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School of Education Inspiring learners, enriching communities
In Partnership with Brighton Metropolitan College, East Sussex College Group Eastbourne, East Sussex
College Group Hastings, and Northbrook Metropolitan College
Pre-Service Trainee Handbook
2019-2020
Postgraduate Certificate in Further Education and Training
Professional Graduate Certificate in Further Education and Training
Post and Professional Graduate Certificate in Education
(Art, Design & Media)
University Certificate in Further Education and Training
Our Partnership Vision
The School of Education at the University of Brighton is proud to work in partnership with schools across
the South East of England and beyond. We are:
Committed to the holistic development and well-being of all learners
Underpinned by an enduring commitment to inclusivity and diversity, where all learners are
valued, individuality is celebrated and barriers are removed
Built on a collaborative culture of mutual trust and innovation that engages all stakeholders in
evaluation, challenge and meaningful change
Centred around a cohesive learning community where professional development
is transformational and research-based practice is valued and communicated
Driven by an understanding of local knowledge, regional and national priorities coupled with
the agility and capacity to adapt
Contents
Introduction ........................................................................................................ 1
1. Further Education and Training (FET) Course Information ................................ 2 1.1 Main Contacts ...................................................................................................................... 2 1.2 Course Management Structure ............................................................................................ 2 1.3 Course Structure .................................................................................................................. 3 1.4 Course Aims and Philosophy ............................................................................................... 3 1.5 Trainee Guidance as to Appropriate Level of Course ......................................................... 5 1.6 Course Outlines ................................................................................................................... 6 1.7 Assessment Tasks ............................................................................................................... 7 1.8 Module Delivery Pattern ....................................................................................................... 7 1.9 Course Calendar 2019/20 – Pre-Service ............................................................................. 8 1.10 Becoming a Teacher and College-Based Training .............................................................. 9 1.11 Professional Practice using the Professional Standards ................................................... 11 1.12 Professional Formation ...................................................................................................... 14 1.13 Mentoring ........................................................................................................................... 14 1.14 Professional Development ................................................................................................. 17
2. What You Can Expect From Us ................................................................. 20 2.1 Our Role ............................................................................................................................. 20 2.2 Your Role ........................................................................................................................... 20 2.3 Assignment Feedback ....................................................................................................... 20 2.4 Observation Feedback ....................................................................................................... 20 2.5 Progression Opportunities ................................................................................................. 21 2.6 Access to Tutors and Support Services ............................................................................. 21
3. Support and Guidance ............................................................................ 22 3.1 Student Support and Guidance Tutor (SSGT) ................................................................... 22 3.2 Student Services ................................................................................................................ 23 3.3 Learning Support Plans (LSPs) ......................................................................................... 25 3.4 Mitigating Circumstances ................................................................................................... 25 3.5 Intermission ........................................................................................................................ 25 3.6 Study Support .................................................................................................................... 26
4. Engagement ......................................................................................... 27 4.1 Making Your Voice Heard: Student Evaluations and Student Representatives ................ 27 4.2 Who to turn to if you have difficulties with your programme .............................................. 27
5. Academic Writing .................................................................................. 28 5.1 Guidelines for References / Academic Writing .................................................................. 28 5.2 Programme Requirements for Presentation of Written Assignments ................................ 28 5.3 Academic Misconduct, including Plagiarism ...................................................................... 29
6. Assignments ........................................................................................ 30 6.1 Submission of Assignments ............................................................................................... 30 6.2 Late Submission/Requests for Extensions ........................................................................ 30 6.3 Non Submission ................................................................................................................. 30
7. Assessment ......................................................................................... 31 7.1 Assessment Regulations ................................................................................................... 31 7.2 Levels and Level Descriptors ............................................................................................. 31 7.3 Learning Outcomes / Assessment Criteria ........................................................................ 31 7.4 Grading Descriptors ........................................................................................................... 32 7.5 Double Marking and Moderation ........................................................................................ 32 7.6 Resubmission of Coursework ............................................................................................ 32
Appendices
Appendix 1 .........................................................................................................33
1
Introduction
Welcome to the School of Education (SoE) at the University of Brighton (UoB). This handbook is
designed to provide some specific information about your Further Education and Training (FET) course
and a range of more detailed information about being a student and trainee teacher in the School of
Education. As such it complements the University’s regulations, policies and codes of conduct which
together form the University of Brighton Student Contract, the basis of the contractual relationship
between you and the university.
Section 1 is designed to provide you with general information about FET courses. You will find more
detailed information about your specific FET course in the Assignment Handbook. This handbook
provides you with information about regulations that apply to all trainee teachers in the SoE. These
include the requirements that govern the assessment of your course, and specific advice and guidance
about procedures that you will need to follow.
Additional details relating to your specific course can be found on the ‘my course’ section of
Studentcentral, or on your host college’s VLE, where details of any changes to your course, governing
regulations, or procedures that you will need to follow can be found.
In addition to this course-specific guidance, online resources to help you study effectively are available
through the ‘my tools’ menu on the homepage of Studentcentral. You will find the link in the ‘my tools’
menu on the homepage. This includes the Ask Academic Study Kit which contains information for all
University of Brighton students and the Ask Study Guide.
All ITE programmes in the SoE operate according to principles found in the UoB’s General Examination
and Assessment Regulations (GEAR). This document is available in full on Studentcentral.
We hope that all the information you will need is contained within your handbooks. However, if you
cannot find out what you need to know, do not be afraid to ask a tutor or a member of the administrative
staff in the School of Education Office.
Kerry Doyle
Co-ordinator of Further Education and Training
September 2019
Please note: This handbook has been produced as early as possible in the interests of trainees, college/setting colleagues and tutors. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct, but the team reserves the right to make changes as necessary as part of the ongoing process of programme development. We always welcome any feedback on using the handbook.
2
1. Further Education and Training (FET) Course Information
1.1 Main Contacts
1.2 Course Management Structure
The Further Education & Training programme has a single Programme Board, based within the School
of Education, which reports to the School of Education Board of Study. The Programme Board includes
staff and trainee representatives from all of the courses, including each of the partner colleges in the
consortium, and has formal responsibility for overseeing the operation of the Partnership and which
therefore acts as the formal channel of communication. The college course leaders autonomously
manage and deliver the courses within their respective institutions. They also form part of a collaborative
management model that ensures course developments are achieved through a consensus.
Partnership Cordinator
Kerry Doyle
School of Education
academic leadership
quality assurance
College Course Leader
Belinda Garlick
Brighton Metropolitan College
College Course Leader
Yvette Stainsby
East Sussex College Group (E)
College Course Leaders
Hayley Jules-Davie and Jayne Mullaney
East Sussex College Group (H)
College Course Leader
Shantheni Powell
Northbrook Metropolitan College
Programme Assistant
Allie Fry
School of Education
administrative control
Assistant Programme Leader
Kate Greenslate
School of Education
University of Brighton Programme Leader Assistant Programme Leader
Kerry Doyle [email protected] 01273 643428 Kate Greenslate [email protected] 01273 643399
University of Brighton Programme Assistant
Allie Fry [email protected] 01273 643397
Brighton Metropolitan College Course Leader
Belinda Garlick [email protected] Tel: 01273 667762 Ext - 2571
East Sussex College Group Course Leader
Yvette Stainsby [email protected] 030300 39270
Sussex Coast College Hastings Course Leader
Hayley Jules-Davie [email protected] 01424 458473
Northbrook Metropolitan College PGCE Art, Design & Media Course Leader
Shantheni Powell [email protected]
3
1.3 Course Structure
1.4 Course Aims and Philosophy
1 Generally for trainees who have not taught before
2 Level 7 provides the post graduate certificate, Level 6 the professional graduate certificate
Course route Level & (credits)
Location Assessment model
Duration in years
General course content
PGCE (FET) full-time, pre-service1
Levels 6 & 72 (120)
UoB, Falmer East Sussex College Group Hastings
Pass/Fail Referral options (see section 7)
1 Blend of taught modules and college-based training
PGCE (FET) full-time, pre-service (Art, Design & Media)
Levels 6 & 7 (120)
Northbrook Metropolitan College
Pass/Fail Referral options (see section 7)
1 Blend of taught modules and college-based training
University Certificate in Education (exit award)
Level 5 or 6 (60)
All centres Pass/Fail Referral options (see section 7)
1 Blend of taught modules and college-based training
All routes have been developed to reflect the Professional Standards as administered by the Education and Training Foundation and so support the development of appropriate attitudes, values, knowledge and skills.
If the impact of teachers (to the economy) is millions of pounds, the impact of a career in teacher training is billions. Our economy is irrigated by a well of knowledge and skills, and it is the teachers who have their hands on the pump.
(Geoff Petty, Evidence-Based Teaching: A Practical Approach, 2013)
In almost every context I can think of, teaching is unarguably an inherently complex business, requiring not just expert subject knowledge and technical knowledge about pedagogical practices, but knowledge of workplaces, organisations and people, superb communication skills, and an unpredictable range of different kinds of know-how. In addition, in my view, teaching is essentially an ethical business, concerned with achieving what is good for learners, communities, and society as a whole.
(Jay Derrick, Director of post-compulsory initial teacher education, IOE 2013)
4
The University of Brighton FET Partnership believes that further education needs a trained and professionally competent workforce to effectively support the diversity of learners who study in the sector. The learning needs and aspirations of these learners require skilled, knowledgeable and empathetic practitioners to facilitate their progress and development. Teachers in education and training can support career development, enable students to gain qualifications, build confidence and change lives. We believe that having the opportunity to undergo a training programme increases the likelihood of such things being realised because the training is about sharing practice, reflecting, developing flexibility, learning new teaching methods, challenging pre-existing assumptions about education and nurturing self-belief. The Aims of the Programme
The overarching aim of the programme is to enable graduates to demonstrate that they have met the
Professional Standards for teachers, trainers and tutors in the Further Education and Training Sector.
Additionally, there are the following course specific aims:
(i) For the ProfGCE Further Education & Training:
To provide an effective basis for professional practice in teaching that meets and extends
beyond the statutory requirements at each stage towards, and including full QTLS;
To provide course participants with the skills and opportunities to develop habits of critical
reflection on practical teaching and the theories and policies that underpin the professional
practice of teachers in the learning and skills sector;
To provide course participants with the skills and understanding that promote flexibility and
adaptability within a professional context;
To promote collegiality and collaboration in professional practice;
To promote the acquisition and extension of teaching strategies appropriate to the diversity of
learners in the learning and skills sector;
To provide course participants with skills and understanding to ensure that their learning
becomes a lifelong process;
To promote the values of entitlement, equality and inclusiveness within the professional context;
To enable course participants to develop and utilise the skills of evaluation, analysis and
synthesis;
To critically evaluate theory and practice through reflection and collaboration.
(ii) For the PostGCE Further Education & Training:
In addition to the aims of the ProfGCE Further Education & Training above, the aims of the PostGCE
Further Education & Training are:
To enable course participants to develop a critical understanding of the relationship between
theory, policy and practice;
To enable course participants to develop further their understanding of the role of research in
the above;
To demonstrate critical self-reflection that leads to the development of an autonomous stance
in advanced professional practice.
N.B. Further details clarifying learning outcomes in full are published in the Programme Specification
which can be accessed via Studentcentral.
Module descriptors, issued at the start of the course are stored on Studentcentral and provide details
of assessment, methods of assessment and assessment weighting.
5
Overarching Goals Based on the ongoing evaluation review of provision the Partnership has identified the following overarching goals which it embeds in its provision to best serve the interests of you, your students, your employers and the sector as a whole.
1. To further develop training in inclusive practice to support equality of opportunity and raise aspirations of students.
2. To improve trainees’ practice in developing student employability.
3. To develop support and develop trainees’ well-being, resilience and continued employability,
through diversity of practice, efficient planning and workload management.
4. To develop trainees’ confidence and expertise in supporting students’ subject-related English, maths and digital literacy skills and knowledge.
5. To develop trainees’ recognition of and adherence to values that support tolerance, student
safety, individual liberty and democratic expression.
1.5 Trainee Guidance as to Appropriate Level of Course
(Cert Ed/ProfGCE/PostGCE)
Postgraduate Certificate in Education
(FET)
Offered to those deemed capable of study at the
higher level. Their suitability for this alternative
programme will be identified and monitored
through teaching practice and submission of
assignments. There will also be an assessment,
based on the standard of work in semester 1 and
on their written application for the M level
modules.
Professional Graduate Certificate in Education
(FET)
Offered to all applicants who meet the entry
requirements and have a first degree. Whilst
some applicants may wish to undertake the M
level option, access will not be automatic.
University Certificate Offered to applicants who meet the entry
requirements and whose role requires limited
teaching or training responsibilities. It is also an
option for those who are required to withdraw
from the course because of loss of teaching
hours or other factors.
6
1.6 Course Outlines
The content of each module will be delivered through a range of teaching and learning strategies
including lectures, seminars, group discussions, small group work and private study. Assessment
strategies include a range of written tasks, delivery of a teaching session and a seminar to peers,
individual research and reflection on own practice. More information can be found in the module
descriptors that will be issued at the start of the course. Participants will also be expected to apply their
learning in a practical context within their own work-based setting.
Semester 1 (Sept-Jan) Designed to enable you to develop your practice through
class activities and discussion, micro teach, formal
observation of teaching and completion of integrated
academic assignments.
Module 1 assessed at level 5
Modules 2 and 3 assessed at level 6
Observation of teaching (x 4)
Professional dialogue with University tutors, mentors and
peers
Critical reflection
Semester 2 (Feb-June) A shift in focus - greater responsibility for your learning and
the expectation to build on the progress made in semester
1. There should be clear evidence of innovation, creativity
and consistency in your teaching.
Modules 4, 5 and 6 assessed at level 6 (level 7 options)
Observation of teaching (x4)
Professional dialogue with University tutors, mentors and
peers
Critical reflection
7
1.7 Assessment Tasks The key principle underpinning assessment on the courses is integration. All of the assessment tasks expect you to draw on both practical experience and knowledge from the classroom and broader context in which you work, and on your wider reading and research.
A matrix of the assessment tasks is provided below:
1.8 Module Delivery Pattern
Sept Oct Nov Dec Jan Feb Mar Apr May June
Module 1: An introduction to teaching, learning and assessment in education and training Module 2: Contemporary issues in Education and Training / ADM Module 3: Teaching Practice in Education and Training / ADM Module 4: Applied learning theory and inclusive practice Module 5: Wider professional practice Module 6: Practitioner Enquiry
Module Assessment tasks 1 Micro-teach
Student profiles
Documented observations of effective teaching
2 Applied learning theory and inclusive practice (academic report)
3 Professional Development Tracker (PDT)
Professional profile
Observations of practice
Assessment practice
Inclusive practice
Resource development
Professional Standards
Student progression
Group profile
4 Group presentation
Critical Evaluation
5 Wider professional practice
PDT
6 Practitioner enquiry
Module 1
Module 2
Module 3
Module 5
Module 4
Module 6
8
1.9 Course Calendar 2019/20 – Pre-Service
Teaching Week No.
Week beg. Monday
Activity
UoB Course Assessments PGCE modules
1 2 3 4 5 6
0 09.09.19 Induction (UoB)
8 0 16.09.19 Induction (UoB) Professional Standards – initial assess/Professional Profile
9 1 23.09.19 Teaching (Semester 1 UoB)
10 2 30.10.19 Teaching
11 3 07.10.19 Teaching
12 4 14.10.19 Teaching
13 5 21.10.19 Teaching
15 6 28.10.19 (College/School half term week) Micro teach
16 7 04.11.19 Teaching Micro teach
16 8 11.11.19 Teaching
17 9 18.11.19 Teaching Module 1 submission 22/11/19
18 10 25.11.19 Teaching
19 11 02.12.19 Teaching
20 12 09.12.19 Teaching/tutorials
21 16.12.19 Christmas and New Year vacation
22 23.12.19
23 30.12.19
24 13 06.01.20 Teaching
25 14 13.01.20 Teaching Module 2 submission 17/1/20
26 15 20.01.20 Teaching
27 16 27.01.20 Inter-semester break (optional)
28 17 03.02.20 Teaching Semester 2 starts
29 18 10.02.20 Teaching
30 19 17.02.20 (College/School half term week) Module 3 submission 21/2/20
31 20 24.02.20 Teaching
32 21 02.03.20 Teaching
33 22 09.03.20 Teaching Mod 4 presentations
34 23 16.03.20 Teaching
35 24 23.03.20 Teaching
36 25 30.03.20 Teaching Module 4 submission 3/4/20
37 06.04.20 (Easter vacation)
38 13.04.20 (Easter vacation)(Easter Monday 13th )
39 26 20.04.20 Teaching
40 27 27.04.20 Teaching
41 28 04.05.20 Teaching (Bank Holiday 4th May) Module 5 submission 8/5/20
42 29 11.05.20 Teaching
43 30 18.05.20 Teaching
44 31 25.05.20 (College/School half term week) Module 6 submission 29/5/19
45 01.06.20 Assessment
46 08.06.20 Assessment
47 15.06.20 Assessment
48 July Exam Boards
9
1.10 Becoming a Teacher and College-Based Training The FET programmes offer dual modes of study. Part of your time is spent in taught sessions but the majority is spent in your work-based setting. The whole programme is based on the notion of integration: personal and professional experiences linked to taught modules, underpinned by theory.
So becoming a teacher is more complex than ‘learning about theory and putting it into practice’. You will be part of a partnership between the University and local colleges/work-based settings. Fundamental to this is your development as a professional educator; as someone who is a team player and employable. As a pre-service trainee your training will start early in the autumn term when college staff and students will be establishing routines, etc. Consider how you will engage and participate in this settling in process, how you will contribute to the class and college life and how you will, from the outset, present yourself as a committed, flexible and conscientious professional. Your training in the college will be overseen by a mentor and you will work within a network of contacts, including other teachers, technicians and PAT tutors. You will be encouraged to seek every opportunity to gain a broad range of experience across groups and levels. This is essential if you are to strengthen your employment credentials in the sector. Quality Assurance is a fundamental principle of the University’s work with partner and host colleges. It is therefore important that you work with the framework provided by the Professional Standards for Teachers and Trainers in Education and Training England and that we ensure that you are given every opportunity to develop into a competent, creative and ambitious practitioner.
Participants undertaking the full-time course will be placed in a suitable location (usually a further
education college or sixth-form college). This will usually be for the majority of the academic year but
may involve more than one location.
Qualified Teacher
Previous education, employment, life
skills, interests
Taught sessions
College-based training
Indendent study, thinking, reading,
assignments
10
Possible Challenges
Usually we are able to work
with colleges strategically
and quickly and college-
based training is underway
before you begin the course.
Sometimes circumstances change and
college-based training needs to be
changed or adjusted, so the final decision
may not be until shortly after the course begins.
Usually your experience of
working in a college and
forming professional
relationships is positive and
you will gain from the range
of contexts and expertise
that you encounter.
Sometimes relationships are tricky and
you will need to overcome barriers in
order to develop a positive working
relationship. You will need to act
professionally and seek whatever support is appropriate.
Usually you feel that
feedback on your teaching
and professional
development is fair and
constructive and enables you to make progress.
Occasionally you may feel that the
feedback you receive doesn’t reflect your
aspirations and leads to low morale.
Always take time to reflect on feedback to engage with the advice given.
Your progress on college-
based training will normally be
good or better and you will,
through hard work and close
attention to your professional
development, meet the
required standard.
Occasionally progress is unsatisfactory
and a ‘Need for Enhanced Support’ is
issued. Intervention from your mentor
and tutor will be put in place to support you and help you get back on track.
11
1.11 Professional Practice using the Professional Standards
In May 2015, following a consultation with teachers and staff from across all areas of education and training, the Education and Training Foundation3 launched a new set of Professional Standards for the sector. It is these Standards that you will need to understand and interpret for your setting and future career. The training you are undertaking through your institution or organisation and with the University will provide opportunities for you to do this. Key Steps:
Self-assess against the Standards using documentation provided by your course leader. Then at two more points during your year of training, you should revisit the Standards and re-assess your progress. Your judgement will be informed by feedback received through observations, assignments, tutorial and personal reflections.
Once you have identified which Professional Standards you think you need to concentrate on and which you think will have the greatest impact (and this number should be realistic and manageable i.e. up to six), you should identify what activities you need to undertake and when. This should then be communicated to your course tutor and mentor.
Teaching Practice
The observation record is supported by an assessment matrix that helps ensure that the assessment made is accurate, linked to the Professional Standards and transparent to both assessor and trainee. The observer should use this matrix when feeding back to you.
The observation assessments made are formative to enable you to respond to feedback and use your own reflection to move forward. There should be progress on each occasion and you should track your key development points both short and long term. There are key questions you can ask yourself before, during and after teaching sessions.
If an observation is deemed to be Need for Enhanced Support, a repeat observation will be organised to give you the opportunity to address the action points.
3 http://www.et-foundation.co.uk/
Location Attendance Teaching requirements
Additional duties
Professional conduct
Assessment
A sixth form college
General further education college
Appropriate training centre
This will vary depending on the negotiated timetable and the range of commitments but a minimum of two days per week
Between 100-150 contact hours
Teach at least two levels (e.g. 2 and 3)
Teach a range of groups
Learning support
Tutorials
Enrichment activities
Trips, shows, exhibitions
You will sign a code of conduct and adhere to its requirements in University and throughout your training
You will be formatively assessed throughout the year but there are specific formal assessment points:
8 formal observations (4 x mentor, 4 x tutor)
3 progress reports
2 mentor reviews
12
The Professional Standards for Education and Training - England
Professional values and attributes Develop your own judgement of what works and does not work in your teaching and training
1. Reflect on what works best in your teaching and learning to meet the diverse
needs of learners 2. Evaluate and challenge your practice, values and beliefs 3. Inspire, motivate and raise aspirations of learners through your enthusiasm and
knowledge 4. Be creative and innovative in selecting and adapting strategies to help learners to
learn 5. Value and promote social and cultural diversity, equality of opportunity and
inclusion 6. Build positive and collaborative relationships with colleagues and learners
‘The Professional Standards for Teachers and Trainers are very clear, cut out all the waffle, and help observations to be more focussed on both teaching and
learning and learner progress’.
Libby Mooney, Programme Team Leader,
Teacher Education Team, The Manchester College
13
Professional knowledge and understanding Develop deep and critically informed knowledge and understanding in theory and practice 7. Maintain and update knowledge of your subject and/or vocational area 8. Maintain and update your knowledge of educational research to develop evidence-based
practice 9. Apply theoretical understanding of effective practice in teaching, learning and
assessment drawing on research and other evidence 10. Evaluate your practice with others and assess its impact on learning 11. Manage and promote positive learner behaviour 12. Understand the teaching and professional role and your responsibilities Professional Skills Develop your expertise and skills to ensure the best outcomes for learners 13. Motivate and inspire learners to promote achievement and develop their
skills to enable progression 14. Plan and deliver effective learning programmes for diverse groups or
individuals in a safe and inclusive environment 15. Promote the benefits of technology and support learners in its use 16. Address the maths and English needs of learners and work creatively to
overcome individual barriers to learning 17. Enable learners to share responsibility for their own learning and
assessment, setting goals that stretch and challenge 18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback
to support progression and achievement 19. Maintain and update your teaching and training expertise and vocational skills
through collaboration with employers 20. Contribute to organisational development and quality improvement through collaboration with
others
In a nutshell
In order for you to become an effective and successful teacher you need to:
Continually review your thinking and practice
Keep informed about your subject and professional role
Develop and innovate to support learners
14
1.12 Professional Formation Following successful completion of the course you will be able to apply for and gain Qualified Teaching and Learning Skill status (QTLS). Here is a link to a useful flow chart that explains the process of achieving QTLS. https://set.et-foundation.co.uk/media/2389365/professional-formation-and-routes-leading-to-qtls-v3.pdf Qualified Teacher Learning and Skills (QTLS) is the badge of professionalism for post-16 education and training, helping practitioners advance in their careers and demonstrate their expertise and experience to colleagues, employers and learners. SET members can gain QTLS by successfully completing professional formation.
What are the benefits of gaining QTLS status?
More than 20,000 have achieved QTLS status since its introduction in 2008:
QTLS status is recognised in law as equal to QTS for teaching in schools.
Career progression: QTLS status demonstrates your commitment, skills and knowledge to employers.
Recognition of your status as a professional teacher or trainer.
Valuable continuing professional development (CPD) that builds confidence and enhances your skills.
Members with QTLS can use these initials as a designation.
Source: https://set.et-foundation.co.uk/professionalism/qtls/what-is-qtls/benefits-and-the-cost-of-qtls/ (Accessed 16/7/19)
1.13 Mentoring Whilst on your college-based training, you will be working closely with your mentor. This will invariably
be an experienced and successful teacher who works in the same subject field as you. Their role will
be to provide you with professional support, guidance, encouragement and challenge. It is a
relationship you need to make work and learn from. We believe that mentoring is a complex but
invaluable role that has the potential to have a significant impact on your professional development,
personal well-being and aspirations. Our expectation is that you have regular fortnightly meetings
with your mentor in a dedicated and private space. The following model provides a graphical
representation of how mentoring can provide multi-dimensional levels of support and challenge.
http://blogs.brighton.ac.uk/mentors/mentoring-resources/further-education-and-training/
(accessed 16/7/19)
15
Four basic styles of helping
(adapted from Klasen and Clutterbuck 20024)
ACTIVE DIRECTIVE ACTIVE
STRETCHING NURTURING
(intellectual need) (emotional need)
PASSIVE NON-DIRECTIVE PASSIVE
4 Klasen N and Clutterbuck D (2002) Implementing Mentoring Schemes Oxford: Butterworth Heinemann
Coach
Goal setter
Critical
friend
Challenger
Guide
Protector
Role model
Listener Bridge
Network mode
Counsellor
Sounding board
Catalyst
16
Your mentor plays a vital role in your development and it is essential that both she/he and you
understand the relationship and can make it work through recognising what makes a good mentor and
what makes a good mentee in an educational setting. It is essential that regular fortnightly meetings are
organised, although the frequency of these may reduce as the course progresses and your confidence
grows.
What makes a good mentor
Provides developmental feedback that is informed and focused on the mentee’s teaching and
professional conduct;
Supports the mentee in assimilating knowledge, skills and behaviours that enables
transitional development;
Supports the mentee in coping with the emotional and psychological challenges that such
transitions present;
Sets targets that are both realistic and challenging;
Establishes professional dialogues, enabling the trainee to test their ideas, draw out tacit
knowledge and build their professional identity;
Provides a friendly face when the pressure is on and keeps an open mind;
Uses a model of discussion > challenge > new understanding > action planning.
What makes a good mentee
Takes responsibility for the success of the mentoring relationship and own development needs;
Shows respect for the time and effort being devoted to them;
Responds to help and open to new ideas. Committed to change;
Reflects in order to manage own development and raise self-awareness;
Avoids becoming dependent on the mentor;
Avoids blaming other people for own shortcomings.
17
1.14 Professional Development
The foundation of all good teaching is having the confidence and knowledge to build
effective relationships with learners. Without this it is difficult to make progress in any other
area. As a consequence, it should be your top priority as you begin your training.
We believe you as the trainee will be well placed to be:
Highly committed to their students’ learning and progress and ambitious in what they want
to help them achieve;
Inquisitive, critically reflective and motivated to keep learning and improving their own
practice;
Quick to adapt to different learning contexts and confident to challenge inequalities;
An asset to the profession, willing to share their knowledge and experience and to
collaborate with others;
Well prepared for the realities of teaching, with the confidence, resilience and skills to be
innovative, to take risks and be creative.
Your professional development will begin as soon as you attend your induction sessions and start to
participate in professional dialogues with your tutor and peers. You will then begin an ongoing process
of reflection as you review your contributions to the course and to your training setting, learning from
your experiences and making plans to improve.
Each course module will enable you to research, practice and gather evidence to demonstrate your
professional development as indicated in the table below:
5 PS – Professional Standards references
Module Professional Development Opportunities (PS5)
Induction Support and collaborate with colleagues (PS 6)
Reflect on your contributions and learning (PS 1)
Begin to understand the practices of teaching and learning (PS 8, 12)
1 Learn from observations of and conversations with experienced teachers
(PS 2, 6, 7, 8)
Begin to understand the student learning journey with reference to barriers to learning,
specific learning needs and learning aspirations. (PS 2, 5, 7, 12)
Start your teaching experience and review its impact (PS 1-6, 10, 12, 18)
2 Develop knowledge and skills of learning theory and how it can inform and support inclusive
practice.
(PS 1-6, 7-12, 15, 16, 18, 20)
3 Professional Development Tracker – at the core of your professional development (PS 1-20)
Develop your pedagogy
Develop your planning, teaching, learning and assessment skills and knowledge
Develop your understanding and application of inclusive practice
Develop your understanding of and response to student progress
Develop your understanding of impact
Measure your progress against the Professional Standards
Develop your understanding and use of constructive feedback/feed forward
Develop your critical reflection and evaluation skills
Build your resilience and capacity to identify opportunities for progress
4 Build an understanding of the sector and the key issues that affect its purpose
(PS 2, 5, 6, 7, 8, 9, 12, 15)
5 As module 3
6 Through professional enquiry develop and improve pedagogy and practice
(PS 1-20)
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Professional Development Tracker
This lies at the heart of your development as a teacher and has been developed to enable you to capture
key evidence and demonstrate your competence in a number of key areas: reflection, assessment,
inclusion, student progression, acting on feedback, resource development and so on. In order for it to
work for you, you must complete it on a regular basis and meet the deadlines stated. If you don’t do
this, there could be two serious consequences:
1 You are referred in your work and have to resubmit or more seriously you are placed on
Enhanced Support.
2 You waste you opportunities to record and demonstrate your progression, resulting in a
backlog of work that undermines the whole value of regular review and reflection.
If there is one key element to the notion of professional development it is impact. By the end of your
training you should be in a position to accurately and consistently assess students’ progress and
understand how best to do this. In other words you need to understand the impact of your teaching
strategies, your learning plans, your assessment methods and your class management on student
progression and development. In order to do this several things will need to be in place:
Recognition of student learning needs in order to plan, teach, assess and evaluate sessions
Establishment of positive relationships with students in order to promote positive behaviour and
engagement
Demonstration of secure pedagogic knowledge appropriate to context and curriculum
Critical analysis of own strengths and areas for development
Capacity to understand, process and act on feedback
Demonstration of PS
Further Expectations
What? Possible Future Actions
Observation of the outstanding practice of
others
What might this mean for your own practice?
Learning about subject-specific pedagogy
through observation, discussion, research and
practice
How will your practice develop or change as a
result?
Targeting time to spend with different groups or
levels
How will this build your subject and curriculum
knowledge? How will it enhance you
understanding of inclusion and diversity?
How will it make you more employable?
Department meetings, staff training days, open
evenings, parents’ evenings
What are you learning about your wider
professional development?
Shadowing or working with an LSA What are you learning about professional
collaboration and sharing of experience?
Videoing own teaching What does this tell you?
Peer observations What are you learning about professional
collaboration and sharing of experience?
Getting involved in enrichment activities – trips,
exhibitions, events, shows
What are you learning about your wider
professional development? What are you
learning about student diversity?
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Assessment of your Professional Development
This comes in a number of forms and is continuous throughout the training period.
Additional tutorials (individual or group) can also be used to monitor progress and engagement.
Category of
assessment
Date of
assessment
Detail and purpose
8 Observations of
teaching practice
Spaced
throughout the
year (monthly
Oct-May)
Review and assess planning, teaching, assessment,
classroom management, subject knowledge and
application, inclusive practice.
Module Assignments See calendar
deadlines
Provides evidence of application of knowledge to
practice, developing pedagogy and research skills.
Interview
assessment
Interview date Provides evidence of academic and professional
potential based on the activities undertaken.
‘Traffic light’ review November 2019
tutorial if
necessary
Provides evidence of ongoing progress, commitment,
resilience and well-being. Based on such things as
attendance, participation, collaboration, etc. Uses a
RAG rating.
Initial assessment
report + tutorial
December 2019 Provides evidence of progress against some core
competencies based on such things as the micro teach,
early setting-based feedback and course participation.
‘Traffic light’ review January 2020 +
tutorial if
necessary
Provides evidence of ongoing progress and
commitment, resilience and well-being. Based on such
things as attendance, participation, collaboration, etc.
Uses a RAG rating.
Interim assessment
report
February 2020 Provides formative evidence of progress against the
Professional Standards using a numerical (1-4) rating.
‘Traffic light’ review March 2020 +
tutorial if
necessary
Provides evidence of ongoing progress and
commitment, resilience and well-being. Based on such
things as attendance, participation, collaboration, etc.
Uses a RAG rating.
Final assessment +
tutorial
May 2020 Provides summative evidence of progress against the
Professional Standards using a numerical (1-4) rating.
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2. What You Can Expect From Us
2.1 Our Role
To support and facilitate your professional development
To help you realise your aspirations in education and training
To help you reflect on your practice
To encourage you to challenge your practice and values
To encourage you to value and promote social and cultural diversity
To support your development of inclusive practice
To facilitate your understanding of key theoretical perspectives on teaching and learning
To help you understand the responsibilities of the professional role
To help you improve your planning, delivery and assessment
To support your work on student progress
To help you develop your English and maths skills
To support your well-being and provide appropriate intervention
To model good practice and generate innovative thinking
2.2 Your Role As a student of the University and as a trainee within your organisation, you will be expected to act in a consistently professional manner which will include the following commitments:
Safeguarding young people and vulnerable adults
Consistent and punctual attendance at all taught sessions
Engagement with and participation in all taught sessions
Positive and committed responses to tutor and mentor feedback
Critical reflection on and improvement of own practice
Commitment to the professional values of equality and diversity
Commitment to inclusive practice
Engagement with relevant wider reading and research to inform practice
Commitment to developing own English and maths skills to better support students
Commitment to supporting student progress
Commitment to academic integrity
Sharing ideas with and supporting peers and colleagues
2.3 Assignment Feedback
Marked assignments and feedback are normally returned within 20 working days of the submission
date. Once your work is returned, you will need to read the marker’s comments, including any additional
feedback / annotations as these will not only provide a justification for the grade awarded, but also offer
formative comments intended to help you further develop your understanding and improve your work
in the future (see section 6 for more detail).
NB: All assessment is subject to confirmation by the Board of Examiners. This means that no marks
should be considered as final until ratified by the Board of Examiners.
2.4 Observation Feedback
This is provided following the observation. It is designed to be constructive yet challenging. It is essential
that you recognize that there will be some areas for development and that sometimes sessions don’t
go as planned or the students prove to be unusually challenging. This doesn’t mean failure. It means
that you will be supported to manage those situations better and learn to be a stronger and more skilled
practitioner.
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2.5 Progression Opportunities
These qualifications are currently recognised as the standard qualification for teaching in the further
education and training sector. They provide an opportunity for some practitioners to undertake a higher
education course for the first time and for others who may be returning after a gap. On completion of the
course, some practitioners may wish to continue their professional development and for these people there
are a number of progression routes available. The following examples identify further courses at the UoB.
PostGCE
Provides 40+20 CATS points (Credit Accumulation Transfer
Scheme) at level 7 (Master’s level).These points can be
carried forward into Master’s level programmes. Here at
Brighton we will accept all of the 40+20 points as RPL for the
first stage of an MA in Education. A full MA is 180 points. The
additional 120 points are achieved through part-time study.
ProfGCE
This course is delivered at levels 5 and 6, equivalent to the
final year of a standard Honours degree. It can be transferred
to another degree, particularly in Education so may be of use
for anyone who would like to pursue this aspect further. The
normal progression route however is towards Master’s level
provision.
University Certificate
This award enables you to achieve a 60 credit award and exit
after a year of study. It has been validated to recognise
achievement for those trainees who (a) do not have the
required teaching hours to complete the two-year
programme; (b) do not wish to pursue a two-year programme
because their teaching role is such that it does not require
further study and practice; (c) are unable to continue with their
studies because of circumstances beyond their control. You
should be aware that if you choose to apply for more
substantial teaching roles in other institutions, this award may
not be considered sufficient and so further study will be
necessary. You are able to return to complete the Cert Ed
within a period of 4 years.
2.6 Access to Tutors and Support Services
The UoB believes that its trainees should have opportunities to review the academic, personal well-
being and employability aspects of their development as they progress through their course. PAT tutors
(Personal Academic Tutoring) aim to achieve this by complementing both direct course delivery by
academic staff and specialist support by Student Services. The PAT process involves systematic
contact throughout your programme with a member of academic staff. As part of your induction period,
the programme team will help you to prepare for your programme of study as well as share ways with
you as to how you can access support and guidance.
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3. Support and Guidance
N.B. This section outlines the support and guidance provided by the UoB available to trainees
based at Falmer, Brighton Metropolitan College, East Sussex College Group Eastbourne and
East Sussex College Group Hastings. Northbrook Metropolitan College provide similar systems
of support and guidance for their trainees.
3.1 Student Support and Guidance Tutor (SSGT)
Student Support & Guidance Tutors: School of Education
The School of Education Student Support and Guidance Tutors are available to provide support,
information and guidance on a range of issues. These include: making the most of your course,
juggling home life, work, and study, getting support if you have additional learning needs, accessing
study skills support, adapting to part-time study. They can provide a listening ear as well as practical
and emotional support. They can also refer you on to other services that are able to give you more
specialist help. However, they cannot offer counselling advice.
The SSGT team is part of the Student Services department, meaning that personal information you
disclose to them will not be revealed to others in the School of Education without your express
permission. They might suggest that it is in your interest to share certain information with your PAT tutor
or Programme Leader (for example, information that could be used as evidence for mitigating
circumstances). However, it is your final decision as to whether this information is shared. Confidentiality
will only be broken in exceptional circumstances: for example, where you are deemed to be a danger
to yourself or to others, or if there is a legal duty.
The Student Services statement of service (pdf) contains more information about confidentiality.
For a friendly, informal chat about the issues concerning you, contact one of the SSGTs in the
Checkland Building, room B112. You can arrange an appointment by contacting them via
[email protected] or on 01273 643375. They can also provide support and information
via email or over the telephone.
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3.2 Student Services
Opportunities and support to help you get the most out of your time at university
Student Services is a central department that provides a range of services to support you through university and to help you get the most from the student experience. Our experienced and supportive staff offer advice on a range of issues, including:
- Advice about money worries and how to live on a budget.
- Support in finding jobs and volunteering opportunities.
- Help accessing academic support if you have a disability, learning difficulty or long-term
medical condition.
- One to one support for students with worries or concerns in a safe, confidential space.
Here for you, whatever the issue Below is an outline of some of the ways in which we can help you during your time here.
Careers and Employability Build your employability skills and boost your graduate potential, with careers guidance, enterprise skills, and employment and volunteering opportunities. You can find further information about Careers and Employability at: https://www.brighton.ac.uk/careers/index.aspx
Student Advice The Student Advice Service provides support to students on finance-related issues. These include checking you are getting the correct funding, accessing DWP benefits, how to make your money go further, and additional help if you are facing financial difficulties. They can also help if you are an international student needing immigration advice, or support if you’re experiencing culture shock and homesickness. Get ahead of the game and subscribe to the Money Matters blog which has all the latest money news, advice and tips. You can find further information about Student Advice at: https://www.brighton.ac.uk/current-students/contacts/index.aspx
Student Wellbeing We take a holistic approach to wellbeing and provide a range of wellbeing support services including: Chaplaincy The University Chaplaincy is here to offer pastoral care and support to all students and staff, whatever their faith. There are also a range of activities to get involved with including social events, retreats, worship, and discussions. Childcare Our two Ofsted rated nurseries provide a safe, caring and stimulating environment for children whose parents study or work at Brighton or in the local community.
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Counselling We offer a range of support to students experiencing stress, anxiety and other mental health issues. Your Student Support and Guidance Tutor (SSGT) may be the best person to support you initially. Or counselling may be more suitable for you. Counselling offers you the opportunity to talk about how you feel and to share your concerns. You can register with our service and a professionally qualified counsellor will then call or email you as soon as possible, within two weeks, to determine how best we can help you. Disability and Dyslexia Support If you have a medical condition, physical disability, mental health condition or Specific Learning Difficulty (e.g. dyslexia), please let us know as soon as possible so we can talk to you about the support we can offer. We have a dedicated team who will support you, and we can talk to you about which facilities and equipment may be appropriate to help you make the most of university. Health Services When you arrive at university, it’s important to register with your local health services so you can get help if problems arise. You can register with our Medical Centres on the Eastbourne and Moulsecoomb campuses. Or you may want to register with a doctor and dentist surgery in your city. Residential Life If you’re a student living in halls, you can access a range of wellbeing support from your Residential Life team. We are here to make you feel welcome and help with the transition to university life. We provide wellbeing support plus community building and social opportunities to enrich your student experience. Student Support and Guidance Tutor (SSGT) Student Support and Guidance Tutors (SSGTs) are an invaluable source of information and advice, working to provide relevant and timely assistance on a range of issues that might be impacting your studies. SSGTs are part of the Student Services department but work within schools alongside academic staff, meaning that information is only shared with schools with your permission.
Wellbeing
Our Wellbeing team provide a range of support including: self-help guides, the peer led programme Mood Boost, wellbeing workshops, and coaching. We also have a daily Wellbeing Drop-in that you can access without booking and speak to our Wellbeing Practitioner. Whatever the problem might be, we are here to listen, support and guide you. You can find further information about all our Student Wellbeing services at: https://www.brighton.ac.uk/current-students/my-student-life/my-wellbeing/index.aspx Get in touch You can find further information about our services and answers to your student life queries at: https://www.brighton.ac.uk/current-students/my-student-life/index.aspx
We can help answer your questions in confidence via email, at [email protected] or you can access our services at each campus by visiting our student centres, or call us to find out more or book an appointment. Eastbourne – Trevin Towers, Gaudick Road T: 01273 643845 Falmer – E354, Checkland Building T: 01273 643584 Grand Parade – Student Centre, Ground Floor, main building T: 01273 643187 Moulsecoomb – Manor House, Moulsecoomb Place T: 01273 642895
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Complaints Procedure
The University recognises that students and members of the public may have legitimate complaints
about its provision, facilities, services or staff. The University complaints procedure seeks to ensure
that such complaints are treated seriously and resolved as quickly as possible. For full details
regarding the University complaints procedure please follow this link:
https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx
3.3 Learning Support Plans (LSPs) The university is committed to ensuring that all enrolled students have an equal opportunity to succeed on their course. This includes ensuring that the university’s teaching and assessment processes are as inclusive as possible for disabled students and students who are experiencing temporary conditions (such as pregnancy), to minimise any adverse impact on their access to learning. Recommendations for adjustments to teaching, assessment and examinations are made by the university’s Disability and Dyslexia Team. You can find further information about groups that may be eligible for Learning Support Plans
in Section G of the General Examination and Assessment Regulations (GEAR) on Studentcentral.
3.4 Mitigating Circumstances
If you have serious personal problems or exceptional circumstances that have caused poor
performance in any of your modules, these can be taken into account by the Board of Examiners
provided that you have submitted a properly completed mitigating circumstances form (available on
Studentcentral). On this form you need to explain the nature of the circumstances, how these have
affected your performance in particular elements of your course and you must attach documentary
evidence, such as a doctor’s certificate or letter from a counsellor. Claims without documentary
evidence will be automatically rejected.
If you think you have mitigating circumstances, you are advised to read the detailed guidance on
mitigating circumstances on Studentcentral before submitting a claim. Forms and queries should be
submitted to [email protected]. All properly submitted mitigating circumstances will be
considered by a small sub-group of the Board of Examiners who will ensure that the details remain
confidential.
Download the mitigating circumstances form.
Mitigating circumstances need to be submitted by a given date. Full details of when and where to submit
such claims will be posted on Studentcentral.
3.5 Intermission
You are only able to intermit from a programme once it has commenced. There is no automatic right of
intermission and it is permitted only at an appropriate stage in the programme as determined by the
UoB (this will normally be at the end of a term or stage of study). Any request for intermission is likely
to be considered only under exceptional circumstances and must be agreed by the School of Education.
If you are considering intermitting from your studies, please discuss this with your course leader in the
first instance who will also seek to provide you with the support to enable you to continue your studies.
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3.6 Study Support
The Academic Study Kit (ASK) website is designed in partnership with UoB students to familiarise you
with the skills you will need to achieve study success at university, and the study methods which will
help you to get the most out of your learning experience. This site is always updated with new
resources to help you develop effective study techniques, whether you are a new student, a current
undergraduate, or a postgraduate.
Access the ASK website here: http://www.brighton.ac.uk/ask/
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4. Engagement
4.1 Making Your Voice Heard: Student Evaluations and Student Representatives
Student feedback is a key component of the university’s quality assurance and enhancement processes
and students are encouraged to become involved in decision making in a variety of ways.
At certain points in your course, you will be asked to complete student evaluations: these are
considered carefully by tutors and course teams in order to improve the quality and standards of your
course.
Early in your course, you will be asked to elect a student representative. This is an important role that
fulfils a number of key functions. Access to a specific training programme, organised by the Students’
Union, for student representatives is available to assist you to:
accurately reflect the views and opinions of your colleagues whom you represent;
participate in the development of improved relationships and communications between staff
and students;
attend meetings and participate constructively;
consult with and report back to students;
help with problem solving tasks where appropriate.
The membership of the FET Programme Board and other formal University committees includes at least
one student representative and all students can view the agendas and minutes of these meetings via
Studentcentral.
Your views of the course and your overall student experience are crucially important in helping us to
make improvements. In addition to the formal processes outlined above, students are encouraged to
make their views known to tutors through discussions conducted in an informal but professional manner.
4.2 Who to turn to if you have difficulties with your programme
The School of Education offers all students personal, professional and academic support through a
variety of means. Some of this support forms an integral part of your course, but there may be times
when you need additional help or advice.
If you have a concern about the requirements or work associated with a particular module, you should
normally discuss this with the module tutor in the first instance. However, you should note that only
the designated course leader(s) at your college site are allowed to grant extensions for assignments.
Whilst undertaking the work-based experience (teaching) aspect of your course you will be supported
by a designated mentor. The mentor in turn is supported by the tutor and both people will observe you
teach, the purpose of this is to ensure during college-based training, specific members of college-based
staff and university-based staff have responsibility for you so that appropriate support can be accessed.
If you are having any problems that affect any part of your studies you should contact your college-
based tutor who will also act as a personal tutor. Although it may not be within their power to solve all
your problems, your tutor needs to be made aware of any difficulties you are facing and may be able to
help by referring you to someone who can offer further support and advice.
You will need to contact your course leader if you wish to apply for an extension to a submission date
or for leave of absence. If you have serious problems with the course, including doubts about your
future, you should discuss these with your course and/or route leader, who will be in a position to offer
you additional advice and guidance.
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5. Academic Writing
5.1 Guidelines for References / Academic Writing
All of your academic work needs to be referenced accurately using the Harvard convention.
Make sure that you read the Guidance on the use of References and follow this very carefully at all
times (available on Studentcentral).
5.2 Programme Requirements for Presentation of Written Assignments
Work should normally be word processed.
Work must be written with conventional grammar e.g. appropriate use of paragraphs,
punctuation, sentence structure, etc.
The work should use Standard English spelling.
The work should show coherence i.e. clear presentation and development of ideas to
communicate meaning.
Work should be appropriately and accurately referenced using the Harvard convention as set
out in Guidelines for the use of References (available on Studentcentral).
An appropriate font should be used (taking into account the needs of the reader), which should
normally be between font size 10 and 12 for the main text. Cursive fonts should be avoided.
The very great majority of written work is submitted electronically. Work should be presented
on an A4 page set-up. Where hard copy is required this should be on A4 paper.
In the case of electronic submission, work should be submitted in the format specified at the
beginning of the module, Microsoft Office document [doc or docx], or in a universal file format
(such as portable document format [pdf] or rich text format [rtf], and submitted via the method
stated in the module documents (e.g. via Turnitin).
Pages must be numbered.
A word count should be given at the end of the document: this should not include appendices
or the list of references, but should include all quotations. Specified word limits must be
respected. Excessively long submissions which disregard the instructions given for the
assessment on word count risk failure. Excessively short submissions are unlikely to cover the
required material adequately.
In the case of hard copy submissions, work should be submitted in a single plastic wallet unless
otherwise specified for a particular assignment (for example journal assignments). The
appropriate university cover sheet is to be fully completed, including your name and student
number.
These requirements will be taken into consideration in awarding an appropriate grade, in accordance
with the grading descriptors (see section 7).
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5.3 Academic Misconduct, including Plagiarism
If you attempt to gain a grade by any fraudulent means you can be severely punished by the Board of
Examiners. Penalties range from being awarded 0% for the piece of work to exclusion from the
university and denial of an award. In all cases of suspected plagiarism or collusion, formal procedures
in accordance with the General Examination and Assessment Regulations (GEAR) are followed.
Academic misconduct includes, but is not limited to:
a) Plagiarism and collusion: Where a student submits work originated in sum or in part by someone
else, with or without their consent but without acknowledgement.
Plagiarism is presenting (directly or indirectly) another person’s thoughts or words as your own.
Plagiarism can relate to drawings, images and objects, in addition to the written word. Quoting directly
without quotation marks is plagiarism and copying material from a book, website, article, electronic file
or another student, even if you paraphrase, is also considered to be plagiarism if you do not reference
your source correctly. If you do not follow the guidance given on the use of references you may be
found guilty of plagiarism even if this is unintentional!
Make sure that you read Guidance on the use of References and follow this detailed guidance very
carefully at all times.
Copying the work of a fellow student is treated very seriously as it is unlikely to happen inadvertently.
Do not lend your notes, computer disks or assignments to other people if you suspect they may be
copied. You could find it difficult to prove that you were the originator of the work and thus you both may
be found guilty of collusion.
Collusion is presenting a piece of work as your own when it is, in fact, the work of a group and this is
a form of fraud. Although it can be helpful to work in collaboration with fellow students in preparing for
an assignment, you must take care that the work you submit is all your own and is above any suspicion
of collusion.
b) Falsification or fabrication of results, data or references.
c) Duplication: Where a student submits work for assessment that is the same as, or broadly similar
to, work submitted earlier for academic credit, without acknowledgement of the previous submission.
d) Cheating in an invigilated examination: Where a student copies from unauthorised material or
from another student's script within an examination room, communicates with another person during
an examination, consults information or individuals while absent from the examination room, or
attempts to gain a higher grade by fraudulent means.
e) Personation: Where one person assumes the identity of another with the intention of gaining unfair
advantage for that person.
f) Ghosting: Where a student submits as their own, work that has been done as a whole or in part by
another person on their behalf, or deliberately makes available or seeks to make available material
to another student with the intention that the material is to be used by the other student to commit
academic misconduct.
g) Unethical: Conduct which deviates from accepted ethical standards, including failure to gain ethical
approval, coercion or bribery of project participants, breach of confidentiality or improper handling of
privileged or private information on individuals gathered during data collection.
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6. Assignments
Details of the assignments, assessment criteria and submission deadline dates will be given at the
beginning of each module. In addition, you will be required to engage in on-going activities that are not
part of the formal assessment but which must be completed to the satisfaction of the tutor to ensure
successful completion of the module.
You should notify your course/programme leader if you have not been given these details early on in
the delivery of any module.
6.1 Submission of Assignments
Please submit your work to the agreed place (or through Turnitin) at your college. Please note that work must be submitted by 4.30pm on the due date. Please complete an Assignment Submission Form and submit this with your work, retaining the blue copy
6.2 Late Submission/Requests for Extensions
All assignments have a clear submission date. It is recognised that very occasionally students may be
prevented from completing the set work in time for that submission date. In these circumstances
students must apply in writing to the course leader at their college for an extension at least one
day before the due submission date using the university pro forma (available online through
Studentcentral). Your course leader, in consultation with module tutors, will respond in writing by either
setting a new submission date for the work, or rejecting the application. In the latter case the original
submission date stands. Extensions cannot be granted by tutors other than the designated course
leader, who has strict guidelines about what constitutes an acceptable reason for granting an extension.
Poor time management or computer failure are not acceptable reasons for granting an extension.
Extensions are normally for a period of 14 days.
If an extension is agreed, the course leader will pass the completed document to the relevant
programme assistant to ensure that the university systems are updated and a copy of the form will be
returned to you.
Failure to submit an assignment on the due date (including any extensions granted) will be considered
a late submission and will be subject to a standard penalty (unless mitigating circumstances are upheld).
Trainees submitting work within two weeks after the submission deadline can normally be provided with
feedback. Beyond this date assessed work will not be accepted and at this point it will be considered to
be a non-submission (see section 6.3). Thus, since late submissions can have very serious
consequences, you are advised to view the submission date as an absolute deadline. GEAR Section B
should be referred to for a full explanation of the regulations relating to the late submission of work for
assessment.
If an assignment is submitted late without an approved formal extension, an administrative colleague
will contact you via your university email account to confirm that the work has been submitted late. If
there is a good unforeseen reason for the late submission, you may be able to submit a mitigating
circumstances form with accompanying documentary evidence.
6.3 Non Submission
Non-submission of an assessment will be deemed to constitute failure in that assessment which may,
in turn, result in the failure of the module associated with that assessment. The consequences of this
may be far more serious than a failure for any other reason as it is likely that the Board of Examiners
will require you to repeat the module in full at your own expense before completing your course. Thus,
it is better to submit your work late (i.e. within two weeks of the agreed submission date) than not to
submit an assignment at all. GEAR Section B should be referred to for a full explanation of the
regulations relating to the non-submission of work for assessment.
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7. Assessment
7.1 Assessment Regulations
The modular scheme in the School of Education operates according to principles found in the
University’s General Examination and Assessment Regulations (GEAR). This document is available in
full on Studentcentral.
Your course is made up of a number of modules, each of which is a self-contained unit of study which
has its own syllabus, teaching and learning styles and methods of assessment. Each module is
assigned a certain number of credits: a standard single module is worth 20 credits, which relates to a
notional 200 hours of student workload.
At the end of each academic year or stage of study, the Board of Examiners meets to agree the marks
that have been awarded for modules, to consider trainee progress and to make decisions regarding
progression and awards.
Information relating to assessment regulations and the decisions made by Examination Boards can
be found in The University of Brighton Student Contract:
https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx
7.2 Levels and Level Descriptors
Each module you study will have been formally approved by the university as being appropriate for
gaining Higher Education credit at Undergraduate Levels 5, 6 and 7 (M level). The level of each module
is an indicator of the relative demand, complexity and depth of learning and of learner autonomy
required by that module. The SEEC level descriptors are used by the university as generic guidance
when designing and scrutinising new and revised modules:
Level 4 (Cert Ed Year 1)
Level 5 (Cert Ed Year 2)
Level 6 (Professional Graduate Certificate Level)
Level 7 (Post Graduate Certificate level)
Further information on levels and level descriptors can be found on the SEEC website.
7.3 Learning Outcomes / Assessment Criteria
The Learning Outcomes for the module identify the knowledge, skills and understandings that you will
need to demonstrate in the assessment task(s). Assessment guidance will provide more detailed
information on how and what you will be assessed on in the context of the learning outcomes of the
module.
All learning outcomes/assessment criteria carry equal weighting unless clearly stated otherwise, and all
learning outcomes for a module must be met in order for a pass mark to be given. Assessment criteria
relating to ‘presentation’ issues are not included, unless these issues are identified as specific learning
outcomes of the module, but the standard of presentation will affect the grade awarded for an
assignment.
Assessment requirements state what particular elements must be submitted for the work to be
marked or assessed. Work that does not meet the requirements therefore cannot be passed.
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7.4 Grading Descriptors
Your work will be assessed against published assessment criteria and marked/graded using the UoB’s
generic descriptors, including where work is marked as pass or fail. These descriptors describe key
features and general characteristics of assessed work associated with each grade. Supplementary
grading descriptors may be given for some modules and these will be clearly stated in the relevant
module outline.
Reference is made to the given level of study to emphasise the need to take this into account when
considering the characteristics of trainee’s work.
7.5 Double Marking and Moderation
The School of Education uses both double marking and moderation to ensure that the recommended
marks awarded to your assignments are fair, before communicating the mark to you. The named
module coordinator is responsible for ensuring that module assessment tasks are subject to the process
of double marking and moderation. A sample of a minimum of six assignments reflecting the range of
marks awarded in each module/group by a tutor will be selected for double marking. When marks have
been agreed for the double marked sample, the whole set of marks is adjusted accordingly. Thus, even
if your work has not been double marked, the grade awarded will have been moderated by this process.
You will know if your work has been part of a double marking sample as it will have been signed by
both markers. As can be seen from the selection criteria above, this does not automatically mean there
is any problem as the full range of work is involved. However, should your work be referred or failed,
you can be reassured that this decision has not been taken lightly and has been made by at least two
tutors.
You do not have the right to have your work remarked. Where a set of assignments has been double
marked as previously defined, and all marks adjusted (if necessary) in the light of the double marking,
any second opinion could not be used to adjust one mark in isolation. You may of course seek additional
feedback from module tutors as to how to improve future work and where time permits this will be
offered.
You should note that this internal system of double marking and moderation is also quality assured
through external examiners, who advise tutors as to comparability across our programmes and with
similar programmes elsewhere.
7.6 Resubmission of Coursework
You are required to keep all your assignments so that these can be resubmitted for scrutiny if needed.
Assignments, including cover sheets, assignment titles and assessment criteria must be kept until you
have successfully completed the programme.
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Appendix 1
Code of Personal and Professional Conduct for FET Trainee Teachers:
Excellence in Professionalism
This Code of Conduct covers college, work and university-based training for all FET trainee teachers within the University of Brighton ITE Partnership. It is supplemented by the University of Brighton Student Charter: www.brighton.ac.uk/studentcharter.
All trainee teachers within the University of Brighton Initial Teacher Education (ITE) Partnership are expected to demonstrate consistently high standards of personal and professional conduct by: 1. Becoming familiar with, respecting and adhering to all relevant statutory frameworks, university
policies and documentation and the policies and practices of partnership institutions in which they
teach;
2. Prioritising the health, welfare and education of the students in their care;
3. Demonstrating respect for others: including students, colleagues, all work/college-based and
university staff, staff from other agencies, parents and carers;
4. Promoting equality of opportunity, challenging stereotypes, opposing prejudice and respecting
individuals regardless of age, disability, gender identity, parental status, marital status, race,
ethnicity, religion, sex, social class, or sexual orientation;
5. Acting with honesty and integrity and ensuring that any activity in one’s personal life, including use
of any social networking sites, does not risk bringing the teaching profession or the ITE partnership
into disrepute;
6. Maintaining high standards of attendance, punctuality and engagement in both work/college-
based and university-based training and strictly adhering to procedures for informing the university
and partnership settings of any absences;
7. Maintaining high professional standards of dress and appearance whilst working in partner
institutions;
8. Maintaining appropriate professional relationships with students, parents, carers and all staff
working in settings and to work effectively with colleagues in professional teams;
9. Taking responsibility for their own learning and responding positively to and acting upon advice
and feedback from university tutors, mentors and work/college-based staff;
10. Reporting information honestly and accurately on entry on the Suitability Self-Declaration Form
and Occupational Health questionnaire and notifying the college/university promptly if there are
any changes to this information during the programme.
__________________________________________________________________________________
Declaration
I have read, understood and agree to abide by this Code of Personal and Professional Conduct for FET Trainee Teachers. I understand that failure to comply with this Code may lead to the termination or suspension of work/college-based training and actions being taken under the University of Brighton’s Fitness to Practise procedures.
Trainee Name:
Programme:
Student Number:
Trainee Signature:
Date:
