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UCET Annual ConferenceHinckley Island Hotel, Leicestershire
9th November 2009
Developing a Combined Primary & Secondary PGDE
Programme at the University of Aberdeen:
A View from the Programme Team
Chris Munro – PGDE Programme DirectorArchie Graham – PGDE Depute Programme Director
(Learning & Teaching & Assessment)
Context for Change
• Size of our institution• Established Partnerships• Opportunity• Existing culture of cross-programme
working among School of Education staff• Opportunity to reduce duplication across
existing PGDE programmes• Development process
PGDEInclusive Practice
IP is addressed within the
core programme in order to prepare
NQTs who accept individual and collective
responsibility for improving the learning
and participation of all children.
PGDEInclusive Practice
IP is addressed within the
core programme in order to prepare
NQTs who accept individual and collective
responsibility for improving the learning
and participation of all children.
Recognition of diversity
Recognition of diversity
Accessfor all
Accessfor all
Opportunitiesfor
collaborativelearning
Opportunitiesfor
collaborativelearning
Recognition of wider range ofachievement
Recognition of wider range ofachievement
A definition of Inclusion: “… the process of increasing participation and decreasing exclusion from the culture, curricula and community of mainstream schools…” Booth & Ainscow (2002)
http://www.abdn.ac.uk/education/ipp/
Learning Through
the CurriculumLTC – PLTC – S
Learning Through
the CurriculumLTC – PLTC – S
Professional Studies
Combined Primary & Secondary
Professional Studies
Combined Primary & Secondary
School Experience
School Experience
Further Prof. Studies
Combined P&S
Further Prof. Studies
Combined P&S
School ExpAssessment
CommonP&S Report
School ExpAssessment
CommonP&S Report
SummativeCourse Assessments
Common Primary& Secondary
SummativeCourse Assessments
Common Primary& Secondary
Induction YearInduction Year
APS & CPDAPS & CPD
SITESITE
Pastoral SupportPastoral Support
Ways of WorkingWays of Working
PGDE Programme - Components and Connections
SITE: Standard for Initial Teacher Education
www.gtcs.org.uk/Publications/StandardsandRegulations/StandardsandRegulations.aspx
Professional Studies Themes and Units
Learning& LearnersLearning
& LearnersSocial JusticeSocial Justice
The Active ProfessionalThe Active
ProfessionalUnit 1
The Active Professional:
Who am I?
Unit 1
The Active Professional:
Who am I?
Unit 2Education, Learning &
Social Justice
Unit 2Education, Learning &
Social Justice
Unit 3
Learning&
Learners
Unit 3
Learning&
Learners
Unit 4Emotional,Social &
EducationalLiteracies
Unit 4Emotional,Social &
EducationalLiteracies
Unit 5Wider Aspects
of Prof’ism
Unit 5Wider Aspects
of Prof’ism
Professional Studies
Combined Primary & Secondary
Professional Studies
Combined Primary & Secondary
Wider AspectsWider Aspects
Tutor Directed Activities (TDA)
Collaborative workshops
Lectures
Self Study Tasks
Online discussions within VLE
Inclusive
Collaborative
PGDE Ways of Working
Summative Course Assessments (5000 words each)
Assessment A: Effective Teaching for Successful Learning Effective teachers will engage with educational theory and use their understanding to inform their professional practice. This assignment gives you the opportunity to demonstrate your developing understanding of how children/young people learn and the role that you play in the planning and provision of suitable learning opportunities for all children/young people in your care. It is designed to provide you with an opportunity to engage critically with educational theory in relation to successful learning.
Assessment B: Personal Development – Becoming an Inclusive Practitioner Effective teachers take responsibility for their personal and professional development and use reflection to improve their practice. This assessment is designed to build on targets identified during school experience and provide you with an opportunity to consider implications for your practice and identify next steps for your ongoing professional development. It also provides you with the opportunity to demonstrate the action you have taken and the progress you have made in developing your understanding of social justice and in developing skills towards becoming an inclusive practitioner.
Summative Course Assessments (5000 words each)
Assessment A: Effective Teaching for Successful Learning Effective teachers will engage with educational theory and use their understanding to inform their professional practice. This assignment gives you the opportunity to demonstrate your developing understanding of how children/young people learn and the role that you play in the planning and provision of suitable learning opportunities for all children/young people in your care. It is designed to provide you with an opportunity to engage critically with educational theory in relation to successful learning.
Assessment B: Personal Development – Becoming an Inclusive Practitioner Effective teachers take responsibility for their personal and professional development and use reflection to improve their practice. This assessment is designed to build on targets identified during school experience and provide you with an opportunity to consider implications for your practice and identify next steps for your ongoing professional development. It also provides you with the opportunity to demonstrate the action you have taken and the progress you have made in developing your understanding of social justice and in developing skills towards becoming an inclusive practitioner.
Standardisation of PGDE Assignments
Activity
Standardisation of support & assessment during school experience placement
Key features of CPD events for teachers supporting students in schools:
• Opportunity to discuss student support and assessment issues from different perspectives
• Use of collaborative case study activity - not transmission of paperwork
• Common assessment reporting form used across sectors based on the Standard for Initial Teacher of Education (SITE)
• Recognition of common dilemmas across sectors• Exploration of support mechanisms
Students
• The opportunity for Primary and Secondary students to collaboratively explore dilemmas for teaching.
• Students have a greater appreciation and respect for each other.
• Students demonstrate confidence to start professional conversations across sectors using a shared language.
Initial Successes of Combined PGDE
University Tutors
• More opportunities for cross-sector collaboration.
• Greater understanding between sectors.
• Standardisation & moderation of common assessments.
Schools
• Cross-sector collaboration & dialogue at CPD events.
• Collective awareness of expectations and responsibilities of students, schools and University.
• Improved standardisation of assessment and support.
Contact DetailsChris Munro, PGDE Programme [email protected]
Archie Graham, PGDE Depute Programme [email protected]
School of Education
University of Aberdeen
MacRobert Building
King's College
Aberdeen
AB24 5UA
