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Faculty of Education and Children’s Services
PR0011 Handbook PGCE Primary / Early Years(Core)School-based Learning
Programme Leaders: Kathryn Clarke (Primary)Deirdre Hewitt (Early Years)
CHESTER2018 – 2019
Contents
Contents.......................................................................................................................2Programme Leader and Programme Team: Contact Details...................................3External Examiner Details..........................................................................................5Introduction to the Module.........................................................................................5Aims of the Programme..............................................................................................5Training Model.............................................................................................................5SBL Expectations - Primary/Early Years Specific....................................................6Professional Journey File – Section 4.......................................................................7Planning Expectations................................................................................................7Observations and Mentoring......................................................................................8Intervention Policy......................................................................................................9Reporting and Grading...............................................................................................9Recommending QTS.................................................................................................10Personal Academic Tutors (PATs)...........................................................................11General.......................................................................................................................11Attendance and Absence..........................................................................................11Key Reading...............................................................................................................11Student Representation and Evaluation.................................................................12Learning Resources..................................................................................................13Inclusivity Arrangements..........................................................................................13Health and Safety......................................................................................................13Safeguarding and E-safeguarding/ E-Safety...........................................................13
University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
Programme Leader and Programme Team: Contact Details
Director of Partnerships (Core):Name(s) Room Email Address Telephone
Extension:Sarah McGrath CRV107 [email protected] 3239
Programme Leader:Name(s) Room Email Address ExtensionKathryn Clarke(Primary Core)
CRV226 [email protected] 1677
Deirdre Hewitt (Early Years Core)
CRV113WTU217
[email protected] 15464139
PGCE Primary Cohort LeadName(s) Room Email Address ExtensionDeborah Johnson CRV121 [email protected] 2224
Administration:Name(s) Room Email Address ExtensionPGCE Primary (Core) CRV137 [email protected] 1586PGCE EY (Core) CRV103
[email protected] 1586
4269Partnership (Core) CRV137 [email protected] 1586
Primary Programme Team
Name Room Email Address Extension
Kathryn Clarke CRV227 [email protected] 1677
Kathryn Arthur CRV130 [email protected] 2121
David Barker CRV116 [email protected] 2830
Jane Bulkeley CRV125 [email protected] 2719
Gemma Bunkle CRV115 [email protected] 2218
Jon Clough CRV112 [email protected] 1013
Helen Cottrell CRV121 [email protected] 1588
John Duffty CRV127 [email protected] 3411
Sian Duffty CRV113 [email protected] 1590
Gethin Foulkes CRV217 [email protected] 2833
Mark Hainsworth CRV116 [email protected] 2829
Denise Hardwick CRV225 [email protected] 1583
Brendan Hoare CRV128 [email protected] 3087
Deborah Johnson CRV121 [email protected] 2224
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
Tony Pickford CRV216 [email protected] 3211
Simon Poole CRV117 [email protected] 2034
Deborah Pope CRV116 [email protected] 2831
Debbie Ravenscroft CRV115 [email protected] 1015
Jane Weavers CRV129 [email protected] 1424
Early Years Programme Team:
Name Room Email Address Extension
Deirdre Hewitt CRV113
WTU217
[email protected] 1546
4139
Faith Fletcher CRV113 [email protected] 2834
Sarah Ankers CRV226 [email protected] 2390
Deborah Johnson CRV121 [email protected] 2224
David Barker CRV116 [email protected] 2830
Tony Pickford CRV216 [email protected] 3211
Sian Duffty CRV113 [email protected] 1590
Simon Poole CRV117 [email protected] 2034
Gethin Foulkes CRV217 [email protected] 2833
James Holt CRV228 [email protected] 1604
Pam Williams CRV115 [email protected] 2133
Designated Safeguarding Officer:Name Room Email Address ExtensionVicki Silver CRV002 [email protected] 1602
NB All Chester/Riverside campus numbers begin 01244 51____All Warrington campus numbers begin with 01925 53_____
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
External Examiner DetailsName of External Examiner InstitutionJustin Gray (Primary) Newman University
Catherine Morgan (Primary) University of Wales Trinity St David
Under no circumstances are students permitted to independently contact an external examiner. If the student wishes to engage formally with the quality management process, there are appropriate mechanisms in place at the University of Chester, further guidance on which can be obtained from the AQSS section on Portal.
Introduction to the Module
This booklet is intended to provide essential information for all Associate Teachers, School-based Learning Mentors and University Link Tutors. The document should be used in conjunction with the Policies and Procedures Handbook and the Professional Journey File.
All School-based Learning key documentation is available at the www.chester.ac.uk/education/journey website.
Under the Initial Teacher Education (ITE) Partnership Contract, the School-based Learning (SBL) period relates to the revised NCTL Initial Teacher Training (ITT) Criteria (June 2015) and the national Teachers’ Standards (2012). The minimum SBL period that must be completed by an AT is 120 days.
The focus of the SBL is for Associate Teachers to become confident and able teachers, to develop and consolidate their understanding of learning, address key skills in relation to planning, teaching, differentiation, assessment and class management, together with having secure knowledge to support subject teaching.
Aims of the ProgrammeAll Phase documentation is available at the www.chester.ac.uk/education/journey and Moodle.
Training ModelSBL MODEL and expectations are seen as phases of learning to teach.
Phase 1 - Induction and Beginning Teaching and Learning and Assessment. (SBL A to Interim Review).
Phase 2 - Developing Teaching, Learning and Assessment. (SBL A Interim Review to Final Review).
Phase 3 - Developing Teaching, Learning, Differentiation and Assessment. (SBL B to Interim Review).
Phase 4 - Extending Teaching, Learning, Differentiation and Assessment (Exceed the Teachers’ Standards). (SBL B Interim Review to Final Review).
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
Guidance for each phase is provided prior to the Placement and available on the PR0011 Moodle site.
Mentors should adopt an apprenticeship model where there is initially observation of good teaching practice prior to team teaching (co-planning, co-delivery and co-evaluation of lessons). As the SBL progresses and the Associate Teacher gains confidence they can become more responsible and independent, teaching small groups and then whole classes on a solo basis when ready.
During this SBL the Associate Teacher will be assessed against each of the Standards. In order to enable them to do this it is expected that Mentors should refer closely to the Grade Descriptors outlined in the Professional Journey File (PJF) when making assessment judgements on ATs’ performance against the standards. During this SBL all standards are assessed and evidence must be provided to fully satisfy towards the holistic grading criteria against the Teachers’ Standards and Ofsted requirements. At the end of the Programme these grades will be used to address the transition to NQT.
Throughout the SBL period ATs will be expected to fully address Part II of the Teachers’ Standard, demonstrating a strong commitment to personal and professional conduct: A teacher is expected to demonstrate consistently high standards of personal and professional conduct. (See PJF Section 3) www.chester.ac.uk/education/journey
SBL Expectations - Primary/Early Years SpecificLessons taught by Associate Teachers should be prepared in advance and based on weekly plans.
Associate Teachers should be teaching the age phase for which they are being trained EYFS (3-7 years) or PRIMARY (5-11 years) (observation, team teaching and solo teaching when ready).
During the SBL the Associate Teacher will undertake and complete a number of Directed Time activities (these are related to the Teachers’ Standards). These should be carried out during non-teaching time but ATs MUST also observe good and outstanding classroom teaching – the assistance of mentors is vital in drawing up a structured observation and professional development activity programme. This includes the AT spending time in other classes to observe, team teach and give individual support to pupils.
Associate Teachers should understand the curriculum across the age range they are trained to teach and therefore should seek opportunities with the mentor to observe, team teach or support individuals in other classes other than their own. During the directed study time Associate Teachers should spend time in other classes to become aware of the curriculum in a different age-phase / key stages. This does not need to be for full days. The aim is for all Associate Teachers to have as much experience as possible in all of the age phases / key stages for which they are being trained. This greatly improves their employability and knowledge and understanding of progression through the curriculum (see Teachers’ Standard - S3).These experiences will need to be discussed on a regular basis – and any audit of subject knowledge recorded.
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
During the programme Associate Teachers are expected to spend time in the Key Stage below and above the ones they are training to teach. For Primary ATs, this means a minimum of 5 days in each of EYFS and KS3 Year 7. For Primary/Early Years ATs, this means a minimum of 5 days each of 0 – 3 and KS2.
Professional Journey File - Section 4 The PJF (and Section 4 – Teaching File) is a very important part of the assessment of the AT. It should be available in school at all times and should be made easily available to mentors and University Link Tutors when an observation is being made.
Guidance for the expectation of this file and planning are found in PJF, Section 4. http://www.chester.ac.uk/education/journey
Planning ExpectationsAssociate Teachers must demonstrate that they can plan, deliver and evaluate their own short and medium term planning in order to meet the Teachers’ Standards.
Associate Teachers must prepare a full lesson plan for each teaching session they deliver.
The University of Chester (UoC) Partnership format (LP1 **) must be used, this includes EYs and must be a part of EYs planning documentation (see below). Lesson plans must be available for mentors to examine prior to the lesson (to enable formative feedback). The plans can be hand-written but preferably word-processed. (See PJF, Section 4 for guidance).
The LP2 Lesson plan is a working plan that should be used in the classroom (see PJF, Section 4 for guidance). In context there will be necessary variations between EYFS and Primary planning documents. (***Associate Teachers with declared disabilities such as dyslexia may find that adapting LP2 is necessary to effectively deliver their lessons).
Associate Teachers should aim for a very high standard of lesson planning with clear, precise and assessable learning objectives. The intentions and structure of the lesson should be shared with the pupils. Associate Teachers should be conscious of the importance of timing (ensure time for the conclusion/plenary). Lessons should have stimulating introductions, employing visual-aids/resources as appropriate. ICT should be used in a considered manner during lessons to support learning.
Associate Teachers should give particular attention to plenaries and mini-plenaries.
In every lesson, Associate Teachers should aim to move the pupils’ learning forward. They should use AFL, meta-plenaries, plenaries and other planned assessment strategies to monitor learning in order to inform future planning, teaching and learning.
Every lesson must be formally evaluated using the UoC evaluation sheets (LP3a & LP3b). Evaluations are best done following the lesson and certainly should be completed on the day of the lesson for immediate inclusion in the Associate Teacher's file. Evaluations should be honest, self-critical and feed-forward into future planning, learning and teaching. All areas of the Lesson Evaluation Sheets must be completed. Pupils’ work should be marked promptly
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
and learning monitored. Pupil learning will inform AT evaluations. Note that on each evaluation sheet Associate Teachers must identify ‘future targets’. These targets must then feed-forward into the next lesson.
Associate Teachers are expected to develop medium term plans for English and Mathematics in Phase 2 (between January and the end of the placement).
Associate Teachers should be planning for other adult support in the classroom using LP4.
Early Years planning: For every lesson that an AT teaches (solo) all planning documents (LP1, 2, 3 and 4) must be completed (for those ATs teaching in EYFS they must use the EYFS planning documents- Lesson/Activity Planner, Continuous Provision Planner, Half term/ Progression Planner, Child Initiated, Observation Sheet in addition to completing LP1).
Primary and Early Years planning documentation:LESSON/ACTIVITY PLANNER: this can be adapted electronically to address delivery to a whole class or small group. One of these will be completed for any lesson or activity that the AT delivers and engages in with the children.
CONTINUOUS PROVISION PLANNER (WEEKLY if required): this is to engage the AT in the powerful learning of continuous provision. It should enable them to see how through play and investigation the learning they have presented can be extended. It addresses the areas and characteristics of learning in the areas of the setting.
HALF-TERM/PROGRESSION PLANNER: these are to offer choice so that the AT can plan more in keeping with the setting. I do not envisage both being completed.
CHILD-INITIATED: this, of course depends on the setting and how the curriculum is driven forward. Again it is engaging the AT in what is required to develop and support children’s learning.
OBSERVATION SHEET: this supports assessment and draws the AT into the language of Areas of Learning and Characteristics of Learning, also the idea of planning for next steps.
Observations and MentoringSchool-based Mentors are asked to undertake a minimum of ONE formal observation per week. The UoC Partnership Lesson Observation Forms (located in the AT’s Professional Journey File) should be completed during these observations. These forms should be given to the Associate Teacher for inclusion in his/her file and form valuable evidence towards the Associate Teacher's QTS.
School-based Mentors are expected to hold a Weekly Review Meeting with the Associate Teacher to discuss progress and set agreed targets. The UoC Partnership Weekly Review Meeting Record form should be completed by the Associate Teacher and then included in the Professional Journey File. It is important to sign all forms including the attendance log.
A University Link Tutor will contact the school early in the SBL to check that ‘all is well' and that all are clear on their respective roles and responsibilities within the partnership, then subsequently make visits - usually around review points for PGCE Core ATs, to jointly observe the Associate Teacher and discuss progress with the school mentors. Associate Teachers
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
should meet the University Link Tutor and ensure that an appropriate seat and space to review files is available for mentors / University Link Tutors to use during observations. In the event of an Associate Teacher not making good progress (see Cause for Concern in Policies and Procedures Handbook), the University Link Tutor may well make additional visits to support the Associate Teacher and school. A further additional visit by an appropriately-placed colleague will be arranged by the programme leader where deemed appropriate.
Further guidance on roles and responsibilities are located in the Policies and Procedures Handbook.
Intervention Policy
Full policy located in the Policies and Procedures Handbook
Intervention 1Intervention 1 is implemented if an AT is showing a general lack of progress. An Intervention 1 form is completed by the Professional Mentor in conjunction with the University Link Tutor (ULT) and AT, and then sent, by the ULT, to the ITE Partnership Team; this will be shared with the Programme Leader, Director of Partnership and QA Lead.
Intervention 2 (Cause for Concern) Procedures for ATs who are formally identified as Intervention 2 (C4C) If an AT is Intervention 2 (C4C) it is important that they are made aware of their difficulties as soon as possible (it is expected, although not always the case, that an AT on Intervention 2 should have been through Intervention 1 previously). Experience suggests that early intervention is more likely to enable the Associate Teacher to remediate any difficulties and avoid failing to meet the requirements of the placement.
Additional Monitoring Visit The purpose of the additional monitoring visit is to provide an independent judgement by a neutral and experienced colleague. This opinion on the AT’s progress will always be sought once an AT has been identified formally on Intervention 2 (Cause for Concern). This visit would normally occur on the final day of the period of intervention (e.g. day 5). In rare circumstances the timeframe given for Intervention 2 may exceed the five days and may last for the entirety of the SBL period where this relates to attendance and professionalism only. This must be agreed by both the relevant Programme Leader and Director of Partnership prior to being finalised.
All documents can be found at: www.chester.ac.uk/education/journey
Reporting and GradingAt four points in the entire 120+days SBL period, school mentors are asked to complete the Review Point form and this should be uploaded to Abyasa. Mentors, in association with the University Link Tutor, make the final recommendation of passing or not meeting the expectations of the SBL. (PLEASE NOTE: any Associate Teacher judged to be a “Not meeting the expectations of the SBL” would need to have already undergone the ‘Cause for Concern’ procedures).
QTS Review Point dates
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
PGCE Primary and Primary/Early Years CoreInitial Audit – w/c 11th Sept – individual needs assessment (formative) - initial meetings with Personal Academic Tutors (PATs) to review Subject Knowledge/Audits against the Teachers’ Standards.• SBL A Interim - w/c 4th December 2017 SBL A Final - w/c 29th January 2018• SBL B Interim - w/c 21st May 2018 SBL B Final - w/c 25th June or 2nd July 2018
*Please note that for the FINAL REVIEW POINT there is a form for the Grades and a form for comments, both of which are on the SBL website (Abyasa).
At the Review Points - reporting and grading (which indicates the attainment of the AT that particular point) - should involve a triangulation of views of the Mentor, the Associate Teacher and the University Link Tutor.
The final grading (SBL B Final) is a holistic judgment and the guidance (provided in the PJF and Policies and Procedures - Indicative guidance for the final grading of Associate Teachers against the Teachers’ Standards (2012)) is used to ensure consistency and accuracy of judgments across the partnership. The partnership should consider progress against each standard and in Part II, and discuss whether or not the final grade is a true reflection of the whether or not the final grade is a true reflection of the attainment of the Associate Teacher at this point in their professional development.
IMPORTANT: The review point forms are critical documents and are required to be available at the Assessment Board to enable that Board to clearly determine if the Associate Teacher has been successful at each point of the SBL and can be recommended for QTS. The Final Review document (in PJF) includes final grading notes.
Recommending QTSAll Associate Teachers need to satisfy the minimum requirement of “exceeding the Teachers’ Standards” (as judged for those just completing a training programme), attaining at least GOOD across the board by the end of the SBL in order to be considered for a recommendation for QTS at the end of the course. ATs will be encouraged to attain the highest grades across the Teachers’ Standards.
Further guidance for these procedures and for grading of Associate Teachers can be found in the Policies and Procedures Handbooks: http://www.chester.ac.uk/education/journey
If an AT is judged as requires improvement / ”Developing” in any aspect of the Teachers’ Standards, then the University ITE Partnership will not, at that point, be able to recommend the AT for QTS. The AT would be entitled to a professional review at the University in which three options would normally be offered:
i) Where there are no grounds for concern in regard to the AT’s professional conduct, the AT would be offered the opportunity to undertake additional school-based learning for which a fee would apply. It should be noted that the additional placement may need to be undertaken during the subsequent academic year. On successful completion of the additional placement, i.e. the AT is graded ‘good’ across the Teachers’ Standards, the University will fulfil its obligation (as outlined above) to recommend the AT for QTS.
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
ii) The AT could choose to withdraw from QTS, and if the appropriate academic modules have been successfully completed, exit with an academic award subject to the approval of the University’s ITE Awards Board.
iii) Where concerns around professional suitability have been raised the AT could choose to withdraw from QTS (as above) or have their case considered with reference to the Professional Suitability Procedures.
There is no option for an AT with a “requires improvement” grading to refuse additional placement and still be considered for QTS recommendation. An AT responding in this way would be deemed to be breaching Standard 8d “Fulfil wider professional responsibilities: take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues” and would automatically be withdrawn from QTS. An AT in this position could still be considered for an academic award should all related conditions have been met.
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
Personal Academic Tutors (PATs)PATs will be allocated to an Associate Teacher by the University. The PAT’s role is to support and review the AT’s progress - both academic and professional. See Policies and Procedures Handbook.
The AT is required to complete the PAT form located in the Professional Journey File and return this to the university.
GeneralAll ATs should be in a teaching union if only for the legal cover. ATs should re-read the ‘Code of Conduct' within their Policies and Procedures Handbook.
Throughout the SBL Associate Teachers must continue to check their UNIVERSITY email and must attend any scheduled University sessions.
Attendance and AbsenceATs will find that teachers are in school early and stay working after the afternoon teaching sessions finishes. There is a similar expectation for ATs although mentors will be mindful of the travelling to and from school that some ATs have to undertake. Whilst many teachers work during part of their lunch times ATs should have time to eat and take a break but should also leave sufficient time to set up their afternoon sessions as would a practising teacher.
Students are expected to attend all timetabled sessions, organised visits and placements. The University uses an electronic attendance reporting and support system. This is to support students in terms of improving engagement and achievement. It is designed to be supportive in nature.
For AT absence from School-based Learning, if you are ill and unable to attend school you must inform your school of your absence before the start of the school day (before 8.30am) so that alternative arrangements may be made for all your lessons. You must indicate the likely period of absence. You must inform ITE Administration by telephone (01244 511586) or email ([email protected]) between 8.30 and 9.00am and indicate the likely period of absence. You must obtain a medical certificate if the illness lasts more than five days.
On return to school following an absence you must inform ITE Administration (01244 511586 or [email protected]) that you are now well and have returned to school.
Key Reading
Clarke, S. (2008). Active learning through formative assessment. London, United Kingdom: Hodder Education.
DfE.(2011). The framework for the national curriculum. A report by the expert panel for the national curriculum review. London: United Kingdom: DfE.http://www.education.gov.uk/publications
Day, C., Sammons P., Stobart G., et al. (2007). Teachers matter: connecting work, lives and
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
effectiveness. Berkshire, UK: Open University Press.
Department for Education, (2013). The national curriculum in England: key stages 1 and 2 framework document. United Kingdom: Crown
Department for Education, (2012). Statutory framework for the Early Years Foundation Stage. Runcorn: Department for Education.
Early Education, (2012). Development matters in the Early Years Foundation Stage (EYFS). London: Early Education.
Early years’ outcomes, (2013), Department for Education.
Kyriacou, C. (1995). Essential Teaching Skills. Cheltenham, UK: Stanley Thornes.
McGregor, D. (2011). Developing reflective practice: a guide for beginning teachers. Maidenhead, United Kingdom: Open University Press.
Morgan, J., & Ashbaker, B. (2009). Supporting and supervising your teaching assistant. London, United Kingdom: Continuum International Publishing Group.
National Strategies (2008) Improving practice and progression through lesson study. London, United Kingdom: DCSF.
DfE (2012) Teachers’ standards. London, United Kingdom: DfE.
Pollard, A. (2014). Reflective teaching in schools. (4th ed.). London, UK: Bloomsbury.
Watkins, C., Carnell, E. Lodge, C., & Whalley, C. (2000). Learning about learning. London, UK: Routledge.
Student Representation and EvaluationThe University of Chester is fully committed to the involvement of students in the evaluation of modules and programmes of study. Students on this Programme are expected to play a full part in this process and may consider putting themselves forward for selection as a Student Academic Representative (StAR) to represent their group at StAR meetings with the Programme Leader.
Shared experiences of the Programme through informal discussion via StARs and by honest and thoughtful completion of module evaluation questionnaires help the team to improve the quality of the student experience and that of future students on this Programme. Information on the StAR System
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University of Chester PGCE Primary / Early YearsFaculty of Education and Children’s Services PR0011 Handbook 2018-19
Learning ResourcesI. Learning and TeachingThe Programme adopts a range of approaches to learning and teaching including:
School-based Modules - these modules are held within the Partnership.
Virtual Learning Environments - the Virtual Learning Environment (VLE) is Moodle and is an essential feature of the Programme. Each programme and module has a dedicated module site in Moodle in which a range of support materials are accessible. On the module site, specific information about the module is also available.
II. Personal and Academic TutorsStudents on this Programme will be allocated a Personal Academic Tutor (PAT). The PAT’s role is to help with understanding University procedures and to make the most of their studies. Students are advised to consult with their PAT on a regular basis, either as face-to-face contact or by other means.
III. Learning ResourcesThe University Learning Resources offer a wide range of education books and resources. The Education Subject Librarian Anne Williams will help you with specific queries.
IV. Student Support and Guidance
V. Careers and Employability
Inclusivity ArrangementsIf there are any specific arrangements for students with a declared disability, then these should be outlined here.
Further information on inclusivity: University’s (Draft) Increasing Inclusivity Policy Health and SafetyThe University statement on Health and Safety can be viewed on the Portal.
Safeguarding and E-safeguarding/ E-SafetyThe Faculty has in place a Faculty-wide Safeguarding Policy and Action Plan.
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