programme handbook...shirley hindley [email protected] 01695 650829 year 2 leader david...

Programme Handbook BA (Hons) / BSc (Hons) Secondary Education with QTS*

2016/17

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Disability Support Services Statement

SpLD (Specific Learning Difficulties) Support Team

Inclusion Team (Disability or Health Condition)

Our approach is friendly yet professional and you can discuss your individual learning

requirements in complete confidence. It is important to contact us as early as possible.

SpLD Support Team: Based in the University Library, 1st floor

You can contact us in relation to:

SpLD assessments (Dyslexia, Dyspraxia)

Specialist SpLD support

Using assistive technology

Applying for Disabled Students’ Allowances (DSA)

Visual stress / Meares-Irlen

The Inclusion Team: Based in the Student Information Centre (SIC), ground floor If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health condition, an autistic spectrum condition, or needs emerge when you are studying here, we can advise you on:

‘Reasonable adjustments’ to learning, teaching, assessment and exam modifications

Accessible facilities and equipment

Support on placements

1- 2 -1 Academic and other forms of support

Applying for Disabled Students’ Allowances (DSA)

SpLD Support Team

In person: University Library, Ormskirk, 1st floor Tel: 01695 584372

E-mail: [email protected]

The Inclusion Team

In person: SIC, Ormskirk, ground floor Tel: 01695 584190 E-mail: [email protected]

mailto:[email protected]


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Equality and Diversity – Policy Summary Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate, contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do. Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’ The University seeks to identify and eradicate any practice which discriminates on the basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic background. The University recognises that equality and diversity embraces all aspects of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities. The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures, as appropriate. The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them. Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University. Making Contact Students are encouraged to make any concerns known. The first point of contact for this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student [email protected]). The Student Information Officer will refer you on to an individual member of staff as appropriate. A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.

http://www.edgehill.ac.uk/

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Contents

Disability Support Services Statement ..................... Error! Bookmark not defined.

Equality and Diversity ............................................................................................ 3

Welcome .................................................................................................................. 6

Introduction ............................................................................................................. 8

Roles and Responsibilities .................................................................................... 9

Overview of the Programme ................................................................................ 10

Trainee Voice ........................................................................................................ 15

Edge Hill Students’ Union .................................................................................... 18

Quality Assurance and Quality Enhancement ................................................... 19

Teaching, Learning and Assessment ................................................................. 20

Edge Hill University ITT Professional Practices ...... Error! Bookmark not defined.

Lines of Communication ...................................................................................... 58

Useful Contact Information for Trainees ............................................................ 59

The Role of the Personal Tutor ............................................................................ 60

Employability Including References ................................................................... 62

Newly Qualified Teacher/Former Trainee Development and Enhancement Programme ............................................................................................................ 63

Teaching Unions ................................................................................................... 64

Code of Conduct ................................................................................................... 65

Attendance Expectations ..................................................................................... 70

Academic and Professional Review Meetings (APRM) ..................................... 71

Exceptional Mitigating Circumstances (EMC) .................................................... 73

Research Ethics Policy and Proforma ...................... Error! Bookmark not defined.

Assignment Extension Policy .............................................................................. 77

On Programme Self-Declaration Procedure ....................................................... 78

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Safeguarding – Management of a Cause for Concern ....................................... 79

ITT Teaching Standards ....................................................................................... 84

APPENDIX 1 – Coursework Extension and Approval Form

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Welcome I am very pleased that you have decided to join the BA (Hons) / BSc (Hons) Secondary Education with QTS* programme in the Faculty of Education at Edge Hill University. I hope that you will make the most of the opportunities that you will have with us over the next three years and that you will find the programme stimulating, rewarding and, at times, challenging. I am also delighted to welcome those returning trainees to Year 2 (Level 5) and Year 3 (Level 6) of the BSc (Hons) Secondary Education with QTS* programme. I trust that you will have had a productive and enjoyable summer: it is currently pouring with rain as I write these welcome notes. Nevertheless, hopefully you will have had an opportunity to undertake a relaxing vacation in order to recharge the batteries for the academic year ahead. The Faculty of Education is committed to outstanding in everything it does because we want you to succeed and achieve your full potential. We believe that academic and pastoral support are two vital ingredients in trainee success and as such the Faculty reflects this in everything it does. It must be recognised that you the trainee have an important role and that your voice will be welcomed. For example, through our consultation and evaluation systems, you will help to further shape the programme and the trainee experience through reflective dialogue. You and future trainees will benefit from such changes and we hope that you will continue the cycle in providing constructive feedback throughout your time with us. You can make an early contribution to the consultation system by becoming a course representative. For further information please see the section on Consultation and Evaluation on page 19. This Programme Handbook is designed to provide you with a range of information that will guide your understanding of the BA (Hons) / BSc (Hons) Secondary Education with QTS* degree programme and we hope that it will support you in managing your time effectively as you study and engage with all elements of the programme. All the information provided here is important and therefore you should keep this handbook safe because you will need to make reference to it during this forthcoming academic year. This Programme Handbook must be used in conjunction with the subject course and module booklets produced for all elements of the BA (Hons) / BSc (Hons) Secondary Education with QTS* programme. This professional degree programme is designed to provide you with high quality education and training within Edge Hill University and a range of secondary contexts. In this respect you can anticipate that the programme will be challenging, innovative, rigorous and enjoyable! Thus the programme requires a great deal of commitment from you. It is designed to help you develop a range of professional and vocational knowledge, understanding and skills.

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Your punctuality and attendance play a key part in your future success – these are first two attributes that any prospective Head Teacher wishing to employ you wants to know about. We are charged with writing a professional and truthful reference – it is our reputation that is at stake! We will monitor punctuality and attendance very closely over these next three years. You should read the following section on attendance very carefully. Finally, there is one more section that I would like to draw your attention to, and that is Appendix 1 Learning Services: overview. It is my belief that some of our trainees do not achieve their full potential due to the need to further develop their engagement with Learning Services. Please read this section carefully and take note of the advice given. My best wishes to you for the year ahead. Dr. Gordon B. Laing Secondary Undergraduate Programme Leader

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Introduction The Programme Handbook AY 2016/17 is designed to provide you with a range of information that will guide your understanding of the Secondary Undergraduate programme. We hope that it will support you in managing your time effectively as you study through what will be an intensive year. You should use this Handbook in conjunction with the Edge Hill University Scheme Handbook, your Personal and Professional Conduct Handbooks, your Professional Practice Handbooks, and other module handbooks. Please also refer to Blackboard for other important documents and all proformas you will need. This professional programme (through to Year 3 (Level 6)) is designed to provide you with high quality education and training within Edge Hill University and within at least two school/college contexts. It is designed to develop a range of professional and vocational knowledge, understanding and skills. In this respect we can guarantee that the programme will be challenging, innovative, rigorous and enjoyable and thus requires a great deal of commitment from you.

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Roles and Responsibilities

Leadership of your Programme

Name E-mail Telephone

Programme Leader

Dr Gordon Laing

[email protected] 01695 650833

Year 1 Leader

Shirley Hindley


Year 2 Leader David Wooff

[email protected]

01695 587183

Year 3 Leader

Claire Hawkins

[email protected]

01695 657129

Course Leaders

Name E-mail Telephone

Computer Science and Information Technology Course Leader

Claire Hawkins

[email protected]

01695 657129

Design and Technology Course Leader

David Wooff

[email protected]

01695 587183

English Course Leader Michaela Smith

[email protected]

01695 650921

Mathematics Course Leader Ghada Nakhla

[email protected]

01695 650380

MFL Course Leader Shirley Hindley

[email protected]

01695 657829

RE Course Leader Paul Smalley

[email protected]

01695 584383

Science Course Leader Judith Thomas


Administrative Staff

Professional Support Team [email protected] 01695 584281 01695 584711

Management of the Secondary Area

Phil Rigby Head of Secondary Education


Karen McCormack Assistant Head of Secondary Education


Dawne Bell Assistant Head of Secondary Education













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Overview of the Programme

Aims of the Programme The BA (Hons) / BSc (Hons) Secondary Education with QTS* programme is designed to be both academic and vocational and to meet all statutory, national requirements for Initial Teacher Training. The programme aims to train outstanding quality secondary teachers who:

fully meet the Teachers’ Standards (Revised, 2013) in the context of what could reasonably be expected of a trainee teacher prior to the award of QTS but demonstrate commitment and qualities which set the required standard for conduct throughout a teacher’s career.

demonstrate excellent subject knowledge

will be able to take up their first teaching post confidently in any subject department in the country

meet the needs of schools, other educational settings and pupils through the: development of commitment, creativity and energy within environments that

encourage them to be reflective and analytical development of a range of academic, professional and vocational

knowledge, understanding, skills and values development of intellectual skills and abilities within an outstanding quality

academic community development of an appropriate range of key transferable skills development of subject specific knowledge and skills across the secondary

age range

enter the profession with an informed, thoughtful, innovative and creative attitude and approach to Secondary Education

will have developed an interest in researching particular school improvement issues and be keen to continue their professional development

reflect upon their own practice and the practice of others

have demonstrated the necessary reflective skills to further their own professional development during their NQT induction year and throughout their future professional careers.

All of the above will contribute directly to school improvement as the benefits to these particular schools will extend to their subject departments within their own school and across the cluster. The sharing of subject expertise and best practice will lead to improved teaching and improved learning for pupils. Successful completion of this programme will enable trainees to demonstrate outstanding competences in the following interrelated areas:

Personal and Professional Conduct

Teaching Skills within Professional Practice context

Subject knowledge, understanding and skills

Research skills linked to school improvement

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Requirements of the Programme There are a number of requirements that will be required to adhere to.

You must have a satisfactory attendance and participation record. Attendance is compulsory across all modules, including Professional Practices. This is a requirement of government teacher training regulations. You will have a responsibility to fellow trainees and will be expected to contribute actively to sessions. Occasional absence related to illness or personal difficulties will not be penalised. You should explain absences to academic staff (and also to setting based staff whilst on professional practice) in advance where possible, and demonstrate your understanding of the contents of the session missed in an appropriate, negotiated manner.

Each tutor will keep a register for each session and will report more than one unexplained absence to the relevant Course Leader who will then inform the Year Leader and Programme Leader. This information allows the Year Leader to track and monitor your progress and to take action where patterns of non-attendance begin to occur. The Programme Leader is responsible for ensuring that all relevant information is shared with the Course Leaders.

A number of procedures exist to monitor your progress. Concerns about progress will lead to the initiation of a Cause for Concern procedure (on Practices, the “at risk”/Remediation procedure) and if appropriate remedial action is not demonstrated, you will be required to attend a formal review meeting (see ‘Academic and Professional Review Procedures’ in Appendix 2).

You are required to pass every Professional Practice in order to progress to the next stage of your training. If your progress gives cause for concern and you are falling below the minimum level of acceptable performance on a practices, the “at risk”/Remediation procedure will be initiated. If you are unable to meet the targets as set out under the “at risk”/Remediation procedure, the Professional Practice will be deemed to be unsatisfactory. You will be required to attend a formal review with the Course Leader and the Programme Leader/Assistant Head of Secondary Education. Your performance will also be considered at a Professional Practice Assessment Board, where a recommendation as to possible ways forward for you will be agreed. External Examiners will be involved in the process as appropriate.

You will be required to develop a Professional Development Portfolio (PDP) – this will consist of: your Teachers’ Standards Log and your evidence showing you have met the standards (this includes your ASEF); and evidence of your ongoing progress and review. The overall portfolio will provide a range of evidence from Edge Hill and Professional experiences. You will receive clear guidance and support, enabling you to develop and maintain effective documentation, which reflects your particular strengths, achievements and expertise. This will be an assessed part of your course and is an important process, leading towards completion of your Career Entry Development Profile and the recommendation for Qualified Teacher Status at the end of the programme.

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Programme Structure The BA (Hons) / BSc (Honours) Secondary Education with QTS* is a three year full-time degree programme that has been designed with five strands:

1. Professional Practice Experience: This programme is based around professional practice experiences, which complement the more theoretical perspectives gained in university-based modules. These experiences are designed to contribute to the development of an appropriate range of competencies linked to the Teachers’ Standards (Revised, 2013). Professional Practice 1a develops trainee confidence through a gradual approach to taking responsibility for classes. Trainees first observe, team teach and then pilot key aspects of teaching - for example, starter activities, transitions, plenaries - with regular interaction and guidance from their practice mentors. As their practical training develops, trainees are placed in more challenging and demanding situations and are required to demonstrate greater independence as they work towards evidencing the Teachers’ Standards (Revised, 2013).

As you are a student studying on an Initial Teacher Training programme, the delivery of the academic content of your programme and timing of professional practice is designed to replicate the requirements of teachers in practice and runs over a typical school year, rather than a University academic year. The start and end dates of the professional practice will vary depending on the school you are allocated to for your professional practice. On occasions, placements may need to be changed or the start of placements may be delayed at short notice due to external factors such as availability of placements or changes in school settings which provide professional practice opportunities.

You therefore need to ensure that you are available until the end of July to complete the placement phase of your training.

Please note the Faculty of Education will not make available any financial support during these final weeks as it is expected that trainees will be available for Professional Practice up until this date as part of the requirements of the programme for which they are studying.

2. Personal and Professional Conduct: A focus on your own development and on teachers’ legal responsibilities, statutory requirements, national priorities and on cross-curricular issues, particularly professional conduct and relationships with pupils, parents and other agencies.

3. Teaching Skills: This strand will be based on the elements of the Teachers’

Standards concerned with subject specialist teaching in secondary schools. These include planning; teaching and learning; classroom management; inclusion; monitoring; assessment and target setting.

4. Subject Knowledge: This will give you the opportunity to study your specialist

subject to honours degree level, thus enabling you to develop the necessary subject expertise for teaching at the secondary level

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5. Research for School Improvement (Year 2 and Year 3): A key Faculty of

Education principle is that research underpins the learning and teaching experience for trainees helping to link practical approaches to theoretical perspectives. Trainees should demonstrate that they understand the need to keep up to date with research and development in knowledge and pedagogy in the subjects they teach and that they can evaluate their own learning critically and use this to improve.

You should note that the programme aligns with the Teachers’ Standards (Revised, 2013). This gives a structure as shown in the table at the top of the following page.

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Personal and Professional

Conduct

Teaching

Skills

Subject

Knowledge

Research for school

improvement

Year 1 (Level 4)

20 credits

20 credits

80 credits

Year 2 (Level 5)

20 credits

20 credits

60 credits

Research Methods for School

Improvement

20 credits

Year 3 (Level 6)

20 credits

20 credits

60 credits

School Improvement Study

20 credits

Programme Totals

60 credits

60 credits

200 credits

40 credits

Each of the elements for the degree programme has a clearly structured taught course that requires you to attend, actively participate and engage in independent study. You will have varying amounts of learning time across the elements of the degree programme. It is important to recognise that learning time will include combinations of the following:

taught time

reading and research time/ independent study

placement-based work and support The range of assignments will be wide and varied in order to develop and test your range of knowledge, understanding and skills. You must refer to Course and Module booklets for the detail of assessment for each module. The degree is also designed to enable you to meet the Professional Standards for the Award of Qualified Teacher Status. You will see references within all module documentation to the Standards. The programme will require you to undertake self-assessment activities and will ensure that you are assessed against the Standards in a manageable and progressive way during your training course at Edge Hill University.

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Trainee Voice “All students should have the opportunity to be involved in quality enhancement and assurance processes…….. In considering approaches it is important that higher education providers create a culture and environment where students are encouraged to take up the opportunities on offer.” Chapter B5, QAA Quality Code Our aim within the Faculty of Education is to go beyond mere consultation, or representation of students in decision-making, and to try and create a genuine partnership with each and every student. We believe that where a genuine partnership exists, students not only identify enhancement opportunities but also offer ways to take forward those enhancements. Our principle means of developing this partnership is to create an environment in which all parties feel valued; and to create a wide range of opportunities for any student to engage in dialogue which leads to educational enhancement and assurance of quality. The following list sets out some of the main ways in which every student can have a voice within their programme:

o Evaluation; including The Internal Student Survey (Year 1 and Year 2); The National Student Survey (Year 3)

o Staff-Student Consultative Forums (SSCFs) o Focus Groups o Boards and Committees o Course Representation o Curriculum Development o Personal Tutor discussions

The purpose of gathering students’ feedback is twofold. Firstly, it allows best practice to be recognised, celebrated and built upon; and secondly, it allows areas for improvement to be identified and acted upon.

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Trainee Voice Overview – BA (Hons) / BSc (Hons) Secondary Education with QTS*

September

October

November

December

January

February

March

April

May

June

July

Aug.

Potential Trainees

Feedback questionnaire after each open event/recruitment event Feedback questionnaire after each interview, including questions about the rigour of the selection process

Trainees

First Week/ Induction

Day Survey

Partnership

Programmes Board

HoA Focus Group

ITT Board

Faculty Board

SSCF

Student Consultative Meeting 1

SERIM

Mid-year

‘Big Evaluation’

NSS Survey

SSCF


Partnership Programmes

Board

ISS Survey

ITT Board

Faculty Board

SSCF


End of year

‘Big Evaluation’

Partnership

Programmes Board

ITT Board

Faculty Board

Focus Group

SERIM

NQTs/ Former

Trainees

Partnership

Programmes Board

ITT Board

Faculty Board

NQT Survey

Partnership

Programmes Board

NQT/CPD

Conference Feedback

ITT Board

Faculty Board

Employability

Survey

ITT Board

Faculty Board

Focus Group

RQTs/ Past

Trainees

Partnership

Programmes Board

ITT Board

Faculty Board

Partnership

Programmes Board

ITT Board

Faculty Board

Employability

Survey

ITT Board Faculty Board

Focus Group

Feedback to Trainees after: SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’ Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all trainees.

Staff-Student Consultation The process of Staff-Student Consultation is set out below: Year Group Aim – To gather feedback at individual course and/or year level within the programme in order to celebrate achievements and successes, and to identify any issues; and provide prompt, on-going feedback.

Programme Aim – To gather feedback on the programme as a whole in order to celebrate achievements and successes, and to identify any issues; and provide feedback via the production of the Staff-Student Consultative Forum (SSCF) Meeting Summary, within an agreed timescale.

Area Aim – To gather feedback across the Area in order to celebrate achievements and successes, and to identify any issues; and provide prompt feedback to students via the production of the Staff-Student Consultative Forum Meeting Summary, within an agreed timescale.

- 1 / 2 consultative

representatives per group to be elected and trained in role

- Programme Leader and SU to train all consultative representatives, and to confirm processes/expectations at the start of the year

- On-going feedback

mechanisms to be established via e-mail/Blackboard, as appropriate, and Year Leaders to receive on-going feedback

- Year Leaders to produce an

overview of actions on a termly basis for management team review

- Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report

- A minimum of two

SSCFs per year to be planned

- For undergraduate

programmes 1-3 trainees to attend from each year (undergraduate).

- For PGCE programmes, a representative from each group to attend

- Chaired by Programme

Leader

- Year Leaders to attend and appropriate partners

- Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report

- Number of focus

groups per year to be planned by the Head of Area or Assistant Head of Area

- Timing to be planned

by the Head of Area or Assistant Head of Area

- Chaired by Head of Area or Assistant Head of Area

- Minutes of meetings discussed, and actions confirmed, with Area Management Team

- Focus to be confirmed but linked to Area priorities and issues raised at previous stages of the process across all programmes

Edge Hill Students’ Union

Quality Assurance and Quality Enhancement External Examination

Degree‐awarding bodies are responsible for the quality of their educational programmes and the standard of the awards to which they lead; and the external examination system within UK higher education is one of the principal means for assuring both. Within the Faculty of Education we work with External Examiners and External Consultants, according to the needs of the Area; and both of these roles are taken by experts in their subject, or field of work. The External Examiner is a colleague from another Higher Education Institution, and the External Consultant is a colleague from a setting, school or college. External colleagues are independent experts who has no significant prior association with the programme team. Our externals are valued partners at Edge Hill University and the work they undertake allows programme teams to be assured of the quality of the programmes delivered and, at the same time, supports programme teams in identifying enhancement opportunities in order to continue to improve programmes. All external colleagues will visit a sample of trainees on placement, will observe them teaching, and may look at trainees’ files. They will also talk with school colleagues. All of these activities allow externals to judge the quality of the programme being delivered. Externals also review samples of assessments in order to judge the accuracy and fairness of marking being undertaken; and, they will meet with a group of trainees at the university to discuss all aspects of their studies. At the end of the year externals attend the relevant assessment boards in order to confirm that the marks and awards being made are made fairly and rigorously. At the end of the examination process external colleagues write a report which outlines their findings, observations and judgements. This is a significant document which allows programme teams to celebrate strengths and identify areas to develop. The reports are located in the relevant area of the VLE for you to read; along with the programme team’s response to the report. The External Examiner) for your programme are:

Programme Mr David WELLS University of East London

Design and Technology Mr Michael MARTIN Liverpool John Moores University

English Mrs Karen Lockney University of Cumbria

Mathematics Ms Andrina Inglis University of Edinburgh

MFL Ms Elaine PATTISON Newman University College

Religious Education Ms Cathay Hobday St. Mary's College (Twickenham)

Science Mr Peter Wilson Sheffield Hallam University

It is not appropriate for trainees to contact externals individually. However, many of you will have chance to talk with them as outlined above.

Teaching, Learning and Assessment The Faculty of Education’s approach to teaching, learning and assessment is built around a concept of a learning entitlement for all students/trainees that includes:

programmes that provide academic and professional challenge and which are underpinned and informed by practice based research

explicit engagement that addresses learners’ academic and professional needs and develops their relevant skills and knowledge

a focus on learner centred approaches to teaching, learning and assessment

provision of a wide range of pedagogies designed to role model excellent practice and to promote effective learning opportunities

the effective integration of new and emerging technologies designed to enhance the learning potential of sessions, modules and programmes

assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely aligned with aims and learning outcomes

comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement

opportunities to develop teaching, learning and assessment techniques within a range of settings as appropriate to the programme of study

Programme Outcomes Qualified Teacher Status (QTS) The Secondary Undergraduate programme at Edge Hill University requires you, as a trainee teacher, to demonstrate that you have met the requirements set out in the Teachers’ Standards. The standards cover a range of essential knowledge and expertise and lay particular emphasis on:

subject knowledge

understanding of the high standards expected of pupils

the principles of entitlement and inclusion for all pupils

planning and teaching to clear objectives and setting pupil targets

the core pedagogical skills of interactive teaching, differentiation and assessment of learning

effective class organisation and behaviour management

support for pupils with special educational needs and those learning English as an additional language

supporting literacy and numeracy skills across the curriculum

Successful trainees will be recommended for QTS on successful completion of their degree.

Trainees who are not successful in the professional aspects of the programme, but successfully complete all academic aspects, may be considered for a non QTS degree award.

Assessment In accordance with Edge Hill University Policy, assessment will be used for a variety of purposes. It will diagnose need and potential and evaluate your progress in order to ensure that any problems are addressed. It will hopefully motivate you to show the knowledge, understanding, skills and competencies that you have developed as a trainee teacher in secondary schools. Assessment will also measure your achievement at appropriate levels and will provide feedback to help you improve. It will also provide staff with information about the effectiveness of their teaching. Assessment also plays an important part in quality assurance by monitoring the extent to which you are achieving appropriate standards. A variety of assessment types will be used during the programme in both written and oral forms, which will reflect your needs and the standards required for the recommendation of the award of QTS. Course and module booklets will include details of assessment and expectations of performance at that level. Dates for the submission of assignments are also published in the course and module booklets and the presentation of your work is subject to the usual institutional regulations. In order to pass any given module, you must complete and pass all specified assessment tasks for that module and attain an overall pass grade in the module. During this first year you written work is graded in accordance with the Faculty of Education criteria for assessment at Levels 4. The following gives an overview of this situation: At Level 4, trainees must achieve a 40% Pass in all modules, in line with Edge Hill regulations. Each written assignment is marked on a 5 point scale as detailed on the following page:

I [ 70+] Assignment has the potential for higher degree study and independent contribution

2.1 [ 60-69] Assignment shows the potential for higher degree study

2.2 [ 50-59] Assignment shows potential for post graduate study

3 [40-49] Assignment shows reasonably confident grasp of degree subject

Fail [up to 39] Assignment is clearly inadequate by any one criterion. Spelling, punctuation and grammar are taken into account

General Coursework Requirements

Please refer to course and module booklets for all aspects of your degree, as these will identify assessment requirements in detail. The following information outlines general procedures that should be followed when submitting assessed work. You must submit all coursework on time. This will be clearly specified within your course and module booklets. Applications for extensions may be possible in exceptional

circumstances. Extensions can only be agreed prior to the due date, in consultation with the relevant course leader and with the accompanying completion of a Coursework Extension Approval form (see Appendix 3). Any work not submitted on time without an extension agreement will receive a mark of 0. You may be eligible for reassessment at the discretion of the Assessment Board. Please refer to your Trainee Handbook for 2012/13 for Assessment Regulation details. Coursework will be submitted to the relevant course/ module leader/ tutor. It is your responsibility to ensure that the appropriate tutor receives it. You must follow the guidance provided by each tutor. Unless you are given instructions to the contrary, all assignment work should:

Be submitted on A4 paper

Have a left hand margin

Use one side of the paper only

Have numbered pages

Include a word count

Use the agreed coversheet which will be attached

Be submitted in an appropriate cover

Use the Harvard referencing system

Marks will be awarded according to specific criteria developed for each piece of coursework. It is important that you develop a style of non-discriminatory writing and that a properly distanced and professional perspective is adopted and maintained. Please note that words exceeding the word limit will not be read or assessed. Tutors will give written feedback, which will be clear and linked to the marking criteria. Concerns and development points will be identified where appropriate. Plagiarism in Assignments All work submitted for assessment must be your own. In many assignments (particularly those that are subject based), you will be required to research material in textbooks, journals, the Internet, etc. You must make sure that all the sources you have quoted or referred to in this work are referenced, within the body of your text, to a list you include at the end of your assignment. This list should not include material that you have read during your research but then not used directly in your assignment, but it must include all details and page numbers relating to the material in the assignment. You can collect information from a variety of sources and then summarise it or comment upon it in your own words, but you must reference it. Failure to do so is PLAGIARISM. Do not use any material (diagrams, tables, text etc.) that is not referenced unless it has come straight out of your own brain.

Plagiarism is taken very seriously and is defined as ‘the appropriation of ideas, passages etc from another work or author’. The University’s regulations prescribe very serious penalties and tutors are experienced and perceptive in identifying plagiarism. If you have questions or concerns, please ask your assignment tutor.

In addition, remember the statement that you must include with each assignment that you submit -

“I have submitted this coursework as a piece of my own work. No part of it has been copied from anywhere else without proper acknowledgement. I am aware of the Edge Hill rules on plagiarism and collusion, as set out in the BA (Hons) / BSc (Hons) Secondary Education with QTS* Programme Handbook (i.e. this handbook as well as the Edge Hill University Trainee Handbook”. Malpractice regulations do exist. These are clearly outlined within the Trainee Handbook for 2012/13. The procedures concerning malpractice are applicable to the preparation and presentation of all assessed work. Malpractice may be broadly defined as an attempt to gain an advantage over other trainees by the use of unfair and unacceptable methods. Common to all cases of malpractice is the attempt to affect by deceitful means an assessment of academic ability, standing or progress. Types of malpractice include cheating, plagiarism and collusion. Ignorance of the procedures will not of itself constitute a defence to an accusation of infringement. The determination of whether an infringement of assessment regulations has occurred and the penalty is a matter for the appropriate Assessment / Progression Board. Examinations There are agreed responsibilities, procedures and regulations in relation to examinations that contribute towards your degree which are laid out in the Trainee Handbook for 2016/17. It is your responsibility to note the date, time and location of your examinations. The details of particular examinations and class tests will be made available to you within module documentation. Assessment of Presentations During the programme there are a number of modules in which you will undertake a number of presentations / micro teaching sessions to your peers. The presentations / micro teaching sessions will be either individual or as part of a small group and will either be formative or summative. (Formative assessment means that you will received feedback on your performance in other that targets can be set for you – summative assessment means that you will also get feedback but more importantly the marks gained will contribute to your overall mark for that module.) Exact details of arrangements will be provided by each module leader.

For all assessed (both formative and summative) presentations / micro teaching sessions you will be required to dress professionally i.e. the dress code that we expect of you during placement. Therefore, jeans / t-shirt etc. will not be acceptable. Assessment of Placement Based Experience Since placement training is one of the major organising features of the course, performance level descriptors are used for the assessment of school-based training related to a five point grading scale. However, at Level 4, you will largely be undertaking

professional observations of teaching and learning as well finding out about whole school issues in your placement setting. Consequently, the Initial Placement is graded on a pass/fail basis.

Assessment Pattern The assessment pattern and content for Level 4, Level 5 and Level 6 is shown on the following pages:

LEVEL FOUR

Module Code

Module Title Credit rating

Assessment tasks Indicative timing Volume Weighting

SUG1000 Professional Practice 1a 20 (un-

graded)

Portfolio (Teachers’ Standards)

On-going basis throughout practice

N/A PASS / FAIL

SUG1001 Personal and Professional Conduct – Transition into Higher Education and the Teaching Profession

20

Portfolio

On-going basis throughout Semester 1 and 2

4000 words 100%

SUG1002 Principles, Pedagogy and Planning in Design Technology 20 Portfolio On-going basis throughout Semester 1 and 2

4000 words

100%

SUG1003 Principles, Pedagogy and Planning in English 20 Portfolio On-going basis throughout Semester 1 and 2

4000 words 100%

SUG1004 Principles, Pedagogy and Planning in ITC 20 Portfolio On-going basis throughout Semester 1 and 2

4000 words

100%

SUG1006 Principles, Pedagogy and Planning in Mathematics 20 Portfolio On-going basis throughout Semester 1 and 2

4000 words

100%

SUG1006 Principles, Pedagogy and Planning in Modern Foreign Languages

20 Portfolio On-going basis throughout Semester 1 and 2

4000 words

100%

SUG1007 Principles, Pedagogy and Planning in Religious Education

20 Portfolio On-going basis throughout Semester 1 and 2

4000 words 100%

SUG1008 Principles, Pedagogy and Planning in Science 20 Portfolio On-going basis throughout Semester 1 and 2

4000 words 100%

SUG1009 Computer Aided Design and Manufacture 20 Production of a reflective portfolio

End of Module

4000 Words or Equivalent

100%

SUG1010 Digital and Electronic Design for the School Curriculum 20 Production of a reflective portfolio

End of Module


100%

SUG1011 Health and Safety for School Centred Workshop Activities 20 Portfolio of evidence and 3D Design work

End of Module


100%

SUG1012 Paradigm shifts in Design Education; cause, effect and impact

20 Portfolio of evidence

End of Module


100%

SUG1013

Grammar and Style in the English Language

20

Annotated bibliography

Group Presentation

Individual write-up

Semester 1, week 5 Semester 1, week 9 Semester 1, week 13

1500 words 30 minutes 2000 words

20%

30%

50%

SUG1014

Literary Theory

20 Individual blog

Individual portfolio

Semester 1, weeks 1-13 Semester 1, weeks 1-13

2000 words 2000 words

50%

50%

SUG1015

The Western Canon

20 Individually

created Wiki site

Semester 2, weeks 1-13

4000 words 100%

SUG1016

Contemporary Literature

20 Class-test

Short essay

Semester 2, week 9 Semester 2 week 13

90 minutes 1500 words

30%

70%

SUG1017 Computer Architecture 20 Individual feasibility report

Group documentation

Semester 1, Week 6

Semester 1, Week 12

2500 words

1500 words

60%

40%

SUG1018 Producing Digital Publications 20 Testing and critique of simple existing programs

Construct an app

Semester 2, Week 5

Semester 2, Week 12

1500 words

2500 words

30%

70%

SUG1019 Information Systems Analysis 20 DTP/Print Publication

Web Publication

Semester 1, Week 6

Semester 1, Week 12

2000 words

2000 words

50%

50%

SUG1020 Programming Essentials 20 Portfolio Semester 2, Week 12

4000 words 100%

SUG1021 Mathematical Proof and Logic 20 Trainees will produce a report on their work on solving an extended mathematical problem.

Semester one Week 14

4000 words equivalent

100%

SUG1022 Modelling using Mechanics 20 Assignment

Examination

Semester one Week 15 Semester one Week 16


50%

50%

SUG1023 Understanding Continuous Functions 20 Assignment

Examination

Semester Two Week 28 Semester Two Week 35


50%

50%

SUG1024 Exploring Algebraic and Geometric Structure 20 Group Presentation

Examination

Semester Two Weeks 26,27 Semester Two Week 35


50%

50%

SUG1025 Intercultural awareness and understanding 20 Oral presentation

Portfolio

End of semester 2

2000 words

2000 words

50%

50%

SUG1026 Communications in French Language 20 Oral presentation

End of semester 2

2000 words

50%

Portfolio

2000 words

50%

SUG1027 Aspects of French Cinema and Literature 20 Oral presentation

Portfolio

End of semester 2

2000 words

2000 words

50%

50%

SUG1028 Knowledge about French Language 20 Portfolio

Presentation

End of semester 2 2400 words

1600 words

60%

40%

SUG1029 Communications in German Language 20 Presentation

Written analysis


2000 words

50%

50%

SUG1030 Aspects of German Cinema and Literature 20 Presentation

Written analysis


2000 words

50%

50%

SUG1031 Knowledge about German Language 20 Presentation

Written analysis


2000 words

50%

50%

SUG1032 Communications in Spanish Language 20 Teaching session

Grammar tests

End of semester 2 1600 words 2400 words

40%

60%

SUG1033 Aspects of Spanish Cinema and Literature 20 Teaching session

Grammar tests


2400 words

40%

60%

SUG1034 Knowledge about Spanish Language 20 Teaching session

Grammar tests


2400 words

40%

60%

SUG1035 Beginning the Study of Religion 20 Reflective portfolio

Semester 1

2000 words 100%

SUG1036 The History of Christian Thought and Culture 20 Resource portfolio

Semester 2

4000 words 100%

SUG1037 Hindu Dharma 20 Assignment Semester 1

4000 words 100%

SUG1038 Islam 20 Annotated visual representation

Explanation

Semester 2

1500 words

2500 words

40%

60%

SUG1039 Mathematics for Scientists 20 Class Test

Scientific Report

Semester 1

2000 words

50% 50%

SUG1040 Biology in Society 20 Formal report

PowerPoint presentation

Reflective report

Semester 1


30% 45%

25%

SUG1041 Concepts and Key Skills for Chemists 20 Examination

Journal article

Semester 2

1500 words

50%

50%

SUG1042 Mechanics and Energy 20 Data treatment Assignment

Semester 2

2000 words 100%

Level 5 Module Code


Programme/ pathway(s)

Core/ compulsory/ optional


SUG2000 Professional Practice 1b 20 (un-

graded)

Secondary UG

Compulsory Portfolio (Teachers’ Standards)


N/A PASS / FAIL

SUG2001 Personal and Professional Conduct - Legal requirements for Professional Practice

20 Secondary UG

Compulsory

Portfolio

On-going basis throughout Semester 1

2000 words 100%

SUG2002 Creative Medium Term Planning and Teaching in Design and Technology

20 Secondary UG

Compulsory Scheme of Work

Teaching Pack

On-going basis throughout Semester 1 and 2 Semester 2, Week 18

900 words

2100 words

30%

70%

SUG2003 Creative Medium Term Planning and Teaching in English

20 Secondary UG


Teaching Pack


900 words

2100 words

30%

70%

SUG2004 Creative Medium Term Planning and Teaching in Information Technology and Computing

20 Secondary UG


Teaching Pack


900 words

2100 words

30%

70%

SUG2005 Creative Medium Term Planning and Teaching in Mathematics

20 Secondary UG


Teaching Pack


900 words

2100 words

30%

70%

SUG2006 Creative Medium Term Planning and Teaching in MFL

20 Secondary UG


Teaching Pack


900 words

2100 words

30%

70%

Semester 2, Week 18

SUG2007 Creative Medium Term Planning and Teaching in Religious Education

20 Secondary UG


Teaching Pack


900 words

2100 words

30%

70%

SUG2008 Creative Medium Term Planning and Teaching in Science

20 Secondary UG


Teaching Pack


900 words

2100 words

30%

70%

SUG2010 Educational Research Methods for School Improvement

20 Secondary UG

Compulsory Portfolio

Poster Presentation

Written Reflection

On-going basis throughout Semester 2 Semester 2, Week 13

Semester 2, Week 18

2000 words

1200 words

800 words

50%

30%

20%

SUG2011 Facilitating 'STEM' through the D&T curriculum

20 Secondary UG

Compulsory Portfolio, A1 Board and 3D Product

End of Module

4000 Words of Equivalent

100%

SUG2012 Integrated and Applied Digital Electronics

20 Secondary UG

Compulsory Portfolio, 3D Product and

Teaching Pack

End of Module


100%

SUG2013 Using design fiction as a catalyst for advancing technology

20 Secondary UG

Compulsory Production of teaching pack and set of resources

End of taught phase of Module


80%

SUG2014 Shakespeare Studies

20 Secondary UG

Compulsory Create

Shakespeare webpage

Semester 1, weeks 1-13

4000 words 100%

SUG2015 Romantic Literature

20 Secondary UG

Compulsory Linguistic

analysis

Essay

Semester 1, week 8 Semester 1, week 13

1500 words

2500 words

40%

60%

SUG2016 History of the English Language

20 Secondary UG

Compulsory

Individual annotated bibliography

e-Presentation


1000 words

20 minutes

30%

70%

SUG2017 Database Design & Application

20 Secondary UG

Compulsory Educational Hypermedia Resource

Evaluation

Semester1, Week 12 Semester 1, Week 12

3000 words

1000 words

70%

30%

SUG2018 Hypermedia Systems Design

20 Secondary UG

Compulsory Analysis of Case study

Building a database

Semester 2, Week 6 Semester 2, Week 12

2000 words

2000 words

50%

50%

SUG2019 Web Scripting 20 Secondary UG

Compulsory Portfolio

Dynamic Web Site

Semester 1, Week 6 Semester 1, Week 12

1500 words

2500 words

40%

60%

SUG2020 Statistical Inference 20 Secondary UG

Compulsory Assignment

Examination

Week 15 Week 16


50%

50% SUG2021 Discrete Mathematics 20 Secondary

UG Compulsory Assignment

Examination

Week 28 Week 35


50%

50% SUG2022 Linear Algebra 20 Secondary

UG Compulsory Presentation of

analysis of mathematical model.

Examination

Weeks 26,27 Week 35


40%

60%

SUG2023 Contemporary French Culture

20 Secondary UG

Compulsory Oral presentation

Portfolio


50% 50%

SUG2024 Developing Communications in French Language

20 Secondary UG


Portfolio


50% 50%

SUG2025 Contemporary German Culture

20 Secondary UG


Portfolio


50% 50%

SUG2026 Developing Communications in German Language

20 Secondary UG

Compulsory Portfolio End of semester 2 4000 word equivalent

100%

SUG2027 Contemporary Spanish Culture

20 Secondary UG


100%

SUG2028 Developing Communications in Spanish Language

20 Secondary UG


100%

SUG2029 Introduction to Second Language study-French

20 Secondary UG

Compulsory Audit

Oral presentation


50% 50%

SUG2030 Introduction to Second Language study-German

20 Secondary UG

Compulsory Audit

Oral presentation


50% 50%

SUG2031 Introduction to Second Language study-Spanish

20 Secondary UG

Compulsory Audit

Oral presentation


50% 50%

SUG2032 Judaism 20 Secondary UG

Compulsory Written Assignment

Semester 2

4000 words 100%

SUG2033 Old Testament Theology 20 Secondary UG

Compulsory Written Assignment

Semester 1

4000 words 100%

SUG2034 Buddhist Dharma 20 Secondary UG

Compulsory Portfolio Semester 2

4000 words 100%

SUG2035 Cellular Genetics 20 Science (Physics,

Compulsory Examination Semester 1

2000 words

50%

Chemistry and Biology)

Essay

50%

SUG2036 Chemistry of Materials and Life Molecules

20 Science (Physics, Chemistry and Biology)

Compulsory Essay

Practical report

Examination

Semester 1

1500 words

1200 words

30%

40%

30%

SUG2037 Fields Waves and Particles


Compulsory Examination

Poster presentation

Semester 2

1500 words

50%

50%

Level 6 Module Code


Programme/ pathway(s)

Core/ compulsory/ optional


SUG3000 Professional Practice 2

40 (un-

graded)

Secondary UG Compulsory

Portfolio (Teachers’ Standards)


N/A PASS / FAIL

SUG3001 Personal and Professional Conduct - Employability

20 Secondary UG Compulsory

Portfolio


4000 words 100%

SUG3002 Classroom Assessment and Target Setting Skills in Design and Technology

20 Secondary UG Compulsory Portfolio

On-going basis throughout Semester 1 and2

4000 words

100%

SUG3003 Classroom Assessment and Target Setting Skills in English



4000 words 100%

SUG3004

Classroom Assessment and Target Setting Skills in Information Technology and Computing



4000 words 100%

SUG3005 Classroom Assessment and Target Setting Skills in Mathematics



4000 words 100%

SUG3006 Classroom Assessment and Target Setting Skills in MFL



4000 words 100%

SUG3007 Classroom Assessment and Target Setting Skills in Religious Education



4000 words 100%

SUG3008 Classroom Assessment and Target Setting Skills in Science



4000 words 100%

SUG3009 Extended Study in Design and Technology School Improvement

20 Secondary UG Compulsory Research plan

Written Presentation

Semester 1, Week 14

Semester 2, Week 18


20%

80%

SUG3010 Extended Study in English School Improvement



Semester 1, Week 14

Semester 2, Week 18


20%

80%

SUG3011 Extended Study in ITC School Improvement


Semester 1, Week 14

Semester 2, Week 18

1200 words

20%


4800 words 80%

SUG3012 Extended Study in Mathematics School Improvement



Semester 1, Week 14

Semester 2, Week 18


20%

80%

SUG3013 Extended Study in MFL School Improvement



Semester 1, Week 14

Semester 2, Week 18


20%

80%

SUG3014 Extended Study in Religious Education School Improvement



Semester 1, Week 14

Semester 2, Week 18


20%

80%

SUG3015 Extended Study in Science School Improvement



Semester 1, Week 14

Semester 2, Week 18


20%

80%

SUG3016 Digital and Electronic Design Project

20 Secondary UG Compulsory e-portfolio and manufacture of a product

End of module

4 000 words or equivalent

100%

SUG3017 Products for people Design and realisation from concept to reality

40


Group-prepared webpage

Individual write-up of contribution to group

Semester 1, weeks 1-13 Semester 1, week 13

8000 words

100%

SUG3019 Text to Film

20


Research proposal


Research paper

Semester 1 week 4 Semester 1, week 8 Semester 1, week 13

1000 words 1000 words 3000 words

20%

20%

60%

SUG3020 Modernist Literature

20


Research proposal


Research paper

Semester 1 week 4 Semester 1, week 8 Semester 1, week 13


60%

40%

SUG3021 Teaching English to Speakers of Other Languages

20 Secondary UG Compulsory Research paper


3000 words

70%

TESOL lesson pan 1000 words 30%

SUG3022 Dynamic Web Site Development

20 Secondary UG Compulsory Educational artefact

Report and evaluation

Semester 1, Wk 12 Semester 1, Wk 12

4000 words 100%

SUG3023 Video and Animation in Multimedia

20 Secondary UG Compulsory Dynamic Web Site Design & Build

Semester 1, Wk 12


40%

60%

SUG3024 Forensic Computing

20 Secondary UG Compulsory Report

Investigative Portfolio

Semester 1, Wk 8 Semester1, Wk 12


50%

50%

SUG3025 Mathematical Models

20 Secondary UG Compulsory Assignment

Examination

Week 15 Week 20


50%

50%

SUG3026 Ordinary Differential Equations


Examination

Week 14 Week 20


50%

50%

SUG3027 Number Theory


Examination

Week 38 Week 40


50%

50%

SUG3028 Enhancing Communications in French Language

20 Secondary UG Compulsory Sketches

Portfolio

End of semester 2


1. 50% 2. 50%

SUG3029 Francophone Crises and Identities

20 Secondary UG Compulsory Sketches

Portfolio

End of semester 2


1. 50% 2. 50%

SUG3030 Enhancing Communications in German Language

20 Secondary UG Compulsory Oral presentation

Essay

End of semester 2


25% 75%

SUG3031 Germanic Crises and Identities 20 Secondary UG Compulsory Oral presentation

Essay

End of semester 2


1. 25% 2. 75%

SUG3032 Enhancing Communications in Spanish Language

20 Secondary UG Compulsory Oral presentation

Essay

End of semester 2


25% 75%

SUG3033 Hispanic Crises and Identities 20 Secondary UG Compulsory Portfolio

Critical reflection

End of semester 2


60% 40%

SUG3034 Development of Second Language Study-French


Critical reflection

End of semester 2


60% 40%

SUG3035 Development of Second Language Study-German


Critical reflection

End of semester 2


60% 40%

SUG3036 Development of Second Language Study-Spanish

20 Secondary UG compulsory Assignment Semester 2

4000 words 100%

SUG3037 New Testament Criticism 20 Secondary UG compulsory Assignment

Semester 1

4000 words 100%

SUG3038 Religion in the Twenty first Century

20 Secondary UG compulsory Assignment Semester 1

4000 words 100%

SUG3039 Sikhism and Jainism


Compulsory Comprehension paper

Media Presentation

Semester 1


50%

50%

SUG3040 Current Issues in Science 20 Science

(Chemistry) Compulsory Examination

Poster Presentation

Semester 1


50% 50%

SUG3041 Ecological Genetics

20 Science (Chemistry)

Compulsory Examination

Practical Work Portfolio

Semester 1

4000 words

50% 50%

SUG3042 Environmental Physiology 20 Science

(Biology) Compulsory Examination

Essay

Semester 1


50% 50%

SUG3043 Green Environmental Chemistry 20 Science

(Biology) Compulsory Examination

Formal Report

Semester 1

2000 words

50% 50%

SUG3044 Preparative Chemistry: Synthesis and Characterisation

20 Science (Physics)

Compulsory Examination Assessment exercise

Semester 1


50%

50%

SUG3045 Great Theories in Physics 20 Science

(Physics) Compulsory Reflection

Investigation report

Semester 1


30% 70%

Modules The modules within your programme have a clearly defined responsibility in terms of learning outcomes, related to the programme itself and to Teachers’ Standards. These outcomes will be demonstrated though professional practice as well as within academic assessments, your files and your PPD log which are produced over the duration of the programme. Programme Outcomes

Level Knowledge and Understanding

4

Demonstrate a knowledge and understanding of their chosen subject specialism

Demonstrate a knowledge and understanding Personal and Professional Conduct including the ability to uphold the professional code in the Teachers’ Standards

Demonstrate at a basic level, knowledge and understanding of the requirements in the Teachers’ Standards for the Award of QTS

Demonstrate a knowledge and understanding of teaching skills such as planning, expectations and targets, teaching strategies, monitoring and assessment, class management and inclusion as described in the Teachers’ Standards

Describe how professional practice relates to their own practice, including curriculum arrangements, diversity, equality, inclusion and safeguarding

Demonstrate a knowledge and understanding of the changing nature of professional roles and responsibilities in the increasingly multi-disciplinary workplace and the value of inter professional collaboration

Identify and explain key educational key theories that underpin their own professional practice

Identify and explain major theories and concepts relating to learning and the cultural constructs which shape the policy and practice of educational provision and how to meet individual needs of pupils

Identify and explain a range of factors that affect children’s and young people’s learning and development including those related to their parents, carers, families and the local community of a school/setting

Evidence an understanding of some contemporary discourses on significant educational issues

Demonstrate a knowledge and understanding of their chosen subject specialism

5

Analyse and explore their understanding of their specific subject specialism

Describe in some depth of a range of issues relating to their own Personal and Professional Conduct and analyse their ability to uphold the professional code in the Teachers’ Standards

Demonstrate a detailed understanding of the requirements in the Teachers’ Standards for the Award of QTS and analyse their own progress

Analyse and explore their teaching skills such as planning, expectations and targets, teaching strategies, monitoring and assessment, class management and inclusion as described in the Teachers’ Standards

Demonstrate a detailed understanding and analyse how the changing nature of professional practice relates to their own practice, including curriculum arrangements, diversity, equality, inclusion and safeguarding

Analyse and explore the changing nature of professional roles and responsibilities in the increasingly multi-disciplinary workplace and the value of inter professional collaboration

Analyse and begin to evaluate key educational key theories that underpin their own professional practice

Analyse and begin to evaluate major theories and concepts relating to learning and the cultural constructs which shape the policy and practice of educational provision and the individual needs of pupils

Analyse and begin to evaluate a range of factors that affect children’s and young people’s learning and development including those related to their parents, carers, families and the local community of a school/setting

Analyse, and begin to evaluate, methods for research with, and concerning, school improvement

6

Demonstrate comprehensive knowledge and systematic understanding of their specific subject specialism

Critically evaluate issues relating to their own Personal and Professional Conduct and ability to uphold the professional code in the Teachers’ Standards

Demonstrate comprehensive knowledge and systematic understanding of the requirements in the Teachers’ Standards for the Award of QTS

Demonstrate comprehensive knowledge and systematic understanding of a range of teaching skills such as planning, expectations and targets, teaching strategies, monitoring and assessment, class management and inclusion as described in the Teachers’ Standards

Demonstrate comprehensive knowledge and systematic understanding of how the changing nature of professional practice relates to their own practice, including curriculum arrangements, diversity, equality, inclusion and safeguarding

Critically evaluate key educational key theories that underpin their own professional practice

Critically evaluate a range of factors that affect children’s and young people’s learning and development including those related to their parents, carers, families and the local community of a school/setting

Critically evaluate how their own professional practice relates to theory in meeting individual needs of pupils

Through an independent piece of research identify and critically analyse an aspect of school improvement

Level Intellectual Skills

4

Describe how practice is and may need to be adapted in different educational settings

Recognise the need for supervision and self-evaluation in professional practice and how it may be achieved

Describe representations of important issues in education by reference to appropriate theory

Recognise similarities and contrasts in arguments concerning the practice and policy of education, approaches to learning, and equality of opportunity

Gather and summarise professional observations of teachings

Contextualise discussion with regard to contemporary discourse, experience and the workplace

Demonstrate an understanding of diversity, inclusion and safeguarding, recognising individual needs and developing greater understanding of others

Demonstrate their ability to develop the Common Core of Skills and Knowledge required in relation to the Children’s Workforce Strategy

Demonstrate subject specialism-related skills

5

Describe in some depth how key concepts and theories relate to secondary school policy and practice

Extract and identify in some depth key indicators of outstanding professional practice

Reflect upon how practice is and may need to be adapted in different educational settings

Recognise similarities and contrasts in arguments concerning the practice and policy of education, approaches to learning, and equality of opportunity and discuss them in a coherent manner

Gather, summarise and analyse professional observations of teachings and interactions with pupils

Use a range of materials, including those gained from practice-based tasks to illustrate and analyse an argument

Demonstrate a thorough understanding of diversity, inclusion and safeguarding, recognising individual needs and developing greater understanding of others

Reflect upon their understanding of diversity, inclusion and safeguarding, recognising individual needs and developing greater understanding of others

Recognise the limits of their subject specialism-related skills and knowledge and how these limits influence analyses and interpretations

6

Critically evaluate key concepts and theories in relation to secondary school policy and practice

Interrogate and critically evaluate key indicators of outstanding professional practice

Critically evaluate a range of effective skills involved in supporting teaching and learning in a team-work context

Evaluate critically the need for supervision and self-evaluation in professional practice and how it may be achieved

Apply methods and techniques learned to support research activity and independent study

Apply methods and techniques learned to review, consolidate, extend and apply their knowledge and understanding to develop and critically analyse an argument

Apply methods and techniques learned to review, consolidate, extend and apply their knowledge and understanding across a range of issues that specifically impact upon the teachers’ role

Exercise personal responsibility and decision-making skills in complex employment related circumstances

Make a broad range of interdisciplinary connections

Draw on relevant evidence to critically evaluate competing explanations at a sophisticated level of competence

Level Practical Skills

4

Apply specific knowledge to their own and new situations in order to make informed judgments and speculate possible solutions

Summarise the issues related to the development of children and young people as social learners and the inter-relationship of schools/settings, homes and the local community

Recognise developments in provision and professional practice that have a direct effect on the delivery of National priorities

Recognise a range of subject specialism-related intellectual skills

Summarise and explain specific knowledge to their own and new situations in order to make informed judgments and speculate possible solutions

5

Analyse and synthesis theories and ideas from a variety of sources

Analyse developments in ways of working collaboratively to better meet the needs of children, parents, carers, families and the local community

Discuss planning and producing a critical and/or an evaluative response to module content

Reflect upon on a range of subject specialism-related intellectual skills

Analyse their own and new situations in order to make informed judgments and speculate possible solutions

Apply research skills appropriate to evaluation and enquiry

6

Critically reflect upon theories and ideas from a variety of sources

Critically reflect upon the issues related to the development of children and young people as social learners and the inter-relationship of schools/settings, homes and the local community

Critically reflect upon specific knowledge to their own and new situations in order to make informed judgments and speculate possible solutions

Critically assess evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively

Critically reflect upon research skills appropriate to evaluation and enquiry

Level Transferable Skills

4

Communicate effectively in oral and written form

Be able to exploit ICT as a tool for learning, and presentation for their own use and when working to support pupils’ learning in school

Demonstrate a developing self-confidence to contribute to group discussion, seminars and teaching activities

Develop and apply their ability to action plan, target set and profile their own personal and professional development

5

Communicate effectively in oral and written form in variety of ways and to a range of professionals

Be able to analyse their own use of ICT as a tool for learning, research and presentation for their own use and when working to support pupils’ learning in school

Develop their collaborative and group working skills through active participation in module activities by working as a creative and responsible member of a team

Analyse their approach to action planning, target setting and profile their own personal and professional development

Present data and evidence at a detailed level, in written and oral form

6

Communicate effectively, orally and in writing, presenting research procedures, academic debates and their own arguments clearly.

Be able to critically reflect upon ICT as a tool for learning, research and presentation for their own use and when working to support pupils’ learning in school

Work flexibly as a member of a group

Critically reflect on work undertaken, make use of feedback, and take a significant responsibility for own learning through independent study

Present data and evidence in appropriate formats for different audiences.

Demonstrate the full range of level 6 subject and transferable skills

PROFESSIONAL PRACTICE Initial Teacher Training (ITT) Professional Practices Whilst on Professional Practice, a trainee’s first point of contact with the University will be their designated Edge Hill University Visiting Tutor. This tutor will contact the trainee in advance of the Professional Practice and provide their contact details. In the event that the trainee is unable to contact their Visiting tutor, they must contact their Professional Practice Leader, who will direct the trainee to an appropriate member of staff. Sourcing of Professional Practice Offers For the purpose of this document where it states ‘school’ it refers to all schools, colleges and settings. There is a dedicated team whose role it is to source Professional Practice offers for each programme and across every area in the Faculty of Education, and schools are supported by the team in submitting offers, often a year or more in advance of the Professional Practice start dates. Whilst this is necessary and helpful, it also means that sometimes circumstances change at the school such as:

Ofsted-either pressures of an inspection looming or if an inspection alters the school grade, particularly if a school goes into a specific category

Changes in staff eg maternity leave, jury service, absences, new head teacher

School Direct students allocated from an external school partner

Newly Qualified Teacher appointed-a trainee cannot be in a class with an NQT The schools, colleges and settings in our partnership do not have to engage in ITT if they chose not to, which is why the relationships we have with them are important and there are key contacts from the Faculty of Education who liaise with each school, college and setting. It is damaging for the relationship if trainees contact the school, college or setting directly, which is why we ask you to provide any details of schools, colleges or settings and the relationship you have on the BOS with all other personal details needed for the team to source and allocate Professional Practices appropriately. The Faculty of Education has to ensure the quality of the Professional Practice and we take into consideration previous Ofsted reports, feedback from trainees and tutors and feedback from the team of Partnership Quality Officers, whose role it is to Quality Assure each school, college and setting and each Professional Practice. There is an Accreditation Policy that is followed particularly with new schools to the partnership Contact Details for Professional Practice All trainees will complete a Student Allocation Profile. This profile will be the information used to allocate a trainee an appropriate Professional Practice for their training. It is the trainee’s responsibility that this is completed in full and that the Faculty is kept up to date with any changes to the trainee’s circumstances. If a Professional Practice is allocated based on the information the Faculty holds and the trainee notifies the Faculty after allocation that there has been a change in the information, this may result in a delay to the start of the trainee’s Professional Practice. Any change in a trainee’s address or contact details, or change in personal circumstances, a trainee

must ensure that they update Academic Registry and the Faculty as appropriate, to ensure all information at the time of allocation is correct. Professional Practice Allocations Professional Practices are normally secured on behalf of all trainees by the Faculty team. However, if a trainee is aware of a school, college or setting which they feel might provide a Professional Practice for them, as they have previously undertaken voluntary work there, a trainee can identify this setting on their Student Allocation Profile. The Faculty team will follow up the suggestion and in due course the Programme Leader will notify the trainee of the result of the suggestion. Please note, this may not mean that this is where the trainee undertakes their next Professional Practice as a Quality Assurance check needs to be undertaken to ensure the training the trainee will receive is of high quality and that the setting has the capacity to provide a high quality experience. All allocations will be based on the trainee’s training needs. Geography will be taken into consideration so that a trainee is normally travelling no more than 1 hour 30minutes to get to their Professional Practice. Edge Hill University recommend using Traveline (www.traveline.org.uk) to calculate the journey. Notification of a Professional Practice Trainees are requested to access the Go Portal on a regular basis and also to check their Edge Hill email accounts, which will be used for urgent communications. This is where a trainee will be notified of their Professional Practice allocation. Trainees will be expected to contact the school within 48 hours of notification of their professional Practice. After Allocation If a trainee has any concerns or personal issues regarding the allocation of their Professional Practice, e.g., medical conditions, personal issues, financial issues, etc., the trainee should be report this within one working day of the notification of the Professional Practice by completing a Professional Practice Rejection Form (on VLE). This will then be scrutinised by both the Professional Practice Leader and Programme Leader who will need to support the submission, and the Assistant Head of Area who will make the final decision. Please be aware that, in some cases, further documentary evidence, e.g., a doctor’s note, may be required. All trainees should have considered all other options, e.g., submitting a Transport Request Form (when required travel is very difficult), as the refusal of a Professional Practice Rejection Form could result in failing the Professional Practice on a technicality, i.e., a trainee has been offered a suitable Professional Practice but has declined it. Number of days in school, college or setting All trainees need to complete a minimum number of days/hours in school/college/setting, a total of 120 days across their training programme. If a trainee does not complete the requisite amount of time they will not be compliant and they cannot be recommended for QTS/QTLS at the end of the Programme. Trainees may need to make up extra days at the end of the Professional Practice. A training programme lasts a full school year so a trainee should not book any holidays until they

http://www.traveline.org.uk/

have had their Professional Practice allocated, as each school has different half terms and depending on the number of days a trainee has undertaken in school, their programme may last until the end of July. Timing of Professional Practices Due to the large variety of schools, colleges, settings within our extensive partnership we need to be flexible. This means that a trainee may start or end their Professional Practice at different points, within a specific window of time. Please ref to the timetable in the programme handbook. There are also occasions where schools withdraw their offer of a Professional Practice (adverse Ofsted inspection, poor exam results, changes in staffing, illnesses and maternity covers etc.). If, for any of these reasons, the trainee begins their Professional Practice later than other trainees in their cohort, the trainee will continue to progress and develop through the delivery of an enhanced training programme. The trainee will continue as a full time trainee and have the opportunity to experience other aspects of the programme that their peers will engage with later on in the programme, for example, a short placement at an SEND school. The programme is designed to be flexible so that aspects can be moved around in order to ensure that differences in Professional Practice dates and that training needs can be accommodated. Deferred Professional Practices A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw from a Professional Practice after its commencement for reasons beyond their control or if they cannot commence the Professional Practice. In this situation, the trainee will need to contact their Edge Hill University tutor and arrange to submit an application for acceptance of Exceptional Mitigating Circumstances. This is usually termed an ‘EMC’. Once an EMC has been accepted, the Faculty team will work towards securing a repeat Professional Practice. This requires special negotiation with schools, colleges, settings because of the unusual timing of the Professional Practice. The trainee will be informed as soon as possible, but we ask the trainee to maintain contact with the Programme Leader and engage in some voluntary work whilst awaiting confirmation. The trainee must ensure that their contact details are up to date and known to both Academic Registry and to the Programme Leader. Referred Professional Practices A Professional Practice is termed ‘referred’ when a trainee has failed a placement and been granted a second attempt. In this situation, it is necessary to find a suitable Professional Practice to match the trainee’s needs and provide very specific support. Obviously, this requires special negotiation and a careful choice of setting. The trainee will need to be patient throughout the process. Normally this will take place the following academic year at the same time as the identified placement is due to begin. A trainee is not automatically entitled to a ‘referred’ Professional Practice; this will be offered at the discretion of a Faculty School Experience Assessment Board. If a trainee is referred there will normally be additional costs incurred, which will be met by the trainee.

Travel and Accommodation If costly travel is incurred travelling to a Professional Practice, then support towards your expenses may be claimed for, any distances over and above that which equates to your normal journey from your term time address to the university. Claim forms (known as Trainee Expense Forms) are available from the Faculty of Education Information Desk. The entire travel policy document can be found on the VLE. Occasionally there may be opportunities for trainees to complete a Professional Practice at a location that is an unreasonable distance from the home or term time address and in these instances accommodation will be provided by Edge Hill University. Full details can be found in the Travel and Accommodation policy on the VLE. Additional support with other expenses, whilst on a remote Professional Practice can be found in this policy. There will also be opportunities for trainees to identify either their home address or an alternative address in which they may reside whilst undertaking their Professional Practice. If this is the case a trainee can indicate this on the Student Allocation profile and inform the university if you are unable to do so. If a school is sourced near to the alternative address you have identified financial support may be provided to support costs living at this alternative address. Please see Travel and Accommodation policy on the VLE for further details. External Examiners Some trainees and schools/colleges/settings will be visited by External Examiners during the final week of the Professional Practice. Details of External Examiner visits will be shared nearer the time. The role of the External Examiners is to act as critical friends to Edge Hill University and to offer views about how we can develop and improve our provision. Their role is not to visit trainees and schools/colleges/settings in order to make judgements about their performance. DBs and safeguarding included H and S - Trainees should work alongside qualified teachers when planning out of school/college/setting activities. The final arrangements and risk assessments must always be carried out by a qualified teacher. Trainee ‘at risk’ Trainees can face difficulties and challenges within a Professional Practice for many reasons. A trainee is deemed “at risk” if they are not achieving the minimum standard required for the Professional Practice. Phase 1a (undergraduate year 1 only): requires a “Pass” to progress onto Phase 1b. (This means the trainee is Requires Improvement or better). Phase 1b: the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2.

Phase 2: the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2. If during a Professional Practice a trainee is deemed to be at risk of not meeting the minimum requirements the relevant Year/Professional Practice Leader should be informed and they will make a decision along with the mentor about the most appropriate strategies to implement. These may include:- - Monitoring the situation and the trainees progress - Arranging a meeting or phone tutorial with the trainee - Gaining further information from the school, previous Visiting Tutor, personal tutor etc. - Arranging for additional visits from the Visiting Tutor, this will be arranged in agreement with the Professional Practice Leader and the Assistant Head of Primary Education (School based training) - Arranging for additional input from a Professional Practice support tutor - Arranging for a reduction in teaching timetable - Extending the Professional Practice beyond the scheduled end date - Implementing specific strategies according to the nature of the issues As soon as any intervention is put into place a form will be completed and signed to inform the trainee that they are at risk of failing the placement and that additional support has been put in place. Throughout the process time limited targets will be set to support the trainee in making progress. These will be reviewed regularly. If, at any point in the Professional Practice the Mentor and or Visiting Tutor consider the trainee is still not making sufficient progress towards the targets that have been set or that it is not likely the trainee will achieve the minimum requirement for the Professional Practice the trainee will be informed the Professional Practice has been unsuccessful and the practice will be terminated. All trainees are then invited to attend a compulsory APRM (Academic and Professional Review Meeting) to meet with the Professional Practice/Year Leader and the Assistant Head of Area to discuss the next steps. If a trainee considers their ability to complete the Professional Practice successfully has been impacted by Exceptional Mitigating Circumstances then they should consider submitting an EMC application. The Professional Practice/Year Leader can advise if such a case arises.

Professional Practice Calendar 2016/17 For all periods of school-based training you will receive documentation, briefings from your Course Leader and tutor/administrative support. You must refer to the relevant Professional Practice Handbook. During AY 2016/17 Year 1 trainees will undertake Professional Practice 1a, Year 2 trainees will undertake Professional Practice 1b and Year 3 trainee will undertake Professional Practice 2 as summarised in the following:

SUG1000 Professional Practice 1a This SUG1000 Professional Practice 1a introduces trainees to practical aspects of the role of a teacher in school in a supportive and structured context. It lays a foundation to move on to the SUG2000 Professional Practice 1b that trainees will undertake next academic year and provides them with experiences that enable them to achieve the learning outcomes of their modules at Edge Hill University. It builds on their Initial Needs Analysis (Professional Skills), enabling them to work with their Edge Hill University Partnership Trainer to plan individual adaptations to their training, which are supported by reflections within their Teachers’ Standards Log. Next year the SUG2000 Professional Practice 1b will give them their first opportunities for extended teaching practice, as well as gathering further evidence that you are meeting the Teachers’ Standards. Structure In some cases trainees will undertake the SUG1000 Professional Practice 1a as part of a pair or as part of a multiple pair. No matter the number of other secondary undergraduate trainees, each will undertake the same elements of experiential learning. The practice is designed around an ‘induction’ week, followed by a block of weeks. The aim of this placement is to allow the trainee to observe a range of aspects of effective teaching in practice, supporting professional reflection and ‘setting the scene’. They then undertake a number of appropriate ‘exemplar’ activities, supported by the curriculum mentor and as best responds to their individual need, confidence and experience. These may include leading lesson ‘starters’ or ‘plenaries’, supporting groups, and team teaching. Throughout the Professional Practice 1a the Professional Mentor will introduce the trainee to specialist staff in order to explore wider school issues that have been introduced as part of the Personal and Professional Development (SUG1001) module and the associated subject application module. As practice progresses, they undertake supported ‘solo’ teaching of classes, especially in moving towards the practice that they will undertake next academic year. It is very important that trainees are not engaged in too many ‘solo’ teaching experiences at this early stage of their training, so as to ensure that you can reach the required level and depth of professional reflection and analysis. However, by the end of this practice (i.e. SUG1000 Professional Practice 1a) they should have taken at least two lessons across the classes they have observed in their specialist subject.

CHECKLIST

DOCUMENTATION

WHO IS RESPONSIBLE?

NOTES DEADLINE /

FREQUENCY

Placement handbook

CM Trainee

Visiting Tutor

To retain copy and utilise for all Trainees

Practice Timetable (submitted to CL)

Trainee CM PM

Trainees will begin with observations, leading to supporting individual and small groups of pupils; leading to planning, teaching and evaluating at least 2 whole lessons by the final week of practice.

Beginning of Practice

Induction to department

CM To introduce trainees to staff and resources/policies and procedures

Beginning of practice

Lesson Observation Record &

Continuation Sheets

CM and other colleagues

CM and other colleagues use the form to record observations and discussions with trainee One copy for CM to retain, one copy for trainee and one copy for Course Leader.

As appropriate

Record of meeting with specialist staff

Trainee Trainee completes; PM signs and adds relevant comments. Trainee to provide a copy for PM and retain one.

As appropriate throughout Practice

End of Professional Practice Report Form

PM, CM and trainee

PM, CM and trainee liaise to complete this. School retains a copy, trainee retains a copy and hands 2 copies to course leader. One copy must be lodged with the ITT Office within 5 working days of the end of Practice.

End of Professional Practice

Trainee Evaluation Sheet

Trainee Trainee completes this Online or hard copy, and hands to course leader.

End of Practice

Curriculum Mentor Evaluation Sheet

CM CM completes this Online or hard copy, and hands to trainee. Trainee hands it to course leader.

End of Practice

This schedule should be adapted to fit trainees’ needs and school circumstances.

Please note that this practice is assessed on a PASS / FAIL basis and is informed by the Teachers’ Standards (2013)

Date Teaching Role Observations /

Preparation Teachers’ Standards Log

2nd May

to

12th May 2017

No teaching should be done during observation period (first ten days), although trainees should be encouraged to support Curriculum mentors and teachers in lessons.

Induction – Trainees undertake structured observations and reflect on the school’s policies, practice and ethos. They familiarise themselves with routines and expectations.

Trainees establish the routine of drawing their reflections together in a professional, positive way and familiarise themselves with the Teachers’ Standards, in the context of the school setting.

15th May

to

30th June 2017

Trainees gradually engage with the process of planning, delivering and evaluating lessons under the guidance of the Curriculum mentor. At this early stage of training, delivering parts of lessons, team teaching and supporting small groups are appropriate teaching activities. As the practice progresses and trainee confidence/skills develop, they should work towards teaching entire lessons. By the end of the practice trainees should have ideally taught two whole lessons with each of the classes they have consistently worked with

Structured observations Continue Trainees focus upon the pupils they will be teaching and begin to analyse specific elements of pupil performance. Trainees explore issues around behaviour, inclusion including EAL and SEND. Trainees gain additional experience of subject and/or school Key Stage 2/3 transition issues (see below) Trainees are encouraged to be given opportunities to assist in invigilation and accompanying external educational visits. Professional Mentors and curriculum mentors are encouraged to ensure that trainees are timetabled periods during the school day in which they can reflect upon tasks and to update their Teachers’ Standards Log.

Clear reflections upon practice are emerging, with links being made to how the Standards are being addressed and how the evaluative process is informing self-improvement. University sessions and school-based experience are ‘linked’ in these reflections.

A primary placement totalling 5 days is to be undertaken by trainees in a partner primary setting in which trainees can explore Key Stage 2/3 transition issues. The days / times of such visits should be arranged to fit trainees’

needs and the circumstances of the schools. This may not be in this placement.

Friday 1st July 2016: END OF PROFESSIONAL PRACTICE 1a

Curriculum mentor (CM) Sessions Professional Mentor (PM) Sessions

Mentors will meet with trainees regularly to discuss progress and set targets

Professional Mentor will introduce trainees to relevant colleagues in order that that a range of the generic tasks can be explored outside of trainees’ timetabled classes.

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SUG2000 Professional Practice 1b This professional practice holds a unique and pivotal position in the training of aspirant teachers by the undergraduate route. Year 2 trainees bring to this professional practice a wealth of experience from their time in university (or prior experience that enables them to enter directly into Year 2) and they have had time to consider the school context of their studies. Referred to as 1b, this practice often (but not always) sees trainees return to the school they undertook their phase 1a training in. Trainees develop their pedagogical knowledge more on this phase of professional practice than any other, they go from the end of phase 1a teaching two solo lessons (minimum) to a time table that requires them to teach around 50% of the lessons of a “normal” classroom teacher. In common with other professional practice phases, they have an induction period which allows them to familiarise themselves with the schemes of work, the data and individual needs of the classes they will be teaching, the school and its policies and procedures before transitioning into a 50% teaching timetable. Although the professional practice is about the craft of teaching and establishing their own pedagogical stance, they will undertake;

Lesson planning /sessions or parts of lessons/sessions

Effective behaviour for learning practices, further they will demonstrate their ability to follow school policy and procedures coherently with regard to rewards, behaviour, consequences and discipline

Development of teaching methods which are appropriate to the task set and the pupils in the classroom

Provide feedback to learners to enable them to make progress (AfL)

Keep and maintain records of learner progress

Evaluation of their own teaching

Collation of different pieces of quality evidence showing that they have met the Teachers’ Standards for the recommendation of the award of Qualified Teacher Status

To a lesser extent, they will also begin to;

assess learners’ progress using both formative and summative means of assessment and arrive at judgements about that work

use data and the information gained from assessment to plan further work which is set at an appropriate level to ensure learner progression

It is also expected that trainees will take a full role in the wider school life of their practice setting, mirroring and shadowing the working life of a teacher. So they are expected to undertake pastoral work as a form (or house) tutor, attend parents evenings, open evenings and so on.

Useful Link: http://www.edgehill.ac.uk/educationpartnership/secondary-education/professional-practice-information/

http://www.edgehill.ac.uk/educationpartnership/secondary-education/professional-practice-information/

http://www.edgehill.ac.uk/educationpartnership/secondary-education/professional-practice-information/

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SUMMARY OF PRACTICE

This schedule should be adapted to fit trainees’ needs and school circumstances.


Preparation Portfolio of Professional

Development (PPD)

Professional Practice Experience (Preparation/Orientation – 10 days)

2nd May

to

12th May 2017

Trainees observe the classes they will teach during the placement. It may be appropriate for the trainees to support the teacher in the classroom.

Trainees observe the classes they will teach during the Professional Placement. They use their observations and discussions with mentors and teachers to inform their medium term planning for the Professional Practice.

A clear ‘Training Plan’ is emerging with individualised targets for all Trainees. This ‘Training Plan’ is clearly linked to the Professional Standards. The Portfolio of Professional Development is increasingly used to support professional dialogue and evidence self-improvement.

Professional Practice 1b Experience

15th May

to

30th June 2017

All trainees teach approximately a 50% timetable (i.e. 10 – 11 hours per week) across the age and ability range within the school. KS4 and post-16 experience, if available, is important for their professional development. All trainees are expected to share in all the usual teacher responsibilities: form Tutor, break duty, extra-curricular activities, parents’ evenings, open days.

Trainees plan all lessons (with guidance and support from mentor or teacher where appropriate – this should reduce over time). The Professional Practice Experience gives trainees an opportunity to put their medium term plans into practice and to reflect on their efficacy. Trainees review all lessons. At strategic points during the Practice trainees may undertake further observation of teaching in order to facilitate reflection on their own development.

The PPD shows how the Trainees have actioned and met their individual targets established at the end of the initial Practice. The PPD reflects the Trainees’ ongoing professional engagement with the Standards, Partnership Trainers and target-setting across the Standards. It reflects the cyclical nature of target-setting, action, evaluation and review. Towards the end of the Practice the End of Practice Review Meeting takes place between trainee, mentor and tutor.

Curriculum Mentor (CM) Sessions Professional Mentor (PM) Sessions

CMs support the trainees through a programme of weekly CM meetings. Specific guidance, as appropriate, may be presented by each Edge Hill Course Leader.

Professional Mentors will introduce trainees to relevant colleagues in order that that a range of the generic tasks be can explored outside of trainees’ timetabled classes.

54

Guidance timeline for required paperwork

DOCUMENT NOTES WHEN AND BY WHO Health and Safety Professional Mentor completes at

beginning of academic year and returns to Partnership Office, Edge Hill University.

Completed by the school (PM) prior to start of professional practice (and emailed to: [email protected] Completed by Friday 22nd April 2016

Trainee Timetable Trainee must ensure that Edge Hill Tutor receives two copies as soon as timetable is in place.

Completed by Trainee and sent to Edge Hill as instructed in trainee pre-practice briefing. Completed by Friday 6th May 2016

Lesson Observation Record CM and other colleagues use university forms to record observations and discussions with Trainee. (Filed in trainee placement file).

Observation at least once a week, Week commencing the 9th May 2016 to Week commencing the 27th June 2016 Inclusive.

Joint observation box on Lesson Observation Record

University Visiting Tutor required to carry out joint observation with CM for moderation

One joint observation during placement, to take place earlier in placement. Likely to in the period of: Week commencing the 9th May 2016 to Week commencing the 6th June 2016 Inclusive. (Arranged individually taking account of Half Term).

Record of Professional Mentor Meetings

Trainee completes; PM signs and adds relevant comments. (Filed in trainee placement file).

Weekly throughout placement Week commencing the 25th April 2016 to Week commencing the 27th June 2016 Inclusive.

Record of Curriculum Mentor Meetings

Trainee completes this; CM signs and adds relevant comments. (Filed in trainee placement file).

Weekly throughout placement Week commencing the 25th April 2016 to Week commencing the 27th June 2016 Inclusive.

Interim Assessment PM and CM confer to complete this interim assessment with trainees. This form is used for monitoring purposes and flagging up trainees’ strengths and areas for development.

Completed by CM and PM and given to the trainee, who’s responsibility it is to send to Edge Hill as instructed in trainee pre-practice briefing. Completed by Monday 30th May 2016

End of Professional Practice Report

Trainee completes using the strengths and targets for improvement highlighted on observation forms. PM, CM add comments Completed form is reviewed with trainee, CM and university Visiting Tutor at triangulation meeting. This must be finally signed by PM, CM, trainee and subject tutor. School retains a copy, Trainee retains a copy and hands 2 copies to Edge Hill Visiting Tutor.

Signed forms to be returned to university by trainee within a week of the end date of the professional practice. End of Professional Practice Meeting (Triangulation Meeting) to take place at individually arranged dates and times, but anticipated to take place in the final week of the professional practice. Week commencing the 27th June 2016.

Trainee Placement Evaluation

Trainee completes this and submits it electronically (Link is in the placement handbook)

Anticipated to be after the successful conclusion of the placement. Completed by Friday 8th July 2016

Curriculum Mentor’s Evaluation Sheet

CM completes this electronically. Anticipated to be after the successful conclusion of the placement. Completed by Friday 8th July 2016


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SUG3000 Professional Practice 2

This schedule should be adapted to fit Trainees’ needs and school circumstances.

Please note that this placement is assessed against the

Teachers’ Standards (2012)


Preparation Portfolio of Professional

Development (PPD)

Induction and Preparation

16th January

to

27th January

2017

No formal role during observation weeks, although trainees should be encouraged to support mentors and teachers in lessons.

Induction – Trainees are inducted into the school’s policies, practice and ethos. They familiarise themselves with routines and expectations and meet key personnel. Their timetable is negotiated based on their end of PP1b targets and they meet the classes and teachers with whom they will be working.

Trainees MUST send a copy of their timetable to their course leader - by hand, by post or by e-mail. They take the opportunity to enter relevant evidence into their Portfolios based on their experiences during the preparation days in the context of this new school setting.

PP2 School Experience

30th January

to

7th April

2017

Trainees are required to teach about 70% of a normal teaching load (approximately 14-15 hours). They should fully engage with the process of planning, delivering and evaluating lessons under the guidance of the Curriculum Mentor. At this final stage, it is also appropriate for them to team teach and support small groups e.g. revision/booster/master classes.

Trainees focus on the individual classes and pupils they will be teaching and produce clear, detailed lesson plans. They use the departmental assessment system to regularly mark pupils’ work and set targets for improvement. It is still appropriate for Trainees to observe some classes according to Trainee need and by negotiation between Trainee and Curriculum Mentor.

The main aims of the PP2 experience centre around Trainees developing greater professional autonomy and refining their understanding of effective teaching, learning and pupil formative and summative assessment. Trainees should show reflections upon and evaluations of practice with clear evidence to show how the Standards are being addressed and how the evaluative process is informing self-improvement and pupil learning.

Curriculum Mentor (CM) Sessions Professional Mentor (PM) Sessions

CMs support the trainees through a programme of CM meetings. Clear outlines and guidance are included in the Professional Practice Handbook Specific guidance, as appropriate, may be presented by each Edge Hill Course Leader.

Professional Mentor will introduce trainees to relevant colleagues in order that that a range of the generic tasks can explored outside of trainees’ timetabled classes.

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Guidance timeline for required paperwork SUG3000 Professional Practice 2 DOCUMENT NOTES WHEN

Health and Safety Professional Mentor completes at beginning of academic year and returns to Partnership Office, Edge Hill University.

At beginning of academic year September 2016

Trainee Timetable Trainee must ensure that Edge Hill Tutor receives two copies as soon as timetable is in place.

Before start of block placement By 27th January 2017

Lesson Observation Record

CM and other colleagues use university forms to record observations and discussions with Trainee. Filed in trainee placement file.

Observation at least once a week Between 1st February and 7th April 2017

Continuation Sheet Additional sheet to support Lesson Observation record. Filed in trainee placement file. Between 1st February and 7th April 2017

Joint observation box on Lesson Observation Record

University subject tutor required to carry out joint observation with CM for moderation One observation during placement Between 1st February and 22nd April 2017

Record of Professional Mentor Meetings

Trainee completes; PM signs and adds relevant comments. Weekly throughout placement Between 18th Between 1st February and 7th April 2017

Record of Curriculum Mentor Meetings

Trainee completes this; CM signs and adds relevant comments. Weekly throughout placement Between 18th January and 22nd April 2017

Interim Assessment PM and CM confer to complete this interim assessment for trainees. This form is used for monitoring purposes and flagging up Trainees’ strengths and areas for development.

By Friday 4th March 2016

End of Professional Practice Report

Trainee completes using the strengths and targets for improvement highlighted on observation forms. PM, CM add comments Completed form is reviewed with trainee, CM and university subject tutor at triangulation meeting. This must be finally signed by PM, CM, trainee and subject tutor. School retains a copy, Trainee retains a copy and hands 2 copies to Edge Hill Tutor.

Signed forms to be returned to university by trainee on 26th April 2016 or within one week of completing placement. Documentation usually completed and signed off with Visiting Tutor during final two weeks of placement by 7th April 2017

Trainee placement Evaluation

Trainee completes this and submits to Course Leader End of placement Submitted on 26th April 2017

Curriculum Mentor’s Evaluation Sheet

CM completes this. Trainee hands it to Edge Hill Tutor. End of placement. Completed by 7th April 2017

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Professional Practices Overview Initial Teacher Training programmes at Edge Hill University are predicated on the principle that, as an aspiring teacher, you will receive the highest quality experience at Edge Hill which will enable to become the best calibre teacher possible. As you study on a programme of Initial Teacher Training at Edge Hill, you will be placed in schools and settings that will provide you with depth and breadth of experience. Edge Hill will provide you with a number of practices that may be geographically diverse and that will, throughout the duration of the programme, provide you with an appropriate curriculum, age phase and pupil- based experience. As a trainee studying on a programme within a university context, we expect that you will gain in confidence and be able to approach study and working with others, showing increasing independence. You will have opportunities to develop the knowledge, skills and qualities to gain a recommendation for Qualified Teacher Status by undertaking practices in a range of locations where we have partnership arrangements, including the North West, the North East, Staffordshire, Cheshire, the West Midlands including Shropshire and London. In addition, there may be occasions when your practices is undertaken at a time that is different to other trainees in your group/ cohort. In these circumstances, we will ensure that your programme of study and assessment is tailored to meet your individual needs and circumstances. We expect that you will approach each practices with a flexible and conscientious attitude, acting with integrity and commitment. We have an excellent partnership relationship with an extended network of schools and settings in many areas of the country. Our approach to developing practices for trainees is supported by a large administration team with staff whose focus is on the needs and requirements for practice-based training. Academic and administrative colleagues will assure the quality of the experience you receive. As an aspiring teacher and trainee at Edge Hill, you will have a role to play in the process too. You will be expected to organise your travel to practices, though clearly our Partnership Team are here to support you in this process. Be assured that our priority is always to provide the most effective training practices to meet your particular training needs. Except for the short, focussed practices which are embedded into your main professional practices, which you are asked to arrange in liaison with your practices school, the choice of main school practices is the responsibility of the Faculty of Education and, consequently, trainees are not able to choose their practices schools and should NOT make individual arrangements with schools or other settings. All contact with practices schools is made formally via the Faculty of Education’s ITT Partnership Team and trainees are not permitted to contact schools directly before practices are finalised and displayed via the GO portal (via the Student Central Tab). The Faculty Team is responsible for providing trainees with a high quality training practices. The aim is that every Edge Hill University trainee not only reaches, but exceeds their personal and professional expectations. Whilst on practices, a trainee’s first point of contact will be their designated Edge Hill University Tutor. This tutor will contact the trainee in advance of the practices and provide their contact details. In the event that the trainee is unable to contact their tutor on an urgent matter, they must contact their Practices/ Course Leader, who will direct the trainee to an appropriate member of staff.

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Lines of Communication: Who do I ask if I have a query or a concern?

If you have a personal concern or an academic query (e.g in relation to your

academic writing)

If you have a query relating to a particular module (including the content,

tasks or assignment)

Please contact the individual module tutor who teaches you for that module in

the first instance.

Please make contact with your Personal Tutor initially via email to arrange a time to

meet. Your personal tutor will usually be able to

resolve your issues or direct you to the most appropriate point of contact.

Certain matters may be referred by the Year Leader, to the Programme Leader. NB: You should not make contact with the Dean of Education or the Head of Area.

For wider support outside the faculty please access support from Student Services or Learning Services.

Student Services for

Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support

Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday Tel –- 01695 584554 https://www.edgehill.ac.uk/studentservices/student-information-desk/

Leaning Services for

Library/ IT help / Media Facilities /SpLD support Tel – 01695 650800 Email, live chat or text message – ehu.ac.uk/askus https://www.edgehill.ac.uk/ls/about/

If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your year group, including booklets and notices on Learning Edge? Have you checked with your members of your peer group?

Your module tutor will usually be able to resolve your issues, however, if

necessary they may be referred to the Module Leader.

If necessary your personal tutor, visiting tutor or module leader will refer your queries or concerns on to your Year Leader. NB: Due to data protection we cannot discuss your training with anyone other than you.

If you have a concern or query in relation to

your professional practice.

If your professional practice has not yet started please contact your personal tutor

If your professional practice has started then please contact your Mentor (school based

trainer) or your Visiting Tutor (Edge Hill based trainer).

https://www.edgehill.ac.uk/studentservices/student-information-desk/

http://askus.edgehill.ac.uk/

https://www.edgehill.ac.uk/ls/about/

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Useful Contact Information for Trainees Careers Service

Website: http://www.edgehill.ac.uk/careers/

Tel: 01695 584866 (out of hours answer machine available)

Email General Enquiries: [email protected]

Address: Careers Office - Student Information Centre (ground floor), Edge Hill University, St Helens Road, Ormskirk, L39 4QP.

Learning Services (including support services)

Website: http://www.edgehill.ac.uk/ls/

Tel: 01695 584286 Email: enquiries [email protected] Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/

Finance

The Student Financial Support Team is based in the Student Information Centre at Edge Hill. Academic Registry

Academic registry is based in Student Information Centre (SIC)

Tel: 01695 584554 – Academic Registry Helpdesk

Accommodation

Email: www.edgehill.ac.uk/accommodation.

Counselling

Tel: 01695 650988

Email: [email protected]

http://www.edgehill.ac.uk/careers/


http://www.edgehill.ac.uk/ls/


http://askus.edgehill.ac.uk/

http://www.edgehill.ac.uk/studentservices/AboutUs.htm#finance

http://www.edgehill.ac.uk/accommodation


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The Role of the Personal Tutor What is a Personal Tutor? The Personal Tutor sits at the centre of the student ‘goal setting process’, linking together all aspects of a programme to ensure that each trainee is supported and challenged rigorously throughout their training within the Edge Hill University Partnership, in order to achieve their full potential. The Personal Tutor, will ‘own’ the progress and training of each trainee they work with, and be responsive and accessible when issues arise. They will report on their work at regular intervals throughout the year, demonstrating how each of their trainees is developing into a highly reflective and critical practitioner who evaluates his or her own practice and the impact this has on pupil progress and achievement, thus ensuring that each trainee makes outstanding progress. This is a personalised role for each trainee dependent upon their prior experiences, achievement and individual training needs. What does a Personal Tutor do? The role of the Personal Tutor will vary depending upon the year of the programme a trainee is in. All Personal Tutors will receive training before they undertake the role and will receive staff development in this area as required. Their focus will include:-

Undertaking scheduled tutorial meetings with tutees (a minimum of 3 during the year)

Tracking and monitoring of trainee progress and logging this centrally, and

intervening when required

Being available to offer advice and guidance during Professional Practices

Offering support when required regarding training; and communicating with trainees regularly

Guiding trainees in relation to personal employability.

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What should you as a trainee do?

You should engage fully in all scheduled Personal Tutor meetings; and attend Personal Tutor meetings ready to engage in discussions about your progress and goals. This includes the completion of pre-meeting tasks as appropriate.

You should ensure that copies of relevant information are made available for Personal Tutors at planned meetings, such as Professional Practice End of Placement Forms.

You should ensure that your Personal Tutor has all your current contact information.

You should ensure that all your relevant teaching files, subject knowledge folders and Standards portfolios are maintained and up to date, as a Personal Tutor may wish to see these at any point.

It is to be emphasised that working with a Personal Tutor is a two way process and trainees are expected to prepare for Personal Tutor meetings in an appropriate way. Please also refer to the diagram in this booklet which will guide you in understanding the most appropriate sources of support throughout your time on the programme if you have a query or a concern.

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Employability Including References When applying for teaching jobs you will require a reference from Edge Hill University. Your reference will be written by your course leader, but you should include the following details on any application forms: Secondary References Faculty of Education Edge Hill University St Helens Road Ormskirk Lancashire L39 4QP e-mail: [email protected] Tel: 01695 584417

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Newly Qualified Teacher/Former Trainee Development and Enhancement Programme

Edge Hill University are here to support you through your studies and throughout your teaching career. The Development and Enhancement programme supports graduates in their first year of teaching through the following: • Workshops/Collaborate sessions • Blackboard area dedicated to NQT/Former Trainees and their professional development • Access to the Public Lecture Series • Dedicated email address [email protected] • Support and guidance from Area Coordinators We also provide support throughout your teaching career including: • Support in planning your career • Free Library and online journal package • Help with further study We very much welcome you to be a part of the Edge Hill University alumni community once you graduate.

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Teaching Unions We strongly advise you to join a union. The three listed below all offer similar general benefits:

o legal support and advice (this is particularly important in case you become involved in an accident in school)

o general advice and information for members o professional representation o free membership for trainees o online application process

To help you decide which one to join, you could:

o study their websites o talk to teachers in a setting, school, or college o take out multiple free trainee memberships, before choosing one union to

subscribe to as an NQT/Former Trainee

Union

Website

The National Union of Teachers

http://www.teachers.org.uk/

The National Association of Schoolmasters Union of Women Teachers

http://www.teachersunion.org.uk/

The Association of Teachers and Lecturers

http://www.atl.org.uk/

Union representatives are normally invited to give a brief introductory talk to trainees during the course of their programme.

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Code of Conduct Faculty of Education Initial Teacher Training (ITT) Professional Code of Conduct Introduction 1. All Initial Teacher Training (ITT) programmes leading to a recommendation for the award

of Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are programmes of professional training and education. As a trainee studying on an ITT programme you are expected to conduct yourself at all times in an appropriate professional manner.

2. You are entitled to expect that your professional practice settings mirror the professional

experience of a teacher, and settings are entitled to expect that you will present and conduct yourself in a way that is consistent with the professional expectations of a teacher. This could mean, for example, attendance at start of day staff meetings, or attendance at an after school club.

3. The Professional Code of Conduct is additional and complementary to the Edge Hill

University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT programme is a student of Edge Hill University and you are therefore both bound by, and protected by, the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web.

4. The Professional Code of Conduct is additional and complementary to both the Edge

Hill University Student Charter and a professional practice setting’s own policies and practices.

5. This code has been drawn up in collaboration with the ITT partnership. The code takes

into account the relevant and current policy and legislative frameworks including the Teachers’ Standards for Early Years, 2013, Teachers’ Standards in England, 2012, the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and Safeguarding legislation.

6. This code sets out the Faculty’s expectations of you as you engage with a professional

programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and as a representative of the university, from the point of enrolment onwards.

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Behaviour and attitude: As a trainee following an ITT programme at Edge Hill University, Faculty of Education, you are expected to demonstrate consistently high standards of personal and professional conduct. You will maintain and model the highest standards of ethics and behaviour. For all aspects of the programme you are following, you will: 1. Demonstrate high standards of honesty and integrity 2. Treat pupils/learners in all settings, and others, including fellow trainees and all staff in

the Edge Hill University Partnership, with humility and dignity

3. Show respect for the rights of others including individual liberty and mutual respect and tolerance of those with different faiths and beliefs

4. Show due regard for the ethos and values of the university and any other setting. You

will follow the policies, procedures and codes of practice and conduct, including safeguarding pupils’ well-being, in accordance with statutory provision

5. Demonstrate professional behaviour and relationships towards all staff, pupils/learners

and trainees in both formal and informal contexts, including via social media. You will observe boundaries in line with a teacher’s professional position and responsibilities

6. Take responsibility for your own learning and development, ensuring a professional and

accountable approach to all aspects of the programme

7. Take responsibility for managing the demands of the profession by looking after your personal well-being and actively developing resilience strategies

8. Show an active willingness to engage with, listen to and act on feedback and advice from

Mentors across the Edge Hill University Partnership 9. Actively reflect on your learning and teaching experiences in order to target set, action

plan, improve, achieve and attain highly 10. Participate and actively engage in all learning and teaching experiences, and activities;

and engage with the full range of feedback mechanisms, such as trainee surveys, trainee consultation and focus groups

11. Ensure that the requirements of all elements of the programme are carried out in line

with the guidance in module, course and programme documentation, and at briefings. This includes subject specific codes of practice

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Professional responsibilities: In addition, this will mean that you are required to: 1. Commit to attend all training sessions. You will reflect an exemplary attendance record

that can be reported within your completed reference from the Edge Hill University Partnership. You will follow the procedures for notifying absence which are clearly set out in the programme documentation and avoid last minute cancellations of meetings wherever possible

2. Complete, adhere to and retain all compliance-related documentation in an appropriate

manner. This will include DBS Enhanced Disclosure, relevant safeguarding checks, and good health and good character declarations

3. Complete, and keep up-to-date, The Student Allocation Profile Survey 4. Fully engage with the programme that you have enrolled upon, as required by the

teaching and learning strategy for your programme; including attendance at all Personal Tutor meetings

5. Take responsibility to access, read, fully understand and engage with the policies,

procedures and practices across your training programme; and ensure all safeguarding procedures are fully adhered to

6. Maintain a professional approach to all communications, including e communications

and social networking, ensuring that comments made do not bring yourself, your family, your colleagues, or the Edge Hill University Partnership into disrepute

7. Use the Edge Hill University email system to communicate professionally with staff, to

maintain an appropriate approach to e-safety and to comply with the university’s and setting’s policy1

8. Be punctual at all times 9. Use the relevant support networks to raise any issues/concerns you may have with your

training 10. Maintain an appropriate standard of professional dress and appearance, particularly

whilst on professional practice and in relation to special activities

11. Ensure that all assessed work relevant to your training programme is available if requested

1IT Acceptable Use Policy http://ehu.ac.uk/aup

http://ehu.ac.uk/aup

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12. Take full advantage of the range of professional development opportunities, including

the NQT/Former Trainee programme, in order to support your ongoing training and development

Breaches of the Professional Code of Conduct When at Edge Hill University: 1. Code of Behaviour/Misconduct The Edge Hill University Student Regulations, incorporating the Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct. 2 You must comply with all rules and regulations of the university. The current versions of all university polices are housed on the Edge Hill University intranet and it is your responsibility to make yourself aware of these. Some rules and regulations may be supported by sanctions, including fines, or exclusion from facilities and services. 2. Academic and Professional Requirements The academic and professional requirements of each ITT programme are specified in The Edge Hill University Student Handbook, produced on an annual basis. The handbook sets out what is expected and required of you in relation to academic performance and professionalism and specifies the procedures to be followed in the event of:

Academic failure

Malpractice

Failure to meet the academic and professional requirements of the programme. Within the Edge Hill University Academic Regulations, please also refer to Appendix 19: Professional Review Procedures 3. Academic and Professional Review procedure The ITT Academic and Professional Review Procedure acts as a necessary first stage in the tracking and monitoring of trainees’ progress on their ITT programme. The process is designed to be supportive of you in outlining clear actions to support your success, progression and achievement. In addition, the procedure allows decisions to be made with regard to your suitability to teach and/or remain on the programme. 2Student Support & Regulations - http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

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Whilst on professional practice: 1. Minor breaches of the Code of Conduct will be dealt with initially by discussion with the

mentor and/or visiting tutor, an informal warning, and/or improvement targets set through the normal training process. Provided that you act on such warnings and/or targets, and comply with the Code of Conduct, there will be no further consequences. Failure to act on such warnings and/or targets is likely to constitute a serious breach of the Code of Conduct and the procedure outlined below will apply.

2. If you commit a serious breach of the Code of Conduct and your behaviour gives rise to

concern about professional standards, the head, manager or principal of the setting will follow normal procedures in relation to staff discipline as appropriate. Relevant Edge Hill University tutors will also be notified and appropriate action will be taken. This may include the triggering of the Academic and Professional Review Meeting procedure (APRM) usually at Stage 2.

3. Behaviour that is regarded as a grave breach of the Code of Conduct will normally result

in your immediate removal from the school/setting/college and serious disciplinary consequences. These consequences will usually include a Stage 3 Academic and Professional Review Meeting.

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Attendance Expectations School experience pre – requisite criteria

Attend all practices briefings, as required [including all meetings with regard to transport, accommodation and meeting with partner(s) regarding trainee pair working]

Adhere to requirement for 100% attendance for all sessions relating to preparation for school practices. [PPC, Subject Knowledge & Application]

Missing two sessions without prior explanation of acceptable reason(s) will trigger a standard letter to trainee

Non-response to letter or further absence will lead to APRM

Attending less than 50% of sessions in any of the above standards-related sessions will result in a trainee being unable to undertake a school practices and therefore be required to take the non-QTS route

For all missed sessions, trainees must produce compensatory tasks to demonstrate an ability / competence to fully engage with and successfully complete the school experience practices.

Reporting absence Full attendance throughout the programme is expected – there can be no authorisation of absence for any part of the programme which runs from 19th September 2016 to14th July 2017. In some situations trainees may be required to be on professional practice until the end of the school summer term. If you are absent for any reason you must do the following:

Telephone the Faculty of Education on 01695 584790 and inform them of the reason for your absence and when you anticipate returning to university/practices;

Telephone your practices school/college by no later than 8.30am on the day of absence and make contact for each day of continuing absence thereafter;

Where possible, send in work for any classes you are due to teach if your absence falls within a practices period;

Stay in email/telephone contact with your course leader during any absence last more than 3 days;

If your absence lasts longer than 7 days (including weekends), you must obtain a note from your doctor and provide your course leader with a copy of this.

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Academic and Professional Review Meetings (APRM)

APRM PROCEDURE

Academic and Professional Review Procedures for Initial Teacher Training programmes, 2016-17

All trainees on ITT programmes receive robust training at the start, and throughout their programme, about professionalism. In addition, trainees are introduced to the expectations set out within the ITT Professional Code of Conduct which they must sign both at the beginning of their programme of study, and on an annual basis, as acknowledgement of their commitment to uphold the expectations. The ITT programmes’ Academic and Professional Review procedure (APRM) is the Faculty-based, staged approach that operates within the University’s Fitness for Practice Academic Regulations, and alongside the ITT Professional Code of Conduct. The APRM procedure has been drawn up by the ITT partnership. It takes into account the relevant and current policy and legislative frameworks including the Teachers’ Standards in England, 2012, and the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS).

1. The ITT Academic and Professional Review procedures are staged, transparent, fit for purpose and documented for every ITT trainee

2. The ITT Academic and Professional Review procedures form part of the overall tracking and

monitoring of trainees’ academic and professional progress on their ITT programme

3. Review meetings will be triggered3 if trainers wish to meet with a trainee in order to provide

a specific level of support; or to clarify/address concerns that may be impeding a trainee’s progress and/or development, including possible breaches the Code of Conduct; these may be linked to:

- attendance and engagement - performance and/or engagement whilst in university or partnership setting - performance through assessment - ability to meet the requirements of the ITT Professional Code of Conduct

4. The procedures should be easily operational, with realistic timescales at Programme and

Area level, taking into account ethics, confidentiality and safeguarding

5. Clear, easy to understand documentation relevant to each ITT Programme will be provided to trainees to enable the procedures to operate smoothly and efficiently

6. The purpose of a scheduled APRM will be communicated prior to the meeting to the trainee

7. The Faculty Academic and Professional Review procedure has four stages, including an

initial tutorial stage; the stages are detailed in each ITT Programme Handbook. Trainees who fail to meet their targets from Stage 1 are referred on to a Stage 2 review meeting. If a significant concern emerges, this may trigger a direct move to Stage 2 of the review procedure, by-passing Stage 1. If trainees fail to meet the targets set as part of Stage 2, they move to Stage 3. Academic staff may exercise academic and professional judgement to

3 Note - all trainees who fail a Professional Practice must attend a Stage 2 APRM meeting

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undertake an APRM meeting at any stage outlined in the following procedure depending upon the nature of the first infringement of the Code of Conduct

The final stage of the process, Stage 4, involves referral by the Faculty Associate Dean (ITT and Quality), to the Academic Registrar and Director of Student Services, as identified in The Professional Review Procedures within the University Academic Regulations, 2014/15. The referral will result in action which is dealt with under the Edge Hill University Code of Behaviour and Disciplinary Procedures and/or under the Fitness for Practice Procedure

8. The Head of Area will liaise with the Faculty Associate Dean (ITT and Quality) in relation to

the triggering of review procedures beyond Stage 3 and in a case which could potentially either involve gross misconduct or where there are concerns in relation to fitness to practice

9. These agreed principles will be reviewed and, if necessary, revised on an annual basis by

the ITT Board

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Exceptional Mitigating Circumstances (EMC) The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The guidelines can be found on the Academic Registry wiki https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014 If you have questions about the content please discuss with the Programme Leader who will advise you on the best course of action.

https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014

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If you have answered yes to any of these questions your project will require ethical approval.

You must not begin data collection until you receive approval and this form has been signed off.

Failure to comply with this procedure is considered by the university as academic malpractice that

will result in failing the module associated with this project and may also result in you being

withdrawn from your course.

RESEARCH ETHICS POLICY AND PROFORMA

Section A: Personal Details

Name:

Course:

Title of Project:

Supervisor(s):

Section B: To establish whether your project requires ethical approval

Yes No

1. Will your project involve collecting and analysing data rather than solely consisting of a literature review?

2. Will your data be anything other than the material routinely produced and collected as part of your teaching or professional practice (e.g., lesson plans or evaluations)?

3. Will your data be anything other than documentary data (e.g., policy documents, schemes of work, awarding body specifications)?

4. Will your data be anything other than publically available secondary data that is in the public realm (data already collected for another purpose) such as national archives or DfE performance tables?

5. Will you collect new data from or with persons (e.g., interview or questionnaire) purely for purpose of completing this project?

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Section C: To be completed only if your project requires ethical approval

Before designing your project you will need to become familiar with the standards expected to be

followed in educational research by reading the British Educational Research Association Ethical

Guidelines for Conducting Educational Research.

If the participants in your study involve persons under the age of 18 years you may also find it

helpful to read the Ethical Guidance for Undertaking Research with Children and Young People.

These documents can be found on the Faculty of Education Research wiki:

https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics

Project Details

What are the research question(s) for your project?

Brief Literature Review

Who are the intended participants?

How will you access these participants?

What is the proposed methodological approach of your study?

What is/are the proposed method(s) of data collection?

https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics

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Ethics Checklist Yes No

1. Participants can freely provide consent to participate

2. Participants understand what the project is about

3. Participants are informed that they can withdraw from the study during or after data collection

4. I confirm that participants are not deceived or caused any distress by their participation.

5. I have attached a participant information sheet that explains what the aims of the study and what participation will involve.

6. I have attached a consent sheet that allows participants to provide written consent, informs participants that they can withdraw from the study during or after data collection up to a specified time (e.g. two weeks) and explains how the researcher can be contacted if they wish to withdraw participation retrospectively.

7. I have read the British Educational Research Association Ethical Guidelines for Conducting Educational Research

If you have answered no to any of these questions your project will require an additional level of

scrutiny by the FREC. Please liaise with your Course Leader who will be your contact point for this

process.

Section D: Supervisor/ FREC Approval

Student to confirm all details are correct

Signature of student: Date:

Supervisor(s) Please tick one of the following options:

Does the project require ethical approval Yes No

Signature of supervisor(s): Date:

FREC Representative

Signature: Date:

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Assignment Extension Policy Trainees who experience difficulties that may adversely affect their ability to submit work for assessment by the published hand-in date are advised to contact their Module Leader as soon as possible. Trainees are encouraged to attempt to submit their work by the published hand-in date but in some cases this is not possible and in these circumstances it is reasonable to grant an extension. The maximum extension period is two weeks. An extension has to be approved by an approved member of the programme team. A form is provided for this process and must be signed before the extension is granted. Extensions must be agreed at least 48 hours before the published hand in time.

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On Programme Self-Declaration Procedure

All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. In addition, statutory guidance requires providers to ensure that entrants on all routes, including salaried schemes, have been subject to a Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s barred list, a prohibition order check, and, for those trainee undertaking Early Years or Primary programmes, a check that the candidate, or, to the best of their knowledge, any member of their household, is not disqualified from working in childcare settings. These checks are undertaken prior to enrolment. If any changes occur whilst on programme in a trainee’s circumstances relating to their health and physical capacity to teach; or relating to a criminal record, or safeguarding check, the trainee must inform their Head of Area without delay in order that appropriate support can be put in place.

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Safeguarding – Management of a Cause for Concern MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT Safeguarding is everybody’s responsibility and there may be occasions where we need to act quickly to identify and minimise any risks to children/vulnerable adults. This policy sets out the actions that must occur if a student/trainee has a concern for the safeguarding and welfare of a child/vulnerable adult during the Professional Practice element of their programme. It also clarifies how a student/trainee will be supported throughout any process of enquiry.

POLICY TITLE

MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT

NEXT REVIEW DATE

June 2017

REVIEW RESPONSIBILITY

K McCormack

LAST REVISION MADE

July 2016

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MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT

The following sets out the actions to be taken by a student/trainee and Faculty staff

* The FoE (DSO) is Karen McCormack, email: [email protected], Tel: 01695 650994 and Leon Fraser, email: [email protected], Tel: 01695 584314. Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported (please note the specific details should not be shared).

Student/trainee must inform the school/college/setting’s DSO immediately (within 24 hours) using the details provided during the

induction into the Professional Practice.

Student/trainee must inform the Faculty of Education DSO immediately (within 24 hours) using the

designated email [email protected] and must be copied to the appropriate HoA.

The HoA will ask the trainee to complete an incident reporting form and submit this to the Faculty DSO,

who will refer to the appropriate body, as necessary (and concerns of a serious nature will be reported

directly to the local authority’s Safeguarding Officer).

The HoA will advise the student/trainee to seek support from their Personal Tutor.

The school/ college/setting’s DSO will guide and support the student/trainee in following the school/college/setting’s relevant procedure.

The FoE’s DSO will contact the *relevant school/college/setting’s DSO to ensure the

appropriate procedures are in place.

Student/trainee to be informed of outcome by HoA.

As appropriate, the HoA will work with the relevant Personal Tutor to ensure the student/trainee is

supported in their Professional Practice.

Student has concerns relating to safeguarding of a

child/vulnerable adult

DSO – Designated Safeguarding Officer FoE – Faculty of Education

HoA – Head of Area

The FoE’s DSO will seek and record the outcome, and share with HoA and with other colleagues

within the University, as necessary.

The FoE’s DSO will ensure the partnership database details are amended, as necessary.



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STRICTLY CONFIDENTIAL

INCIDENT REPORTING FORM TO BE COMPLETED BY A STUDENT/TRAINEE WHO WISHES TO RAISE A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE

(Please include the full names of all concerned) Name of reporting student/trainee: ...................................................................................... Student no.: ………………………………………………………………………………. Programme: ………………………………………………………………………………. Name of Personal Tutor: .......................................................................................... Professional Practice and name of school/college/setting: ............................................................................................................................. ..... Date of alleged incident, or cause for concern: ........................................................ Time of alleged incident, or cause for concern: ……….………………………………. Reported to (please include name(s) and role(s)): ................................................... Nature of alleged incident, or cause for concern: .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................

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Name of Designated Safeguarding Officer in school/college/setting: ........................................................... Incident reported to Designated Safeguarding Officer in school/college/setting on: ......................................... Signed: Student/Trainee: ………………………………..................................... Date: …………… please also print name To be returned to the relevant Head of Area to forward to the Faculty Designated Safeguarding Officer.

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STRICTLY CONFIDENTIAL

OUTCOME TO BE COMPLETED BY THE DSO ONCE AN OUTCOME HAS BEEN REACHED, FOLLOWING THE INVESTIGATION INTO THE ALLEGED INCIDENT, OR CAUSE FOR CONCERN

....................................................................................................................………….. .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ……………………………………………………………………………………………….. Signed: ……………………………………………………………… Faculty DSO: ……………………………….................................. Date: ……..…….. please also print name

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ITT Teaching Standards Teachers’ Standards (Revised, 2013)

PART 1 - TEACHING S1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS

Indicative prompts:

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

S2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS

Indicative prompts:

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study

S3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE

Indicative prompts:

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

S4. PLAN AND TEACH WELL STRUCTURED LESSONS

Indicative prompts:

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge & understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

S5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS

Indicative prompts:

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

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S6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT

Indicative prompts:

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

S7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT

Indicative prompts:

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

S8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES

Indicative prompts:

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through professional development, responding to advice & feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being

PART 2: PERSONAL & PROFESSIONAL CONDUCT Uphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school.

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality.

Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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Appendix 1

Faculty of Education Coursework Extension Approval Form

This form must be completed by all students / trainees requiring an extension to the published hand-in date for coursework. Once completed the form needs to be signed by the Module Leader and the appropriate Programme Leader or Head of Area. One copy should be retained by the Module Leader and in the case of Early Years, Primary and Key Stage 2/3 undergraduate programmes one copy should be made available to the Year Co-ordinator/Year Leader. Students / trainees must ensure that a copy of the form is attached to the relevant piece of coursework when submitted. Note to tutors: If an extension is granted then students / trainees should not be advised to complete an Exceptional Mitigating Circumstances form as well. Student Details Name: ID Number: Course: Year: Date: Module Details Module Title: Module Number: Coursework Title: Submission Date: Length of extension being requested: New Date: The reason for this request has been discussed with (tutor): Student / Trainee Signature: Module Leader Signature: Course Leader Year Leader Programme Leader

programme handbook...shirley hindley [email protected] 01695 650829 year 2 leader david...

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