Y3 course introduction

School of Education

Nottingham Trent UniversitySecondary Professional Year: IntroductionMonday 10 September 2012Alison Hardy/ Beverley Lawe

School of Education

•Courses

•Vision, Standards and Aims

•Modules, Assessment and Awards

•Course Overview

•Roles

•Course Documentation

•Questions

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Contents

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Secondary Professional Year Courses

Postgraduate Certificate in Education (PGCE)

BA (Hons) Secondary Design and Technology Education (BA)

Graduate Teacher Programme (GTP)

School Direct (SD)

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Over 50 years of teacher training at NTU has led to a clear and unambiguous vision of a teacher.

•adaptable and resilient;

•critically aware and reflexive;

•empathetic, thoughtful and a good communicator;

•inspirational, dynamic and exciting;

•knowledgeable, innovative and forward thinking;

•proactive, self-directing and collegial.

Our Vision of a Teacher

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ITT Criteria

All accredited providers must meet the ITT criteria. The criteria ensures that all courses provide trainees with the environment, opportunities, training and support to fulfil the Teachers’ Standards.

The Teachers’ Standards

Training to become a teacher is underpinned by the Teachers’ Standards set by the government’s Teaching Agency. The Secondary Professional Year is designed to provide trainees with all the opportunities to develop and demonstrate their competence against the Teachers’ Standards.

Standards

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Course Aims

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There are five modules which are core to all trainees:Secondary Professional Practice Module (Level 3 only)

0 credits (Pass/Fail)

Learning and Teaching in the Subject Module (Level 3 or M Level)

20 credits (Graded)

Skills of Enquiry Module (Level 3 or M Level) 20 credits (Pass/Fail)

Learning and Teaching in the Wider Context Module (Level 3 or M Level)

20 credits (Graded)

Secondary Education Independent Study Module (Level 3 or M Level) 60 credits (Graded)

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Modules

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Aims

•Develop you as a teacher in your subject and the wider context

•Provide you with opportunities to put your knowledge and understanding, skills, qualities and attributes into practice in school

•Enable you to critically evaluate and consistently improve your practice

Secondary Professional Practice Module

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Content

•National Curriculum, frameworks and specifications

•Knowledge, skills and understanding in the subject and the wider school curriculum;

•Teaching the subject at KS3 and KS4 (KS4 and KS5 for Business Studies)

•Learning objectives, strategies to monitor learning, lesson evaluation and feed forward into planning;

•Assessment strategies

•Individual needs:

•Managing pace, environment, resources, relationships and behaviour;

•Use of teaching assistants and others who contribute to learning; and

•Professional responsibilities, conduct and development.


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Assessment

•continuously assessed through the use of a Professional Development Record and the development of a Portfolio of Evidence.

•Weekly progress meetings with mentors and regular progress meetings with tutors;

•Formative observations and feedback by mentors and tutors;

•Formative three-way meetings with mentors and tutors leading termly progress reports


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Aims

•Develop your understanding of the frameworks, curricula and specifications relevant to your subject

•Develop your subject knowledge, your understanding of subject pedagogy and your ability to apply this to your professional practice

•Develop your ability to critique research and resources relating to your subject

•Develop your ability to use reflection as a tool for improving your practice

Learning and Teaching in the Subject Module

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Content

•The development of relevant subject knowledge;

•The investigation of a range of current issues and innovation relating to subject pedagogy;

•The discussion of subject frameworks, curricula and specifications;

•The development of practical skills associated successful teaching and learning in your subject;

•Independent study and work-based practice supported by tutorials/e-tutorials tailored towards individual contexts and needs;

•The implementation of appropriate subject pedagogy that effectively responds to relevant subject curricula and specifications; and

•Reflection upon your developing professional practice.


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Assessment

•Subject specific assignment brief

•A portfolio submission evidencing the devising, delivery and critical evaluation of subject based practice.

•Assignment work is discussed and formative feedback given as part of the module delivery model, through tutorial support and through practice-based observation feedback.


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Aims

•Develop your deep understanding of the fundamental principles of schools, learners and the learning process

•Develop your critical awareness of the factors that enable learning for the individual

•Develop your personal and professional skills and knowledge required to teach

•Develop your team-working and communication skills required to forge positive relationships

Learning and Teaching in the Wider Context Module

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Content

•Professional role of the teacher;

•Different types of schools and the wider corporate life of schools;

•The curriculum;

•Learning theories and Learning styles;

•Behaviour management;

•Role of assessment;

•Inclusive classrooms, personalisation and differentiation;

•Citizenship;

•Safeguarding & child protection;

•Use of statistics and data in schools;

•Legal requirements and constraints


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Assessment

•submission of a contextualised practitioner enquiry into one of the current national priorities for teachers:

– Creating the inclusive classroom;– The effect of pupil behaviour on learning; and– The impact of literacy strategies within the classroom.

•Aided by the completion of a number of formative tasks that might include:– Interrogation of a school policy document;– Personal reflection on experience;– Analysis of academic articles;– Defence or challenge to a controversial proposition;– Response to an article or post an online comment on the discussion board;– Evaluation of trainee led seminar;– Response to a lecture; and– Evaluation of your own teaching.


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Aims

•Develop your ability to identify, review and critically assess appropriate sources

•Develop your ability to synthesise and articulate your approach to teaching and learning

•Enable you to use enquiry to improve your professional practice

•Enable you to develop and deploy transferable skills as a basis for your continuing professional development

Skills of Enquiry Module

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Content

•Theories, knowledge, concepts, research and debate;

•Skills of enquiry: literature review, methodology, research methods; and

•Academic writing: synthesis, drawing conclusions, referencing.


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Assessment

•module supports the development of processes and skills required of the Wider Context and Subject Modules

•Assessed through the assessment processes of the other two modules


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Aims

•Develop your research and professional enquiry skills

•Enable you to reflect on your own practice and implement changes based on your reflections

•Provide you with opportunity to use professional and academic sources within your own practice

Independent Study Module

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Content


•Skills in using resources to understand about current themes;

•How research is conducted;

•How research is used in your specialist subject;

•Research skills and enquiry skills; and

•Presentation skills for a professional audience.

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Assessment

This module is assessment through a combination of

a presentation, associated materials and a written report.


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Awards

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Course Overview/Calendar of Professional Practice

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Roles

School-based:

•Subject Mentor

•ITE Coordinator

•Class Teacher

•Other Colleagues

University-based:

•Subject Tutor

•Professional Tutor

•Subject/Strand Leader

•Wider Context Tutor

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The Course Guide

The Course Guide contains information and guidance for trainees, mentors and tutors about the Secondary Professional Year.

The Professional Development Record (PDR)

The PDR constitutes an ongoing record of trainees’ professional development, including Subject Knowledge Audit, Action Planning, the Training Plan and Reflections. It acts as a record of the weekly Progress Meeting between the trainee and their Subject Mentor.

The Professional Practice File (PPF)

The PPF will hold all information relevant to the trainees’ Professional Practice Placements, including information about the School, Department, Learning and Teaching in the Subject and Wider Context and Classroom Observations

Core Course Documentation

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The Portfolio of Evidence

The Portfolio of Evidence is trainees’ final evidence that they have met the Teachers’ Standards and are ready to be recommended for QTS. It is compiled from their PDR, PPF and Module Assessments. Contains information and guidance for trainees, mentors and tutors about the Secondary Professional Year.

QTS Skills Tests

All trainees are required to pass Skills Tests in numeracy and literacy before they can be recommended for the award of QTS.

The NTU Online Workspace (NOW)

NOW is a unique and comprehensive VLE. Every course and module has its own NOW Learning Room that brings together all the information trainees need.

The NTU Partnership Website

The Partnership Website gives access to trainee, mentor and tutor support information.

Other Course Documentation

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Questions?

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