Primary Pre-course Booklet

PGCE Primary Education with QTS PGCE Primary Education Mathematics Specialist with QTSPGCE Primary Education Physical Education Specialist with QTS

2018 entry

Inclusive Services StatementBased in the University Library (1st floor) and the Student Information Centre (SIC, ground floor), we provide information, guidance, support and resources for:

Academic Skills Development Accessing Information and ICT Disability / Health Conditions Irlen Syndrome / Colour Sensitivity Specific Learning Difficulties / Differences (SpLDs) e.g. Dyslexia

If you have specific requirements due to a disability or learning difficulty (e.g. physical or sensory impairment, mental health/anxiety issues, health condition, dyslexia or an autistic spectrum condition) or needs emerge when you are studying here, we can advise you on:

Applying for Disabled Students’ Allowances (DSA) Specialist and/or personal support Dyslexia assessments ‘Reasonable adjustments’ to learning, teaching and assessment Accessible facilities and equipment

Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is essential that you contact us as early as possible.

To contact the Inclusive Services Team:

In person: University Library, 1st floor and SIC, ground floor, Ormskirk

Tel: 01695 584372 / 584190

E-mail: inclusiveservices@edgehill.ac.uk

Also visit our Inclusive Services webpage at:http://www.edgehill.ac.uk/ls/support/inclusiveservices/

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Contents

Welcome from your Programme Leader

Contact Information

The Edge Hill University Primary Trainee

Preparation Activities

Interview Targets

Subject Activities and Reading

School Based Activity

Professional Skills Tests

Timetable Information

Becoming a professional

Primary PGCE Pre-Course Day Timetable: Monday July 2 2018

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Welcome from your Programme Leader Congratulations on passing your degree and skills tests and welcome to the PGCE Primary Education or Mathematics Specialist Pathway.

This is going to be a very busy but exciting year. You will need to put a great deal of effort in but you will reap the reward at your graduation next summer.

At the centre of the PGCE Primary are resilient trainees who personify the “Edge Hill University Primary Trainee Identity” (further information in this booklet). You will be supported in your understanding of the importance of focusing on pupil outcomes, including their progress, achievement and well-being by our outstanding tutors. Practice based research and deep reflection, both on professional practice and in university, will enhance your academic and professional development. Extensive input and focused engagement with subject specialists will enable you to be highly confident and competent across the whole national curriculum. Evidence based research will prepare you to become future leaders of learning. The PGCE Primary should be one ‘episode’ in your life long journey as a professional teacher researcher.

You can keep up to date by following us on twitter @joinEHUPrimary

I am looking forward to working with you and celebrating your successes.

Susan ShawPGCE Programme Leader

Contact InformationIf you have any queries regarding the programme, please contact:-

Susan J Shaw shaws@edgehill.ac.uk 01695 650821

Joint email PGCEPrimaryProgrammes@edgehill.ac.uk

If you have any queries about the wider University including accommodation, finance etc please contact the Getting Started Team

gettingstarted@edgehill.ac.uk

Preparation Activities

Your programme is designed to develop high quality, reflective teachers. There are a number of things we would like you to do before you arrive. All tasks are for all trainees regardless of chosen specialism. Further information linked to each task is on the following pages.

Take the targets set on your offer letter from Edge Hill and complete a small portfolio of evidence demonstrating what you have done to address these targets. Have this ready to share at your first tutorial with your personal tutor.

Complete the subject activities outlined on the following pages. These tasks are compulsory and will help you to prepare for the programme. They are not submitted and marked but will be referred to in taught sessions throughout the first few weeks.

Engage with any reading highlighted in the tasks. Remember – you don’t need to purchase these books unless it indicates you need to, as there may be opportunities to purchase books when you arrive or to borrow them from the Edge Hill Library.

If you have contact with a school* try and arrange to visit to observe:- how the teachers plan their individual lessons- how they manage behaviour in the classroom- how resources are developed and used with the children at school

Please bring your notes and observations to your First Week sessions. These will not be submitted and marked but will be referred to in sessions.

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1. Interview Targets

You will have received targets as part of your feedback from your interview with us. If you cannot locate your targets please contact your Year Leader.

Note each of these targets below, what you plan to do to meet each of these targets and complete the update column as you work on them.

Be ready to discuss these targets with your Personal Tutor when you meet them in the first week of your time with us.

Your targets might include:-- subject knowledge targets- school experience targets- improving your grammar and punctuation in your writing- improving your spoken English

For example

Interview Target Actions UpdateTo gain experience in a Key Stage 1 classroom

Contact my local Primary school to arrange some experience.

Spend time observing the teacher leading the children in their learning

Experience arranged to start on 15th June 2016

I have observed in Year 1 and Year 2.

I have watched how the teacher manages behaviour in each class.

To develop my subject knowledge in relation to fractions, decimals and percentages.

Re-visit notes/work from GCSE Mathematics.

Source some subject knowledge books from the library.

Access on-line subject knowledge revision sites e.g. BBC Bitesize

I have completed the on-line subject knowledge test on BBC Bitesize and got 18/20.

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Interview Targets

Please bring this complete document to your first meeting with your Personal Tutor.

Name:___________________________

Programme: PGCE Primary Education with QTS*

Interview Target Actions Update

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2. Subject Activities and Reading

National CurriculumThe National Curriculum in England sets out the programmes of study for all the national curriculum subjects that are taught at key stages 1 and 2.

Before you join us to begin your programme you should take some time to familiarise yourself with the content of the national curriculum and you can access this document electronically here:

https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

Your curriculum sessions at the university will make direct reference to the national curriculum and will also support you in exploring different ways that its content can be taught and assessed. Consider where your own particular strengths are across the curriculum:

Explore the ‘Inclusion’, ‘Numeracy and mathematics’ and ‘Language and literacy’ sections at the beginning of the document.

Why are each of the subjects included in the national curriculum? Read and reflect on the ‘Purpose of Study’ and ‘Aims’ statements at the beginning of each subject’s entry.

In which subjects do you consider yourself to be an ‘expert’? Are you surprised by the programme of study for that subject?

Which subjects might include subject knowledge that will challenge you? Gather together some key questions you might want to ask your tutors for these subjects during sessions with them; set yourself some targets to develop these aspects of your subject knowledge.

Look at the differences between the key stage 1 and key stage 2 programmes of study.

We have put together some short tasks for English, mathematics, science and computing. Please try to engage with these tasks before you begin your programme – they are designed to support you in establishing some context for your curriculum sessions with your expert subject tutors. You will also see that the key text for each subject is identified. These will support you during your programme and on into your teaching career.

There is no need for you to buy these before the programme and once you are with us you may be able to buy copies to share between a small group of you or that you are happy to use the copies that are available in the library. Some of these texts are available as e books through the library.

English

Children’s Literature Task

The English team would like you to start to become familiar with some award winning children’s authors, particularly those authors writing stories and poetry for children in key stage 2. We hope that once you start reading you will find it difficult to stop!

Read at least 10 stories or poetry collections written for children in upper key stage 2. Try to read texts that are new to you and make at least 8 of them texts that were published in the last 10 years.

Keep a record of all the texts you have read and think how you might really explore these with children. You could perhaps buy a notebook and start a reading journal and record your reactions

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to what you are reading. How do you feel about the main characters? What would you like to ask the author? You will have the opportunity to share your ‘finds’ with your tutors and peers in your English sessions.

Here are two handy webpages to get you started:

https://ukla.org/awards/ukla-book-award - links to previous years’ United Kingdom Literacy Association (UKLA) Book Award winners.

http://www.carnegiegreenaway.org.uk/ - links to the Carnegie Medal current shortlist and previous winners.

Key Text

WAUGH, D., JOLIFFE, W., & ALLOTT, K., 2017. Primary English for Trainee Teachers. 2nd Ed. SAGE: Learning Matters.

Mathematics

Mathematics Subject Knowledge Task

Register with the National Centre for Excellence in the Teaching of Mathematics (NCETM).

This is a free website resource with excellent support materials to support you in developing your subject knowledge for mathematics. https://www.ncetm.org.uk/ (if you struggle to open the link copy the link directly)

Register with the National Numeracy Challenge (link is below). Register and then complete the “Maths Check-up.” You need to score 80% in order to achieve the “Essentials of Numeracy”. Whatever score you attain, make sure you print out your results and incorrect answers (this option is available on the website) and bring to your first maths session. The incorrect answers will form the basis of your targets for the module. You have the option to take the challenge more than once. https://www.nnchallenge.org.uk/

Key Text HAYLOCK, D., 2014. Mathematics Explained for Primary Teachers. (5th edition) London: Sage Publications.

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Science

Science Subject Knowledge Task

The science qualifications that you have achieved in order to be accepted on the course will include aspects of biology, physics and chemistry.  It would be helpful if you could review your understanding in these areas, paying particular attention to the targets you have been set from your interview with us.   Begin to consider the importance of primary science education by reading: https://www.theguardian.com/teacher-network/2017/sep/19/mouldy-cheese-and-minibeasts-tips-for-teaching-science-in-primary-schools

 Key Text  PEACOCK, G., SHARP, J., JOHNSEY, R. & WRIGHT, D., 2017. Achieving QTS Primary Science Knowledge and Understanding. 8th Edition. London: Learning Matters.  SHARP, J., PEACOCK, G. A., JOHNSEY, R. SIMON, S., CROSS, A. & WRIGHT, D., 2017. Achieving QTS: Primary Science Teaching Theory and Practice. 8th Edition. London: Learning Matters.  

Computing

The Computing Curriculum

There has recently been a review of the Primary National Curriculum. The ICT curriculum was dis-applied and replaced with a new Programme of Study known as ‘Computing’, rather than ICT. It would be useful for you to find out about the rationale for these changes. The discussions and counter arguments are well documented, and you can read them online. The following would be a good place to start.

https://www.gov.uk/government/speeches/michael-gove-speaks-about-computing-and-education-technology

https://www.gov.uk/government/speeches/michael-gove-speech-at-the-bett-show-2012

Key Text

At this point in time it is difficult to recommend an essential text. Having only had access to the new Computing curriculum for a relatively short period of time, relevant, up-to-date texts are only just being published. We would prefer to wait until we can confidently recommend a key text that will be a valuable resource. This will not be a problem in terms of any required reading for your studies as the team will provide relevant reports and articles, as appropriate.

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Foundation Subjects

As part of your programme you will work with expert tutors for each of the foundation subjects over a sequence of at least 3 sessions. These sessions will aim to develop your subject knowledge, with reference to the appropriate national curriculum programme of study, and your confidence to teach each subject. You will be asked to complete a short preparatory task before your begin the sequence of sessions for each subject. These tasks will be provided for you when you join us for your programme.

Key TextWEBSTER, M. & MISRA, S., 2015 Teaching the Foundation Subjects in the Primary Classroom. Berkshire: Open University Press.

Academic and Professional Development - Preparation for Level 7 Study

Your Primary PGCE programme provides you with the opportunity to study at level 7 (Master’s Level)1 for two 30 credit modules. The assessment for these two modules includes submission of long pieces of writing: a 3,500 word literature review focussing on your chosen specialism and a 4,500 word reflection on aspects of your developing practice.

You will be provided with a complete set of ‘performance indicators’ to support you in moving from your successful undergraduate study at level 6 to Level 7. The statements below are taken from our Level 7 ‘pass’ grade descriptors. Have a look at these and consider how they relate to the assessment criteria you have worked with during your undergraduate study:

1 For the national benchmark descriptors for Level 7 / master’s qualifications look here: http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf p28

Knowledge and UnderstandingYou have explicitly demonstrated a thorough knowledge and understanding of the key aspects of the focus throughout your work. The levels of knowledge and understanding that you have demonstrated would support you in beginning to develop original approaches to your own teaching on professional practice.

Analysis and ReflectionYou are able to critically evaluate arguments, assumptions, abstract concepts and data and can present fully substantiated and defendable judgements; you have demonstrated some confidence in evaluating these from your own personal perspective. You acknowledge the uncertainty and potential ambiguity of any data and are appropriately cautious in your analysis and in the conclusions you present. Your ability to critically evaluate and analyse would support you in developing a substantiated personal approach to teaching on professional practice.

Use of ResearchYour thorough knowledge and understanding has clearly developed as a result of you own critical engagement with texts related to the focus.

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The Task

To develop your academic reading skills we are asking you to read and reflect on the document identified below. You may wish to take notes as this document will be discussed on one of your first sessions on the Academic and Professional Development module PGP4100.

Key TextsCHILDREN’S SOCIETY, THE, 2017. The Good Childhood Report Available from: https://www.childrenssociety.org.uk/sites/default/files/the-good-childhood-report-2017_full-report_0.pdf

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Professional Skills Tests

You will know that one of the entry criteria for your programme is the successful completion of the Professional Skills Tests in Mathematics and English.

If you have already passed them – congratulations!

If you have yet to start to work on them, we would really encourage you to begin now.

Don’t leave them until the last minute!

We offer all sorts of support to help you prepare including:-

- a website with full details of how to take them- free support sessions for anyone holding an offer with us- a test centre on campus

Full information can be found at www.edgehill.ac.uk/skillstests

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Timetable InformationPlease be aware almost all university days are 9-6pm. When you are on professional practice this may be 8am to 5pm. This is subject to change

Week beginnin

gWeek Monday Tuesday Wednesday Thursday Friday Notes

Module   CURR CURR AM PM CURR CURR  27 Aug 18 1     APD SPEC    

3 Sep 18 2 Induction Induction *L**S*C *L*S x x

10 Sep 18 3 x x *L**S*C **S x x

17 Sep 18 4 x x *L**S*C *L**S*DEnhancement 10 days - SD as required by the cluster24 Sep 18 5 x x *L**S*C APD  

1 Oct 18 6 x x *L**S*C *L**S*D  

8 Oct 18 7 x x *L**S*C APD  

15 Oct 18 8 x x *L**S*C *L**S*D  

22 Oct 18 9 x x *L**S*C Tutorials    Half Term for Schools

29 Oct 18 10 x x *L**S*C Assess Assess   Presentations

5 Nov 18 11 Phase one window opens  

12 Nov 18 12              

19 Nov 18 13              

26 Nov 18 14              

3 Dec 18 15              

10 Dec 18 16              

17 Dec 18 17             School Christmas Closure - holidays according to school

24 Dec 18 18            

31 Dec 18 19            

7 Jan 19 20 PGP4101/2/7           Assignment

14 Jan 19 21              

21 Jan 19 22              

28 Jan 19 23              

4 Feb 19 24              

11 Feb 19 25              

18 Feb 19 26            Half Term for Schools

25 Feb 19 27 x x *L**S*C        

4 Mar 19 28 x x *L**S*C        

11 Mar 19 29 Phase two starts  

18 Mar 19 30              11

25 Mar 19 31              

1 Apr 19 32              

8 Apr 19 33            Easter - 1/4 -15/4 OR 8/4 - 22/4 - holidays according to school

15 Apr 19 34          B/H

22 Apr 19 35 B/H   PGP4100     Assignment

29 Apr 19 36              

6 May 19 37 B/H            

13 May 19 38              

20 May 19 39              

27 May 19 40 B/H           Half Term

3 Jun 19 41              

10 Jun 19 42              

17 Jun 19 43              

24 Jun 19 44 CEPD       Module Board CONFEmergency week ONLY

1 Jul 19 45         Award Board    

8 Jul 19 46              

15 Jul 19 47              

22 Jul 19 48              

29 Jul 19 49              

5 Aug 19 50              

12 Aug 19 51              19 Aug 19 52              26 Aug 19 53              

Key dates:  Liverpool       Lancashire    

Schools start Monday 3 September 2018 Monday 3 September 2018

Half Term Monday 22 - Friday 26 October 2018 Monday 22 - Friday 26 October 2018Term Ends Thursday 20 December 2018 Friday 21 December 2017

Term Starts Monday 7 January 2019

Monday 7 January 2019  

Half Term Monday 18 - Friday 22 February 2019 Monday 18 - Friday 22 February 2019Term Ends Friday 5 April 2019 Friday 5 April 2019  

Term Starts Tuesday 23 April 2019 Tuesday 23 April 2019  

Half Term Monday 27 May - Friday 31 May 2019 Monday 27 May - Friday 31 May 2019End of Term Wednesday 24 July 2019 Tuesday 23 July 2018  

                 

As you are a student studying on an Initial Teacher Training programme, the delivery of the academic content of your programme and timing of placements 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 placements will vary depending on the school you are allocated to for your placement. 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

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availability of placements, or changes in schools settings which provide placement opportunities. You therefore need to ensure that you are available until the end of July to complete the placement phase of your training.

Your Professionalism

You are joining a degree programme which is leading to the award of Qualified Teacher Status (QTS). As a result of this, there are certain expectations of you during your time at Edge Hill University and while you are working in our Partnership Schools.

As a trainee teacher, you will spend a significant proportion of your programme on placement in schools. When on placement, you will be expected to present and conduct yourself in a way that is consistent with the professional expectations of a teacher.

Detailed guidance is provided in the ‘Code of Professional Conduct for I.T.T. Trainees’. You will receive this during your programme induction and will be asked to sign a copy to indicate that you understand and accept the professional expectations and requirements of the school placements. Whilst on school placements we have clear roles, responsibilities and expectations for all involved. The detail of the aspects will be provided in documentation which you will receive prior to school-based training.

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 teacher2.

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 in England, September 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.

2 See Teachers’ Standards in England, September 2012 13

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.

Primary PGCE Pre-Course Day Timetable

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Monday July 2nd 2018

Primary Education plus specialism, Maths and PE Specialists & SD

Please arrive from 8.30am onwards to sign in. You will be allocated a group on arrival.

Monday July 2nd 2018Full time programme, Maths and School Direct

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7

9.00 Welcome and overview, partnership E1E1

9.45

APDE23

Dawn Warren

EnglishE21

Claire Norcott

MathsE16Beth

Garrett

ScienceE13Frith

Murphy

ComputingE17

Carol Darbyshire

FDE25Chris

Russell

APDE15

Wendy Dixon

10.45

FDE25Chris

Russell

APDE23

Dawn Warren

EnglishE21

Claire Norcott

MathsE16Beth

Garrett

ScienceE13Frith

ComputingE17

Carol Darbyshire

FDE24

Ian Shirley

11.45

Computing E17

Carol Darbyshire

FDE25Chris

Russell

APDE23

Wendy Dixon

EnglishE21

Tracy Robinson

MathsE16Beth

Garrett

ScienceE13Frith

Murphy

ComputingE12

Graham Stow

12.45

Lunch - own arrangementsSchool clusters available in Education foyer

1.45

ScienceE13

Elaine Sumner

ComputingE17Matt

Ferdinand

FDE25

Cait Talbot Landers

APDE23

Wendy Dixon

EnglishE21

Tracy Robinson

MathsE16

David Boorman

ScienceE14Frith

Murphy

2.45

MathsE16

David Boorman

ScienceE13

Elaine Sumner

ComputingE17Matt

Ferdinand

FDE25

Cait Talbot Landers

APDE23

Wendy Dixon

EnglishE21Mary

Weston

MathsE18Beth

Garrett

3.45

EnglishE21Mary

Weston

MathsE16

David Boorman

ScienceE13

Elaine Sumner

ComputingE17Matt

Ferdinand

FDE25

Ian Shirley

APDE23

Wendy Dixon

EnglishE22

Claire Norcott

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