending their understanding, skills, and knowledge of mathematics, recognising how secondary mathematics is structured into schemes and units of work;

become effective in the planning, informed adaptation, implementation and critical evaluation of schemes of work consistent with the requirements of the National Curriculum and other relevant national strategies and syllabuses;

become autonomous, analytical researchers of the wealth of mathematics education resources available, developing and using critical skills to adapt schemes to enhance pupils’ learning;

appreciate through systematic enquiries that mathematics learning is frequently problematic: recognising current and intractable issues;

through focused research, prepare themselves and plan mathematics lessons effectively, defending their plans; plans will include key questions, teaching points, resources, simplifications and challenges to ensure access, appropriate provision for all pupils, opportunities for formative assessment, and analytical evaluation of their practice;

recognise the place of mental mathematics and catechetics in developing and refining pupils’ methods of solving mathematics problems, and of productive practising in consolidating learning gains.

Indicative Curriculum content: Mathematics in the secondary curriculum: National Curriculum and National Strategies. 'Every Child Matters’ and the range of legislative frameworks within which all subjects operate. The place and purpose of mathematics, differing views about mathematics teaching, difficulties in learning mathematics: misconceptions; consequent importance of teaching styles, language in mathematics lessons, mathematical problems, and ‘using and applying’ mathematics. Mathematics lessons: planning, expectations, key questions and formative assessment. Resources, use of ICT. Thinking approaches to mathematics: mental mathematics, problem solving, investigation and productive practising. Schemes of work, lesson plans & resources. Critical, systematic exploration of theory and research sources to inform student teachers’ subsequent practice.

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Learning strategy: The learning strategy is predicated upon the effective development of a teamwork ethic among the group of student teachers and their tutors. Initial audit of mathematics knowledge, skills and understandings. Study of the Mathematics National Curriculum and National Strategies. Strands of progression exemplified. Videos and simulations of classrooms. Workshops on lesson planning, resources, use of ICT. Research readings and study materials to support development of ideas and knowledge, e.g. on lesson study. This strategy engages with the Professional Standards, and so focuses on planning, assessment and reflective and critical evaluation upon practice. Tutors lead a diversity of session formats, and students will complete linked mini directed tasks relevant to their individualised training plans.

Mode of assessment: Formative Assessment:

Attendance: satisfactory attendance and critical engagement within sessions

Completion: directed tasks relevant to individual needs and to the module; audit of subject knowledge, with individual needs analysis and action planning

Summative Assessment:

Assignment based upon the critical review, evaluation and adaptation of a unit of work within a wider scheme of work; this will be in two parts: [4000 word equivalence]

a presentation, in a conference setting, involving knowledge transfer. [2000 weq]

a paper, in the form of a critical commentary demonstrating conceptual understanding [2000 weq]

Assessment Criteria: in addition to the programme’s general assessment criteria

Conceptual understanding of the principles of curriculum planning and design, combined with ability to evaluate critically the findings of published research

Ability to deal with complex professional issues both systematically and creatively, engaging critically with the process of decision-making in unpredictable situations

The ability to communicate findings to peers, and to a wider audience within a formal written paper, through writing coherently and concisely, based upon the synthesis of reading and upon evaluating critically and reflecting upon professional practice

Indicative Reading: Adhami, M. et al (1998) Thinking Maths: accelerated learning in mathematics, Heinemann Askew, M. Wiliam D. [eds] (1995) Recent Research in Mathematics Education 5-16, Ofsted Cooper, N. & Dunne, M. (2000) Assessing Children's Mathematical Knowledge, Open University De Villiers, M. (1999) Rethinking Proof with Geometer's Sketchpad, Key Curriculum Haggarty, L. [ed] (2002) Aspects of Teaching Secondary Mathematics, Routledge-Falmer Johnston-Wilder, S. & Mason, J., (2005) Developing Thinking in Geometry, London: Chapman Mason, J., (2002), Researching your own practice, London: Routledge-Farmer Morgan, C., et al (2004) Teaching school subjects 11-19. Mathematics, London: Routledge-Falmer Watson, A., Mason, J, (1998) Questions and Prompts for Mathematical Thinking, ATM Watson, A., Mason, J, (2005), Mathematics as a constructive activity: learners generating examples, London: Lawrence Erlbaum Associates

Websites and on-line journals: Student teachers will be referred to relevant current websites, , such as www.ncetm.org.uk/, resources.mei.org.uk/, www-history.mcs.st-andrews.ac.uk/history/, www.fi.uu.nl/wisweb/en/, www.bsrlm.org.uk/, www.merga.net.au/, cme.open.ac.uk/, www.nfer.ac.uk/research-areas/timss/timss_home.cfm, www1.curriculum.edu.au/maths300/, plus on-line journals and the University’s e-library.

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Module Title: Modern Foreign Languages Subject Study 1

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: ELAINE MINETT

Entry requirements: Normally an honours degree, with relevant subject content (French, Spanish or German), at 2:2 or above. English and Maths as specified on the Programme

Specification. Applicants will also be able to teach a second language to Key Stage 3 level.

Applicants with Spanish or German as their first foreign language should be able to teach

French at least to beginner level. Aims: The course aims to draw on the student teacher’s own knowledge and understanding of Modern Foreign Languages and develop them within the two learning environments of school and university in order to encourage student teachers to become effective, analytical and reflective Modern Foreign Languages teachers. The structure of the module is based on the understanding that theory informs practice and practice informs theory.

Learning Outcomes: To enable the student teacher to:

consider the role of Modern Foreign Languages in society, and within the school curriculum and its broader school context, and in the light of current debates and future developments;

acquire a foundation for professional practice focusing on relevant aspects of the National Curriculum requirements for Modern Foreign Languages from Key Stage 3 to Key Stage 4;

plan and teach Modern Foreign Languages effectively at Key Stage 3 and Key Stage 4, adopting appropriate strategies based on a sound understanding of pedagogical theories of how children learn a second language; use an effective and appropriate range of materials and resources to teach Modern Foreign Languages, including ICT;

deliver lessons that cater for the needs of all pupils including those with Special Educational Needs, considering equality of opportunity in the classroom and issues of discrimination;

explore issues of breadth, balance, relevance, differentiation, continuity, progression, assessment and classroom management;

develop an ability to reflect on and analyse personal subject knowledge and subject knowledge for teaching.

Indicative Curriculum Content: The role of Modern Languages in society and school; current thinking; the MFL teacher. Developing subject knowledge. National Curriculum requirements – Key Stages 3 and 4; planning, continuity and progression; developing the four skills; resources, using authentic materials and ICT; approaches to grammar teaching. Teaching and learning strategies; differentiation, inclusion and personalised learning. Classroom management. Monitoring and assessment, recording, reporting, accountability. Using the target language. Effective observation.

Learning Strategy: A wide range of strategies designed to encourage participation, engagement and independent learning will enable student teachers to explore a variety of learning activities, including individual work, group work, structured observations, micro-teaching, team-teaching, demonstrations, presentations, lecture, seminars, use of ICT, workshops and visits. At various points during the course student teachers will prepare and present starter activities, lead plenaries, lead discussions on required reading and participate in other active learning activities. Student teachers will be encouraged to share their knowledge and understanding in the areas of linguistic competence and ICT skills. Throughout the module student teachers will be required to analyse the relationship between theory and practice and make links between University-based training and school experience.

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Mode of assessment: Formative Assessment:

Directed tasks

Review of subject knowledge audit

Satisfactory attendance and critical engagement with subject matter

Summative Assessment:

Satisfactory completion of School Placement A

Assignment (4000 words or equivalent) which demonstrates the student’s ability to reflect

critically on their philosophy of Modern Foreign Languages, their place in the curriculum

and their implementation in practice.

Assessment Criteria: In addition to general criteria, student teachers will be expected to demonstrate:

critical understanding of the place of Modern Foreign Languages in the school curriculum

based on readings of research literature

an understanding of current debates about the nature of Modern Foreign Languages,

identifying, analysing and critically reflecting upon current issues and theories relating to

one aspect of Modern Foreign Languages in the secondary school and its interpretation

in the classroom

effective evaluation of their own planning and teaching in the light of their understanding

of theoretical approaches to learning and teaching in the chosen aspect of Modern

Foreign Languages

The assignment will demonstrate the student teacher’s ability to underpin practice with relevant theory

Indicative Reading: Field, K. (ed) (2000) Issues in modern foreign languages teaching. London: Routledge Falmer

Lawes, S. (2000) The unique contribution of Modern Foreign Languages to the curriculum. Lightbown P & Spada M (2006) How languages are learned (2nd edition) Oxford: OUP Pachler, N., Barnes, A. and Field, K. (2009) Learning to Teach Modern Foreign Languages in the Secondary School London & New York: Routledge

Pachler N. and Redondo A. (2007) A Practical Guide to teaching Modern Languages in the secondary school London: Routledge Falmer Swarbrick A (ed) (2002) Teaching Modern Languages in Secondary Schools: a reader Open University

Swarbrick, A. (ed.) Aspects of Teaching Secondary Modern Foreign Languages: Perspectives on Practice London and NY: Routledge Falmer and Open University Press

CILT, the National Centre for Languages http://www.cilt.org.uk/home.aspx National Curriculum: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary The Languages Company: www.languagescompany.com

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Module Title: Modern Foreign Languages Subject Study 2

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: ELAINE MINETT

Entry requirements: Successful completion of MFL Subject Study 1, School Experience A and Professional Studies 1

Aims: The course aims to extend student teachers’ knowledge and understanding of key issues affecting the teaching and learning of Modern Foreign Languages, within the university environment and School Experience B, enabling student teachers to build on their most recent experiences and reflections arising from their school placement. to produce reflective, analytical and effective classroom practitioners. Student teachers will develop their own position regarding the theoretical nature and practical delivery of secondary school Modern Foreign Languages. The course aims to develop and extend students’ understanding of the design and informed adaptation of units and schemes of work. Students will be expected to provide a rationale for and a critical evaluation of the scheme of work which draws upon their understanding of relevant pedagogical issues

Learning Outcomes: To enable student teachers to:

continue to extend understanding, skills and knowledge of effective Modern Foreign Languages teaching and learning

continue to develop their role as reflective, analytical and autonomous classroom practitioners, reflecting on their own learning to inform their professional progress and development

be able to develop stimulating and innovative teaching and learning methods

develop a critical overview of current and future practice

evaluate critically the effectiveness of a range of assessment strategies

analyse, demonstrate and evaluate the use of long-term planning to provide effective schemes of work in Modern Foreign Languages which challenge and motivate pupils, promote active learning and encourage independent personalised learning within Modern Foreign Languages

Indicative Curriculum Content: Many aspects of Module 1 will be revisited in a progressive way and explored in greater depth. The role of Modern Languages in school; current thinking; the MFL teacher. Developing subject knowledge. National Curriculum requirements – Key Stages 2, 3, 4 and 5; planning sequences of lessons, continuity and progression; resources, using authentic materials and ICT; approaches to grammar teaching; promoting independent and creative use of the language; developing thinking skills; cross-curricular approaches; Content and Language Integrated Learning; developing intercultural understanding. Teaching and learning strategies; differentiation, inclusion and personalised learning. Classroom management. Monitoring and assessment, recording, reporting, accountability. Using the target language. Career development.

Learning Strategy: A wide range of strategies designed to encourage participation, engagement and independent learning will enable student teachers to explore a variety of learning activities, including individual work, group work, structured observations, micro-teaching, team-teaching, demonstrations, presentations, lecture, seminars, use of ICT, workshops and visits. At various points during the course student teachers will prepare and present starter activities, lead plenaries, lead discussions on required reading and participate in other active learning activities. Student teachers will be encouraged to share their knowledge and understanding in the areas of linguistic competence and ICT skills. Throughout the module student teachers will be required to analyse the relationship between theory and practice and make links between University-based training and school experience.

Mode of assessment: Formative Assessment:

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Directed tasks

Review of subject knowledge audit

Satisfactory attendance and critical engagement with subject matter

Summative Assessment:

Assignment (4000 words or equivalent) which demonstrates the student’s ability to

articulate the relationship between theory and practice, focusing on the design,

implementation and critical evaluation of the effectiveness of a scheme of work. The

critical analysis central to this task will lead to reflection on the potential for improved

practice.

Assessment Criteria: In addition to general criteria, student teachers will be expected to demonstrate:

a critical understanding of the effectiveness of the fundamental principles of long-,

medium- and short-term planning

their ability to engage critically with the concepts introduced, and to evaluate their

planning, teaching and assessment effectively

critical analysis and evaluation of the effectiveness of the chosen scheme of work,

focusing on the learning taking place,

understanding, analysis and application of current issues and relevant pedagogical

theories in relation to the effective evaluation of the learning experiences

The assignment will demonstrate the student teacher’s ability to underpin practice with relevant theory

Indicative Reading: Bevis, R. & Gregory, A. (2005) Mind the gap! Improving transition between Key Stage 2 and 3 London: CILT Brumfit, C.J (2001) Individual freedom in language teaching: helping learners to develop a dialect of their own Oxford: OUP Deane, M. (2002) Planning MFL Learning. In Swarbrick, A. (ed.) Aspects of Teaching Secondary Modern Foreign Languages (pp. 147-166). London and NY: Routledge Falmer and Open University Press. Field, K. (ed) (2000) Issues in modern foreign languages teaching. London: Routledge Falmer Grenfell M (ed) (2003) Modern Languages across the curriculum Routledge Falmer Lin M & Mackay C (2004) Thinking through Modern Foreign Languages Chris Kington Publishing Jones, B. & Swarbrick, A. (2004) It Makes You Think! Creating Engagement, Offering Challenges. New Pathfinder 4. London: CILT Mitchell, R. (2003) Re-thinking the Concept of Progression in the NC for MFL: a research perspective. Language Learning Journal. 27:15-23. Pachler, N (ed.) (1999) Teaching MFL at Advanced Level. London: Routledge Parr H (1997) Assessment & planning in the ML Department CILT Pathfinder 29 Swarbrick A (ed) (2002) Teaching Modern Languages in Secondary Schools: a reader Open University http://www.all-nsc.org.uk/nsc/?q=node/1 (Association for language learning teacher support for the new curriculum)

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Module Title: Physical Education Subject Study Module 1

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: SUZIE EVERLEY

Entry requirements: Normally an honours degree, with relevant subject content, at 2:2 or above. English and Maths GCSE as specified on the Programme Specification

Aims: This module aims to introduce student teachers to the knowledge, understanding and skills necessary to become effective secondary teachers with Physical Education as their specialist subject, and to develop their reflection and understanding of the place of PE in the curriculum. The module will provide a professional foundation for the teaching of physical education and enable them to think critically about the curriculum and the implications of their teaching. It seeks to develop their pedagogical and organisational skills necessary to be a critical practitioner, and to critically understand how theory informs practice and practice informs theory. It is designed to enable trainee teachers to relate the standards required for the award of Qualified Teacher Status (QTS) to the teaching of PE.

Learning Outcomes:

Understand and reflect critically upon strategies and pedagogical theories appropriate for the effective teaching of PE to pupils of all abilities and ages for which they are trained.

To reflect and be reflective of the cross-curricula implications of the National Secondary Strategy

Through appropriate ‘action research’ in school, consider an appropriate methodology and critically examine the difference between rhetoric and reality

Indicative Curriculum content: A range of directed tasks which draw upon the content of university sessions will be completed during school placement A. The theme of effective teaching will be a central focus and will draw on elements of curriculum, short term planning and teaching highlighted by bodies such as OFSTED.

Learning strategy: This module will be delivered through the following approaches to teaching and learning:

Whole group seminars

Focus groups

Residential work

Individual tutorials to record subject knowledge audits

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Mode of assessment: Formative:

Students will be required to attend all sessions and take an active and professional part in discussions and presentations

Students will be expected to complete directed tasks which will be reviewed in University subject sessions.

Summative:

Satisfactory performance based upon formative assessment

Successful completion of School Placement A

Assignment (4,000 words or equivalent) which demonstrates the student’s ability to reflect critically on their philosophy of Physical Education, its place in the curriculum and its implementation in practice.

Assessment Criteria include both the General Assessment Criteria of the MA (Ed) and demonstration of the following specific criteria:

To review appropriate literature to demonstrate an understanding of the place of physical education within schools

To relate rhetoric to reality and examine the practical implications of a formal curriculum and how this is perceived by the teachers, performed and experienced by the pupils.

Using the experience in school A to research into the experiential process within practical PE lessons developing an effective use of an appropriate methodology

Indicative Reading:

Capel S 2003 Learning to Teach PE in Schools Routledge

Clark et al 1995 Toward Inclusive Schools Fulton

DES 2005 HM Government White Paper HM Government

Golder G 2003 Inclusive Education: making the most of what’s available – BJPE summer 2003 pgs 23 - 27

Graham G 2001 Teaching Children Physical Education Human Kinetics

Green K Hardman K (Ed)

2005 Physical Education Essential Issues Sage

Hardy C & Mawer M

1999 Learning and Teaching Physical Education Falmer

Kirk D Macdonald D O’Sullivan M (Ed)

2006 The Handbook of Physical Education Sage

Laker A (Ed) 2003 The Future of Physical Education: Building a new pedagogy

Routledge

PEAUK 1996 Teaching PE at Key Stage 3 & 4

Sabin, V. 1994 School Gymnastics KS3 & 4: A Teaching Manual

Val Sabin

A range of PE specific websites will be used and recommended, e.g.:

www.england-netball.co.uk

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Module Title: Physical Education Subject Study Module 2

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: SUZIE EVERLEY

Entry requirements: Successful completion of Teaching PE Subject study Module 1 at M Level and School Experience A

Aims: This module continues to draw upon the student’s own prior experience and understandings of PE in the context of education and schooling, building upon their most recent experiences and reflections arising from school placement A. It aims to develop these experiences within the university environment and school placement B. The main aim is to produce reflective, analytical and effective classroom practitioners who are able to develop their own position regarding the theoretical and practical delivery of secondary school PE through the design or adaptation of a scheme of work for a national curriculum activity area. Students will be expected to provide a rationale for and a critical evaluation of the scheme of work which draws upon their understanding of relevant pedagogical issues. Students will continue to meet the professional Standards for the award of Qualified Teacher Status (QTS) as and where appropriate.

Learning Outcomes:

Critically examine the strategies and techniques employed in the successful teaching of examination based Physical Education and the different aspects of assessment including diagnostic, ipsative, formative and summative assessment as well as using assessment to inform future planning and teaching of lessons;

To reflect and be reflective about the place of net games, striking and fielding games, dance, athletic and swimming activities in the secondary school Physical Education curriculum together with their statutory national curriculum requirements;

To have considered pupils’ social and cognitive developments as particularly applicable to the teaching of PE in the 11 – 18 age range; to be aware of how such factors could manifest themselves in the PE environment; to respond to these considerations via effective planning and teaching which is challenging and inclusive to all pupils.

Successful completion of School B placement including the development of subject knowledge and the design and adaptation of a scheme of work which includes a rationale for the methods utilised and a critical evaluation of pedagogical practice.

Indicative Curriculum content: A range of directed tasks which draw upon the content of university sessions will be completed during school placement B. The theme of issues of inclusion, through a reflective diary will be a central focus. School experience will highlight the critical evaluation of the transition between KS 2 and KS3 and post 16 studies, reviewing the modes of assessment, long and medium term planning.

Learning strategy: The module will be predominantly practical with small group work being the common format. The practical sessions will address the theoretical issues of curriculum planning and continuity, assessment and teaching strategies for differentiation. Follow up tasks will be identified giving student teachers the opportunity to reinforce and develop work covered during module contact time. Individual tutorials and focus groups will enable reflection and action learning.

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Mode of assessment: Formative:

Students will be required to attend all sessions and take an active and professional part in discussions and presentations.

Students will be expected to complete directed tasks which will be reviewed in University subject sessions.

Summative:

Satisfactory performance based upon formative assessment

Successful completion of School Placement B

Assignment (4,000 words or equivalent) which demonstrates the student’s ability to design or adapt a scheme of work to suit the learning needs of the pupils in the chosen class, critically evaluating that scheme and critiquing the lessons to clarify the link between the learning objectives and the learning styles of the pupils.

Assessment criteria: include both the General Assessment Criteria of the MA(Ed) and demonstration of the following specific criteria:

a critical evaluation of the appropriateness of the content and teaching methods employed in the unit

Critically evaluate current research to justify learning objectives in relation to the learning styles of the pupils, relating theory to practice.

a justification that the units of work and resources should be suitable for the level of experience, in relation to the reality of the school curriculum.

The appropriate collection of data and analysis of pupils.

Indicative Reading:

Counsilman JE 1968 The Science of Swimming Prentice Hall

Dick F 1998 “But first…” BAAB

Harlow M & Rolfe L

1997 Let’s Dance – a Handbook for Teachers David Fulton Pub

Johnson C 2004 Beginning Athletics – what to teach and coach

Neuff

Mallen AH 2000 GCSEasy: space action Dynamics Relationship

Dance in Education Services

NDTA 2007 A Practical Guide to Teaching Coachwise

Noakes T 2003 Love of running Leisure Press

PEAUK 1996 Teaching PE at Key Stage 3 & 4

Smith- Autard J 1996 Dance Composition A & C Black

A range of PE specific websites will be used and recommended, e.g.:

Swim trainers – available on Portia www.bbc.co.uk/academy

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Module Title: Professional Studies Module 1

Module Code:

Credits:

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: SECONDARY PGCE

Tutor responsible: JULIA O’KELLY, ANTONY BIGNELL

Entry requirements: Normally an honours degree, with relevant subject content, at 2:2 or above. English and Maths GCSE as specified on the Programme Specification

Aims: This module aims to introduce student teachers to the over-arching knowledge, understanding and skills necessary to become effective secondary school teachers irrespective of their specialist subject. It is designed to enable student teachers to relate the Professional Standards for the award of Qualified Teacher Status (2007) to their subject teaching and the broader role of teacher and tutor. The structure of the course is based on the understanding that theory informs practice and practice informs theory.

Learning Outcomes: Student Teachers will be able to:

Identify policies and practice in schools and demonstrate a critical awareness of their implementation in the context of current educational policy

Demonstrate a critical awareness of the application and working of National directives as they relate to their subject specialism and to their role as a teacher and tutor

Know a range of theories of learning and evaluate their impact on school practice

Offer critical commentary of the links between Professional Studies, School Experience and Subject Study

Demonstrate commitment through satisfactory attendance and compliance with University Policies

Demonstrate a professional attitude to learning and development, including collaborative working

Display a readiness to accommodate new principles and understandings

Indicative Curriculum content: Student Teachers will engage with issues related to the role of the teacher beyond subject teaching including the role of the Form Tutor, ‘Every Child Matters’ and the range of legislative frameworks within which all subjects operate; issues of Professionalism; and developing a classroom presence. They will be introduced to research methodology and the study skills appropriate for working at Masters level.

Learning strategy: The Professional Studies module is common to all subject routes of the Secondary PGCE and is delivered in mixed subject groups. The learning strategies employed model the learning and teaching strategies required of student teachers. Therefore students are involved in a range of learning activities which encourage participation and collaborative and independent learning. For example, tutor and guest speaker input, seminars which include group and paired work and debate, role-play, critiquing of articles, case studies and video material.

Mode of assessment:

Reflective log highlighting the links between professional studies and subject application

Satisfactory attendance and active participation in sessions and tasks

Directed tasks linking this module with school experience Assessment Criteria

Reflective log demonstrates a developing ability to analyse and apply course content

Absence procedures followed correctly

Deadlines associated with School Experience ‘A’ have been met

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Indicative Reading

Arthur, J. 2001 Teaching Citizenship in the Secondary School

Brooks, V., Abbott, I. & Bills, L.

2004 Preparing to Teach in Secondary Schools

Capel, S., Leask, M. & Turner

2001 Learning to Teach in the Secondary School

Centre for Studies in Inclusive Education

2000 Index for Inclusion

Checkley, K. 1997 The First Seven … & the Eight: A Conversation with Howard Gardener

Cohen, L., Manion, L. & Morrison, K. (5

th Edition)

2004 A Guide to Teaching Practice

Gaine, C. & George R.

1995 Still no problem here

Gardner, H. 1993 Multiple Intelligence’s: the theory in practice

Hoult, S. 2005 Reflective Reader: Secondary Professional Studies

Marland, M. & Rogers, R.

1997 The Art of the Tutor

Munden, A. & Arcleus, J.

1999 The AD/HD Handbook – a Guide for Parents & Professionals on Attention Defecit/Hyperactivity Disorder

Rogers, B. 1997 Behaviour Management: A Whole School Approach (use the latest reprint)

Students will be referred to relevant websites, online journals and the University‘s e-library

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Module Title: Professional Studies Module 2

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY) Tutor responsible: JULIA O’KELLY, ANTONY BIGNELL

Entry requirements: Successful completion of Subject Study Module 1, Professional Studies Module 1 and School Experience A

Aims: This module aims to continue to develop student teachers’ over-arching knowledge, understanding and skills necessary to become effective secondary school teachers irrespective of their specialist subject. Students will continue to relate the Professional Standards for the Award of Qualified Teacher Status (2007) to their subject teaching and the broader role of teacher and tutor. They will prepare for the Induction year including setting targets for their Career Entry Development Profile. The structure of the course is based on the understanding that theory informs practice and practice informs theory.

Learning Outcomes: In addition to the learning outcomes of Module 1, Student Teachers will be able to:

identify and comment reflectively upon the values which underpin secondary education

reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs

identify priorities for their early professional development in the context of induction.

draw on and evaluate critically a range of relevant and current literature

conduct and evaluate practitioner research, including an evaluation of their selected methodology

Indicative Curriculum content: Student Teachers will engage with issues in relation to the role of the teacher beyond subject teaching, the delivery of PSHE and Citizenship and ‘Assessment for Learning’; ‘Every Child Matters’ and the range of legislative frameworks within which all subjects operate. They will also be introduced to the processes of applying for teaching posts and preparation for the Induction year.

Learning strategy: The Professional Studies module is common to all subject routes of the Secondary PGCE and is delivered in mixed subject groups. The learning strategies employed model the learning and teaching strategies required of trainee teachers. Therefore students are involved in a range of learning activities which encourage participation and collaborative and independent learning. For example, tutor and guest speaker input, seminars which include group and paired work and debate, role-play, critiquing of articles, case studies and video material.

Mode of assessment: Formative Assessment

satisfactory attendance and critical engagement in sessions and tasks

reflective log highlighting the links between professional studies and subject application

directed tasks linking this module with school experience Summative Assessment One 4,000 word (or equivalent) assignment which demonstrates the student teacher’s ability to articulate the relationship between theory and practice, by demonstrating an understanding of a whole school aspect of secondary education. Assessment Criteria In addition to the general criteria, student teachers will be expected to

engage with and analyse a wide range of relevant literature from which to devise a research question

carry out action research, having selected and justified an appropriate research methodology

critically analyse and evaluate the research findings

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Indicative Reading

Arthur, J. 2001 Teaching Citizenship in the Secondary School

Brooks, V., Abbott, I. & Bills, L.

2004 Preparing to Teach in Secondary Schools

Capel, S., Leask, M. & Turner

2001 Learning to Teach in the Secondary School

Centre for Studies in Inclusive Education

2000 Index for Inclusion

Checkley, K. 1997 The First Seven … & the Eight: A Conversation with Howard Gardener

Cohen, L., Manion, L. & Morrison, K. (5

th Edition)

2004 A Guide to Teaching Practice

Gaine, C. & George R.

1995 Still no problem here

Gardner, H. 1993 Multiple Intelligence’s: the theory in practice

Hoult, S. 2005 Reflective Reader: Secondary Professional Studies

Marland, M. & Rogers, R.

1997 The Art of the Tutor

Munden, A. & Arcleus, J.

1999 The AD/HD Handbook – a Guide for Parents & Professionals on Attention Defecit/Hyperactivity Disorder

Rogers, B. 1997 Behaviour Management: A Whole School Approach (use the latest reprint)

Students will be referred to relevant websites, online journals and the University‘s e-library

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Module Title: Religious Education Subject Study 1

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: RUTH MANTIN

Entry requirements: Normally an honours degree, with relevant subject content, at 2:2 or above. English and Maths GCSE as specified on the Programme Specification

Aims: This module aims to produce reflective, analytical and effective classroom practitioners who can engage with current ideological and pedagogical debates surrounding the distinctive place of Religious Education (RE) in the curriculum. A major aim emphasised throughout this module is for student teachers to reflect effectively upon their rationale for learning and teaching RE and relate this to their classroom practice. The module draws on the student teacher’s own prior experiences and skills and develops them within the partnership of school- and University- based training. The structure of the module is based on the understanding that theory informs practice and practice informs theory.

Learning Outcomes: Student teachers will:

analyse and evaluate strategies and pedagogical theories appropriate for the effective teaching of RE to pupils of all abilities and ages for which they are trained

gain a critical understanding of the contribution of RE to the wider context of education and its role in relation to the National Secondary Strategy and the range of legislative frameworks within which all subjects operate

reflect critically upon the role of RE in developing practical means of addressing issues of diversity, inclusion and the promotion of equality, particularly in relation to Every Child Matters

understand and reflect critically upon the principles, concepts and skills underpinning the subject knowledge relevant to the teaching of RE

analyse demonstrate and evaluate a range of teaching methods and resources, including ICT, in order to motivate pupils, to promote active learning and to encourage inclusive, personalised and independent learning within RE

understand, analyse and demonstrate the use of inclusive and challenging learning objectives and appropriate monitoring and assessment strategies and the application of these to the use of the relevant Agreed Syllabus or QCA non-statutory guidance

Indicative Curriculum content: During this module, student teachers will engage with the aims of Religious Education (RE) within the context of its distinctive history and place in the curriculum. They will also examine the particular pedagogical perspectives which have emerged as a result of the distinctive epistemological issues raised by the teaching of RE. Student teachers will develop relevant subject knowledge through an investigation of the concepts underlying an understanding of Christianity, Hinduism, Islam, and Judaism. The module will also present student teachers with a range of topics which relate their role as reflective practioners to classroom practice. Such topics include: approaches to teaching and learning, including the effective use of ICT skills, in meeting RE learning objectives; the skills necessary to plan and manage effective lessons which ensure that pupils of all abilities are motivated in the development of their personalised learning; a range of appropriate monitoring and assessment strategies to enable the evaluation of pupils’ progress in RE and use of this information to improve planning and teaching; the role of RE in meeting the requirements of Every Child Matters and of its place within the range of legislative frameworks within which all subjects operate.

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Learning strategy: The learning strategies employed in this module reflect the requirements of the QTS Standards (2007) and therefore employ a range of enactive learning activities, including the effective use of ICT, which encourage participation, engagement and independent learning. They also employ personalised learning strategies, including directed tasks, based on on-going review of progress and target setting. Student teachers are encouraged to co-operate and act as consultants in the development of appropriate knowledge, understanding and skills. Throughout the module, student teachers are required to analyse the relationship between University-based and school-based training and between theory and practice. The specialist input of practising teachers provides shared learning activities, which are related to school experience. The development of subject knowledge is furthered through field visits to faith communities

Mode of assessment: Formative assessment

Directed tasks

Review of Subject Knowledge Audit Summative assessment: 4,000 word (or equivalent) essay which demonstrates the student teacher’s ability to articulate the relationship between theory and practice, by analysing classroom practice in the context of an understanding and evaluation of pedagogical theories about approaches to RE. This analysis must also be related to critical reflections upon the improvement of their own planning and teaching. Assessment Criteria In addition to the general criteria, student teachers will be expected to:

Demonstrate understanding and evaluation of a range of influential pedagogical perspectives in relation to RE

Exercise critical analysis of these perspectives in relation to the teaching and learning activities practised or observed

Evaluate effectively their own planning and teaching in the light of their understanding of theoretical approaches to learning and teaching in RE

Indicative Reading: Broadbent, L & Brown, A, 2002 Issues in Religious Education Copley T.1997 Teaching Religion De Souza et al (eds) 2006 International Handbook of the Religious, Moral and Spiritual Dimensions in Education Part 2 Erricker, C. & Erricker, J. 2000 Reconstructing Religious Spiritual and Moral Education Grimmitt, M. et al 2000 Pedagogies of RE Hammond, J. et al 1990 New Methods in Religious Education: an Experiential Approach Jackson, R 1997 Religious Education: An Interpretive Approach Jackson R.2005 Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy Phillips, S 2005 Theatre of Learning, Experiential RE: QCA 2005 Non-Statutory National Framework for RE Wright, A 1998 Spiritual Pedagogy Wright, A. & Brandom, A. (Eds) 2000 Learning to Teach RE in the Secondary School Students will be referred to relevant websites, online journals and the University’s e-library

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Module Title: Religious Education Subject Study 2

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: RUTH MANTIN

Entry requirements: Successful completion of Religious Education Subject Study 1 and School Experience A

Aims: This module aims to build on Module 1 in order to continue to provide student teachers with the ability to become reflective, analytical and effective classroom practitioners who are able to develop their own position about the theoretical nature and practical delivery of Religious Education (RE) and the appropriate analysis of relevant pedagogical issues

Learning Outcomes: Student Teachers will:

develop, through systematic and focussed research, their own rationale for the nature and purpose of RE in the secondary curriculum

continue to develop their role as reflective, analytical effective and autonomous classroom practitioners in relation to a range of topics addressing learning and teaching in RE

analyse, demonstrate and evaluate the use of long term planning to provide effective schemes of work in RE which challenge and motivate pupils, promote active learning and encourage independent, personalised learning within RE

analyse demonstrate and evaluate the application of effective strategies to enable assessment for pupils’ learning

demonstrate the application of relevant pedagogical theory to the planning and evaluating of teaching and learning in RE

analyse, demonstrate and evaluate the role of RE in relationship to a range of curriculum initiatives and issues within the legislative frameworks within which all subjects operate, including the Every Child Matters agenda

Indicative Curriculum content: Student Teachers will engage with further development of subject knowledge through a focus on understanding of Sikhism and Buddhism and on further consideration of issues in teaching Christianity, as well as topics within the wider RE curriculum such as philosophy and ethics. The module will include further examination, analysis and practice of the QTS Standards (2007) in teaching, planning, monitoring and assessing in relation to RE, including the implementation of schemes of work, provision of personalised learning and the use of ICT and assessment for learning. Students will undertake further analysis of the contribution of RE to the wider curriculum and to practical means of addressing issues of diversity, inclusion and the promotion of equality , particularly in relation to Every Child Matters.

Learning strategy: This module continues to develop the learning strategies employed in Module 1, providing student teachers with enactive learning activities which involve engagement and co-operation. It continues to build on the personalised learning needs identified in Module 1 and makes further use of directed tasks to enhance subject knowledge, refine analytical, critical reflection and develop student teachers’ ability to meet the QTS Standards (2007) in relation to their specialist subject. Student teachers are required to use a range of media to facilitate their learning. The further development of subject knowledge is enhanced through field visits to faith communities

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Mode of assessment: Formative assessment:

satisfactory attendance and critical engagement within sessions

directed tasks

review of Subject Knowledge Audit Summative assessment 4,000 word (or equivalent) commentary which provides a presentation, analysis and critical evaluation of a devised or amended scheme of work undertaken during School B Experience. Assessment Criteria In addition to the general criteria, student teachers will be expected to demonstrate:

understanding and application of effective and informed subject knowledge and planning, demonstrating the use of appropriate and challenging learning objectives and assessment strategies;

analysis and evaluation of the effectiveness of the scheme of work, providing relevant research which focuses on the learning taking place, and evidence that this process informs their further planning and teaching;

understanding, analysis and application of relevant pedagogical theories in relation to the effective evaluation of the learning experiences

critical reflection upon their own practice in the light of effective evaluation

Indicative Reading: Broadbent, L & Brown, A, 2002 Issues in Religious Education Copley T.1997 Teaching Religion De Souza et al (eds) 2006 International Handbook of the Religious, Moral and Spiritual Dimensions in Education Part 2 Erricker, C. & Erricker, J. 2000 Reconstructing Religious Spiritual and Moral Education Grimmitt, M. et al 2000 Pedagogies of RE Hammond, J. et al 1990 New Methods in Religious Education: an Experiential Approach Jackson, R 1997 Religious Education: An Interpretive Approach Jackson R.2005 Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy Phillips, S 2005 Theatre of Learning, Experiential RE: QCA 2005 Non-Statutory National Framework for RE Wright, A 1998 Spiritual Pedagogy Wright, A. & Brandom, A. (Eds) 2000 Learning to Teach RE in the Secondary School. Students will be referred to relevant websites, online journals and the University’s e-library

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Module Title: Science Subject Study 1

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: JONATHAN SARGENT

Entry requirements: Normally an honours degree, with relevant subject content, at 2:2 or above. English and Maths GCSE as specified on the Programme Specification

Aims: This module aims to introduce student teachers to issues about the place and purpose of science within the curriculum, and to the knowledge, understanding and skills necessary to become reflective, analytical and effective classroom practitioners. This module aims to produce practitioners who are conversant with the theories of science education and their applications and limitations. The module aims to develop student teachers’ subject knowledge and skills appropriately and extend their understanding of the structure, progression and connections within the science curriculum, including post 16 level, where appropriate. The structure of the module is based on the understanding that theory and practice are mutually supportive.

Learning Outcomes: Student teachers will:

begin the process of reflecting on why science is taught as a distinct subject within the curriculum, and to critically analyse the purpose it serves in the broader education of secondary pupils at Key Stages 3, 4 and 5

extend their knowledge, skills and understanding of science, and recognise how the secondary science curriculum is structured. Use research findings and theoretical sources to analyse this structure

have developed detailed knowledge of the essential range of teaching styles and approaches, including reasons for adopting each and their appropriate use. Analyse the potential effectiveness of each in the light of different pedagogical models

gain an initial understanding of monitoring and assessment theory and practice, including the critical analysis of the application of assessment for learning within classroom practice

use appropriate research to, prepare themselves, and plan a series of science lessons and defend their plans. The plans should include effective differentiation in order to allow appropriate access and challenge for all pupils

be reflective and in control of their own discourse as regards the relationship of their subject specialism to various curriculum initiatives and issues, eg. Citizenship, Inclusion, Anti-racism/Multiculturalism, Anti-sexism/Gender.

Indicative Curriculum content: During the period of school 'A' experience a range of directed tasks completed by the student teacher complements and helps inform the subject specific university sessions. Topics that will be covered during the university sessions (and complemented by the school experience) include the following: science in the schools curriculum, and National Curriculum and National Secondary Strategy, auditing and developing subject knowledge, awareness of the part science teachers play in implementing the every Child Matters agenda and the range of legislative frameworks within which all subjects operate, consideration of the place and purpose of science including differing views about science teaching, difficulties in learning science, and the consequent importance of teaching styles, the planning of science lessons, becoming aware of expectations, devising key questions and effective use of formative assessment, the levels of scientific achievement, access, inclusion and forms of differentiation strategy, using appropriate resources including the use of ICT to meet teaching/learning objectives in science lessons.

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Learning strategy: The module will be delivered through whole group seminars which include discussion of viewpoints and evaluation of arguments based on critiquing of articles, case studies and video material and personal research using relevant current literature. Auditing of current subject knowledge and directed study time to develop in specific, identified areas. Group presentations by student teachers to their peers with critical evaluation of the groups’ work. Various directed tasks linked to the school 'A' placement. Visiting guest speakers from partnership schools and beyond who have acknowledged expertise in specific areas of science teaching. A range of relevant reading will be circulated and discussed on a regular basis.

Mode of assessment: Formative assessment

student teachers will be required to attend all sessions and critically engage with sessions and tasks

student teachers will be required to complete several directed tasks which will be reviewed in university subject sessions

review of subject knowledge audit Summative assessment 4,000 word (or equivalent) assignment which demonstrates the student teacher’s ability to articulate the relationship between theory and practice, through a critical analysis of a series of lessons which explores and justifies the inclusion of this work within the science and school curriculum. Assessment Criteria In addition to the general criteria, student teachers will be expected to demonstrate:

critical awareness of the place of science in the school curriculum based on readings of research literature

systematic understanding and evaluation of the delivery of science and its place in the school curriculum supported by action research/observation on school experience

Indicative Reading: ASE. (2006) ASE Guide to Secondary Science Bennett, J. (2003) Teaching and Learning Science, A guide to recent research its application Driver, R. (1998) Children's Ideas in Science Hodgson, D. (1998) Teaching and Learning Science Millar, R., Leach, J. & Osborne, J. (2000) Improving Science Education Monk, M. & Osborne, J. (2000) Good Practice in Science Teaching Newton, L. & Rogers, L. (2001) Teaching Science with ICT. Parsons, R. (2002) Key Stage three Science Reiss, M. (2000) Understanding Science Lessons Ross, K., Lakin, L. & Callaghan, P. (2000) Teaching Secondary Science Sang, D. & Wood-Robinson, V. (2002) Teaching Secondary Science Enquiry Students will be referred to relevant websites, online journals and the University’s e-library

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Module Title: Science Subject Study 2

Module Code:

Credits: 20

Level: Masters

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: JONATHAN SARGENT

Entry requirements: Successful completion of Science Module 1 and School Experience A

Aims: This module aims to develop student teachers critical understanding of issues about the place and purpose of science within the curriculum, and to the knowledge, understanding and skills associated with the successful delivery of the science curriculum. It is designed to enable trainee teachers to relate the Standards required for the award of Qualified Teacher Status (QTS) to the teaching of science. It is a major aim of the module to develop student teachers subject knowledge and skills appropriately and extend their understanding of the structure, progression and connections within the science curriculum, and to develop reflective, analytical and effective classroom practitioners. The structure of the course is based on the understanding that theory and practice are mutually supportive.

Learning Outcomes: Student teachers will:

continue the process of reflecting on why science is taught as a distinct subject within the curriculum, and to critically analyse the part it plays in the broader education of secondary age pupils

reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs

recognise the purpose and function of curriculum structures and assessment systems, including those associated with the National Curriculum programmes of study at KS3 and KS4, GCSE specifications and post 16 qualifications. and the projected 14 to 19 initiatives.

explore the use of ICT and review the evidence for its use as a tool to improve pupil achievement, and learn how data can be used to improve performance at all levels within schools

analyse through research, the place of scientific investigation within the science curriculum, and through the use of current literature provide justification for its inclusion. To be familiar with the vehicles for assessment of investigative skills at KS3 and KS4.

recognise the issues related to transition between the primary and secondary phases, providing a critical analysis of strategies maintain pupil progress.

Indicative Curriculum content: During the period of school 'B' experience a range of directed tasks completed by the student teacher complements and helps inform the subject specific sessions. Topics that will be covered during the university sessions (and complimented by the school experience) include the following: science in the school curriculum, National Curriculum and National Secondary Strategy, and where appropriate the Every Child Matters agenda, the vehicles by which pupils are assessed in science, including KS3, GCSE and post 16 courses, the range and use of ICT resources in science, and their place within investigative work, how investigations are included in the science curriculum, and the application of assessment criteria in order to measure attainment in investigative situations, how data can be used as a tool to identify and rectify underachievement by pupils and underperformance at all levels.

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Learning strategy: Whole group seminars where student teachers listen to and discuss viewpoints and evaluate arguments based on critiquing of articles, case studies and video material and personal research using relevant current literature. Student teachers continue to conduct and complete an audit of their current subject knowledge and use directed study time to develop in specific, identified areas. Directed study time/tasks culminating in presentations by groups of student teachers to their peers: Student teachers to critically evaluate presentations. Group work to provide an opportunity for peer level learning and discussion. Various directed tasks linked to the school 'B' placement. Guest speakers from partnership schools and beyond who have acknowledged expertise in specific area of science teaching. A range of relevant reading will be circulated and discussed on a regular basis.

Mode of assessment: Formative assessment

student teachers will be required to attend all sessions and critically engage in discussions and presentations

student teachers will be required to complete several directed tasks which will be reviewed in university subject sessions

completion of subject knowledge audit Summative assessment Assignment (4000 words or equivalent) which demonstrates the student teacher’s ability to articulate the relationship between theory and practice, through identifying shortcomings in, or improvements to a scheme of work, and to use detailed research findings and theory to justify change. Assessment Criteria In addition to the general criteria, student teachers must demonstrate:

an understanding of the relationship between long, medium and short term planning

a knowledge of current issues relating to the teaching of science in schools; a knowledge of how this is outworked in the planning and delivery of lessons

reflection on relevant contemporary debates about the purpose of school science

Indicative Reading: ASE. (2006) ASE Guide to Secondary Science Bennett, J. (2003) Teaching and Learning Science, A guide to recent research its application Driver, R. (1998) Children's Ideas in Science Hodgson, D. (1998) Teaching and Learning Science Millar, R., Leach, J. & Osborne, J. (2000) Improving Science Education Monk, M. & Osborne, J. (2000) Good Practice in Science Teaching Newton, L. & Rogers, L. (2001) Teaching Science with ICT. Parsons, R. (2002) Key Stage three Science Reiss, M. (2000) Understanding Science Lessons Ross, K., Lakin, L. & Callaghan, P. (2000) Teaching Secondary Science Sang, D. & Wood-Robinson, V. (2002) Teaching Secondary Science Enquiry Student teachers will be referred to relevant websites, online journals and the University e - library

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Module Title: School Experience A

Module Code:

Credits:

Level:

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: JULIA O’KELLY

Entry requirements: Normally an honours degree, with relevant subject content, at 2:2 or above. English and Maths GCSE as specified on the Programme Specification

Aims: This module aims to introduce student teachers to the knowledge, understanding and skills necessary to become effective secondary teachers for their specialist subject. It is deigned to enable student teachers to relate the Teachers’ Standards 2012, to their subject teaching and the broader role of teacher and tutor. The module aims to draw on the student teacher’s own prior experiences and skills and develop them within the partnership of school-based and college-based training and support. The structure of the module is based on the understanding that theory informs practice and practice informs theory. In practical terms, the School Experience ‘A’ Module aims to enable student teachers to achieve a ‘grade 3 – standards achieved at a minimum level’ or higher which allows them to progress to School Experience ‘B’.

Learning Outcomes: Student teachers will

be able to identify and articulate the values which underpin secondary education

know the structure and requirements of the National Curriculum as it relates to their subject specialism and their role as a teacher and tutor

know some theories of learning and how they might be employed in a school environment

observe such theories being practised and deploy some of them in their teaching

know how to plan, teach, assess and evaluate lessons at a standard which allows them to progress to School Experience ‘B’

be familiar with ‘Every Child Matters’ and the range of legislative frameworks within which all subjects operate

Indicative Curriculum content: This module will introduce student teachers to the professional practice of teaching. They will apply theories from Subject Study Module 1 and Professional Studies Module 1 to the context of secondary school practice; observe established teachers in their subject area and in other curriculum areas; co-teach with their Mentor and/or other teachers in their department; take responsibility for classes including planning, preparation of resources and monitoring and assessment of pupils; begin to differentiate for the needs of individual pupils; and demonstrate throughout a professional approach to School Experience.

Learning strategy: The module will be delivered through practical experience, monitored and guided by the subject mentor in school, supported by the university subject tutor and the school’s professional tutor. In regular mentor meetings student teachers’ progress will be reviewed and targets for development set; through this process, the student teacher will begin to develop reflective practice to enable them to identify and address their own areas for development. Observation of lesson taught by the student teacher will form the basis of such discussion and provide evidence for the joint summative assessment of their competence against the Teachers Standards 2012.

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Mode of assessment: Formative assessment Formal and informal observation of teaching Mentor meeting reviews of student teachers’ developing competence Review of progress with the university subject tutor Summative assessment 5 formal lesson observation reports graded ‘3 – requires improvement’ or higher Joint summative report graded ‘3 – standards achieved at a minimum level’ or higher Assessment Criteria

The Teachers’ Standards 2012

UCET/NASBITT Grading Descriptors

Indicative Reading: This is indicated in Subject Study Module 1 and Professional Studies Module 1

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Module Title: School Experience B

Module Code:

Credits:

Level:

Home school and subject area: TEACHER EDUCATION

Programmes to which the module contributes: POST GRADUATE CERTIFICATE IN EDUCATION (SECONDARY)

Tutor responsible: JULIA O’KELLY

Entry requirements: Successful completion of School Experience ‘A’, completion of Subject Study Module 1, successful completion of Professional Studies Module 1

Aims: The module aims to develop the student teacher’s professional practice from the level achieved by the end of School Experience ‘A’. It aims to enable student teachers to relate the Teachers’ Standards 2012 to their subject teaching and the broader role of teacher and tutor. By the end of the module they will be able to demonstrate how and where they have evidence that they have all the Standards and they will have been proactive in this process. The module aims to enable the student teacher to develop reflective professional practice which will enable them to identify and pursue appropriate professional learning goals throughout their teaching career. The structure of the module is based on the understanding that theory informs practice and practice informs theory. In practical terms, the School Experience ‘B’ Module aims to enable student teachers to achieve a ‘grade 3 – standards achieved at a minimum level’ or higher which allows them to be recommended for the award of Qualified Teacher Status (QTS).

Learning Outcomes: Student teachers will

Be able to establish appropriate professional relationships with children and young people

Have a working knowledge of ‘Every Child Matters’ and the range of legislative frameworks within which all subjects operate

Communicate with other adults, including parents and carers effectively

Be able to identify and pursue their own professional learning

Have developed sound professional knowledge and understanding of pupil learning, assessment and monitoring, and the delivery of their subject and of the secondary school curriculum

Be able to plan for achievement and diversity of their pupils through personalised learning provision

Have due regard for the health and well-being of children and young people

Be able to work effectively as part of a professional team/teams

Indicative Curriculum content: This module will develop student teachers’ professional practice of teaching. Student teachers will apply theories from Subject Study Module 2 and Professional Studies Module 2 to the context of secondary school practice; observe established teachers in their subject area and in other curriculum areas; co-teach with their Mentor and/or other teachers in their department; take responsibility for classes including planning, preparation of resources and monitoring and assessment of pupils; differentiate for the needs of individual pupils; and demonstrate throughout a professional approach to School Experience.

Learning strategy: The module will be delivered through practical experience, monitored and guided by the subject mentor in school, supported by the university subject tutor and the school’s professional tutor. In regular mentor meetings student teachers’ progress will be reviewed and targets for development set; through this process, the student teacher will develop their reflective practice enabling them to identify and address their own areas for development. Observation of lesson taught by the student teacher will form the basis of such discussion and provide evidence for the joint summative assessment of their competence against the Teachers’ - Standards 2012.

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Mode of assessment: Formative assessment Formal and informal observation of teaching Mentor meeting reviews of student teachers’ developing competence Review of progress with the university subject tutor Summative assessment 7 formal lesson observation reports graded ‘3 – requires improvement’ or higher Joint summative report graded ‘3 – standards achieved at a minimum level’ or higher Assessment Criteria

The Teachers’ Standards 2012

UCET/NASBITT Grading Descriptors

Indicative Reading: This is indicated in Subject Study Module 1 and Professional Studies Module 1