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PGCE Secondary School Direct
Pennine Lancashire School Direct Partnership.
Lead School: Marsden Heights Community College.
Pre-Entry Information
2015 Entry
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Mission Statement
“Edge Hill University will provide an intellectually stimulating, creative and inclusive environment for its community. Teaching and learning of the highest standard, supported by pure and applied research of international significance, will provide a firm foundation for its graduates, and other stakeholders in a rapidly changing world. An international perspective, knowledge and understanding, and a life-long capacity to learn and adapt, is the surest way of securing an individual’s and nation’s future.”
Equal OpportunitiesEdge Hill University aims to provide an institutional environment which is welcoming; and which values and affirms the positive contributions of all its members.
Edge Hill University seeks to identify and to eradicate any practices which promote racism, sexism or homophobia or which discriminate against people with disabilities, or from particular socio-economic backgrounds, or because of their age.
We ask everyone to be aware of their behaviour at all times so that we can continue to develop an atmosphere where everyone feels welcome”.
Pennine Lancashire School Direct Partnership: Our Vision and Purposes.
The children and young people in our schools have a right to be taught byoutstanding teachers.
It is our purpose to:- select trainees with the potential to be outstanding teachers- provide challenging and stimulating training designed to create inspirational teachers- focus on trainees’ personal, intellectual and professional development- prepare trainees for a possible role in one of the Partnership schools- lay the foundations of all our new teachers achieving a Master’s degree.
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Inclusive Services Statement
Inclusive Learning
It is Edge Hill’s aim to make our services and provision accessible to all our users. If you need us to present our training/resources/information in a different format (eg: electronic copy, large print), or need any other modifications, please contact your Module Leader and we will do our best to accommodate your requirements.
Concerned about your studies? Every year we have students who have concerns about aspects of their study skills (for example: reading and writing) and worry about their ability to study at this level. If you have had difficulties in these areas at school, Edge Hill can offer informal guidance for you in relation to this. It may be that you have a Specific Learning Difficulty, in which case we can offer you appropriate assessments and guidance/support to help you achieve your potential. Please call into the Inclusive Services Centre or phone us for a confidential chat in relation to this.Outreach centre administrators will also provide support for those students studying in outreach centresDisabilities / Specific Learning Difficulties (eg: Dyslexia, Dyspraxia)If you have a disability or a Specific Learning Difficulty (such as Dyslexia or Dyspraxia), Edge Hill will be able to support you better, if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support.
Disability (eg: physical, sensory or mental health)Inclusion Team, Student Information CentreTel: 01695 584190 Email: [email protected] Specific Learning Difficulties (eg: Dyslexia, Dyspraxia)Skills Development Team, Inclusive Services Centre Learning Resource Centre (LRC), First FloorTel: 01695 584372 Email: [email protected]
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Welcome!
Dear New Trainee
Congratulations on your successful interview and welcome to Deyes High School Secondary PGCE School Direct Programme at Edge Hill University.
I am delighted to invite you to the enrolment day on Wednesday 4th September. Please come to the Wilson Centre. You will enrol for the Programme between 9 am and 12pm – details for specific times will be provided by your Lead Setting. During the day, you will have further induction sessions and also have the opportunity of meeting your peers.
Current trainees feel very positive about the Programme, despite the hard work. They are almost all making outstanding progress, they have a tremendous group spirit and many laughs together, and they are looking forward to becoming successful teachers.
I look forward to meeting you during your Programme. Please do not hesitate to contact us before then, if there is anything that you want to ask or discuss.
Roger Burrows – School Direct Lead (Secondary).
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Many congratulations on successfully gaining a place on the School Direct Secondary PGCE Programme with Edge Hill University and the Pennine Lancashire School Direct Partnership.
We are a small cluster of seven like-minded, committed Secondary Schools who have worked together to develop a comprehensive and robust training programme. Our experience in Initial Teacher Training will enable you to become a reflective, resilient and caring professional.
Our Partnership comprises of:- Marsden Heights Community College, Nelson (The Lead School)- Alder Grange Community & Technology School and Sixth Form, Rawtenstall- The Hollins Technology College, Accrington- Ribblesdale High School, Clitheroe- Park High School, Colne- Pendle Vale College, Nelson- West Craven Technology College, Barnoldswick
The Programme provides distinct opportunities for trainees. We tailor provision to meet individual trainee needs, and provide a range of diverse enhancements to support trainees as they develop as outstanding practitioners ready for employment.
I am very much looking forward to working with you during the forthcoming year.
Mrs Sara PinderSchool Lead – Marsden Heights Community College.
Contact: [email protected]
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School Direct Secondary PGCEPre-course information – 2014 / 15 Entry
Contents:
Section A: Essential Information for all traineesYour communication address Edge Hill contacts Code of Conduct Induction Provisional school experience and term dates Attendance School experience professional practices
Section B: Action you should take nowConditions of offerTuition feesPhotographsTrainee Teacher Profile and Professional Practice Assistance formsCurriculum VitaeSecondary Professional Practice
Section C: How you can prepare for the programme Standards for the award of Qualified Teacher Status Subject specific actionSubject knowledge audit and enhancementInformation and communications technologyProfessional Skills testsGeneral pre-course reading
Appendices:
No Description1 Secondary Professional Practice guidance2A Form 1: Arrangements for observation visits to a secondary school.2B Form 2: Certificate of attendance at secondary professional practice 3 Letter for secondary head teacher (all courses)4 Trainee Teacher Profile Form template5 Professional practice Assistance Information Form6 Partnership and school experience7 Checklist of what you should do now8 Professional standards for qualified teacher status
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Section A:
Essential Information
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A: Essential information
Welcome to Edge Hill University and in particular to The Pennine Lancashire School Direct Partnership and the Faculty of Education. You will shortly be undertaking a course leading to PGCE with Qualified Teacher Status and a career that we hope you will find long and rewarding. This is a challenging course which offers opportunities for a high level of personal satisfaction. It aims to produce innovative and creative teachers whose committed professionalism inspires the pupils in their care. Through a carefully structured programme, working with schools and colleges in partnership, we aim to ensure that you develop the necessary knowledge, skills and understanding to become an effective classroom practitioner and successful role model.
It is important that you read this booklet and ensure that you complete all the administrative tasks needed to secure your place.
Your address for communications
Successful completion of this course requires regular communication and contact between yourselves, your University tutors and your School Direct Lead School - Marsden Heights Community College.
It is essential that we have an up to date contact address and phone number should there be any queries. It is advisable to leave both term time and vacation contact details where these are not the same. Please ensure you keep the Admissions Office and the UCAS informed of any change of address. Once you begin the course please ensure that Academic Registry, your Course Leader and the Secondary Programmes Administrator are kept informed of any changes.
Who to contact at Edge Hill with queries
If you need to contact Edge Hill with any query relating to your entry to the course, please call the Admissions Office on 01695 650950. If you experience some difficulty getting through, please keep trying.
If you have any queries relating to your school professional practices, please contact the Faculty of Education Office on 01695 584281, 584794 or 584795.
Other key staff you may need to contact are listed below:
Roger Burrows School Direct Lead Secondary Education
01695 657352 [email protected]
Lynne Warham Secondary PGCE Programme Leader
01695 584732 [email protected]
Rhonda Catterall Course Leader –Art & Design
01695 584457 [email protected]
Helena Knapton Course Leader – Business Education
01695 584661 [email protected]
Justine Smith Course Leader – Design & Technology
Tbc. [email protected]
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Natalie Reynolds Course Leader – English, Drama
01695 587766 [email protected]
Charles Rawding Course Leader – Geography
01695 584207 [email protected]
Roger Gwinnett Course Leader – History
Tbc. [email protected]
Dawn Hewitson Course Leader –Computer Science and IT
01695 650893 [email protected]
Martin Pickett Course Leader – Mathematics
01695 584402 [email protected]
Monika Reece Course Leader – Modern Languages
01695 584357 [email protected]
Donna Cummins Course Leader – Music
01695 584824 [email protected]
Rob Burgess Course Leader – Physical Education
01695 584807 [email protected]
Ben Porter Course Leader – Physics with Mathematics
01695 650968 [email protected]
Francis Farrell Course Leader – Religious Education
01695 584220 [email protected]
Bernard Kerfoot Course Leader – Science
01695 584640 [email protected]
Liz Bird Secondary Programmes Administrator
01695 584281 Liz.bird @edgehill.ac.uk
Anna Mariguddi School Direct Administrator
01695 584281 [email protected]
Code of Professional Conduct
As a trainee teacher, you will spend a significant proportion of your course on professional practice in schools or other settings. When on professional practice, and in the University, you will be expected to present and conduct yourself in a way that is consistent with the professional expectations of a teacher.
Detailed guidance is provided in the ‘Code of Professional Conduct for ITT Trainees’. You will receive this during your course induction and will be asked to sign a copy to indicate that you understand and accept the professional expectations and requirements of school professional practices.
First week /Induction
Programme Enrolment takes place on Wednesday 2nd September at the University and is followed by inductions for the range of learning and support services that will be available during your training. You will receive details later about the enrolment process.
The PGCE School Direct Secondary Programme commences with your school induction on Thursday 3rd September 2015. You will receive specific details later this year about
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the programme for the first week. However, it is expected that you will be asked to arrive at 8.45am for a 9.00am start.
You will be in Edge Hill University and at the lead setting during the first four weeks, attending a series of induction activities as well as beginning your work within your subject areas. Induction at your Professional Practice will be undertaken on Tuesday September 8th 2015, and is dependent on all enrolment conditions being met and the practice training schedule.
You will receive Programme and Course Handbooks during this induction phase and these will set out the timetable for the rest of the academic year.
Provisional professional practice and term dates
PGCE School Direct programme starts Monday 7th September 2015Secondary Professional practice During the Autumn Term
Professional Practice 1:Phase a
Home School induction days Tuesday 8th September and then 3 consecutive Mondays - September 14th, 21st & 28th 2015.
Phase 1a Professional practice Monday October 5th to 17th December 2015(Monday - Thursday)
Professional Practice 1: Phase b
Phase 1b Professional practice
Return to Home School after Professional Practice 2
4th January – 12th February 2016*(Monday - Thursday)
29th March – 17th June 2016. If early Easter break start date will be 11th April 2016.
Professional Practice 2Contrasting Placement
Practice 2 22nd February – 24th March 2016Easter Break (Two weeks during professional practice)
Varies according to school dates (Monday- Friday)
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Edge Hill based NQT Development and Enhancement Programme
20th June – 1st July 2016
End of Programme 1st July 2015
*Please note these dates may vary according to the term dates of your professional practice school / setting.
You will be expected to take the same Christmas and Easter break as the school/college. The timing of half term holidays varies, and you should attend your professional practice setting in line with their holiday periods.
Attendance
The School Direct Programme is a professional programme and attendance at all sessions is compulsory. You will normally be required to be in Edge Hill between 8.00am and 5.00pm on your taught days, although this may vary slightly in the individual subject areas and on some occasional Fridays you may be in sessions until 6pm. Timings will be set in order that you have access to the appropriate resources for your subject.
Once you are in your professional practice school/college you must fit in with the normal arrangements for staff in that institution. Many schools now commence by 8.00am and you can expect to be in school until 4.30pm, or later if there are specific meetings or events that involve you. During your time in school, you are expected to attend meetings and events that constitute part of the work of a member of staff (such as parents’ evenings). Should you have any difficulties with this then you should discuss this further with your Course Leader.
During the programme you will be required to report all absences to your lead school ( and each day of any absence) and to apply for any leave due to exceptional circumstances in advance. You will be required to maintain attendance registers for your time in Edge Hill and on professional practice and these should be signed by tutors/mentors/Partnership trainers as appropriate. All absences due to illness must be supported by medical certification. This is required to ensure compliance with the statutory number of training days and days in school.
Professional practices
The Pennine Lancashire School Direct Partnership and Edge Hill University Partnership works with schools and other educational settings. The Partnership enables EHU-based and professional practice-based colleagues to work together to develop and enhance all aspects of the relationship including the trainee’s experience.
Such a wide and diverse Partnership gives trainees opportunities to compare and contrast policy and practice in different schools/settings through undertaking professional practices in contrasting settings.
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Your Professional practices – getting the most out of the ITT experience
Your professional practices will be in at least two different schools or settings that match the age range you are training to teach.
On all ITT Programmes the professional practices follow the pattern: Professional Practice 1 (a gradual and staged move from observation to
planning and teaching, moving towards developing competence in planning, teaching and assessment), This takes place at your ‘home school’ and is spilt into 3 phases.
Professional Practice 2 (consolidating competence and addressing areas in which to excel).
The practices involve you in working towards your named award and Qualified Teacher Status through guidance and consultation with your Partnership Trainers and Visiting Tutors. They also enable your trainers / mentors and tutors to assess your progress against the Teachers’ Standards for the award of QTS (DfE 2012).
In Appendices 3 and 4 of this information pack you will find a Trainee Teacher Profile Form and a Professional practice Assistance Information Form. It is important that you complete these forms and return to us as soon as possible.
These forms will allow us to note your particular needs and circumstances, including transport, and also details of schools/professional practices that you may wish to undertake or find particularly challenging. Be assured that our priority is always to provide the most effective training professional practices to meet your particular training needs.
The choice of main school professional practices is the responsibility of the School Direct Cluster Lead and the Faculty of Education and, consequently, trainees are not able to choose their professional practice schools.
All contact with professional practice schools is made formally via the School Direct Cluster Lead and trainees are not permitted to contact schools directly before professional practices are finalised.
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Section B Action you should take now
Conditions of offer
On the letter offering you a place on the course, we may have stated some essential conditions. If this is the case, please address these conditions immediately to avoid delays in registration at the start of the course.
Some forms may not be available until later in the year (e.g. Medical and DBS forms). You are advised to check the following website for news on when these forms will be dispatched: www.edgehill.ac.uk/pgcenews.
Tuition Fees
For the latest information on PGCE tuition fees and student finance options please visit our website: www.edgehill.ac.uk/fees. If you have any queries you can contact the Fees team on 01695 584452 or email [email protected]
Photographs
You will need to provide us with a passport sized photograph of yourself. This should be inserted into the Trainee Teacher Profile Form and returned to the Faculty of Education School Direct Administrator via: [email protected]
When emailing your form, please include the following in the subject title of the email: Name, Programme & Subject e.g. Daisy Jones PGCE English.
Trainee Teacher Profile form and Professional practice Assistance Information Form
We also require you to complete a word processed Trainee Teacher Profile form and Professional practice Assistance Information Form in the Faculty of Education’s Initial Teacher Training format (Appendices 3 and 4). These will be used to provide your professional practice schools with more information about your background. It is therefore essential that you reproduce the standard word-processed format included in this pack. A handwritten version is not an acceptable format.
Once completed, these forms should be returned to the Faculty of Education School Direct Administrator via: [email protected]
When emailing your forms, please include the following in the subject title of the email: Name, Programme & Subject e.g. Daisy Jones PGCE English.
If you are a late applicant and have not sent in the documentation before the start of the course, you should email them to the Faculty of Education School Direct Administrator via:
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[email protected] as soon as possible after your start date to avoid any delay in securing an appropriate professional practice.
Should you not have access to computer facilities, you may complete this as part of your induction programme at Edge Hill, when access to computer facilities will be made available to you. You are required to save a copy of your Trainee Teacher Profile form to disk as you will be required to update it during the course.
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Primary Professional practice / enhancement
As part of your training you will spend 3 days in a primary school, normally one linked to your professional practice school / college. This will take place during the Autumn Term.
Even if you have completed a period of school observation in the past, you need to do this professional practice as it has a specific focus on the teaching of your subject in secondary school and is a part of your PGCE training.
All traineesA period of structured observation in a primary classroom will help you to understand:
how your subject is taught at KS1 and 2; what pressures are placed on secondary teachers to ensure the whole of the
National Curriculum is covered; appreciate some of the problems faced by pupils transferring from KS2 to KS3; the impact of the numeracy and literacy curriculum on pupils’ development.
1. When the details of your professional practice have been finalised, complete Form 1 (Appendix 2A) and return this to the Secondary Partnership Administrator, Education Office, Faculty of Education, Edge Hill University, St Helen’s Road, Ormskirk, L39 4QP;
2. A letter of introduction and guidance is provided in this booklet for you to take/send to the school thanking them for their agreement and confirming the outline of activities you should be completing;
3. Before you leave the school at the end of the professional practice please ask the Head Teacher to complete Form 2 (Appendix 2B) and send it to the Secondary Partnership Administrator.
It is essential that you document your experience as tutors will ask to see your log and the information you gather will be used in a number of sessions. This will also help to inform your planning when in school and show that you are beginning to operate as a reflective practitioner. It is important that you undertake this in a professional manner.
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Section C
How you can prepare for the programme
Standards for the award of Qualified Teacher Status
All trainees on a programme of Initial Teacher Training are required to meet National Standards before a recommendation for Qualified Teacher Status can be made. New Teachers’ Standards will be implemented from September 2012. In order to help you prepare for the programme, we recommend that you have a look at the Standards. These can be found in Appendix 7.
Subject specific action: Subject knowledge audit and enhancement
All subjects require you to audit your subject knowledge, to set targets to address ‘gaps’ in your knowledge, and to keep an on-going record of your subject knowledge development throughout the PGCE. The process will begin formally at the induction to the programme and you will be required to show these documents to your Edge Hill Tutor and mentors on professional practice at regular intervals. Where appropriate, Course Leaders have included a means of auditing your knowledge in this pack, in which case you should start as soon as possible. Other subject areas will start you on this process during the early weeks of the course. The subject knowledge audit forms an important part of an Initial Needs Assessment.
Whichever applies to your subject area, you may wish to undertake some preparatory work before you start the PGCE, keeping a record of your work and detailing the enhancement study that you undertake before the course starts. The best place is to start with the National Curriculum for your specialist subject area (for Business Education, we suggest the syllabus outline from one of the examination boards) and look through the topics listed there at Key Stages 3 and 4. You will also find it useful to look at some of the wide range of excellent text books and revision guides for Key Stages 3 and 4 and for post-16 in your subject area.
Subject Knowledge Enhancement Courses
Subject Knowledge Enhancement Courses (SKE) are available in a number of subjects prior to the start of many PGCE courses. At Edge Hill we currently offer SKE courses in Chemistry, Physics, Physics and Mathematics, Design and Technology, Mathematics and ML (German, French and Spanish). If you are interested in any of these courses, please contact our SKE administration team at: [email protected]
Information and Communication Technology
Before you start the course it is important that you build up your confidence in using ICT as you will need to demonstrate your competence in using these technologies to:
enable you to carry out research using electronic sources of information;16
complete coursework assignments; aid your teaching; enable your pupils to use ICT effectively in their learning; distinguish what impact ICT has had on pupil learning; help with keeping pupil records.
Whilst most schools/colleges use the Microsoft Office suite of programs, skills acquired using other software are, in general, easily transferable and once you start at Edge Hill you will have opportunities to undertake further training. In the meantime, we would ask you to develop your skills, particularly if you have some uncertainty about your capability in a particular area or areas of ICT. ICT includes the use of scanners, digital and video cameras and recording devices, as well as the use of computers. Your subject course leaders will provide you with further guidance in respect of the use of ICT within your curriculum area, once you start the course. You will be required to complete an initial ICT audit and use this to set yourself targets throughout your period of training.
The Professional Skills Tests
Trainee teachers are required to pass Professional Skills Tests in Numeracy and Literacy before they can embark on a PGCE programme. These tests form part of the conditions that have to be met before you can begin your training. You will be informed about how to register for these tests once you have registered with UCAS and applied to an ITT training course. The tests must take place at a designated Test Centre: Edge Hill is one such centre, although you can sit the tests at any test centre in England.
From September 2012, a number of important changes have been applied to the Skills Tests:
The number of resits allowed will be limited to two per subject. Candidates who fail after two resits in either numeracy or literacy will not be able to take any more skills tests, in either subject, for 24 months from the date of the second resit. This gives candidates a reasonable time during which they can become proficient at the skills assessed in the tests before further retakes.
You will receive the first attempt at each test free of charge but will be charged for resits. The charge will be levied at the time of booking a test online.
For the most current information and guidance on the Professional Skills Tests and details of support that we at Edge Hill can provide you in successfully completing these, please visit out dedicated webpage:
http://www.edgehill.ac.uk/study/professionalSkillsTests
You may also want to undertake some preparatory work for these tests. Practice tests are available via the DfE website. There are also books which provide invaluable help:
Johnson, J. 2012 (3rd ed.) Passing the Literacy Skills Test Learning Matters
Patmore, M. 2012 (5th ed.) Passing the Numeracy Skills Test Learning Matters
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General Pre-Course Reading
You will find it helpful to carry out some pre-course reading and research. The following is a list of suggested books, periodicals and internet sites you might like to look at as a starting point. You may also find it useful to look at revision guides for GCSE, GCE AS/A2 level, BTEC and VCE in your subject area. This reading is in addition to that suggested in the subject-specific section of this pack.
The Times Education Supplement(Published each Friday, usually available in your local library)
The Guardian Education supplement(Published on Tuesdays)
A very readable general text is:
Denby, N. (2012) 2nd Ed. Training to Teach. Sage
A good guide to completing a PGCE course and meeting the Professional Standards is:
Dixie, G.* (2009) Trainee Secondary Teacher’s Handbook, Continuum
Other useful texts include:
Dymoke, S. & Harrison, J. (2008) Reflective Teaching and Learning, Sage
DfE (2011) A Framework for the National Curriculum. A Report by the expert panel for the National Curriculum Review
One area of concern for most trainee teachers is classroom management. Some good starting points are:
Bennett, T. (2010) The Behaviour Guru: Behaviour Management Solutions for Teachers, Continuum
Cowley, S (2006) Getting The Buggers To Behave, Continuum
You will find that there is a significant research element in your PGCE programme. Goods book to support your research are:
McNiff, and Whithead, J. (2005) Action Research for Teachers: a practical guide, David Fulton
Punch, K (2006) Developing Effective Research Proposals, Sage Publications
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Wilson, E. (2009) School-based Research: A guide for education students. Sage Publications
Useful websites to help you prepare yourself include:
http://www.education.gov.uk
http://www.education.gov.uk/researchandstatistics/research
http://www.ofsted.gov.uk
http://www.tes.co.uk – Times Educational Supplement
http://www.guardian.co.uk – comprehensive education section
http://www.sec-ed.co.uk – secondary education news and jobs
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Appendices
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APPENDIX 1
PGCE SECONDARY – PRIMARY SCHOOL PROFESSIONAL PRACTICE
OBSERVATION / KEY POINTS FOR FOCUS
Unless your subject Course Leader has included alternative, specific tasks for the Primary professional practice, please follow these guidelines.
Once the arrangements for your Primary School professional practice are finalised, you need to:
1. familiarise yourself with the environment around the school and the catchment area for the school population;
2. ensure you know what time the school day starts and ends and what time you are required to be present;
3. check what is the required in respect of the standard of dress. For instance, many schools will expect male trainees to wear a collar and tie whilst some schools would not expect female trainees to wear trousers;
4. from the suggested topics on the following sheets organise a checklist of information you want to collect and the sorts of observations you would like to make. The onus is on you to collect such information as may be readily available.
When writing up your observations it is better if you refer to the school purely in terms of its size and general location and that pupils and staff are not named.
General points about observing in the classroom
Discuss with the class teacher what your role is going to be each day. It can be disconcerting to have someone sit at the side of the classroom writing all the time.
Ensure you understand what contribution you can make to the lesson. You may feel critical at times of what has happened but this should not be reflected in
either your comments to members of staff or your notes. At the end of each day you may be offered an opportunity to discuss what you have
seen but this will depend on the availability of staff. Likewise staff would not expect you to rush out immediately the school finishes. Observing what preparation is done for the next day may be helpful.
Please ensure that staff are thanked and use this opportunity to highlight any parts of the experience you found particularly useful or interesting.
Take appropriate clothing with you for involvement in specific activities related to your curriculum area (PE)
Points for you to consider
How do you feel being the “teacher” in the classroom – you may even be asked if you are an Ofsted inspector?
What are young children like in the classroom and in the playground? How would you expect the pupils to react to the transition from this environment to that
in a secondary school. In some cases pupils will be separated from their friends and it might be useful to see how they consider that prospect.
What seems to you to influence the effectiveness of learning?
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You should look in more detail at the following areas.
The School and Community
What kind of community does the school serve? How is the community reflected in the school? What differences in social, cultural or ethnic background can you observe? How are these differences perceived by the staff? How does the school relate to social agencies in the community? How the governing / managing body is appointed and from what groups are its
members drawn?
School work
How is the school day structured? How is the curriculum drawn up – for instance is it by consensus amongst the staff? What is your perception of the ways in which staff respond to new ideas on content of
the curriculum and different methods of delivery? What provision is made to ensure pupils with exceptional needs such as:
Gifted children Pupils from ethnic minorities whose first language may not be English (English
as an Additional Language – EAL) Pupils with learning difficulties - physical, low ability, social or psychological are
fully integrated into the school? What impact have the literacy and numeracy policies had on the organisation of the
school day? What impact have these measures had on raising standards? How are other subjects such as Science, Art, Music, Design Technology, History and
Geography incorporated into the school day? How is creativity fostered? How is Physical Education viewed within the curriculum and how is it delivered? How do teachers deal with ‘non-specialist’ areas? How are pupils introduced to other languages and cultures? Does the school have a daily act of corporate worship? How do pupils explore the world around them – for instance current affairs? What facilities does the school have in relation to ICT and how are these incorporated
into the curriculum? What resources does the school have to support all its activities?
The Curriculum
Does the school have any difficulties in meeting the requirements of the National Curriculum?
What are the views of the teachers on assessing pupils at ages 7 and 11 against National standards?
How does the school teach pupils to read? Ask about the role of phonics and how the school is responding to government policy on this.
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Relationships
What is the school’s attitude to parents? Are they actively encouraged to become involved?
Is there a PTA or Friends Association and what is their role? How do you perceive the relationships between staff – both professionally and
informally? What are the relationships between staff and pupils and how is this reflected in the
quality of language used in exchanges between them? How do pupils respond to the lunchtime supervisors? Are they seen as an integral
part of the school staff? What methods are used to reward pupils? What sanctions are there to maintain discipline? What are relationships like between pupils? To what extent do pupils from different
social and ethnic backgrounds mix? Are pupils encouraged to talk to each other, to staff and /or visitors?
Assessing pupils
How often is pupil work marked? Are they generally given an indication, either verbally or in written comments, about
how they might improve their work in the future? How are weaker pupils encouraged? Is pupil work displayed, discussed or shared with other pupils?
As well as gathering some of this information you should plan what your focus of observation in the classroom should be.
Observation of pupils (1)
Taking one group of pupils (say 3 or 4), observe them over a day, to discover:
how pupils are grouped; how they respond to discipline; how they interact with each other; how the day is structured for them.
Observation of pupils (2)
Choose one pupil from the group and focus on them during the day. This should not be done in such a way as to make the pupil self-conscious or upset but will enable you to consider:
how much time a pupil is fully engaged with his/her work; what type of teaching appears to suit her/him best; how self-reliant the pupil is; how the pupil interacts with his/her peers and members of staff.
At the end of each observation you should reflect on what you have seen during the day and make a brief summary of the notes you have taken during the day.APPENDIX 2A
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FACULTY OF EDUCATION
POSTGRADUATE SECONDARY PROGRAMME
School Experience:Observation in a Primary School
Form 1: ARRANGEMENTS
Surname: First Name:
School:
Address:
Tel No:
Name of Headteacher:
Type of School:
Please return this form immediately the arrangements have been made to:School Direct Administrator
ITT OfficeFaculty of EducationEdge Hill University
St Helens RoadOrmskirk
LancashireL39 4QP
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APPENDIX 2B
FACULTY OF EDUCATION
POSTGRADUATE SECONDARY PROGRAMME School Experience:
Observation in a Primary SchoolForm 2: CERTIFICATE OF ATTENDANCE
Surname: First Name:
School:
Dates of attendance:
From:
To:
Certified by Headteacher:
Please return this form immediately after completion of observation, to:School Direct Administrator
ITT OfficeFaculty of EducationEdge Hill University
St Helens RoadOrmskirk
LancashireL39 4QP
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APPENDIX 3
TRAINEE TEACHER PROFILE FORMSchool Direct PGCE Programme Secondary
Name Photo
Please attach/insert a recent passport-style photograph of yourself in the space below:
Programme School Direct PGCE SecondarySubject: Year of study Student NumberDate of Birth:E-mail:telephone number Term–time address /postcode
Full Driving Licence Yes NoVehicle Available Yes No (please circle)
QualificationsGCSE
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Level 3 (A level equivalent)
Degree and other relevant qualifications
Pen Portrait (no more than 50 words):
Teacher Training Professional practice Experience (to be updated at appropriate points during the PGCE programme)
Professional Practice 1a:
Professional Practice 1b: Professional Practice 2:
I hereby confirm that the information provided is accurate and that I must inform the ITT Partnership Office immediately of any change in the information provided.
Signed .....................................................................................................
Date Click here to enter a date. .............................................
This information will be used by the Faculty of Education for the purpose of arranging and supporting school/setting-based training. This complies with the Data Protection Act 1998.
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APPENDIX 4
PROFESSIONAL PRACTICE ASSISTANCE INFORMATION FORM
The information provided in this section of the profile form will be used in selecting an appropriate professional practice setting for you.
Please note that it is Faculty policy that trainees do not contact schools directly, and that disciplinary action may be taken against anyone so doing. This form should be used to make suggestions.
TRAINEE Name:
SUBJECT: SPECIALISM (where applicable):
Programme: School Direct PGCE Secondary
Contact numbersHome: Mobile:Email:
Home address including postcode: Term-time address including postcode:
Own transport? Yes/NoHas your Professional practice Leader been notified of any reason why you are unable to undertake a remote professional practice?
Personal issues which may affect your circumstances and to take a remote professional practice e.g. medical/mobility/childcare:
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APPENDIX 5
Partnership and Professional Practices
Professional practice training is an important dimension of your ITT training and during your time at Edge Hill you will complete up to three Professional Practice modules:
PP1a an initial attachment PP1b a short solo developmental professional practice PP2 a longer solo final professional practice
It is essential that professional practice training is designed to meet both your generic and your individual training needs and to ensure you gain the relevant variety and age phase experience so careful academic and administrative professional practice of trainees is undertaken to ensure this. We ask you to ensure that you attend briefings and respond to communications about professional practices in a timely and professional manner when you become a trainee via the relevant named contacts for your programme and our School Direct Administrator.
As part of this process we consult with all applicants using Part B of the Trainee Teacher Profile Form (Appendix 4). This helps us with the practical organisation of providing your first professional practice with us and matching your needs to our professional practice offers.
You will also be asked at interview and during your time with us to log additional experience you have in relation to school based training and a number of focused or exemplar visits to particular types of settings and schools are arranged as part of your training.
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Appendix 6
Checklist of what you should do before the start of the course
Please refer to www.edgehill.ac.uk/pgcenews for up to date information.
Please use this checklist to keep a record of what action you have taken, and to ensure that you have done all you can to help us to provide a smooth start to your course.Description Action needed Action
completed?Contact details Inform Admissions and UCAS if
you change your addressTuition fees Contact Student Finance
England immediately, to inform of offer and request any necessary loan assessment forms
Conditions of offer Check your offer letter and address any conditions set. Return to the stated Edge Hill contact any documentation required by such conditions (e.g., proof of qualifications)
Medical clearance If you have not already done so, please complete medical clearance form, and return immediately to stated contact
Criminal Records Bureau / DBS clearance
If you have not already done so, please complete DBS procedure
Trainee Teacher Profile form Word process using template provided and send to [email protected]
Professional practice Information
Professional practice Assistance Information Form and sending [email protected]
Secondary School professional practice guidance
Read and use on professional practice
Form 1 (all courses) Complete and return when you
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Arrangements for observation visits to a secondary school.
have finalised arrangements
Form 2: (all courses) Certificate of attendance at secondary professional practice
Complete, obtain validation signature and return after professional practice
Letters for secondary head teacher (all courses)
Give/send to relevant head teacher
Subject specific work/ICT Begin to address any subject specific work suggestions / ICT enhancement needs which have been identified
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APPENDIX 7
Teachers’ Standards 2012
TEACHERS’ STANDARDS
PREAMBLE
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to- date and are self -critical; forge positive professional relationships; and work with parents in the best interests of their pupils.
PART ONE: TEACHING
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
o establish a safe and stimulating environment for pupils, rooted in mutual respect
o set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
o demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2 Promote good progress and outcomes by pupils
o be accountable for pupils’ attainment, progress and outcomes
o be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
o guide pupils to reflect on the progress they have made and their emerging needs
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o demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
o encourage pupils to take a responsible and conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge
o have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
o demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
o demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
o if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
o if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4 Plan and teach well structured lessons
o impart knowledge and develop understanding through effective use of lesson time
o promote a love of learning and children’s intellectual curiosity
o set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
o reflect systematically on the effectiveness of lessons and approaches to teaching
o contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
4 Adapt teaching to respond to the strengths and needs of all pupils
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o know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
o have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
o demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
o have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
5 Make accurate and productive use of assessment
o know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
o make use of formative and summative assessment to secure pupils’ progress
o use relevant data to monitor progress, set targets, and plan subsequent lessons
o give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
6 Manage behaviour effectively to ensure a good and safe learning environment
o have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
o have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
o manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
o maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
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8 Fulfil wider professional responsibilities
o make a positive contribution to the wider life and ethos of the school
o develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
o deploy support staff effectively
o take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
o communicate effectively with parents with regard to pupils’ achievements and well-being.
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PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others not
undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
• Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
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