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Post Graduate Certificate of Education with QTS

2019-20

Course Handbook (Core)

1

Contents Page Welcome 2

Acronyms used on the course 3

Headlines and Deadlines on the PGCE course 4

Year Plan 5

ITT Core Content 6

Introduction and Professionalism 12

Key staff – roles and responsibilities 15

Course content - your work and key checkpoints 16

PfL days - dates 20

Assignment information including Evidence Bundle 21

Generic Training Days and General Education Studies (Overview) 34

Guidance for Mentors in School (IEP and SEP) 35

The Pebblepad e-portfolios (IEP and SEP) 37

Weekly Mentor Meeting proforma 38

Lesson Observation Guidance 40

What happens if progress isn’t as expected on placement? 44

Cause for Concern proforma 47

Termination of Placement proforma 48

Quality Assurance information 49

Developing Professional Learning Conversations (PLC) 51

Student Complaints Procedure 53

Generic Reading list 54

University of Cumbria Generic Masters Level Mark Scheme 56

UCSU Academic Tick List 59

Module Guides and Module Descriptor Forms (MDF) 60

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THE SECONDARY PGCE COURSE HANDBOOK

Dear Professional Mentors, Subject Mentors, Trainees and University Tutors,

Welcome to the Core PGCE Programme.

The purpose behind this Handbook is to draw together into one place the core documentation that is common to each and every one of us. The Handbook is testament to the development work undertaken by school colleagues, trainees and university tutors working together on the underlying pedagogical processes of the PGCE Programme.

The Handbook provides guidance to the structure and processes of our PGCE course, and should provide the key information needed throughout the year. Of course, should you need further information or advice, please contact your relevant University tutor who will be happy to answer any questions you may have.

A more detailed Programme Handbook is available in the Key Information section of the PGCE Programme’s Blackboard site. The Programme Handbook gives all the relevant links to the university’s support services and regulatory frameworks, many of which are also contained in this Course Handbook.

The shared partnership mission statement with University of Cumbria Institute of Education captures the heart of what we do:

“Aspirational training to achieve inspirational teachers

with pupils’ learning and well-being at the heart of our partnership”.

I look forward to working with you all this year as we continue to strive toward achieving these aspirational outcomes.

With best wishes for a successful year,

Dave McLaughlan

PGCE Secondary Programme Leader (Core)

01524 384767

Email: david.mclaughlan@cumbria.ac.uk

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Commonly used acronyms on the Secondary PGCE programme

BB Blackboard, our Virtual Learning Environment (VLE). This is our noticeboard and information store

PP Pebble Pad, our electronic portfolio. This is where most of your administrative and reflective material is stored and must be completed throughout the year as a course requirement.

IEP Initial Experience Phase, the initial school placement where you begin to experience what you have been learning on the course and begin your teaching experience

SEP Sustained Enactment Phase, the second, longer, block placement where you have the chance to enact what you have learnt over a longer period of time

PFL Pedagogy for Learning – subject led training days on the PGCE course. There are twelve of these days throughout the year. Both Core and School Direct students attend these training days

SE Subject Enrichment – subject led enrichment days on the PGCE course for Core PGCE students only. There are eight of these throughout the year. These days often include school workshops or visits amongst other work

UPT University Partnership Tutor – the University based link tutor for schools hosting a Core PGCE student

KAP Key Assessment Point – the three points in the year when an end of term report is prepared by the student, Subject Mentor, Professional Mentor and University Partnership Tutor. These are known as KAP1, KAP2 and KAP3 and occur in December, April and June. Progress will be graded at these points and targets for development set. You must achieve passing grades against all 8 standards in KAP3 to pass the course and be recommended for QTS

GES General Educational Studies – the school based training programme for PGCE students

PM Professional Mentor – the school based teacher who has responsibility for all PGCE students based within their school. They will organise the GES programme at the school for all PGCE trainees.

SM Subject Mentor – the school based tutor who has responsibility for your progress and training with the subject

PPL Programme Partnership Leader – the lead teacher for a School Direct school based alliance

UPL University Partnership Leader – the University based link tutor for a School Direct school based alliance

KS Key Stage. School education is divided into 5 key stages in England and Wales and Secondary education is connected to Key Stage 3 (KS3, years 7-9) and Key Stage 4 (KS4 years 10-11). Post 16 education is sometimes known as Key Stage 5 (KS5), though this is far less commonly used

GCSE General Certificate in Secondary Education. The most common qualification taken in England and Wales at the end of KS4.

PGSC Post Graduate Secondary Course. The acronym attached to the course assignments

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The Secondary PGCE programme – Headlines and Deadlines PGCE course starts – 2rd September 2019 PGCE course ends – 19th June 2020 (Please note that you should also keep the last week in June free in case you have to make up any school placement time due to illness or other issues) School placement dates: IEP - Monday, 23rd September 2019 to Thursday, 19th December 2019 SEP - Monday, 27th January 2020 to Friday, 12th June 2020 The three half term weeks are considered as Directed Study weeks and so you may be required for a tutorial or a meeting. Please do bear this in mind. Your school may have different half term dates but you are still expected to attend any University session timetabled at such times. Important - while we have our own PGCE year plan (see page below), school holiday dates may differ

(particularly October half term and the Easter break). You must follow the school holiday dates while on

placement and so should not make any forward plans for travel until you know your placement school and

its holiday dates.

Assignment deadline dates

Assignment Deadline Date PGSC 7011 Formative Monday 28th October 2019 PGSC 7012 Formative Monday 9th March 2020 PGSC 9011 Formative (Noticing Booklet) Friday 15th November 2019 PGSC 7011 Summative Monday 13th January 2020 PGSC 7012 Summative Monday 11th May 2020 PGSC 9011 Summative (Evidence Bundle file) Friday 12th June 2020

You must submit and pass all assignments to gain the PGCE or PgCE qualification Please note - If you wish to transfer to the level 6 qualification (PgCE) then this would be discussed in a transfer tutorial after PGSC 7011 summative has been marked. Key Assessment Point (KAP) dates KAP1: 19th December 2019 KAP2: 3rd April 2020 KAP 3: 12th June 2020

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Fri PFL PFL PFL PFL The PGCE year 2019-2020 The Core programme

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The ITT Core Content The ITT core content framework (2016) was developed by a working party set up the Secretary of State for Education in 2015. It defines the essential elements of course content that are generally required to support trainees to meet the teaching standards at the level appropriate to the end of a period of initial teacher training. It is set out over the next few pages. You will notice that it is structured standard by standard and then explains what providers should do and what trainees should do. In some cases the explanation of what the trainee should do is signposted to another part of this handbook. The main messages from this document are firstly to give an idea of what will be covered in the course and how it relates to a particular standard ( the provider should ……) and secondly what the trainee will be able to demonstrate as a result of the input by the provider ( the trainee should…..). Following on from the pages covering the ITT core content you will find a page that maps the core content against the various aspects of how the programme is delivered. This is intended to show where the core content will be covered and will also show that most if not all of the content is covered in many different parts of the programme. The programme approaches covering the ITT content in a holistic way so many key themes and ideas will be covered a number of times in different contexts. This multi-faceted approach is designed to give trainees a greater overall understanding of teaching and learning to help them develop as reflective practitioners.

Teacher Standard Providers Should Trainees Should

Standard 1 – “A teacher must set high expectations which inspire, motivate and challenge pupils ”

• ensure that trainees understand that the obligation to set high standards which inspire, motivate and challenge applies to all pupils for whom a teacher has responsibility. This applies regardless of age, ability or aptitude, and includes pupils who might have special educational needs and disabilities (SEND), and pupils for whom English is an additional language (EAL).

• equip trainees to be able to inspire and provide extra challenge for the most able pupils.

Standard 2 – “A teacher must promote good progress and outcomes by pupils ”

• design programmes that focus on how effective teaching ensures good pupil outcomes. Trainees should be introduced to important factors affecting pupils’ education such as cognitive load, motivation, understanding and focus

• ensure that trainees are familiar with a range of techniques, including modelling work for pupils and scaffolding tasks with guidance that can be gradually removed as pupils become more competent. Trainees should be conversant with effective approaches for strengthening pupil memory, such as repeated practice spaced over a period of time, short tests, and making effective use of questioning. When observing experienced teachers, trainees should be able to evaluate specific teaching strategies.

• have a clear understanding of the positive impact a good teacher can have on pupil attainment, and know how they may be held professionally accountable for pupil outcomes. Trainees should know how to make use of assessment in order to track pupil progress.

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Standard 3 – “A teacher must demonstrate good subject and curriculum knowledge ”

• audit trainees’ subject knowledge early in their training and make provision to ensure that trainees have sufficient subject knowledge to satisfy the standard by the end of their training.

• encourage trainees to read widely around their subject(s) and draw upon scholarship to inform classroom teaching; they should also promote the importance of continuing subject-specific professional development.

• ensure that trainees who will be teaching early reading and mathematics understand the importance of mastering the fundamental building blocks of their subject(s): for example, systematic synthetic phonics for reading; and number facts, times tables and basic operations and algorithms for mathematics.

• be conversant with a range of effective subject-specific pedagogical approaches, and know how to address common pupil misconceptions in their subject(s). They should understand how students are expected to make progress within different subjects across each relevant Key Stage.

• demonstrate a full understanding of the requirements of the national curriculum, national Key Stage tests and specifications for public examinations for the subject(s) and phase(s) they will be teaching.

• be able, by the end of their training, to teach a knowledge-rich curriculum to a depth beyond what is required of pupils

Teacher Standard Providers Should Trainees Should

Standard 4 – “A teacher must plan and teach well-structured lessons ”

• ensure that trainees understand that all new teaching builds on prior knowledge, and use that principle to plan well-sequenced lessons and schemes of work. Trainees should understand that effective planning is not an isolated activity, but draws upon knowledge of subject, progression, assessment and skilful questioning.

• support trainees in their planning to demonstrate an understanding of how individual lessons fit within a lesson sequence.

• ensure that trainees are able to reflect on the effectiveness of lessons, and evaluate their pedagogical approaches to inform future planning and teaching.

• ensure that trainees have appropriate opportunities to gain a broad understanding of issues regarding curriculum design and development.

• ensure that trainees are familiar with a range of resources, including textbooks and digital resources, and understand how to use them along with the effective use of technology as a basis for teaching, as well as how to assess their selection, content and use.

• demonstrate that they can set homework that is challenging, consolidates work done during lessons, and encourages pupils to take responsibility for their own academic progress.

• be introduced to the most relevant and recent research, propositions and theories relevant to good classroom practice, and should be encouraged to view these with a critical eye, questioning outcomes, conclusions and limitations

• demonstrate an understanding of the basics of empirical research methods, both quantitative and qualitative, know where to find evidence-supported resources for teachers, and understand the benefits and limitations of different types of research

Standard 5 – “A teacher must adapt teaching to respond

• ensure that trainees are equipped to identify the needs of all pupils, avoiding labelling by group, and make provision for them, including seeking the advice of colleagues with specialist knowledge and experience.

• be able to recognise signs that may indicate SEND, and support common educational needs through review of their teaching, making adjustments to overcome any barriers to

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to the strengths and needs of all pupils ”

• equip trainees to analyse the strengths and needs of all pupils effectively, ensuring that they have an understanding of cognitive, social, emotional, physical and mental health factors that can inhibit or enhance pupils’ education.

• ensure that trainees understand the principles of the SEND Code of Practice, are confident working with the four broad areas of need it identifies, and are able to adapt teaching strategies to ensure that pupils with SEND (including, but not limited to, autism, dyslexia, attention deficit hyperactivity disorder (ADHD), sensory impairment or speech, and language and communication needs (SLCN)) can access and progress within the curriculum. Providers should ensure that SEND training is integrated across the ITT programme.

• emphasise the importance of emotional development such as attachment issues and mental health on pupils’ performance, supporting trainees to recognise typical child and adolescent development, and to respond to atypical development.

progress and ensuring that pupils with SEND are able to access the curriculum. These should take the form of a cycle or 'graduated approach' in the classroom. This should involve assessing pupil need, planning, reviewing and implementing change to support pupil progress, as referenced in the Code of Practice.

Teacher Standard Providers Should Trainees Should

Standard 6 – “A teacher must make accurate and productive use of assessment ”

• ensure that trainees are fully conversant with the fundamental principles of assessment and testing, including the differences between formative and summative assessment; bias, reliability and validity; criterion- and norm-referencing; standardisation and standardised tests (such as those that produce a reading age).

• demonstrate that they are able to make effective use of assessment data to ensure that teaching is both supportive and challenging, and to enable them to give effective and efficient oral and written feedback to pupils and parents.

• be fully conversant with the requirements regarding continuous assessment of pupils’ work and how approaches to assessment differ across subjects.

• be aware of how nationally standardised summative assessment helps teachers understand national expectations and assess their own performance.

Standard 7 – “A teacher must manage behaviour effectively to ensure a good and safe

• devise opportunities for the practical demonstration and instruction of these techniques, prioritising opportunities for trainees to reflect, improve and practise at the most appropriate points in their training.

• have an understanding of a variety of strategies for managing behaviour effectively, including the importance of routines, responses and relationships for ensuring good classroom behaviour.

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learning environment”

• ensure that trainees are given structured exposure to a variety of classroom contexts, to the observation of best practice and, where possible, pre-course practice sessions.

• learn and practise a range of routines for improving the behaviour of pupils and minimising opportunities for disruption, and understand the importance of communicating clear boundaries and high expectations.

• understand how to access whole-school support.

• be able to employ strategies to secure and maintain an orderly classroom, pre-empt disruptive behaviour and continue a lesson after interruption, and understand the importance of body language, clear communication, voice tone and vocabulary.

• practise how to be authoritative and fair, and how to build confidence and regulate their own emotional disposition.

Teacher Standard Providers Should Trainees Should

Standard 8 – “A teacher must fulfil wider professional responsibilities”

• ensure that trainees understand how to work with and effectively deploy support staff in ways that have the greatest positive impact on pupils’ education and progress.

• support trainees to work effectively in the professional context of a school, supporting trainees to understand how to build professional relationships with colleagues.

• encourage and expect trainees to take a full part in the day-to-day life of the schools in which they are training, including the pastoral system, extracurricular activities and parents’ meetings.

• encourage trainees to reflect on the full extent of the role that teachers play within the wider school community, and in society beyond.

• encourage trainees to develop a commitment to their continuing professional development and to know how to access professional development opportunities

PART TWO OF THE STANDARDS – “A teacher is expected

• ensure that trainees have a clear understanding of the expectations regarding personal and professional conduct of a teacher and the ethics of the teaching profession, as set out in Part Two of the Teachers’ Standards.

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to demonstrate consistently high standards of personal and professional conduct.”

• instruct trainees on the legal responsibility they have as teachers with regard to safeguarding, including how to refer safeguarding concerns within a school. Opportunities should be provided for trainees to consider how to respond to challenging ethical issues that teachers might encounter. Trainees should develop and demonstrate an understanding of how fundamental British values can be upheld in schools.

• guide trainees on how to exhibit high standards of professional behaviour in schools and out of school, and offer advice on personal organisation, well-being and maintaining a sustainable work/life balance.

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The table below indicates where trainees are likely to engage with the standards throughout the training year. Mapping exercise completed with direct reference to the ITE Core Content Framework (2016):

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ive

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ssm

ent ”

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e be

havi

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ffect

ivel

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ure

a go

od

and

safe

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ning

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ent”

Stan

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8 –

“A

teac

her m

ust f

ulfil

wid

er

prof

essi

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resp

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bilit

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PART

TW

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F TH

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Subject PfL Days √ √ √ √ √ √ √ √ √

Generic training Days √ √ √ √ √ √ √ √

PGCE Assignment √ √ √ √ √ √ √ √ √

Subject Knowledge Audit

√

√

Noticing Booklet √ √ √ √ √ √ √ √ √

Subject Mentor Meetings √ √ √ √ √ √ √ √ √

Prof. Mentor Sessions √ √

√ √ √ √ √ √

UoC Library & Online Resources √ √ √ √ √ √ √ √ √

Personal Reading & Reflection √ √ √ √ √ √ √ √ √

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INTRODUCTION Welcome! It is with great pleasure that we welcome you to your Secondary PGCE course. Ahead of you is an intensive year of preparation for the teaching profession. We hope that this year will prove to be a valuable, stimulating and enjoyable one for you and that you will emerge as a qualified and enthusiastic teacher of your subject. The course can be tough at times as deadlines mount and you have many things to deal with. Please do talk to us throughout the year about any concerns or worries you may have and we will do our best to help. The best advice at the start of the year is to be as organised as possible – know what is coming up, be aware of key dates and please look through the materials you are given. You should also listen carefully to any advice you receive throughout the year. The aim of the course is to help you to develop into an enthusiastic, reflective and thoughtful teacher. Throughout the year the integration of theory and practice will help you to gain an understanding of educational issues, the ability to evaluate and reflect on classroom practice and develop effective classroom techniques. You will also be encouraged to engage with all aspects of school life, through pastoral work, teaching in other subjects or areas of the curriculum and extra-curricular involvement in areas of specific interest or expertise. As a member of the school community, you are also expected to attend parents’ evenings, open evenings, training days, staff meetings and to engage with the pastoral and community aspects of school life as requested. You will be based in at least two schools during the PGCE year. We try to contrast the two schools as much as possible while considering constraints over school availability and travel. This aims to give you a breadth of experience which will make you more employable and will also prepare you for work in the whole range of schools in the future. We will take note of your own preferences over schools but you will need to demonstrate some flexibility over school placements. If you have any concerns or questions about school placements, please discuss these with your group tutor or Programme Leader. Please do not approach the School Placement Office directly as their role is to liaise with schools and they have limited staff availability- thank you. It is worth noting that a vacancy may arise at one of your placement schools and you may want to apply. Do consider how they would perceive you as a potential candidate. It is also important to remember that school mentors and University tutors will be writing references for you later in the year – what will they say about you? Try and make this task as easy as possible for them with everything that you do over the year. Professionalism This is a course that trains you for a profession. The following list of professional expectations has been discussed with mentors and is produced here to give you some guidance of what is expected of you. Most of it is common sense but please make sure you read it carefully and be prepared to discuss it at your first tutorial. Your mentors in school may also have their own guidance on professionalism, and they will discuss this aspect with you in relevant meetings in school. Failure to follow these guidelines on professionalism, either at school or the University, will result in student support/disciplinary proceedings being initiated and may result in you being asked to leave the school or the course. In University you should: • Attend all university sessions and be punctual. As a professional course, full attendance and good

punctuality at all University sessions is a course requirement. • Let your group tutor know if you are ill and unable to attend – please e-mail them as soon as you can.

Also, please contact the University absence line.

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• Talk to your group tutor and/or subject mentor if you are having difficulties completing your work/meeting deadlines/ are having a crisis. We will try and help you manage as much as we can.

• Assume that requests for absence from school based and University sessions will not be given unless there are exceptional circumstances. Please discuss with your group tutor in the first instance.

• Meet all relevant deadlines as required • Be sensitive to others and their opinions and be professional in all communications • Be proactive and use the Blackboard and Pebblepad sites effectively and engage in e-learning as

appropriate. Full engagement with Pebblepad is a course requirement. In School: 1. Timing and punctuality • Please make sure you arrive in good time in the morning before school starts (including for staff

briefings) • You should expect to stay at the end of the school day to catch up on work or discuss matters with

your mentor • Please inform the school in good time if you are unavoidably absent (following their agreed

procedures). Acceptable reasons include illness, job interviews and bereavement. Where possible you will be expected to set work for the classes you are missing and you should liaise on this with your subject mentor. If you are unsure, please discuss the situation with your mentor. If you are absent without good reason or do not follow agreed school procedures, you may be asked to leave the school and this will lead to you failing the placement.

2. Dress code • You will be given advice on this by your tutor as well as your mentors but please adhere to the school

guidance. It is always better to over-dress if you are unsure. Please dress as you would for any job interview.

• School dress code may include guidelines relating to tattoos and piercings – you must follow school guidelines on this and do not be offended if you are asked to cover up a tattoo or remove a piercing.

3. In your subject department • You should attend all department meetings and other meetings in school as required. This includes

INSET days or evening meetings. Where possible, you should also attend open evenings and parents evenings.

• Try to get involved as much as you can with your department and be seen as a valued member in the time available to you.

4. Paperwork • You must follow course and school guidelines on producing appropriate lesson plans while on

placement. This includes following mentor guidance on sharing these with mentors at school so that they can give you advice and feedback on your planning.

• You need to follow department guidelines on marking and recording and to make sure you mark regularly as required. You need to be able to hand over these marks and any other data when you leave your placement. Your mark-book and records should also be available for visiting tutors.

• You are responsible for your own paperwork. You should have these available at all times for mentors and tutors to discuss with you.

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5. Around school • Remember you are now a teacher and need to behave professionally at all times around school. This

includes the staff room, dining hall, corridors and outside areas. • Always consider carefully what you say and do and how this will be perceived by staff and pupils. • You must never share your mobile phone number with any pupil and should not contact them on

their mobile phones or via social media. Please make sure your mobile is switched off during lessons. • If you are ever unsure about protocols, ask your mentors for advice. • You should expect to be involved in the pastoral life of the school, and this will include a form group

and other activities such as assemblies. 6. After school • This is an important time for meetings, preparation and for discussion with your mentor.

Try and make the most of this time if you can. Your school would not expect you to leave straightaway at the end of the school day unless you have a good reason.

• Are there any after-school activities in which you can get involved? What are your passions or interests? Can you share these with your pupils?

7. Outside school • Remember that being a teacher is a way of life, not just a job. How you are perceived outside of

school is important and so you will have to think about this in your own social life and on the way to and from school. You are now a role model within the community and must behave as such, at all times.

• This includes the ‘online world’. Please consider your presence on the web and on social media and monitor your privacy settings if necessary. Pupils will be curious about you and so you will need to be very careful about your ‘virtual self’ from now on.

• If you are ever unsure about anything connected to the course please ask your mentors or tutors for advice. You should always do this sooner rather than later.

For Tutorial 1 – I have read, understood and agree to abide by the points listed above: Signed:

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Key staff – roles and responsibilities You will work with a wide range of people while on the course, based both at University and in school. It is important to know something of their roles. PGCE Secondary Core Programme leader The programme leader has an oversight of the running of the course and supports the staff and students in school and at University. University group tutors These PGCE tutors lead the large, mixed cohort groups of students, and act as your personal tutor with oversight of your progress on the course. Therefore, your group tutor should be your first point of contact in most instances. If you have any questions about assignments, sessions, absences or school, then you should approach your group tutor initially. University placement tutors (UPTs) One of the University PGCE tutors will also visit you while you are on your placements. They will visit at least once on the IEP placement and at least twice on the SEP placement. The University PGCE tutor will visit you towards the end of the IEP placement and before Easter on the SEP placement to watch you teach and discuss your progress with your mentors to help gain a picture of your overall progress, with reference to the Standards matrix. Your progress and targets for the next phase using the assessment matrix are recorded, to aid you in your reflective thinking about how to develop your practice. The Easter visit is very important, as it usually confirms that everything is on target for success by the end of the placement. However, it might also indicate that there are areas of practice that still need addressing and targets will be set to work on these successfully before the end of the placement. There will also be a final visit near the end of the SEP placement to confirm your progress towards the QTS standards, complete the final paperwork and to help you set targets for the NQT year (if applicable). Professional mentor – school Within each of your placement schools there will a teacher who has an oversight of all the PGCE trainees and their progress, and this is the Professional Mentor. They will observe you teach and will organise (though not always personally lead) the school’s PGCE General Educational Studies (GES) programme. The professional mentor will also be involved with the pastoral and wider elements of your training within school. Subject mentor - school Within each placement school there will a subject teacher who will have oversight of your training, progress and development within the subject department and this is the Subject mentor. They will work closely with you on a daily basis and will regularly observe lessons, give feedback and work with you to reflect on progress and set targets for development. If you have any questions or concerns while on placement, your subject mentor should be the first person you approach for help. They may direct you on to the professional mentor or a University tutor as necessary.

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Course content – guidance The following section outlines some of the key elements of the PGCE Programme GES Programme (General Educational Studies) Your professional mentor, or a designated member of staff, will hold a weekly meeting with all of the trainees on placement in your school. At the end of each meeting you may be set a task that will help you to prepare for the following meeting. These sessions, and the associated tasks, provide a rich source of evidence for your engagement with the Teachers’ Standards. Subject Mentor Programme Your school-based subject mentor will work with you on a day-to-day basis within your subject department. He/she will organise your teaching timetable and make sure that you are provided with regular feedback on your teaching. The subject mentor is also responsible for supporting the completion of your placement assessment documentation so that you are aware of the areas of practice on which you need to work. The learning conversations that you have with your mentor will feed into a weekly target-setting process that will help you to make progress. These weekly meetings are particularly important as they will provide you with the focus and context that you will need in order to complete your weekly reflections in your e-portfolio on PebblePad. You may notice that the nature of these conversations changes in a subtle way during the year as your mentor initially offers lots of advice and support, but then moves towards adopting a coaching role which will allow you to direct your own learning and develop your own teaching style. As the course progresses we will be providing more information on this approach. Pedagogy for Learning (PfL) Days These training days are dedicated solely to the teaching of your subject. They are run by a mixture of school-based staff and university tutors. They mainly take place in the university setting though some take place in placement schools. You will be informed about these locations where applicable. For Core PGCE students, PfL days are supplemented by Subject Enrichment (SE) Days where you may work on your own subject pedagogy development or on specific school-based projects. Your subject tutor(s) will provide more information on these days as appropriate. Please be advised that attendance at all University days is a requirement of the programme. Only illness and exceptional circumstances are acceptable reasons for absence. Attendance data is often requested when we provide references for jobs and we keep records of all absences. ‘Noticing’ Strand You will spend a good proportion of your time in the early stages of your placement observing others teach. Knowing what to look for can be overwhelming so we have picked out some specific aspects for you to focus on during this first placement and have collated them together in the ‘Noticing’ booklet which you will need to complete prior to the end of the IEP – completion of this booklet will form part of the PGSC 9011 assignment submission.

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Checkpoints

Below you will find a series of checkpoints which act as markers to guide you through your training. Checkpoint 1: By the end of the first week in October

o Log onto Pebble Pad; know what the expectations are with respect to e-portfolios; engage with

Pebble Pad-related activities

o Engage with school based and University training days and record your reflections on the impact of the training on your professional development

o Begin to develop your initial understanding of how literacy, numeracy and ICT sit within your subject

o Engage with “Noticing” so that you are able to use your observations of teachers to impact on your

own professional development (and record observations in the Noticing booklet)

o Begin to develop your understanding of some behaviour management techniques in readiness to begin your placement

o Assignments: Make sure that you are aware of the requirements for the formative assignment PGSC

7011

o Subject knowledge: Development of your subject knowledge will be an on-going theme requiring your attention throughout the course and your teaching career. You will begin that process by auditing your strengths and areas for development. Keep a record of subject knowledge activity as supporting evidence for meeting the Standards for QTS and summarise on Pebblepad.

o Pedagogy for Learning: Subject tutors/leads will set a wide range of activities and tasks with which

you will need to fully engage.

Checkpoint 2: By the end of October

o Continue to make entries to Pebble Pad e-portfolios

o Discuss the Assessment Matrix with your subject mentor. Make sure that you understand how you can use the Assessment Matrix to record your achievements and set targets for improvement

o Develop your initial understanding of SEN/D and reflect on how the training will inform your future

teaching

o Teach some and/or parts of lessons and use the feedback to develop your understanding of your key strengths and likely targets for development.

o Engage more fully with assignments and submit PGSC 7011 (formative). Use the feedback to plan a

timeline for completion of PGSC 7011 (summative)

o Pedagogy for Learning; subject sessions will continue through October. Make sure that you fully engage with them.

o Begin to reflect on assessment strategies within your placement school. How is it done? Why?

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Checkpoint 3: By the end of November

o Make further entries to your e-portfolio and “noticing” booklet

o Following the guidance and rubric on the assessment matrix to consider the progress you are making.

Use this progress indicator to generate targets for further improvement

o Use your observation feedback (and your entries on Pebble Pad) to guide your developing practice

o Begin to collect and collate your evidence for the KAP1 Evidence Bundle

o Maintain your engagement with the General Education Studies (GES) programme in school

o Submit the Noticing Booklet (Deadline 15th November 2019)

Checkpoint 4: By the end of December

o Complete your IEP e-portfolio by the end of the Initial Experience Placement

o Ensure you have met the course requirement of teaching your own lessons for 7 hours a week by the end of the IEP placement (to a maximum of 8 lessons a week if lessons are less than an hour)

o Through discussion with your subject and professional mentors, use the Assessment Matrix to reflect

your level of practice at the end of the placement which then aids completion of the KAP1 report by the end of term.

o Begin to organise evidence to demonstrate your progress towards meeting the standards by

completing your KAP 1 Evidence Bundle.

o If any areas of your practice are a cause for concern, work with your mentor and University tutor to complete an action plan that will help to address the concerns that have been identified

o Make sure that you have collected all of the information that you will need to complete the

summative part of the PGSC 7011 assignment. Whilst the deadline is early in the spring term, the assignment is based on your experiences in school during this placement.

Checkpoint 5: By the end of January

o Make further fortnightly entries to your e-portfolio as appropriate

o Submit summative assignment PGSC 7001

o Draft a letter of application for a teaching job and begin to understand the interview process

o Ensure your subject knowledge/skills audit is updated

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Checkpoint 6: By the end of February

o You will have completed your induction and observation period in your new placement school, and will have started to teach your own lessons. The aim would be for 5-7 hours by mid-March.

o Continue to collect evidence to demonstrate the level of practice suggested by the Assessment Matrix and discuss your progress and targets with your subject mentor

o Ensure your subject knowledge/skills audit is updated

Checkpoint 7: By the Easter holidays

o Continue to update your e-portfolios and collect evidence to ensure you are meeting the Teachers’

Standards

o Submit formative assignment PGSC 7012

o Through discussion with your subject and professional mentors use the Assessment Matrix to reflect your level of practice and use this to help complete the KAP 2 Spring term report.

o Start planning PGSC 7012 summative assignment ready for submission

o Be teaching 7-10 hours a week (actual number of lessons depends on lesson length at the school and your level of progress), ready to move to 12 hours a week after the Easter break.

o Complete your and present your KAP 2 Evidence Bundle.

Checkpoint 8: By the end of the SEP placement

o Through discussion with your subject mentor use the Assessment Matrix to reflect your level of

practice at the end of the placement

o You will be teaching 12 hours per week after the Easter break on the SEP placement (to a maximum of 14 lessons per week where the lessons are less than an hour long). To show you have met the QTS standards consistently over a suitable period of time you must be teaching at this level for a minimum of 6 weeks.

o Have an understanding of post 16 education and the range of options available

o Ensured the final KAP3 Evidence Bundle has been completed and presented.

o Submit summative assignment PGSC 7012 in May.

Checkpoint 9: By the end of the PGCE course

o Review your subject knowledge for the curriculum and set new targets for the NQT year

o Complete your work and all exit paperwork on Pebble pad as required.

o Start to prepare for your NQT year as relevant – complete all transition paperwork as necessary.

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Subject Knowledge Development – ‘Pedagogy for Learning’ (PfL) days These days are designed to enhance and develop subject-specific pedagogy. Trainees will work with subject specialists and peers from their subject. The dates for the PfL days are included below and please note that there will be some slight variations on content and approach between subjects. Please see the subject specific subject PfL booklets for further details.

Dates

Thursday 5th September 2019

Friday 6th September 2019

Monday 16th September 2019

Tuesday 17th September 2019

Friday 4th October 2019

Friday 18th October 2019

Friday 15th November 2019

Friday 29th November 2019

Friday 17th January 2020

Friday 31st January 2020

Friday 14th February 2020

Friday 13th March 2020

Sessions usually run from 09:30am – 3.30pm (unless otherwise advised) and take place on the Lancaster campus (unless otherwise advised).

ASSESSMENT INFORMATION

Assignment Submission Dates

Assessment Item Submission Date

PGSC7011 Formative Monday 28th October 2019

PGSC7012 Formative Monday 9th March 2020

PGSC9011 Formative (Noticing Booklet)

Friday 15th November 2019

PGSC7011 Summative Monday 13th January 2020

PGSC7012 Summative Monday 11th May 2020

PGSC9011 Summative (Qualificatory Portfolio -Pebblepad and Best Practice Evidence File)

Friday 19th June 2020

You must submit and pass all assignments to gain the PGCE or PgCE qualification (All assignments are to be submitted via the Turnitin site on Blackboard unless otherwise advised)

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Assessment Board Dates There is a two-tiered process for confirming assessment marks at University of Cumbria. This is a formal process and is subject to the Quality Assurance Agency for Higher Education (QAA) requirements. The Module Assessment Board (MAB) considers module marks which are then presented to a University Assessment Board (UAB) where decisions about student progress and awards are taken. Until this board has agreed the marks they are provisional and should be treated as such. The draft MAB dates for 2019-20 for the PGCE are to follow and will be communicated to you via Blackboard as soon as the university schedule has been published.

PGCE Assignments – important information Resubmission of failed assignments As the PGCE assignments are set and marked at Master’s Level, the pass mark is 50%. If you fail a summative assignment you can will be offered a reassessment opportunity to resubmit a reworked version of the assignment taking into account the feedback from the marker. There is only one re-assessment activity per assignment. As such, please note that if you fail a re-assessed item you may not be eligible for the PGCE award at any level. Re-submitting a failed assignment will usually involve a re-working of the original assignment to a level that would allow it to pass, and the dates for these re-submissions are communicated after the relevant exam board. Please ask your tutor for guidance if necessary. Transfer to the level 6 award (Professional Graduate Certificate in Education)

• You should be aware that while this is a PGCE course with 60 Master’s Level credits (level 7), it is possible to gain an exit award at level 6 (i.e. non-Master’s level), which would give you the Professional Graduate Certificate in Education rather than the Postgraduate Certificate in Education.

• Once the first two Master’s Level assignments (PGSC 7011 formative and summative) have been submitted and only after the marking of PGSC 7011 (summative) has been completed would we arrange a discussion with you about whether a transfer to level 6 would be more appropriate if you have failed this assignment.

• The decision to transfer or not would be yours; and if you did transfer to level 6, PGSC 7011 would be remarked as PGSC 6011 at this level (pass mark 40%) and the subsequent summative assignment (PGSC 6012) would also be submitted at level 6.

• Again, your tutor will discuss this with you and guide your decision making if necessary. This discussion would take place in February after marking for PGSC 7011 and your decision would need to be agreed by the date of the relevant exam board in late February.

• Please be aware, however, that whatever you agree it would be not possible to subsequently reverse this decision.

Please be aware that the level 6 award is still attached to the QTS element of the qualification and so will allow you to teach and apply for jobs as usual. When applying for jobs at a very competitive school situation or in a very competitive subject the level 6 award may make a slight difference to your application, but in our experience this has not been the case. Therefore, if you are really finding the level 7 assignments difficult or are strongly advised to transfer by your tutor, you should give this option some serious thought.

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Reading for assignments We are often asked how many references you should include in your assignments to indicate appropriate engagement with the literature at Master’s level. There is no definitive answer as the assignments differ in their scope and also references themselves can differ in their academic nature. However, the success criteria for the assignments does ask you to engage with relevant academic literature and this refers to books and articles from academic journals. We would expect to see a good number of these referenced in your assignments, and you should aim for at least double figures for these types of references to indicate a good level of reading. At the other end of this scale, if your assignment only shows links to one or two academic references then it would fail to meet the learning outcomes and would not be able to pass. You may also find some non-academic references in your reading that are useful and you might wish to include in your work (reliable sources such as Government websites, the BBC, newspapers and so on, and also blog sites). This is acceptable if you wish to add ‘flavour’ to your work, but please note that these are not considered as academic references and should be used in addition to the types of references mentioned above. Do ask your tutor for further guidance if necessary. Assignment PGSC 7011 - Investigating Teaching and Learning In order to teach it is important to have some understanding of the processes of learning in your subject. As trainee teachers make progress, they view lessons in the context of a sequence of learning episodes rather than as isolated events. This assignment supports you as a trainee in analysing your own teaching from a number of perspectives. Module Learning Outcomes On successful completion of the module, you will be able to:

1. Demonstrate a systematic and extensive understanding of the subject pedagogy in the design of learning episodes

2. Show a critical appreciation of the place of a subject in relation to the wider school curriculum 3. Show a critical understanding of the learning processes within a subject in relation to learning in

general. 4. Demonstrate a critically analytic awareness of the processes involved in pupil progression 5. Critically examine and analyse key primary and secondary sources of recent and significant research

& literature and apply new understandings to professional practice.

The formative element of PGSC 7011 Module Title: Investigating Teaching and Learning Deadline: Monday 28th October 2019 Formative Assessment Brief (2000 words equivalent in total) Assessment Title: Critical Review of Literature related to Teaching and Learning in the subject You should prepare a critical review of literature on current thinking, theories and research around teaching and learning in your subject. You might refer to theories or models from key thinkers around what constitutes ‘learning’; the processes involved in how pupils learn; subject based approaches to pedagogy; issues or theories around the ways in which children learn successfully and a critique of less effective

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approaches to teaching and learning. Please note that the essay should be a critical discussion of the key ideas and theories rather than a biographical discussion of any key thinkers themselves. You should therefore consider relevant research and a range of perspectives if possible. The summative element of PGSC 7011

Module Title: Investigating Teaching and Learning Deadline: Monday 13th January 2020 Summative Assessment Brief (3000 words equivalent in total)

Assessment title: With reference to your own teaching (for a series of lessons), critically examine your approach to the teaching and learning of this particular topic/section of your subject with reference to theories of teaching and learning and critically reflect on the success of your approach.

Assessment Guidance: Write reflectively and critically on your own subject teaching with relation to the approaches to teaching and learning in your subject that you reviewed in the formative piece. This should include a critical analysis of a series of lessons on one topic or section that you have planned and taught, drawing links between relevant theory and practice in the literature. Please ensure that you use literature relating to your own subject where appropriate. You must include any relevant lesson plans and teaching resources as appendices to your work, though any elements that are vital to your discussion should be included in the main section of the essay. Consider - were you successful in your approach? Why, or why not? Critically reflect on what you might have done differently to help develop pupil learning.

Please note - as a summative assignment this is a stand-alone piece of work and so must show reference to appropriate literature and an appropriate reference list. The marker has not necessarily read your formative assignment. You may re-use any relevant material from the formative section of this assignment and you do not need to append the formative section to the summative assignment.

Assignment PGSC 7012 - Investigating Teaching and Learning Across and Beyond the School Curriculum Experienced teachers recognise the ebb and flow of strategies into schools and how these can impact on classroom practice. This assignment provides trainees with an opportunity to engage with some of the current priorities for ITE so that they can both develop their practice and make informed judgements about the influence of SEN/D, AfL, EAL, Inclusion, SMSC education, Classroom management, Pastoral care and responsibilities, Literacy or Numeracy across the curriculum, Post 16 education, Promoting British Values across the curriculum, Cross and extra-curricular learning on their own work in the classroom and Social Mobility. This assignment provides opportunities for you to:

o Explore your own developing practice o Engage with literature in relation to high priority topics o Evaluate your own developing practice with respect to an area of your own interest

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Module Learning Outcomes: On successful completion, you will be able to:

1. Reflect upon your initial development as a teacher and critically analyse and evaluate the complexity of this role in meeting the needs of children and young people.

2. Critically analyse and evaluate the wider aspects of the school curriculum beyond the immediate bounds of the subject area.

3. Develop a critical understanding and evaluation of the impact of current issues within secondary education on pupils, schools and society, underpinned by recent primary and secondary literature

4. Critically reflect on your own development as a teacher with regard to key cross and extra-curricular issues

The formative element of PGSC 7012 Module Title: Investigating Teaching and Learning Across and Beyond the School Curriculum Deadline: Monday 9th March 2020

Assessment Title: Critical Review of Literature related to Teaching and Learning Across and Beyond the School Curriculum Assessment Brief: (2000 words equivalent in total) For this formative assignment you must submit a critical review of literature related to teaching and learning across and beyond the curriculum in the chosen focussed area of study. You should consider the module learning outcomes above to inform your approach to this assignment. Consider the importance of your chosen theme to teaching and learning or the well-being of the learners; the responsibility of teachers as a team of professionals in meeting the needs of learners; the context and key issues around this theme for the School Curriculum and the wider ramifications for the emotional, social, intellectual and or economic development of young people. Consider the key issues and debates in your chosen theme. You must choose one of the following themes:

• SEN/D • AfL • EAL • Inclusion • SMSC education • Classroom management • Pastoral care and responsibilities • Literacy or Numeracy across the curriculum • Post 16 education • Promoting British Values across the curriculum • Cross and extra-curricular learning • Social Mobility

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The summative element of PGSC 7012 Module Title: Investigating Teaching and Learning Across and Beyond the School Curriculum Deadline: Monday 11th May 2020 Assessment Brief: (3000 words equivalent in total)

Assignment title: For the key theme that you discussed as part of the formative element of this assignment, critically reflect on how your practice has changed or developed in relation to this theme over the year and how it might develop in the future.

(Your summative essay must develop the same theme that you discussed in your formative essay).

Assignment guidance: Include a rationale as to why you have chosen this particular theme and why it is important to you. You will need to read around your chosen theme and show evidence of this reading in your answer, showing an understanding of key definitions and debates. Critically discuss how your practice and perspectives have developed or changed over the year during the course of your two placements. How do you hope to develop further in this area during your future career?

This assignment should be structured as a traditional essay in approach, and so will need a clear structure and identifiable flow of argument, with clear reference to relevant literature. It gives you the chance to explore and develop further an area of particular interest to you. Please do ask your tutor if further advice if needed.

Please note that as a summative assignment this is a stand-alone piece of work and so must show reference to appropriate literature and an appropriate reference list. You may re-use material from the formative section of this assignment and you do not need to append the formative section to this piece.

Important information about assignments Assessment Word Limits The upper word limit specified may be exceeded by up to 10% without penalty. Penalties then apply to work which exceeds the word limit beyond 10% and you will lose marks (please refer to the Academic Regulations, Appendix 3c, section 3.5, so that you are aware of these penalties). There is no lower limit but failure to include demonstration of the requisite learning outcomes will lead to a fail. The word count includes the body of the work (i.e. the main text), within which all the learning outcomes should be demonstrated, but excludes:

• References/ Bibliographies • Tables and the title of tables • Graphs • Appendices

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Where the word count exceeds 10%, the full assignment will be marked following which the appropriate penalty will be applied (see below):

Word count exceeded by: Penalty (to be applied to assessment item)

0% - 10% No penalty 11% - 30% 10 marks deducted (from assessment

item), or pass mark awarded (whichever is the higher)

30% + Mark capped at pass mark If you falsify the word count you will be subject to Minor Malpractice procedures and will receive a penalty in accordance with those procedures (please familiarise yourself with these procedures in the Academic Regulations, Appendix 3d, section 7.5). Further details about assessment word limits can be found in the University’s Conduct of Assessment regulations at https://www.cumbria.ac.uk/about/organisation/professional-services/academic-quality-and-development/academic-regulations/ Academic Malpractice The University adopts a firm position on academic malpractice (cheating) of any kind, which can include: cheating in exams; plagiarism (ie use of someone else’s work and trying to pass it off as your own); collusion (eg working with other students inappropriately in the submission of work); fabrication and falsification; and impersonation. Penalties for academic malpractice may affect your reassessment opportunities and can, in some cases, mean that you will be required to leave the University without any award. Full details on the academic malpractice procedures can be found on the website above. Please note that for work at Level 7 (Master’s Level), any suspected malpractice will be investigated further and if it is conisdered minor malpractice you would receive a warning and may be aksed to rework or resubmit the assignment to address the issue. Minor malpractice may include incorrect referencing/use of reference lists and paraphrasing text too closely. However, if it is considered to be major malpractice it would be referred directly to a University Malpractice panel and this may lead to the more serious outcomes noted above. This includes the following types of major malpractice such as copying from a previous assignment, a website or book/journal without any attribution. Also, please note that if you have had a warning about minor malpractice while on the course, any subsequent malpractice issues would be considered as major malpractice and followed up as such. Please take note of this information and seek advice if you are ever unsure about this important area. We are aware that the Harvard system is new to many of you and that it is sometimes possible to make unintentional errors in this area of practice. Therefore, if there are perceived to be any problems concerning malpractice in your first formative assignment, these will be pointed out to you along with guidance on how to improve the situation. This might include a tutorial with the first marker, guidance on using the online skills@cumbria material or making an appointment with academic advisors in LISS. However, for all subsequent summative assignments, any suspected malpractice will be investigated as noted above. Submission by Turnitin Because the University is keen to deter plagiarism, students are expected to submit their work to Turnitin before the submission date for the assignment. This procedure enables you to remedy any instances of plagiarism before final submission of an assignment. The website for this is listed below:

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https://my.cumbria.ac.uk/Student-Life/Learning/Skills-Cumbria/Digital-Skills/Turnitin/ Important: Please familiarise yourself with the guidelines for Assignment Submission Internally agreed feedback and provisional marks will be disclosed to students within 20 working days. [This is before moderation by the External Examiner and confirmation of marks by the Module Assessment Board and hence marks will only be provisional at this point in time]. Summative Assessment: Summative assessment is the process of evaluating (and grading) the learning of students at a point in time. In a summative assignment you will be able to reuse your own material that you have previously submitted in the relevant formative assignment. If you are unsure about this at all, do speak to your tutor. Formative Assessment: Formative assessment is designed to help learners learn more effectively by giving them feedback on their performance and how it can be improved and sustained. The formative assessment marks and feedback will not count towards your final assessment, but completion of all of the formative assignments is a course requirement. Referencing: The University of Cumbria uses the Harvard system of referencing (see guidance in the ‘Cite it right’ booklet). This booklet is your key to referencing and copies can be found in the library or it can be accessed electronically from the skills@cumbria tab in Blackboard. For more details about referencing, please refer to www.cumbria.ac.uk/skillsatcumbria Late work: Coursework received up to 3 days late after the deadline without an extension will be marked as having been received late and a capped mark (50% or 40% as applicable) will be applied. Submission after this three day limit, without an agreed extension, will be regarded as non-submission and awarded a zero mark. Extensions: An extension is a short-term authorised arrangement between us based on a limited amount of extra time (not exceeding 10 working days), which means you will be able to submit your work after the submission date without penalty. This should be sought in advance of the deadline with your University Tutor (only) and must be fully justified. For example, extensions may be given for medical/family change/bereavement reasons but will not be given for organisational or normal work load issues. Extensions would not normally be given on the actual day of submission. If you are unsure about this aspect it is always better to ask and discuss with your tutor. Extenuating circumstances: These may be applied where serious, unforeseeable and/or unpreventable factors outside your control may have adversely affected your performance within your programme of study. Examples are serious illness, accidents or serious family problems. You can also make a claim if you have completed your assessment but feel your performance has been affected by extenuating circumstances. It is your responsibility to report this and to provide documentary evidence. Please discuss with your UPL if necessary. General assessment guidance: Please proof read all work very carefully before handing it in – at Masters level there should not be any spelling/grammar/referencing errors present in your work. Serious errors in these areas would be enough for the assignment to fail at this level. Also, try and make sure your work is clearly written and structured – this helps the reader and therefore ultimately your performance. Seek help from LISS or other sources if you are unsure about these aspects or feel you need further guidance.

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Help: If you are struggling with any of your assignments, please discuss the situation with your UPL sooner rather than later so that we can discuss possible ways forward to help you with your work. We do want you to be successful! Please remember that the assignments have been planned carefully to help you develop as a teacher and so serious engagement with them throughout the year will aid your development and thinking. You will get out what you put in! PGSC 9011: Developing professional skills, knowledge and practice To be awarded Qualified Teacher Status you must develop and evidence the professional skills, knowledge and practice necessary to meet the current Teachers’ Standards set out by the Department for Education (DfE). This module is qualificatory (i.e. PASS/FAIL) and has one formative element and two summative elements. Both summative elements must be assessed as a ‘PASS’ to achieve the award. The formative element of PGSC 9011 Title: The ‘Noticing’ Booklet Deadline: Friday 15th November 2019

Assessment Brief: You should complete the ‘Noticing’ booklet given to you by your UPL at the beginning of the course. All instructions for completion are contained within the booklet itself. It will require some reading around the issues to support your commentary. The summative element of PGSC 9011 There are two qualificatory but mandatory summative elements to this module. The first element relates to the outcome of your placements at KAP3 at the end of the course; the second relates to a range of evidence that satisfies the key compliance requirements for the award of QTS. The first element will result in a decision to award QTS based on your teaching practice and the demonstration of sustained practice in the Teachers’ Standards across two age phases and assessed using the assessment matrix. The second element will relate to a range of evidence demonstrating that the standards have been met; that compliance issues around sustained practice across two age phases has been assessed, engagement with age phases before and after the ones in which you have been trained to teach, engagement with safeguarding issues and ongoing development of your subject knowledge. This compulsory qualificatory record of the evidence is gathered by way of a portfolio using the Pebblepad software. A key element supporting both qualificatory elements is the production of an evidence bundle as outlined below.

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PGSC 9011: Evidence of best practice – The ‘Evidence Bundle’ file Trainees should compile a file of their best practice to demonstrate that by the end of the course they have met the Teachers’ Standards. As the above title suggests, the requirement here is that trainees should justify, in terms of reflective comments, why key pieces of information have been included. The general areas for evidence collection are determined by the 8 standards that are outlined in the Assessment and Reporting Matrix section of this booklet. Please note: The Assessment and Reporting Matrix also provides a very valuable source of evidence. The key to success here is a clear identification of the nature of the evidence, together with the justification and reflection from the trainee on why the different pieces of evidence have been selected. Compiling your ‘Evidence Bundle’

You will be given further information as to how to compile your evidence file (the ‘Evidence Bundle’) that supports the recommendation for the award of Qualified Teacher Status (QTS) during the course of the year.

In order for the University of Cumbria to recommend the award of QTS we need to be secure that you have demonstrated the required performance 'in practice' and over a sustained period. Throughout the IEP and SEP your performance will have been assessed against the Teachers' Standards for trainees through use of the Assessment Matrix.

Your final grade will have been arrived at through collaboration between you, your school mentors and the University. This grade will be a 'best fit' of the grades for the individual standards and communicated to the University via your UPT and Professional Mentor. The Assessment Matrix will be an important tool when it comes to making these judgements. Part two of the Teachers' standards will be largely assessed via the comments from your school's Professional Mentor on the termly report forms and guidance on Part Two can be found in the Assessment Matrix in the Placement Assessment Handbook.

It is important however that you are able to provide evidence that supports this final grade for each of the 8 standards that form part one of the Teachers' Standards. This evidence will be collected over the year in the ‘Evidence Bundle’ file (with more material being sourced in the SEP placement to reflect your final grade).

In order to be secure in our recommendation that you be awarded QTS, it is important that you are able to provide evidence that you have been able to meet the Teachers' Standards to at least the minimum level and this is done through the ‘Evidence Bundle’ file.

As you know, there is an emphasis on pupil progress being a good indicator of your progress as a trainee, hence its focus in mentor meetings. If the pupils in the lessons you teach are making progress, then you must, by default, be making good or better progress as regards the Teachers' Standards.

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Pupil progress (QTS Standard 2) in relation to the other standards:

Tankard, P (2016)

Pupil Progress Evidence

The evidence you are being asked to provide then, is evidence that the pupils in your lessons are making expected or better than expected progress. Easy, surely...? You just provide an anonymised copy of your mark book to show that the pupils have performed as well as or better than expected in the end of term test

Unfortunately it isn't quite that simple. In order to demonstrate you have met the 8 teacher standards you will have to paint a much richer picture to show your tutor just what has contributed to and led up to this summative outcome. In essence, you need to demonstrate how you have secured this outcome through planning, assessment, inclusion, challenge, secure subject knowledge and effective behaviour management

What documents do you need?

You will, over the course of your placements, amass a huge amount of paperwork (aka evidence), things like;

Lesson Plans

Observation Feedback

Resources (worksheets etc.)

Examples of book marking and feedback to pupils

Records of marks

Evidence of extra-curricular or CPD engagement

These documents will, during the course of your placement, have provided the backdrop for your weekly discussions with your mentor(s). It is envisaged that you will have evidence to hand, should it be required, during these weekly meetings.

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The key for you will be to extract and bring together evidence that allows you to 'tell the story of pupil progress' for your class(es) as a summative paper based document, to form part of the end of term grading process.

In the first instance you need to consider the lessons that have been observed by teachers and tutors as the vehicle to provide your evidence. Then, working with your mentor, establish that progress has been made, providing some evidence pointing to that fact. This will then form the 'context' for the supporting evidence (see 'commentary proforma')

Once this is in place, you should draw upon the supporting evidence that you already have in place, to demonstrate what you have done to secure this progress. This will then be what you refer to in your reflections that will relate your practice to the 8 standards (see 'commentary proforma')

In lots of ways this mirrors the 'performance management' regimes that currently exist in schools so we hope that it helps to set you along the road to be able to repeat this type of activity without much difficulty

So what should I actually do?

The first thing to familiarise yourself with is the 'Commentary Proforma'. This serves as a cover sheet for your bundle and 'tells the story' of your evidence. It is vitally important that your reflections here guide the assessor through your evidence in a clear way that demonstrates both pupil progress and meeting the standards.

The first section needs to be a short description of the classes (the contexts) and how you believe that they have made progress, here you should also refer to your evidence. This piece of evidence is likely to be the first item in your 'bundle'.

It is also likely to be (but not always) a hard copy or physical record of pupil progress, so be very careful here to make things anonymous, no school name and no pupil surname (as a minimum), in essence hide anything that could identify an individual to anyone outside of the school.

Following on from this, it is then up to you how you tell the story....

You may want to start with a lesson plan and resources, briefly annotated to explain how they have contributed to the progress of the pupils in your focus class and how they relate to the standards (typically standard 4 for planning).

You might include differentiated (standard 5) resources, annotated similarly, to explain how you feel they made a contribution. For example, this may be with particular individuals within the class or the class as a whole.

You may feel that the strength of your relationships (standard 7) is a key factor in the pupils making progress, so some observation feedback with appropriate comments from mentors or observers would be very useful here.

Standard 8

One thing to bear in mind is that Standard 8 is sometimes difficult to evidence, however, it is still a standard to be met. It is a good idea that you keep an ongoing record of your 'wider' school activities to show how they have contributed to your successes on placement and include this as part of your bundle.

This is could typically include any extra curricular input or CPD, trips, plays, performances, parent's evenings....and so on. Again, by signing the proforma, your mentors are verifying the validity of your evidence so do discuss it with them as appropriate.

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The Commentary Pro-forma

However you want to 'tell the story' is up to you but for your tutor/mentor, the 'story' arises from the annotations and the reflections provided on the commentary proforma. It is unacceptable to just include items of paperwork without any reflections upon how they demonstrate pupil progress, meeting the standards and your progress as a trainee

It is also important to remember that this is not meant to be an onerous task. You already have the evidence at hand and we are looking for quite brief but pertinent reflections, not extensive descriptions of everything that has happened or everything that you did.

Verification

You will note from the commentary proforma that we ask mentors to verify that the evidence you present is typical of your practice. If this is the case, once the proforma is signed, you simply upload this one sheet/document to pebble pad in the appropriate place.

How the process works

During the PGCE programme, there are three distinct points where we collect data about you in order to track progress and plan any necessary intervention

We refer to these as Key Assessment Points (KAP) and they occur as follows:

KAP1 - The end of the Initial Experience Phase (IEP) (CHRISTMAS)

KAP2 - The end of the Spring term (EASTER)

KAP3 - The end of the SEP placement (SUMMER)

At these points you are assessed against the matrix and also grades are awarded for each of the eight standards at KAP2 and KAP3. You and your mentors are also asked to complete a termly report that outlines key strengths and areas for development in relation to each of the teachers' standards

In terms of being able to help inform this assessment process, it will be necessary for you to 'bundle' your evidence of pupil progress prior to your meeting with mentors and/or tutors where your grades are discussed and subsequently awarded.

It is envisaged that the process of collecting your evidence will facilitate a meaningful discussion as regards your progress and attainment to date. You will need to complete a bundle for each of the KAP grading points (KAP2 & KAP3). This means that by the end of the course you will have a physical file with at least two different sections, including relevant material from the IEP placement. Each section should contain at least two pieces of evidence against each standard and you should not re-use material from earlier bundles.

Key points to remember

• The bundle is a 'paper document' so you will need to print things off if you work 'electronically'

• The bundle must evidence pupil progress and relate to the standards as explained in your reflective commentary and annotations

• The bundle must have the 'commentary proforma' as its cover sheet

• The bundle must be presented as part of the KAP grading meeting

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• You only need to upload a copy of the signed proforma to Pebble Pad, not the whole bundle. Make sure your professional mentor gets a copy of the proforma for their records too

• Keep the bundle file safe as you will add to it over the year at each KAP point.

• Failue to produce an Evidence Bundle file during or at the end of the SEP placement would mean that you would not be able to show evidence of meeting the QTS Standards.

• Please speak to tutors if you have any questions about the Evidence Bundle over the year.

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Exemplar ‘Commentary Proforma’ for the Evidence Bundle (to be uploaded to Pebble Pad at the appropriate KAP point)

(Please complete the proforma to provide a brief commentary that reflects on your evidence of pupil progress and relates this to the Teachers’ Standards)

Name A. T . Rainee Subject Science

CONTEXT Please provide brief, relevant details of your chosen class and explain what evidence you have included that shows progress for these pupils

The evidence included in this bundle relates to the class 10X3. This is the third set of five and contains a mixture of abilities with target grades ranging from 4 to 6 under the new GCSE system. There is an even split between boys and girls (12 Boys and 13 girls) and the class contains no pupil premium or free school meals. There are however four pupils on the school’s learning support register with moderate learning difficulties (one TA provided to cover all four). This class is making expected progress as can be seen from the copy of the mark sheet included (page 1). All but three of the class are at least on target based upon the latest assessment completed during assessment week.

SUPPORTING EVIDENCE

Please provide a short commentary that explains and reflects upon the evidence you have included that you consider has contributed to the pupils in this class making progress. Please indicate where possible how the evidence relates to the Teachers’ Standards.

I believe that the factor that contributes most to the pupils in this class making progress is the strength of the relationships I have managed to build with them over a period of time (Standard 7), not only does this facilitate a safe, stimulating and respectful environment (Standard 1) for them but it allows me to plan and teach lessons that use time efficiently and promote curiosity in the pupils (Standard 4). Included are lesson observation feedback forms (pages 2 & 3) that indicate clearly the strength of the relationships with this class and how that helps the lessons to flow with little disruption. This positive learning atmosphere means that I am able to plan for learning on more of an individual basis. If you look at the included lesson plan (page 4) you will see that I have taken account of the differing needs and targets within the group by differentiating my resources accordingly (Standard 5). (I have included an example of the sort of differentiated resource I produce on Page 5-8). I was particularly pleased with the resources that I have included as they demonstrate that, with my detailed and relevant subject knowledge (Standard 3), I was able to challenge all abilities thus promoting good progress and outcomes whilst at the same time developing some real interest in the topic (Standard 2). As well as developing positive relationships with the group, I also work well with the TA assigned (Standard 8). We will regularly discuss the lesson beforehand and alter plans accordingly (see statement page 9). As you will also see from the included copy of my mark sheet (page 1) for this group, they are regularly assessed (Standard 6) in a variety of formative (AfL) ways in order to help inform my planning. I include a photocopy of some pupil-pupil feedback (Page 10) from a peer assessment exercise in order to provide an example of the sorts of activity the class undertakes in this way.

VERIFICATION The evidence provided within this bundle is a good example and typical of the practice that this trainee has maintained whilst on placement

Signed PPL*,PM*,SM*

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General Education Studies (GES)

Part of your PGCE will involve a range of activities in a school based setting. General Education Studies (GES) is the term that refers to all those aspects of the programme delivered in a school based setting. This is often facilitated by the school’s Professional Mentor and may draw on other ‘key’ specialist school staff, for example, safeguarding and attendance officers. Both the University Training Days and the GES sessions are designed to address the Department for Education’s (DfE) Core Content for Initial Teacher Training (ITT).

The Core Content will be partly addressed in all these sessions and is represented by the key themes set out in the mapping document on page 6 of this handbook. A more detailed programme will be provided though the Blackboard programme site at the start of the programme and through your Professional Mentor in school as your placements commence.

Schools will plan their own versions of the GES programme over each placement as relevant and appropriate, but we would normally expect the following key themes to be addressed in either one or both placements as appropriate (this list is not definitive and is only provided as general guidance):

1. Introduction to school ethos, priorities and expectations

2. School safeguarding, anti-bullying and child protection policies

3. Meet the SENCO and school policies on inclusion

4. School pastoral system – aims and policies (to include a class shadowing activity)

5. School assessment policy and procedures

6. School policy on classroom and behaviour management

7. School policy on use of pupil data

8. School links with relevant local KS2 and KS5 providers (if relevant). Please note that on the IEP placement this should include a day long visit to a local ‘feeder’ primary school arranged by the IEP placement school. (Another visit on the SEP placement is preferred, but not essential).

9. Working with support staff and other adults in lessons

10. Working and communicating with parents and carers – how and why?

11. Teaching in a diverse society – school aims and links to community

12. Cross and extra-curricular work and policies in school

13. Applying for jobs and interview practice/support

14. Preparing for the NQT year and planning for career progression

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Guidance for Mentors in School Subject Mentor meetings – General Guidance (IEP) University tutors will provide additional guidance for subject mentors as a supplement to the information below, working closely with small clusters of schools. Mentors are asked to establish a weekly subject mentor meeting slot and to ensure that this is timetabled into the trainee’s timetable. This weekly meeting should ideally be an hour long. First two weeks During the first two weeks of the Initial Experience Phase trainees will need support and guidance in getting to grips with departmental routines, schemes of work and how school policies are implemented within the department. They will also need to observe lessons being taught so that they can engage with their Noticing Booklet which forms part of an assignment submission. Mentor meetings will largely be mentor-led and involve giving the trainees information. Developing a routine (second two weeks) Most trainees will begin teaching during this period. This might involve team teaching, small group work or delivery of part of a lesson. The trainees who make good progress may also move onto teaching whole lessons before half term. Mentor meetings at this point will become more focused on teaching and learning - please also use this time to talk to trainees about what they have noticed and to review trainee reflection in the noticing booklets. After week 7 you may wish to start to look synoptically at the assessment matrix as a focus for discussion. HALF TERM – Directed study Post- Half term This is a critical period for many trainees as they pick up more responsibility for whole class teaching. The importance of written lesson observation feedback, weekly targets and advice for improvement also becomes more critical. Progress should be revisited and reviewed with the matrix every two weeks. It is at this point that you should respond to the mid-term contact from the University tutor so that we can gain a very brief overview of how well the trainee is settling into their department and whether any concerns or worries are emerging at this point. November By now trainees should be developing their classroom practice. Mentor meetings are likely to be dominated by Professional Learning Conversations with a strong emphasis on advice for improvement and possibly a switch in emphasis for mentors as they begin to coach their trainees towards developing their own teaching style. December This is likely to be the period where trainees teach their best lessons. The final week of term is often disrupted with pupils engaged in a variety of off-timetable activities. As a result it makes sense for trainees to use this time to generate evidence of their best practice for Standard 8. The best trainees should have targets that are tightly focused on getting them to progress as far as possible against the assessment Matrix. Trainees who are struggling may need a more detailed action plan so that they can focus on elements of practice that are a cause for concern at the beginning of the spring term. Please ensure that trainees are meeting the course requirement of teaching for 7 hours a week by the end of the IEP placement (to a maximum of 8 lessons a week if lessons are less than an hour)

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Subject Mentor meetings – General Guidance (SEP) University tutors will provide additional guidance for subject mentors as a supplement to the information below, working closely with small clusters of schools. You are asked to establish a weekly mentor meeting slot and to ensure that this is timetabled into the trainee’s timetable. First Weeks to Half Term (Spring term) Start with a general induction to the school and the department. Issue the trainee with a timetable and associated resources for the classes they will be teaching – allow trainees to observe these classes with their usual teacher for the first week. The first few mentor meetings should focus on trainee’s IEP progress and areas for development (e.g. through discussion of their autumn term IEP report, progress on the assessment matrix and observation feedback). Please note that trainees’ performance often dips at the start of this placement due to the new timetable and different environment etc. Trainees and their mentors should identify one class that will drive the observation and target setting process. Half Term to Easter Break Mentor meetings will focus on reviewing progress against targets set for the previous week; and agreeing targets for improvement with success criteria to allow the trainee to make progress against the assessment matrix criteria. Trainees record progress towards meeting their targets on the pebble-pad electronic portfolio every two weeks and also update their subject knowledge audits on a monthly basis. By the Easter break the trainee should be teaching 7-10 hours a week (the actual number of lessons depends on lesson length at the school and your level of progress), ready to move to teaching 12 hours a week straight after the Easter break.

During this period, if there are any concerns regarding the progress of the trainee and their likelihood of being unable to meet the Teachers’ Standards, a discussion must take place between school and university staff which may result in an action planning process and/or a Cause for Concern process. Easter Break to Half Term (Summer term) The mentor meetings should continue on a weekly basis and the mentoring role will ideally move more towards a coaching style where the trainee is able to identify their own areas for development following questions from the subject mentor, if required. During this period it is acceptable to allow trainees who are progressing well to have more independence within the classroom. Examples of this might be to cease checking lesson plans for every lesson; or for the class teacher to become a less visible presence in the room although still available, if required. At this stage, trainees will be teaching 12 hours per week after the Easter break (to a maximum of 14 lessons per week where the lessons are less than an hour long). To show they have met the QTS standards consistently over a suitable period of time they should be teaching at this level for a minimum of 6 weeks. If mentors or the trainee feel that this will not be possible due to current levels of progress, then a tutor must be contacted as soon as possible so that the situation can be discussed and addressed.

At this stage we would expect all trainees to be able to indicate their progress on the assessment matrix (unless they have a specific action plan). Half Term to the end of placement The mentor meetings should continue with a focus on helping the trainee to maximise their outcomes against the criteria of the matrix. During this period, a summative grade for the trainee will be agreed by the relevant stakeholders. The summer term experience report will also need to be completed at the end of this period and will include targets for the trainee’s NQT year.

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The Pebblepad e-portfolio (IEP & SEP) The e-portfolio supports trainees in developing their reflective skills. It is an excellent source of evidence for trainees to demonstrate how they have met the Teachers’ Standards. The Pebblepad e-portfolio must be completed to gain QTS as it a qualificatory element of the module PGSC 9011.

The e-portfolio is divided into two main sections:

1. Reflections on my classroom practice and record of weekly mentor meetings 2. Subject Knowledge Tracker (Used to monitor subject knowledge development)

Guidance: Part 1 Reflections on my classroom practice

This section is designed to support trainees in setting weekly targets for improvement following observation of their teaching by their mentor. We would like each trainee/mentor to designate at least one period per week for a targeted observation. This observation feedback along with other feedback should then be used to drive a weekly target setting process. The trainee can collect evidence from other lessons/teachers as they work towards meeting their weekly targets. The e-portfolio provides a framework for identifying the target, summarising the evidence and reflecting upon progress towards meeting the target(s). During the SEP, Pebblepad will be continue to be updated weekly. The weekly review is recorded in the relevant pro-forma (please see page below) and uploaded as relevant onto Pebble Pad.

(Tankard P, 2018)

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The Weekly Review Sheet Pro-forma to be uploaded on to Pebble Pad by the trainee

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Part 2 Subject Knowledge Tracker It is important that the trainee continues to develop those areas of subject knowledge that their subject knowledge audit (completed in the early part of the course) highlighted as needing some action. The Subject Knowledge Tracker asks for some very brief details of the types of activity the trainee has undertaken month by month to address these 'areas for development'. This could include things like working through specifications and textbooks, the use of web based online resources (e.g. BBC Bitesize), the use of revision guides and workbooks, sessions with your subject mentor, attendance at PfL sessions, learning something prior to teaching it etc. This activity is not meant to take an inordinate amount of time – however, it is important that the trainee takes note of their audit and has worked to address any areas that need developing.

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Lesson Observation Guidance – Initial Experience Phase (IEP) Conducting observations Each trainee will be supplied with their own Placement Assessment Handbook. The purpose behind this is to collect all observation activity in one place. The booklet should be passed to any person observing a lesson. The booklet contains a number of copies of the lesson observation proforma and this should be used in the following ways:

• At least once a week, a lesson observation should be completed by the subject mentor in order that weekly formative targets can be set that will help trainees to secure improvements in their practice.

• The lesson observation proforma should also be used to collect feedback on lessons other than

the weekly target-setting observation, and these are to be completed by the teacher observing the lesson.

The lesson observation proforma include spaces for: The trainee to record:

• their target(s) before the observation begins; • their evaluation of the lesson, cross referenced to the Teachers’ Standards

The observer to record:

• evidence of pupils’ learning; • strengths and points to consider, cross referenced to the Teachers’ Standards; • a brief commentary on the lesson

Roles and Responsibilities – using the lesson observation proforma Trainees should:

• Record their target(s) at the top of the form before the lesson starts. Make sure that the target(s) is/are based on the amplification of the Teachers’ Standards

• Present the booklet to the observer at the start of the lesson • Evaluate the lesson using the appropriate sections on the lesson feedback form

Subject Mentors should:

• Make sure that the target setting box is completed by the trainee before each lesson starts • Complete a lesson observation at least once a week • Record evidence of pupil learning • Complete a commentary on the lesson • Indicate which Standard(s) is/are being assessed and offer feedback on strengths and points to

consider or questions • Use the grade descriptor matrix to make sure that targets are based on the amplification of the

Teachers’ Standards • Use the grade descriptor matrix on a weekly basis with the trainee to consider progress • Use the proformas to drive the weekly target setting meeting with the trainee where the weekly

review sheet will be completed. For other observations by mentors or other staff please:

• Make sure that the target setting box is completed by the trainee before the lesson starts • Record evidence of pupil learning • Complete a commentary on the lesson

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• Indicate which Standard(s) is/are being assessed and offer feedback on strengths and points to consider or questions

Ideally observers should refer to the grade descriptor matrix with them during the observation so that feedback can be focused on the Teachers’ Standards with particular reference to the amplification of the Teachers’ Standards. Timeline First two weeks of IEP placement During this period most trainees will spend their time observing others teach and focussing on the ‘Noticing’ strand. Second two-week block This is when most trainees will begin teaching. It would be helpful to start with acting as a teaching assistant, small group work or teaching part of a lesson. Trainees can then build on this experience by assuming responsibility for whole lessons. Once teaching begins observations by the mentor and other teachers should be used to generate weekly targets for development. HALF TERM Second half of IEP placement During this period trainees will build up to their full teaching load of approximately 7 hours per week (actual number of lessons depends on lesson length at the school). It is important that the mentor carries out observations at least weekly and that the subsequent feedback (along with that from all other observed lessons) supports the trainee in achieving their weekly targets. Outline expectations by the end of the initial experience placement. We would usually expect trainees to be meeting the minimum criteria (Grade 3 and above) at the end of the IEP and we would consider this as meeting expected levels of progress. However if you have concerns that your trainee is not making appropriate progress at any point during the placement please discuss your concerns with your professional mentor and/or University tutor. After discussion, you may need to complete a ‘Cause for Concern’ form and return this to the University as directed. This form can be found in this Handbook and is also available online or from the UPT. An Action Plan may then be needed to target areas of progress with the trainee. Please note that the Cause for Concern form must be completed where trainee is considered to be working at below the expected level of progress at the KAP1 reporting point. Lesson Observation Guidance – Sustained Enactment Phase (SEP)

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Conducting observations The trainee will be supplied with a new Lesson Observation booklet if needed for this placement and the purpose behind this is the same as in the first placement. Again, the booklet should be given to any person observing a lesson so that:

• At least once a week, a lesson observation should be completed by the subject mentor in order that weekly formative targets can be set that will help trainees to secure improvements in their practice.

• The lesson observation proforma should also be used to collect feedback on lessons other than

the weekly target-setting observation, and these are to be completed by the teacher observing the lesson.

In both cases the proforma includes spaces for: The trainee to record:

• their target(s) before the observation begins; • their evaluation of the lesson

The observer to record:

• evidence of pupils’ learning; • strengths and points to consider, cross referenced to the Teachers’ Standards; • a brief commentary on the lesson

Roles and Responsibilities – using the lesson observation proforma Trainees should:

• Record their target(s) at the top of the form before the lesson starts. Make sure that the target(s) is/are based on the amplification of the Teachers’ Standards

• Present the booklet to the observer at the start of the lesson • Evaluate the lesson using the appropriate sections in the lesson observation proforma

Subject mentors should:

• Make sure that the target setting box is completed by the trainee before the lesson starts • Complete a lesson observation at least once a week • Record evidence of pupil learning • Complete a commentary on the lesson • Indicate which Standard(s) is/are being assessed and offer feedback on strengths and points to

consider or questions • Use the grade descriptor matrix to make sure that targets are based on the amplification of the

Teachers’ Standards • Use the lesson observation proformas to help guide the weekly target setting meetings • Use the grade descriptor matrix on a weekly basis with the trainee to consider progress

For other observations by mentors or other staff please:

• Make sure that the target setting box is completed by the trainee before the lesson starts • Record evidence of pupil learning • Complete a commentary on the lesson

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• Indicate which Standard(s) is/are being assessed and offer feedback on strengths and points to consider or questions

Ideally, observers should have the grade descriptor matrix with them during the observation so that feedback can be focused on the Teachers’ Standards and their amplification. Timeline First week of SEP placement During this period, most trainees will spend their time observing others teach and focussing on ‘Noticing’ in their new school environment. They will also undergo an induction into their new school and department. Second and third weeks of SEP placement This is when most trainees will begin teaching again. It is important that the mentor carries out observations at least weekly and that the subsequent feedback (along with that from all other observed lessons) supports the trainee in achieving their weekly targets. By Easter of SEP placement During this period, trainees will be building up towards their full teaching load of approximately 12 hours per week which must be in operation from Easter onwards (actual number of lessons depends on lesson length at the school). Please make sure an observation is carried out by the subject mentor at least weekly and this feedback along with that from other observed lessons supports the trainee in achieving their weekly formative targets. By the KAP 2 report we would be expecting most trainees to achieve a mixture of grades 2 and 3, with some at grade 1 where progress has been very good. Please note that a Cause for Concern form must be completed if there are any Standards graded at 4 for the KAP 2 report. Expectations by the end of the sustained enactment placement. All trainees will be expected to have met the criteria for all of the Teachers’ Standards by the end of the sustained enactment placement and must achieve at least a Minimum grade (Grade 3) against every standard to be recommended for QTS. However, we would aim for a mixture of Grades 1 and 2 at this point. Please note that any grade 4s at KAP3 would mean the standards have not been met and so QTS cannot be recommended at this point. This would mean a failed placement and the implications would need to be discussed with a tutor. Students will produce an Evidence Bundle file (please see the previous section on Evidence Bundles, pages 24-28) with a summary commentary proforma for each bundle, uploaded to Pebble Pad (for module PGSC9011), to provide evidence to that end. However, if you have concerns that your trainee is not making appropriate progress at any point during the placement please discuss your concerns with your professional mentor and/or your University tutor. You may complete a Cause for Concern form as required after discussion and then an Action Plan may then be needed to target areas of progress.

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What happens if progress isn’t as expected on placement? ‘Intercalation’, ‘Cause for Concern’ and ‘Withdrawal of Placement’ protocols: On our PGCE course, we aim for all of our student teachers to be graded at 1 or 2 by the end of the course. However, we recognise that for some students things don’t always go as expected on placement for various reasons, and so to achieve these grades at the end of the training some intervention or additional input may be required. Of course, in some circumstances it may be considered that the standards will not be met and so the placement may be ended by the school or the University and it will be deemed a failed placement. This may also happen where there are serious concerns over professionalism or cases of misconduct. With a failed placement there would usually be the chance for a resit placement in the following academic year (though this might not be possible in cases of serious misconduct). Advice to students – Intercalation A student may of course decide to end a placement themselves for various reasons, (such as health, family or personal circumstances), but in such circumstances you should always discuss the situation and your options with a University tutor as soon as possible. We will always do our best to advise you of the most appropriate procedures for moving forward. You may ask to intercalate (interrupt) your studies during the course, with the aim of returning the following year to complete the course. Please discuss this option with your PPL and/or UPL as soon as possible if you feel that this might be appropriate for you. Please note that you can only intercalate the SEP placement if you decide to leave by the end of February 2020 (due to regulations on repeating parts of courses). After this point if you decide to leave the placement it would be deemed to be a failed placement. You may then submit an Extenuating Circumstances (ECs) form to explain why you left the placement if appropriate. Tutors will advise on this process, but be aware that these EC forms go to a panel for consideration and may not always be accepted. This would lead to the fail being confirmed and the need to complete a future resit placement, which would incur a resit fee. It is therefore always advisable for students to discuss any concerns with your Group tutor and/or UPT, and that if you have any concerns about your ability to complete the second placement (for whatever reason), you should raise these concerns sooner rather than later. We will do our very best to try and ensure your success on this course by discussing the possible options with you. Advice to schools In the event of issues arising around progress on placements there are three possible courses of action: Option 1: Extra inputs or interventions may be initiated by the trainee themselves, or more usually by the school mentors or UPT. The intervention may lead to an Action Plan being drawn up by all involved, leading to close monitoring of progress over an agreed period of time. The Action Plan should be seen as supportive and can be initiated at any point on the course. It may be aimed at improving performance so that a trainee is seen to be meeting the Standards as expected at that point on the course, or it may be aimed at improving performance further so that a trainee achieving at a grade 2 may be able to move to grade 1.

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Option 2: If lack of progress means that the Standards are clearly not being met or may not be met by the end of the course, this fact needs highlighting so that action can be taken quickly to help the trainee make the required progress (please note that this includes Part 2 of the Standards, regarding professionalism). In these circumstances it is requested that a ‘Cause for Concern’ form is completed with the trainee (by mentors and/or tutor) and sent in to the University (educationplacements@cumbria.ac.uk ) with the subject header indicating: FAO Secondary PGCE UPL) as soon as possible for follow up by all concerned. This would usually lead to an Action Plan being drawn up so that support can be given and progress closely monitored over a set time period. Definition When students are assessed as achieving below the expected level (KAP1) or at grade 4 (KAP2 and KAP3), indicating they have not yet met some aspect of the Teachers’ Standards, it may not necessarily mean they are a Cause for Concern (CfC). For example, if they are in the early stages of their training at KAP1 it may mean they need more time to develop some competencies and will be able to do this on their second placement by KAP2. However, for an overall grade of not meeting expectations at this point then we could expect a Cause for Concern form to be completed, either by the mentors at school or the UPT. We would also ask that a Cause for Concern form should be completed at the KAP 2 point with the student if any individual Standard is graded as a grade 4. An Action Plan would then be initiated to help the student try and make the required progress by the end of the placement. The Cause for Concern form should also be used throughout the course when there are any major worries or concerns over general progress or professionalism. If the mentors are unsure whether the form is needed, please contact the UPT to discuss further. Purpose The process of identifying a student as a cause for concern is used to make explicit the need to improve, with clearly identified targets for improvement. The Cause for Concern Action Plan is used to indicate what action will be taken to systematically and intensively promote improvement. The process will include the student, mentors and UPT. It is essential to inform the student as early as possible about the process if mentors feel that there is a cause for concern, in order to maximise the time available to them to achieve the necessary improvement during the school placement. In all cases, discussion with the UPT is recommended as early as possible if you have any concerns about student progress. Option 3: Withdrawal of Placement - When should a student be asked to leave school? The following guidance has been devised to promote consistent procedures for responding to challenging professional and personal circumstances that may seriously impact on the student’s ability to continue with the placement and not easily dealt with by the cause for concern procedures. The intention is to provide close and prompt collaboration between mentors, students and tutors to resolve difficult issues. Withdrawal of a placement could be prompted by the following circumstances: * The student requests it because of personal or professional issues. * The school is responding to professional incompetence or misbehaviour, which is not covered by the process for responding to a cause for concern (such as unexplained absences or consistent lack of punctuality or not following agreed school procedures). * With the agreement of all parties (student, school and SD Alliance), the student has been unable to meet actions raised in the CFC action plan within a reasonable time frame and so may not meet the required QTS Standards

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* The school is responding to immediate and pressing internal factors or professionalism concerns In all such circumstances, the mentors should discuss the situation as early as possible with the student and the UPT to consider the next steps. A Termination of Placement form will need to be completed and returned to the University as soon as possible (at the email address listed above). Please note that throughout all of the processes listed above, the aim is to support trainees as much as possible so that they can achieve as strongly as possible by the end of the course. However, we also recognise that for a variety of reasons that this is not always possible and that sometimes the only reasonable or possible outcome is to end a placement. In this scenario the situation should be fully discussed with the trainee to consider the next steps. In any of the circumstances listed above, please contact the UPT as soon as possible to discuss the situation and the possible ways forward.

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University of Cumbria Secondary PGCE 2019 - 2020

Cause for Concern Form

Date of report:

Trainee: Subject:

School: Subject/Professional Mentor:

Purpose of Form: A request for an additional or early visit, action plan or other action because of cause for concern over trainee progress (at any point during the year). Also: KAP 1 – This form should be used if the student is not working at the expected standard KAP 2 – This form should be used if the student has any Standard graded as a 4

The form should be returned to the School Partnership Office please at educationplacements@cumbria.ac.uk who will forward it to the PGCE Programme Leader and relevant PGCE Staff. Thank you.

Cause for concern: Trainee’s comments:

Signed Trainee

Signed Subject/Professional Mentor

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Termination of Placement Form 2019-2020

Name of School

Name of Student Programme of Study

PGCE Secondary

Name of Mentor Name of UPT

Please Tick

I have read and followed guidance at Information for Secondary students and schools - University of Cumbria Policies, guidance and forms Placement Handbook Part Two of the Standards for Teachers - Personal and Professional Conduct

I have discussed this action with a member of the University Staff

Reason for termination of Placement: (to be completed by the Professional Mentor or PPL as appropriate) Student Signature

Date

PPL Signature Date

Mentor Signature

Date

(Please return the completed form to The Administration Manager, University of Cumbria, Bowerham Road, Lancaster, LA1 3JD. Signed copies can be scanned and submitted via email to educationplacements@cumbria.ac.uk and also for Core students copied to the Programme Lead at david.mclaughlan@cumbria.ac.uk)

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Secondary PGCE Quality Assurance of Placement Support In order to make judgements about our overall effectiveness we need to know the extent to which we all secure consistently high-quality outcomes for our trainees. The QA process is designed to monitor how well we prepare trainees to teach their subject specialism(s) to secondary school pupils. Outcomes will depend upon:

• The overall consistency, coherence and quality of all aspects of the training

• Supporting trainees so that they can develop the skills they need through high quality training

• The quality of the placements used

• Coaching and mentoring processes

• Accuracy of assessment

The QA process that we have designed involves carrying out school visits (a minimum of once per school per placement) so that we can monitor the processes and adapt them in order to secure further improvements. We also gather information from other relevant sources such as feedback surveys. Roles with respect to the QA process are briefly outlined below. UPL: University Programme Tutor PM: Professional Mentor SM: Subject Mentor The QA assessor (UPT) will conduct school visits within each school in order and audit the roles of the Professional Mentor (PM) and Subject Mentor (SM) and then support the PM in evaluating the effectiveness of the processes within each school.

Role of UPT • Moderation of judgements across the school/zone/partnership with respect to lesson observation

feedback and target setting • Monitor and evaluate subject support is in place for each trainee • Monitor delivery of GES programme

Role of PM • Liaison with and leadership of subject mentors within school • Moderation of judgements across the school • Check that minimum trainee entitlements (1 formal written feedback alongside weekly targets) are

met • Arrange termly meeting with subject mentors to agree end of term grades

Role of SM • Provide trainees with a minimum of one formal written observation feedback form each week • Hold a weekly meeting with trainees • Set targets for improvement on a weekly basis based on the QTS standards • Agree summary grades and complete termly report form

The report forms for the QA process are now recorded electronically through pebblepad, but a paper version of the form may be seen below. This may be used where necessary.

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QA Visit Proforma - Secondary PGCE 2019 - 2020

Your Name: Name of School:

Date of Visit: Name of Alliance (if for School Direct):

Please select all activities undertaken as part of visit ( or x) Joint observation of trainee Observation of feedback by subject mentor Observation of feedback by professional mentor Discussion with subject mentor Discussion with professional mentor Meeting with trainee(s) Observation of GES or training session Other: (For example; book scrutiny, pupil feedback, meeting with SLT, meeting with other department staff….)

School Staff: Please indicate which school staff were involved in this visit (not trainees)

Discussion with mentors (leading to the confirmation of…) ( or x those relevant)

Engagement with mentor training and development activities

Joint observations by SM & PM

(moderation of judgements)

Weekly meetings (SM & Trainee)

Development of trainee’s subject knowledge supported by SM or

specialist

SM support for completion of subject knowledge audit and

tracker by trainee

SM liaison with other host teachers

Strengths identified by visit: (For example; constructive feedback, use of assessment matrix to inform target setting, mentoring/coaching skills, positive relationships, evidence of impact, consistent and accurate judgements by observers....)

Areas for development: (Should these points need urgent action please liaise with the appropriate programme lead)

Feedback from school/trainee(s): Should these points need urgent action please liaise with the appropriate programme lead

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Developing Professional Learning Conversations (PLC)

The teacher’s journey towards gaining Qualified Teacher Status and becoming a good teacher can be a rewarding and also a stressful experience. An effective professional learning conversation is therefore a supportive and formalized process to help a trainee teacher to reflect on and discuss teaching and learning and classroom practice and to support trainee teachers to meet the Professional Standards for Teachers.

• The primary focus of the PLC is on two professional colleagues having a learning conversation about classroom practice or a related topic in order to facilitate professional development. The aim is to enable the use of effective and appropriate learning conversations which will help trainees to be aware of what they do, to identify their own needs and to analyse their own practice.

• The content and context of the PLC should be about teaching and learning and predominantly about classroom practice to formalise the process of reflection through learning conversations to add value to the trainees’ experience on placement

• All PLC are non-judgemental developmental conversations. PLC do not have to be based upon or the consequence of observations, but may well be.

Procedure Trainee teachers will be introduced to the PLC during the early stages of the PGCE programme to enable them to understand the continuum of the professional learning conversation from ‘needing to be told what to do’ through ‘mentoring’ to ‘coaching’. Trainees will then be able to begin to use the PLC process to inform their reflection for Pebble Pad and the Noticing booklet Suggested process linking PLC to lesson observation, feedback and reflection on teaching, learning and classroom practice:

Buxton, R (2012)

Trainee observes a lesson and notices the aspects of

teaching, learning and classroom practice that link to the chosen area of focus identified through the PLC

Trainee teaches and receives feedback linked to

the area of focus and/or targets set. Trainee writes

up initial reflections following the verbal feedback and includes this within their

lesson observation proforma and/or Pebble Pad portfolio

Trainee has PLC (with mentor or peer) to help to

identify targets for development of practice or a focus for observation of their

teaching

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Professional Learning Conversations (PLCs)

Phases of professional development from beginning ITE to NQT and beyond

Phases Characteristics Training implications Techniques for appropriate and

effective PLC

PM’s role Phases

of development

Fully functioning

• I have developed my own internal criteria; I know I am doing a good job.

• I am always reassessing what I do • I am always trying new things • I am fully committed to the profession

• I need self-planned, self-directed and self-assessed activities in concert with collaborating peers.

• I will just keep changing and learning on my own and in collaboration with colleagues who work likewise

Coaching Facilitating

NQ

T

Su

stai

ned

enac

tmen

t ph

ase

PLCG

& P

LCM

Maturing

PLCM

• I do not need any expert support now • I may be seeking new personal

meanings and values, I am changing my perspective on teaching and learning

• I experiment and improvise quite a lot • I am strongly committed to teaching; I

feel real job satisfaction

• I need to work co-operatively with colleagues, preferably on the job.

• I work best with peer support. • I enjoy collaborative planning and

group-based action research. • I feel OK about exposing my weaknesses

to others.

Mentoring or coaching when

situation is appropriate.

Supporting

and challenging

or Facilitating

In

itial

exp

erie

nce

phas

e P

LCB

& P

LC G

Growing

PLCG

• I am in danger of stagnating • I need to expand and consolidate my

skills and strategies • I am beginning to create my own goals • My commitment to teaching is growing;

I will probably stick with it

• I need an external facilitator or observer who can help analyse my present practice.

• I like practical exercises in planning, teaching and evaluating.

• I need expert guidance and help in order to reflect.

Mentoring

Supporting

and challenging

Becoming

PLCB

• I need to know from others that what I am doing is OK

• I have not developed my own goals • I do not feel confident enough to

experiment or improvise • I am not sure of my commitment to

teaching

• I need a lot of practical activities in all sorts of areas.

• Just tell me how to do it. • I need a bag of tricks. • I enjoy courses that give me lots of tips

for teaching.

Support instruction

and advice

Sharing

(Based on the work of Gregorc, 1973

54

Student Complaints Procedure

The University understands that sometimes, you may have concerns about the delivery of your course or a university service. We take any concerns seriously and ask that you speak to us sooner rather than later please so that we can try and respond as necessary.

We do encourage you to raise your concerns informally wherever possible and you can do this in a number of ways. Initially you should raise any concerns with your University group tutor, but you could also approach your school visit tutor or the Programme Leader if necessary. Student Representatives can also raise concerns or questions for you at Staff/Student Forums, so please speak to your group rep if needed. If the concern is about a University service you can also raise this with your group tutor, or speak to the University Service manager themselves.

You can also raise your concerns informally by contacting one of the University Complaints Officers, especially if you are not sure who to approach. (The list of Complaints officers is available on the website)

The Student Complaints Procedure also enables you to make a formal complaint about:

• An action or lack of action on the part of the University. • The delivery of a course of study. This includes concerns about a placement/practice

experience. NB: The complaint may be referred to an appropriate manager at the placement for investigation under that organisation’s procedures.

• The delivery of a service provided by the University or the application of an established University policy or procedure.

(Extract from S5 "Scope" 2015-16 Student Complaints Policy)

All information you may need is available through:

http://www.cumbria.ac.uk/StudentLife/Support/PuttingThingsRight/ComplaintsProcedure.aspx

It is also recommended that you contact the Students Union (http://www.ucsu.me/support ) who will be able to offer support and guidance.

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Reading List and Journals Information Literacy and Journals It is important that while you are a student at the University of Cumbria you develop your information literacy skills to enable you to make carefully considered judgments about the quality and suitability of information that you find, especially when using the web. You are strongly encouraged to research your topic beyond this reading list and to demonstrate independent learning in the sources you choose to support your work. Please look at the Skills@Cumbria areas on the university website and on Blackboard for advice and guidance on using Quest and Journals. Journals are an excellent resource for finding high quality and up to date information. The best way to start is to use the OneSearch discovery tool that gives you access to a wide range of appropriate academic journal articles. Set text recommended for purchase

Capel, S et al (2019) Learning to teach in the secondary school 8th edition London: Routledge

Essential reading

Pollard , A (editor) (2014) Readings for Reflective Teaching in Schools 2nd edition London: Continuum Pollard, A et al (2014) Reflective Teaching 4th edition London: Bloomsbury Thomas, G (2013) Education – a very short introduction OUP: Oxford

Further reading • Ball, S (2017) The Education Debate 3rd edition Bristol: The Policy Press

• Brooks, V et al (2012) Preparing to teach in secondary schools 3rd edition Milton Keynes: OUPress

• Carr, D (2003) Making sense of education London: Routledge/Falmer

• Carr, W (editor) (2005) The RoutledgeFalmer Reader in Philosophy of Education Abingdon: Routledge/Falmer

• Chitty, C (2014) Education Policy in Britain 3rd edition Basingstoke: Palgrave

• Claxton, G (2008) What’s the point of school? Oxford: Oneworld

• Cohen, L (et al) (2010) A guide to teaching practice 5th edition Dawsonera (e-book)

• Cowley, S (2014) Getting the buggers to behave 5th edition Dawsonera (e-book)

• Denby, N (et al) (2008) Masters level study in education: a guide to success for PGCE students OU Press

• Dillon, J (2011) Becoming a teacher: issues in secondary education 4th edition Dawsonera (e-book)

• Ellis, V (editor) (2011) Learning and teaching in secondary schools London: Learning matters

• Ghaye, T (2011) Teaching and learning through reflective practice 2nd edition Dawsonera (e-book)

• Jordan, A et al (2008) Approaches to learning Milton Keynes: OU Press

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• Kassem, Mufti and Robinson (eds.) (2006) Education Studies: Issues and Critical Perspectives Maidenhead: Open University Press

• Kyriacou, C (2018) Essential Teaching Skills 4th edition London: Nelson Thornes

• Kyriacou, C (2009) Effective teaching in schools 3rd edition London: Nelson Thornes

• Long, M (2011) The Psychology of education 2nd edition London: Routledge

• Matheson, D (2008) An introduction to the study of education 3rd edition London: Routledge

• Petty, G (2014) Teaching Today: A Practical Guide (5th edition) London: Nelson Thornes

• Pritchard, A & Woollard, J (2010) Psychology for the classroom: constructivism and social learning dawsonera (e –book)

• Rogers, B (2015) Classroom behaviour: a practical guide 4th edition London: Sage

• Tomlinson, S (2005) Education in a Post-Welfare Society 2nd edition Maidenhead: Open University Press

• White, J (ed.) (2004) Rethinking the School Curriculum London/New York: Routledge/Falmer

• Woollard, J (2010) Psychology for the classroom: behaviourism dawsonera (e –book)

(Please note that earlier editions of most texts are suitable for use if they are available, but remember that legislation regarding schools, the curriculum and practice in schools changes regularly).

Support available to you Please refer to the Student Handbook, located on our website: www.cumbria.ac.uk/studenthandbook which has a wealth of information including the following: Assignment Submission Extenuating Circumstances Malpractice and Confidentiality Policy Marking and Moderation Student Absence Student Code of Conduct and Adjudication Student Services Students’ Union External Examiners LiSS Information regarding attendance can be found in Section D5 of the Academic Regulations.

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University of Cumbria Generic Masters Level mark scheme (Please note that this is for guidance, specific mark schemes may be provided for each assignment as appropriate) 80-100% Distinction Student has met the LOs of the assessment with: Knowledge and Clarity of Reasoning Exceptionally comprehensive knowledge base. Ability to discriminate and justify key issues and relate them to the wider context. Lines of thought are innovative and transparent and the arguments are confidently expressed to develop and synthesise compelling and novel conclusions. Conclusions drawn make a new contribution to the knowledge base of the discipline and there is clear evidence of originality in the work innovative thinker. Interface between Theory and Practice in the Professional Context Exceptional critical analysis of the interface between theory and practice, which evaluates and challenges theoretical adequacy and synthesises the development of professional practice. Exceptional evidence of self understanding which leads to creative and novel use of multiple frameworks for evaluation and synthesis and challenges current practice in the professional context. Use of literature Exceptional, discerning and balanced range of key and peripheral primary and secondary sources demonstrating a very high level of critical evaluation and synthesis and the ability to challenge received wisdom in the subject. Outstanding evidence of wide reading on the subject and this is incorporated into novel conclusions. Organisation of Material Exceptional clarity of presentation that demonstrates ability to attend to all detailed aspects of organisation and structure of discussion and all supporting evidence. The work has the qualities consistent with publishable material. 70-79% Distinction Student has met the LOs of the assessment with: Knowledge and Clarity of Reasoning Excellent, comprehensive knowledge base. Ability to discriminate and justify key issues and relate them to the wider context. Lines of thought are transparent and the arguments are confidently expressed to develop and synthesise compelling conclusions. Interface between Theory and Practice in the Professional Context Rigorous critical analysis of the interface between theory and practice, clearly elaborated to evaluate theoretical adequacy and synthesise the development of professional practice. Excellent, creative use of multiple frameworks for evaluation and synthesis of own stance. Use of literature Excellent, wide range of key and peripheral primary and secondary sources, demonstrating critical evaluation and synthesis within the professional context. Organisation of Material Excellent, coherent organisation and structure which enhances comprehension. Excellent presentation of all material. Referencing is accurate to a high degree. 60-69% Good pass Student has met the LOs of the assessment with: Knowledge and Clarity of Reasoning Substantial knowledge base. Ability to discriminate key issues and establish some links to the wider context. Arguments are confidently expressed through clear, logical lines of thought.

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Conclusions are firmly articulated, comprehensive, relevant and arise directly from the premised arguments. Interface between Theory and Practice in the Professional Context Excellent critical analysis/evaluation of the relationship between theory and practice. Substantial use of multiple theoretical frameworks to evaluate professional practice with wide ranging synthesis to show how each is informing the other. Clear, critical evaluation of their usefulness. Use of literature Substantial selection of key primary and secondary literature sources demonstrating analysis and critical evaluation of a wide range of relevant issues for the professional context. Organisation of Material Organisation is comprehensive and structure coherent. Well presented, with considerable attention to detail which facilitates effortless comprehension. Supporting material is well presented and ordered with accurate referencing and minimal errors of detail. 50-59% Satisfactory Pass Student has met the LOs of the assessment with: Knowledge and Clarity of Reasoning Sound knowledge base. Ability to discriminate key issues. Arguments are confidently expressed through clear, logical lines of thought. Conclusions are firmly articulated, relevant and arise directly from the premised arguments. Interface between Theory and Practice in the Professional Context Good, critical analysis/evaluation of the relationship between theory and practice. Some use of multiple theoretical frameworks to evaluate professional practice. Demonstrable synthesis to show how each is informing the other. Some evaluation of their usefulness. Use of literature Good selection of key primary literature sources with critical evaluation of significant issues for the professional context. Some limited analysis of related, secondary material. Organisation of Material Organisation and structure is coherent. Well presented, facilitating comprehension. Supporting material is well presented and ordered. Accurate referencing. 40-49% Fail Student has not met all the LOs of the assessment with: Knowledge and Clarity of Reasoning Some defended knowledge of current, relevant issues. Limited development of arguments where lines of thought are discernible. Limited conclusions arising from premises. Interface between Theory and Practice in the Professional Context Some articulation of the relationship between and critical analysis/evaluation of the significance of relevant theory to specific professional practice with some awareness of how each may be informed by the other. Use of literature Range and choice of evidence/literature marginally inadequate. Some recognition and critical analysis of issues of significance for the professional context. Organisation of Material Organisation and structure does not adequately support the work. Presentation includes supporting material but is somewhat disorganised in places. Most referencing is sound and appropriate but limited in scope. For professional courses any work which contains evidence of, or reference to, unsafe or dangerous practice should be deemed a fail.

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30-39% Fail Student has not met the LOs of the assessment with: Knowledge and Clarity of Reasoning Some evidence of relevant knowledge base but little argument and lines of thought are poorly expressed and often demonstrate confused thinking. Conclusions drawn but often not related to discussion. Interface between Theory and Practice in the Professional Context Some use of relevant theory but lack of awareness of relationship to practice. Little integration of the articulation between theory and practice Use of literature Narrow but mainly relevant selection of evidence/literature demonstrating some recognition of significance for the professional context Organisation of Material Poorly organised, incoherent structure. Poor presentation and referencing. Little appropriate supporting material given. 0-29% Fail Student has failed to meet the majority of the LOs of the assessment.

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Module Guides (for all PGSC modules: 7011, 7012, 9011, 6011 and 6012) These modules are governed by the University’s Academic Regulations. You should read and familiarise yourself with the Academic Regulations. In the event of any information contained in this handbook conflicting with that in the Academic Regulations, then the Academic Regulations should be taken as the definitive version. This guide should be read in conjunction with supporting information available in the Student Handbook available at www.cumbria.ac.uk/studenthandbook and the Course Information Point (CIP): www.cumbria.ac.uk/StudentLife/Support/YourStudies/CourseInformationPoint/Home.aspx All students are expected to read and familiarise themselves with the content of the Student Handbook. The University has taken all reasonable steps to ensure the accuracy of the information contained in this handbook and will use all reasonable endeavours to deliver modules in accordance with the descriptions set out within the handbook. Nevertheless, circumstances outside the University’s reasonable control may arise which limit its ability to deliver the module as described. Where reasonable and appropriate to do so, the University will make all reasonable endeavours to put in place alternative arrangements to achieve the relevant learning outcomes, and provided the University does so, it will not be responsible to the student for any failure to provide the module in accordance with the module handbook. If you require this document in an alternative format, please contact the Module Leader for this module in the first instance. Contact details for your Modules Role Name Contact details Module Leaders Steven Chubb (7012)

Liz West (7011) steven.chubb@cumbria.ac.uk liz.west@cumbria.ac.uk

CIP Administrator Nicola Wilkinson nicola.wilkinson@cumbria.ac.uk Programme Lead for owning programme of the modules

David McLaughlan david.mclaughlan@cumbria.ac.uk

Name of the External Examiners for the modules: TBC

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Module Descriptor Forms (MDFs)

Investigating Teaching and Learning

Module Code: PGSC 7011 CAT credits: 30

Mode(s) of delivery: Face to face NQF Level: Level 7

Owning Department: Institute of Education

Validation Start Date: August 2019 HECoS Code: Link to List

Aims of the Module

To enable students to develop a critically analytical understanding of key concepts, structures, processes and progression connected to teaching and learning within your relevant subject curriculum.

Intended Learning Outcomes

On successful completion, you will be able to: 1. Demonstrate a systematic and extensive understanding of the subject pedagogy in

the design of learning episodes 2. Show a critical appreciation of the place of a subject in relation to the wider school

curriculum 3. Show a critical understanding of the learning processes within a subject in relation to

learning in general 4. Demonstrate a critically analytic awareness of the processes involved in pupil

progression 5. Critically examine and analyse key primary and secondary sources of recent and

significant research & literature and apply new understandings to professional practice

Indicative Module Content

• Study of subject knowledge and pedagogy in one or more specific areas; • The design of learning episodes; • Progression in subject ideas; • Critical reflection on the relationship between key ideas within a subject and one’s

own learning and the learning experience of pupils in school; • Professional development through reflective and meta-reflective practice; • The nature of knowledge within a specific subject discipline; • Exploring the concept of learning in a variety of contexts • Reflections on the nature of pedagogy.

Indicative Student Workload (hours)

Scheduled learning and teaching 35 hours

Work based learning 100 hours

Guided independent study 160 hours

Group Tutorial 1 hour

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Formative Assessment – Formative assessment provides an opportunity for you to receive feedback on work as part of your learning for the module. Formative work does not have marks awarded that contribute to the final module mark.

Critical review of literature related to teaching and learning in the subject 2000 words Summative Assessment – Summative assessment provides the opportunity for you to demonstrate that you have met the learning outcomes for the module.

Length/size

of the assessment

ILOs assessed

% Weighting

Is anonymous

marking possible?

Core element?‡

Written assignment 3000 1-5 100 No Yes

Choose Choose Choose

‡ By default, your final module grade will be an aggregated mark. However, if this box is marked ‘yes,’ then you must also successfully pass this element of assessment in order to pass the module, regardless of the overall aggregated mark. If core element(s) of assessment are failed, the module will not be eligible for compensation. Further information on module compensation is available in the Academic Regulations.

Indicative Core Bibliography

Essential Resources (* Online access available as E-book) Baker, T et al. (2017). Targeted Teaching. London: Learning Matters

Bates, B. (2015). Learning Theories Simplified. London: Sage

*Capel, S, Leask, M and Younie S. (2016). Learning to Teach in the Secondary School. 7th edition. London: Routledge

Didau, D. (2016). What every teacher needs to know about Psychology. London: John Catt Educational

Pollard, A. (Editor). (2014). Readings for Reflective Teaching in Schools. 2nd edition. London: Continuum

Pollard, A, Dudley, P, Higgins, S et al. (2018). Reflective Teaching. 5th edition. London: Bloomsbury

Quigley, A. (2016). The Confident Teacher. London: Routledge

Thomas, G. (2013). Education – a very short introduction. OUP: Oxford

Recommended Journals: British Educational Research Journal, The Curriculum Journal, Education, Educational Review, Teaching and Teacher Education, TEAN, Theory into Practice

Reassessment

Reassessment in the failed component will be undertaken as stated in the Academic Regulations.

Compensation

This module is not eligible for compensation (condonation) as a marginal fail within the limits set out in the Academic Regulations

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Recommended reading lists will also be provided by each subject throughout the course to supplement the generic reading indicated above.

Additional Notes

Stand-Alone Study

Students may not take this module as a stand-alone module as it part of an integrated PGCE that includes school placements.

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Investigating Teaching and Learning Across and Beyond the School Curriculum

Module Code: PGSC 7012 CAT credits: 30

Mode(s) of delivery: Face to face NQF Level: Level 7

Owning Department: Institute of Education

Validation Start Date: August 2019 HECoS Code: Link to List

Aims of the Module

To enable students to develop a critical understanding of a range of key concepts connected to teaching and learning across and beyond the school curriculum.

Intended Learning Outcomes

On successful completion, you will be able to: 1. Reflect upon your initial development as a teacher and the critically analyse and

evaluate the complexity of this role in meeting the needs of children and young people.

2. Critically analyse and evaluate the wider aspects of the school curriculum beyond the immediate bounds of the subject area.

3. Develop a critical understanding and evaluation of the impact of current issues within secondary education on pupils, schools and society, underpinned by recent primary and secondary literature

4. Critically reflect on your own development as a teacher with regard to key cross and extra-curricular issues

Indicative Module Content

• Study of specific knowledge and pedagogy in one or more specific areas; • Detailed reading and reflection on a specific area of study, one theme to be chosen

from: • SEN/D, AfL, EAL, Inclusion, SMSC education, Classroom management, Pastoral care

and responsibilities, Literacy or Numeracy across the curriculum, Post 16 education, Promoting British Values across the curriculum, Cross and extra-curricular learning.

• Critical reflection on the relationship between key ideas within a subject and cross curricular aspects and responsibilities of the subject

• Professional development through reflective and meta-reflective practice; • Reflections on the nature of teaching and learning across and beyond the curriculum

Indicative Student Workload (hours)

Scheduled learning and teaching 35 hours

Work based learning 100 hours

Guided independent study 160 hours

Individual Tutorial 1 hour

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Formative Assessment – Formative assessment provides an opportunity for you to receive feedback on work as part of your learning for the module. Formative work does not have marks awarded that contribute to the final module mark.

Critical review of literature related to teaching and learning across and beyond the curriculum in the chosen focussed area of study 2000 words

Summative Assessment – Summative assessment provides the opportunity for you to demonstrate that you have met the learning outcomes for the module.

Length/size

of the assessment

ILOs assessed

% Weighting

Is anonymous

marking possible?

Core element?‡

Written assignment 3000 1-4 100 No Yes

Choose Choose Choose

‡ By default, your final module grade will be an aggregated mark. However, if this box is marked ‘yes,’ then you must also successfully pass this element of assessment in order to pass the module, regardless of the overall aggregated mark. If core element(s) of assessment are failed, the module will not be eligible for compensation. Further information on module compensation is available in the Academic Regulations.

Reassessment

Reassessment in the failed component will be undertaken as stated in the Academic Regulations.

Compensation

This module is not eligible for compensation (condonation) as a marginal fail within the limits set out in the Academic Regulations

Indicative Core Bibliography

Essential Resources (* Online access available as E-book) *Ball, S. (2017). The Education Debate. 3rd edition. London: Policy Press *Capel, S, Leask, M and Younie S. (2016). Learning to teach in the secondary school. 7th edition. London: Routledge Muijs, D and Reynolds, D. (2017). Effective Teaching. 4th edition. London: Sage Pollard, A (Editor). (2014). Readings for Reflective Teaching in Schools. 2nd edition. London: Continuum Pollard, A, Dudley, P, Higgins, S et al. (2018). Reflective Teaching. 5th edition. London: Bloomsbury *Savage, J. (2010). Cross-curricular teaching and learning in the secondary school. London: Routledge Thomas, G. (2013). Education – a very short introduction. OUP: Oxford

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Stand-Alone Study

Students may not take this module as a stand-alone module as it part of an integrated PGCE that includes school placements.

*Wiliam, D. (2018). Creating the schools our children need. London: Learning Sciences International Recommended Journals: British Educational Research Journal, The Curriculum Journal, Education, Educational Review, Teaching and Teacher Education, TEAN, Theory into Practice Further recommended reading lists will also be provided by staff in each of the thematic areas listed above and in response to student choice of essay theme.

Additional Notes

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Developing professional skills, knowledge and practice

Module Code: PGSC 9011 CAT credits:

Mode(s) of delivery: Face to face NQF Level: Level 3

Owning Department: Institute of Education

Validation Start Date: August 2019 HECoS Code: Link to List

Aims of the Module

To enable students to develop and evidence the professional skills, knowledge and practice necessary to meet the current standards for the award of Qualified Teacher Status.

Intended Learning Outcomes

On successful completion, you will be able to:

1. Demonstrate a secure level of subject knowledge relevant to the needs of pupils in the subject(s) and age range(s) being taught

2. Demonstrate the professional skills, knowledge and practice required to meet the current QTS standards for trainee teachers

3. Demonstrate the ability to critically reflect on and develop your own professional practice

Indicative Module Content

• strategies for developing effecting teaching and learning; • developing skills in long/medium/short term planning, differentiation, assessment,

inclusion and classroom management; • development of relevant subject knowledge to underpin effective teaching and

learning • development of pastoral, PSHE, SMSC and other cross curricular teaching and

learning • development of a range of professional skills and practices as relevant to current

teaching standards.

Indicative Student Workload (hours)

Scheduled learning and teaching 80 hours

Placement 720 hours

Guided independent study 40 hours

Individual Tutorial 36 hours

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Formative Assessment – Formative assessment provides an opportunity for you to receive feedback on work as part of your learning for the module. Formative work does not have marks awarded that contribute to the final module mark.

Completion of a ‘Noticing Booklet’ in the initial (IEP) placement that consists of a range of school based focussed observations and critical reflections on practice 2400 words

Summative Assessment – Summative assessment provides the opportunity for you to demonstrate that you have met the learning outcomes for the module.

Length/size

of the assessment

ILOs assessed

% Weighting

Is anonymous

marking possible?

Core element?‡

Practical skills assessment 1-5 90 No Yes

Portfolio 1,4,5 10 No Yes

‡ By default, your final module grade will be an aggregated mark. However, if this box is marked ‘yes,’ then you must also successfully pass this element of assessment in order to pass the module, regardless of the overall aggregated mark. If core element(s) of assessment are failed, the module will not be eligible for compensation. Further information on module compensation is available in the Academic Regulations.

Indicative Core Bibliography

Essential Resources (* Online access available as E-book) Baker, T et al. (2017). Targeted Teaching. London: Learning Matters

*Capel, S, Leask, M and Younie S. (2016). Learning to teach in the secondary school. 7th edition. London: Routledge

Muijs, D and Reynolds, D. (2017). Effective Teaching. 4th edition. London: Sage

Petty, G. (2018). How to Teach Even Better. Oxford: OUP press

Pollard, A (Editor). (2014). Readings for Reflective Teaching in Schools. 2nd edition. London: Continuum

Pollard, A, Dudley, P, Higgins, S et al. (2018). Reflective Teaching. 5th edition. London: Bloomsbury

Quigley, A. (2016). The Confident Teacher. London: Routledge

Rogers, B. (2015). Managing Behaviour. 4th edition. London: Sage

Reassessment

Reassessment in the failed component will be undertaken as stated in the Academic Regulations. As this is a school based placement module, a resit placement will be sourced as appropriate and possible in the following academic year. An amended portfolio will be completed during the course of the placement. If the placement outcome is a fail then the student will be required to pay for a reassessment in a school.

Compensation

This module is not eligible for compensation (condonation) as a marginal fail within the limits set out in the Academic Regulations as it is a placement based module.

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Recommended Journals: British Educational Research Journal, The Curriculum Journal, Education, Educational Review, Teaching and Teacher Education, TEAN, Theory into Practice Recommended reading lists will also be provided by each subject throughout the course to supplement the generic reading indicated above.

Additional Notes

The second qualificatory element of this course requires evidence as set out in the course handbook to show that they have met the requirements of the QTS teaching standards in compliance with Department for Education (DfE) requirements. The student must produce a portfolio of evidence for tutor scrutiny before the end of the final school placement. If this module is successfully completed while a student is still going through the re-assessment process for Modules PGSC 7011/6011 and/or PGSC 7012/6012, then the student will be eligible for the recommendation of QTS in the interim.

Stand-Alone Study

Students may take this module as a standalone module if they can demonstrate they have the capacity to succeed and benefit from studying the module. Students who successfully complete this module as a stand-alone module will gain the award of QTS only.

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Investigating Teaching and Learning in (subject)

Module Code: PGSC 6011 CAT credits: 30

Mode(s) of delivery: Blended learning NQF Level: Level 6

Owning Department: Institute of Education

Validation Start Date: August 2019 HECoS Code: List to list

Aims of the Module

To enable students to develop a systematic understanding of key concepts, structures, processes and progression connected to teaching and learning within your subject.

Intended Learning Outcomes

On successful completion, you will be able to: 1. Demonstrate a systematic understanding of the subject in the design of learning

episodes 2. Show a coherent appreciation of the place of a subject in relation to the wider school

curriculum 3. Show an informed understanding of the learning processes within a subject in relation

to learning in general 4. Show a critical awareness of the processes involved in pupil progression 5. Examine, analyse and evaluate critically key primary and secondary sources of recent

and significant research & literature and apply new understandings to professional practice.

Indicative Module Content

• Study of subject knowledge and pedagogy in one or more specific areas; • The design of learning episodes; • Progression in subject ideas; • Critical reflection on the relationship between key ideas within a subject and one’s

own learning and the learning experience of pupils in school; • Professional development through reflective and meta-reflective practice; • The nature of knowledge within a specific subject discipline; • Exploring the concept of learning in a variety of contexts • Reflections on the nature of pedagogy.

Indicative Student Workload (hours)

Scheduled learning and teaching 35 hours

Work based learning 100 hours

Guided independent study 160 hours

Individual Tutorial 1 hour

Formative Assessment –

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Formative assessment provides an opportunity for you to receive feedback on work as part of your learning for the module. Formative work does not have marks awarded that contribute to the final module mark.

Critical review of literature related to teaching and learning in the subject 2000 words

Summative Assessment – Summative assessment provides the opportunity for you to demonstrate that you have met the learning outcomes for the module.

Length/size

of the assessment

ILOs assessed

% Weighting

Is anonymous

marking possible?

Core element?‡

Written assignment 2800 1-5 100 No Yes

Choose Choose Choose

‡ By default, your final module grade will be an aggregated mark. However, if this box is marked ‘yes,’ then you must also successfully pass this element of assessment in order to pass the module, regardless of the overall aggregated mark. If core element(s) of assessment are failed, the module will not be eligible for compensation. Further information on module compensation is available in the Academic Regulations.

Reassessment

Reassessment in the failed component will be undertaken as stated in the Academic Regulations.

Compensation

This module is not eligible for compensation (condonation) as a marginal fail within the limits set out in the Academic Regulations

Indicative Core Bibliography

Essential Resources (* Online access available as E-book) Baker, T et al. (2017). Targeted Teaching. London: Learning Matters

Bates, B. (2015). Learning Theories Simplified. London: Sage

*Capel, S, Leask, M and Younie S. (2016). Learning to Teach in the Secondary School. 7th edition. London: Routledge

Didau, D. (2016). What every teacher needs to know about Psychology. London: John Catt Educational

Pollard, A. (Editor). (2014). Readings for Reflective Teaching in Schools. 2nd edition. London: Continuum

Pollard, A, Dudley, P, Higgins, S et al. (2018). Reflective Teaching. 5th edition. London: Bloomsbury

Quigley, A. (2016). The Confident Teacher. London: Routledge

Thomas, G. (2013). Education – a very short introduction. OUP: Oxford

Recommended Journals: British Educational Research Journal, The Curriculum Journal, Education, Educational Review, Teaching and Teacher Education, TEAN, Theory into Practice

73

Stand-Alone Study

Students may not take this module as a stand-alone module as it part of an integrated PGCE that includes school placements.

Recommended reading lists will also be provided by each subject throughout the course to supplement the generic reading indicated above.

Additional Notes

74

Investigating Teaching and Learning Across and Beyond the School Curriculum

Module Code: PGSC 6012 CAT credits: 30

Mode(s) of delivery: Face to face NQF Level: Level 6

Owning Department: Institute of Education

Validation Start Date: August 2019 HECoS Code: Link to list

Aims of the Module

To enable students to develop a systematic understanding of a range of key concepts connected to teaching and learning across and beyond the school curriculum.

Intended Learning Outcomes

On successful completion, you will be able to: 1 Reflect upon your initial development as a teacher and analyse the complexity of this

role in meeting the needs of children and young people. 2 Consider and comment upon the wider aspects of the school curriculum beyond the

immediate bounds of the subject area. 3 Develop a critical understanding of the impact of current issues within secondary

education on pupils, schools and society, underpinned by recent primary and secondary literature

4 Systematically reflect on your own development as a teacher with regard to key cross and extra-curricular issues

Indicative Module Content

• Study of specific knowledge and pedagogy in one or more specific areas; • Detailed reading and reflection on a specific area of study, one theme to be chosen

from: • SEN/D, AfL, EAL, Inclusion, SMSC education, Classroom management, Pastoral care

and responsibilities, Literacy or Numeracy across the curriculum, Post 16 education, Promoting British Values across the curriculum, Cross and extra curricular learning.

• Critical reflection on the relationship between key ideas within a subject and cross curricular aspects and responsibilities of the subject

• Professional development through reflective and meta-reflective practice; • Reflections on the nature of teaching and learning across and beyond the curriculum

Indicative Student Workload (hours)

Scheduled learning and teaching 35 hours

Work based learning 100 hours

Guided independent study 160 hours

Individual Tutorial 1 hour

Formative Assessment – Formative assessment provides an opportunity for you to receive feedback on work as part of your learning for the module. Formative work does not have marks awarded that contribute to the final module mark.

75

Critical review of literature related to teaching and learning across and beyond the curriculum in the chosen focussed area of study 2000 words

Summative Assessment – Summative assessment provides the opportunity for you to demonstrate that you have met the learning outcomes for the module.

Length/size

of the assessment

ILOs assessed

% Weighting

Is anonymous

marking possible?

Core element?‡

Written assignment 3000 1-4 100 No Yes

Choose Choose Choose

‡ By default, your final module grade will be an aggregated mark. However, if this box is marked ‘yes,’ then you must also successfully pass this element of assessment in order to pass the module, regardless of the overall aggregated mark. If core element(s) of assessment are failed, the module will not be eligible for compensation. Further information on module compensation is available in the Academic Regulations.

Reassessment

Reassessment in the failed component will be undertaken as stated in the Academic Regulations.

Compensation

This module is not eligible for compensation (condonation) as a marginal fail within the limits set out in the Academic Regulations

Indicative Core Bibliography

Essential Resources (* Online access available as E-book) *Ball, S. (2017). The Education Debate. (3rd edition). London: Policy Press

*Capel, S, Leask, M and Younie S. (2016). Learning to teach in the secondary school. 7th edition. London: Routledge

Muijs, D and Reynolds, D. (2017). Effective Teaching (4th edition). London: Sage

Pollard, A (Editor). (2014). Readings for Reflective Teaching in Schools. 2nd edition. London: Continuum

Pollard, A, Dudley, P, Higgins, S et al. (2018). Reflective Teaching. 5th edition. London: Bloomsbury

*Savage, J. (2010). Cross-curricular teaching and learning in the secondary school. London: Routledge

Thomas, G. (2013). Education – a very short introduction. OUP: Oxford

*Wiliam, D. (2018). Creating the schools our children need. London: Learning Sciences International

76

Recommended Journals:

British Educational Research Journal, The Curriculum Journal, Education, Educational Review, Teaching and Teacher Education, TEAN, Theory into Practice

Further recommended reading lists will also be provided by staff in each of the thematic areas listed above and in response to student choice of essay theme.

Additional Notes

Stand-Alone Study

Students may not take this module as a stand-alone module as it is part of an integrated PGCE course that includes school placements.