Faculty of Education in Partnership with Schools and Colleges

Secondary Programme of School Based Initial Teacher Training

Secondary PGCEStudent Course Guide

2019- 2020

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ContentsEquality Statement 3

Welcome 4

Programme Overview 5

Subject Pedagogy 6

Aims and Objectives of the Induction Phase 7

Aims and Outcomes of the Formative Phase 9

Induction & Formative Phase Tasks – Placement A 10

Observing in Classrooms 14

The School Experience File (SEF) 15

Guidelines for Student Teachers' Timetables: Placement A 16

Subject Mentor Meetings: Placement A 17

Assessment of Placement A 18

Aims and Outcomes of the Consolidation Phase 19

Aims and Outcomes of the Development and Assessment Phase 20

Development and Assessment Phase Tasks – Placement B 21

Guidelines for Student Teachers' Timetables: Placement B 23

Subject Mentor Meetings: Placement B 24

Assessment of Placement B 25

Aims and Outcomes of the Enrichment Phase 27

Examples of Enrichment Project 28

Roles & Responsibilties in the Enrichment Phases 29

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Equality Statement

We live in a diverse society. We have a responsibility as an educational institution to help people to achieve their full potential in life, a responsibility we have to our staff and students alike. We also have a responsibility to create an organisation that recognises and values diversity as a source of strength and enrichment. Our equal opportunities policy is an expression of our intention to meet these responsibilities to the full.

The Faculty of Education Equality Policy can be read in full in Programme Handbooks and on the Faculty of Education Website. Following MMU policy, the Faculty of Education seeks to go beyond the minimum standards imposed by the law, and is committed to achieving best practice in the area of equality. All students and staff at the Faculty are entitled to equality of opportunity and treatment regardless of age; colour, race, ethnic origin or nationality; religion or belief; disability; sex or gender; sexual orientation; marital status; caring responsibilities; socio-economic status; employment status; or any other unjustifiable grounds.

The Faculty of Education believes that a teacher who fails to provide equal opportunities for all students is failing in her/his professional responsibilities. Thus, the Faculty commits itself to the most firm and resolute opposition to all forms of racism, sexism and other discrimination. It is the Faculty’s intention to uphold these values in all its work both on and off the site and to provide training which enables students to continue such opposition to discrimination in their future careers as teachers and trainers.

In addition, to Manchester Metropolitan University guidelines it should be noted that students work in schools that also operate equal opportunities policies. Students are expected to become familiar with these policies and their operation within the school environment. In their work in schools, they are required to provide equal opportunities in order to create an inclusive classroom. They are required to provide a ‘safe and secure’ environment in which all pupils feel valued and able to contribute to the work of the classroom.

Students will learn how to support the different needs of pupils of different abilities, including those with special needs, understanding that all pupils have the right to develop at the rate of which they are capable.

Students on all ITT programmes also have to fulfil national standards with regard to equal opportunities. The Standards for QTS require that all students understand and uphold the professional code.

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Welcome Welcome to the Man Met secondary PGCE Student Course Guide for academic year 2019-2020.

The focus for this handbook is on the 6 phases which constitute the PGCE course, in school and in university. It includes tasks which you are expected to complete and provides you with clear information about your role and responsibilities as a student teacher on the course. The purpose of the guide is to provide you with important information in a clear and concise way, enabling you to plan ahead and manage your time effectively. It also aims to equip you with the knowledge you need to work alongside mentors and teachers in schools to best understand not only their responsibilities, but also your own.

The guide includes information and helpful reminders regarding the course structure, the files you need to keep, how to organise these and also, about the aims and outcomes of each phase. Equally, the details of how you are assessed is covered in some detail here.

Note that all of the paperwork mentioned in the guide will be published on our Moodle sites as well as on the partnership website

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Programme OverviewThe PGCE programme is 37 weeks long and is divided into six phases:

1. The Induction Phase

2. The Formative Phase

3. The Consolidation Phase

4. The Development Phase

5. The Assessment Phase

6. The Enrichment Phase

Please see the programme calendar on the MMU Secondary Partnerships website.

School Experience

A central position in the programme is given to school experience. At least 120 days of your programme are spent in schools enabling you to translate your knowledge and understanding into the planning of effective action in the classroom and to justify and evaluate that action. School experience will provide you with the opportunity to explore the vital and complex relationship between theory and practice.

University Experience

The university-based programme will complement and support this critical enquiry. In addition you will develop skills and attitudes enabling you to evaluate some of the changes currently taking place in education. You will find support and expertise from tutors and teachers in school on all aspects of teaching in your chosen subject.

Aside from the subject specialist element of your PGCE, the Programme explores broad issues such as inclusion, SEND, diversity, and behaviour management as well as asking questions of schooling and education, such as, ‘how is literacy and numeracy linked to social justice and equality’ and ‘what are schools for?’

The professional aspects of the programme have largely been determined by the Teachers’ Standards (NCTL, 2012) and forms a consistent reference for your development on the programme.

Finally, the Programme recognises the fact that it is designed for graduates and makes use of the abilities you have demonstrated elsewhere to study individually and reach a high level of academic and professional competence.

The Student Course Guide

The Student Course Guide takes you through the PGCE Secondary programme phase by phase: Induction; Formative; Consolidation; Development and Assessment; and Enrichment phase.

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Subject PedagogySubject Pedagogy in the university is taught by your subject tutors in partnership with school-based colleagues. In Subject Pedagogy studies you will begin to re-conceptualise your knowledge and understanding of your subject and to apply this to your planning, preparation and classroom teaching.

The study of your subject in the university will extend your interest, knowledge and confidence in your specialism in the school curriculum. You will extend and develop an analytical and critical attitude towards the teaching and learning of your subject in the classroom and other school learning contexts, as well as in group and individual contexts.

Working with your subject tutors and your subject peers you will develop your understanding of pupils’ responses to teaching strategies, to help you plan for a gradualist approach to your teaching and to broaden the context of your experience. Subject Pedagogy sessions and assignments will prepare you for your school placement experiences and will raise your awareness of what pedagogical methods and techniques are most suited to your subject and to your own practice.

Subject sessions address issues relevant to subject and national agenda, and are responsive to changes and innovation. You will develop your understanding of the professional role of the subject teacher and the classroom context in which teaching and learning takes place. Sessions will provide you with a background to your subject in the National Curriculum as well as GCSE and A-Level specifications.

You will use both your university and school-based experiences to identify those factors which create effective, and progressively more challenging, learning situations for pupils in schools.

Subject training in school by mentors, through observations, feedback and weekly meetings complement the university based Subject Pedagogy studies.

During and after placements, university subject sessions will provide you with the tools required to reflect on your experiences in school and to consider the implications for you as a student teacher, for your progress and future practice.

You will be asked to audit your subject knowledge at the start of the course and then at several key points on the course in response to your learning and experience in university and school.

Literacy and Numeracy

All teachers are teachers of literacy and numeracy. This is part of a continuum beginning in Early Years, through to Primary, Secondary and post - compulsory education. The teaching of literacy and numeracy forms part of a wider strategy connected to the skills and employability agenda.

As part of your PGCE programme therefore, you will plan for literacy and numeracy as part of everyday lesson planning and evaluation processes in your subject.

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Aims and Outcomes for the Induction PhaseThe work you do in this phase of the programme focuses on an exploration of the experience of the learner and the learning climate – how learning is configured.

Induction enables you to evaluate your early professional learning through lesson observations, self-reflection, tutor/mentor feedback, identifying areas for further exploration, support and development.

Reflective practice is an important aspect of the PGCE and you will be required to produce critical and reflective accounts of your experiences in school and university.

Aims

to make you more familiar with schools/colleges, subject departments, pupils, teaching and the role of teachers inside and outside of the classroom

to present you with models of subject teaching and provide examples of lessons to begin to develop your repertoire

to introduce you to the requirements of planning and preparation

to form a basis for your critical analysis by linking work in schools, and data collected there (made up of observation and some limited experience of teaching), with University sessions

to induct you into the Partnership via collaborative work between Subject Mentors and MMU tutors

to enable you to integrate theory with practice through engagement with key texts

to complete a contextual analysis of your placement school

to enable you to begin to reflect critically on your experience and learning by engaging in weekly reflection.

Outcomes

Whilst on the Induction placement, you will undertake:

contextual analysis of your placement school/college and department

structured observation of teaching and focused observation activities

classroom work alongside other teacher(s) in paired / team / learning support roles

collaborative planning and supported teaching episodes (in lead and / or support role)

the planning, implementation and review of a lesson or learning episode in your subject

evaluation of your own and others’ teaching, and pupils’ learning, to develop awareness of effective learning and teaching

strategies and how these contribute to classroom organisation and management

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investigation of subject resources within a school department

investigation of how your subject fits within the context of the department, the school and against the backdrop of national policies

consideration of the contribution support staff make to teaching and learning discussion with school professionals to learn about the wider role of the teacher.

Preparatory Sessions, in your subject groups, at the University will include:

feedback on the pre-course writing task

an Introduction to teaching as a profession and ‘Being Professional’

the Faculty of Education Code of Professional Conduct for Programmes of Initial Teacher Training

personal and professional development on the PGCE

beginning the Audit of Subject Knowledge

the role of the teacher in schools and colleges

an introduction to the 11-19 curriculum and the place and value of their subject within it

an introduction to units of work, lesson planning and intended learning experiences

a range of teaching and learning strategies

a range of methods, resources, and sources of information that contribute to teaching and learning. This will include reference to key texts in your subject area enabling you to interrogate the learning and teaching that they observe

the role of evaluation in developing your skills

first steps towards positive behaviour management

a range of subject specific issues.

Online learning

You will be introduced to the Faculty of Education, Subject Pedagogy, Critical Studies and Moodle pages where course documentation and learning resources are stored.

Study skills

If your tutor’s assessment indicates that you have additional support requirements for study skills, writing and communication skills, they will refer you to the Learner Development Service.

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Aims and Outcomes for the Formative PhaseDuring this phase you will spend Monday to Thursdays in the Placement A school and Fridays back in the university. This will vary according to whether you are Core or School Direct however. The university days will be a mixture of Subject Pedagogy, Critical Studies and Reflection on Professional Development (RPD) sessions and these will be clearly shown as such on your timetable.

Aims and outcomes

Placement A has been designed to provide you with an opportunity:

to begin to build your own classroom practice to add to your professional knowledge

to understand the school's expectations and become aware of its culture

to learn how school and departmental policies work

to build your confidence by the application of the principle of gradualism

to experience the school curriculum and assessment policies ‘in action’

to encourage pupils’ learning

to learn about the school’s inclusion and diversity policies and practice

to consider special educational needs and disabilities so that the pupils you teach are not disadvantaged

to build professional relationships

to plan for a differentiated approach according to your previous experience

to consider the range and variety of approaches to the subject, including in relation to progression from KS2 to KS3 and from KS4 to post-16 (this may be covered during Placement B)

to continue to reflect critically on your experience and learning by engaging in weekly reflections to collect data for and complete the Subject Pedagogy Assignment.

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Induction & Formative Phase Tasks – Placement AThe Induction Period in School – Placement A

Purpose

The purpose of the induction period is to welcome you into the placement school and help you to become familiar with the school. A successful induction period will enable you to make a confident, GRADUAL start to your teaching after induction.

The induction period should be well structured and you should have a clear idea of what you will be doing on each day and how best to use your time effectively. You should be provided with a timetable for the induction period to help achieve this.

There are a number of activities that you are expected to engage with at different stages of the induction period that will help you to settle into the school and become familiar with key staff, the school’s expectations and context as well as their surroundings.

Below is a list of expected activities that you should engage in during the first week of the induction period and then further activities for week 2. You will also have some subject specific activities/observations/research, determined by the university, for each week.

There is a list of suggested ‘additional activities’ which may form part of the initial induction phase if relevant or you may be asked to complete these during the first two weeks after the induction period before your teaching commitments increase.

Activities for week 1

Day 1

Expected activities

Welcome meeting with Professional Mentor for an overview of the school. This should include but is not limited to:

sharing professional expectations

help you to understand the ethos of the school

introduce you to the policies and practices of the school – where to access these

student information pack (map of school, key staff list, etc)

completion of a contextual analysis of the school and subject department using the above information

IT access/ID badge/keys etc

timetable for induction phase

Professional Issues programme overview

tour of school

meet Subject Mentor and members of subject department

Day 2-4

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Expected activities

work with Subject Mentor to identify opportunities to complete university subject specific activities/observations

timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects

joint observation of lesson by student and SM/PM/experienced teacher – to help you to develop observation skills and areas of focus

learning walk with SM/PM/Experienced teacher

pupil track day where student engages in the work/activities that pupils do in lessons

subject mentor to facilitate FULL access to departmental teaching resources

subject mentor to share pupil information for classes on timetable

begin meeting and observing classes on timetable

planning meeting with Subject Mentor to identify class and teaching activity for week 2

Activities for week 2:

work with Subject Mentor to identify opportunities to complete university subject specific activities/observations

timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects.

structured time for engaging with information, researching resources, planning etc.

SENCO meeting

further observation of classes on timetable

flan, teach and evaluate one teaching episode

first formal Subject Mentor meeting – following Mentor Meeting schedule including identification of lessons to observe.

Additional activities

anything else important to school context

further track day – EAL or SEND pupil, TA, pupil of different KS from first track day

investigate school extra-curricular offering for potential involvement

meet Form group and Form Tutor

begin shadowing one staff duty

focused observations/Learning walk to look at behaviour management strategies in use in classrooms.

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Induction Phase Completion Activities

Students will be expected to reflect on their experiences and learning from the school-based Induction phase.

Moodle - Students will keep a log of induction activities completed via a checklist on Moodle. The log will allow students to track their progress during induction and enable you to be more proactive about using your time purposefully. University tutors will be able to monitor student engagement with induction activities via Moodle.

Survey - In the third week of placement, students will be required to complete a short survey to record completion of induction activities. You will also have the opportunity to add any additional activities not already listed.

University Directed Activities

Subject Specific

Each subject will set a minimum of one subject specific induction task. Subjects will set up Moodle forums where students can share reflections on specific activities/research findings during the school-based days of the induction period and will be able draw on student experiences/research findings in university sessions.

Master’s Level writing task

As part of the Critical Studies programme, students will engage in an M level workshop where they will analyse your own writing in regards to meeting M level criteria. Students will therefore need to produce a piece of writing for use in the workshop and it is advised that your aim to complete this during the induction period and the first 2 weeks of teaching when teaching commitments are minimal.

This academic writing task draws upon the Induction Phase School experience in the Block A school. The task is devised to help you prepare for the reflective writing assignments of the PGCE course, and it is a requirement of the Induction Phase to complete the task.

Task Instructions:

Focus: One factor (of your choice) that you believe has an impact on effective teaching and learning

Purpose: To start to develop your understanding of effective teaching and learning: through reflections from your school experience, as well drawing upon academic reading. This is also a key task to help you develop your M-level writing, and the writing that you produce will be used in future university sessions.

The task: A written reflection and analysis of your findings about effective teaching and learning in relation to your chosen factor. Consider the implications of your findings for your future teaching practice. Throughout the writing task, you must draw explicitly on your

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classroom observations, any teaching you have undertaken, and your wider reading (academic literature that shed some light on the factor you are writing about).

What to do:

discuss the task with your Subject Mentor in order to decide on a focus for the written task

conduct focused observations (at least two lessons) where you reflect on your chosen factor

find some academic reading to inform your thinking and your writing (refer to reading lists)

use insights from your school experience and findings from your reading to produce a piece of writing explaining and evaluating the role of your chosen factor on effective teaching and learning, and explore how this awareness will impact on your future teaching practice.

Word count: Approx. 1,000 words

Referencing: MMU Harvard (find guidance here): https://libguides.mmu.ac.uk/refguide/mmuharvard

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Observing in ClassroomsObserving Classrooms in your Induction school or college

Your Professional Mentor will organise an opportunity for you to track a pupil / class during Induction. Your Subject Mentor will arrange lesson observations in your subject and in other subjects by arrangement with the Professional Mentor.

The following are some issues you could focus on (but you may wish to identify your own):

evidence of effective planning, use of prior learning and range of activities

teachers’ perceptions of the class

how the range of pupil needs are provided for and how teachers make use of student information and data

the use of learning assistants in the classroom

effect of the time of day on pupils’ behaviour, attitudes and enthusiasm

styles and methods of teaching used

how teachers gain attention, signal expectations and maintain lesson pace

style of questioning

evidence of pupils’ learning

Your tutors will give you guidance on observing lessons.

Guidance for lesson observations (Lesson Observation Questions) can be found on the Partnership website

Remember professional courtesies and ethics when observing teaching:

discuss your role before the lesson: are you a passive observer, or taking a role in the lesson as participant / observer? Has the teacher given approval for you to talk to students?

you should be prepared to share your notes that you have made and discuss the lesson with the teacher you have observed so think carefully about the comments you record

you should not discuss the lesson you have observed with others unless specific consent has been given by the teacher you have observed

names of teachers and pupils must not be included in any data you present.

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The School Experience FileYou are required to have a School Experience File (SEF) for Placement A and Placement B.

The files will contain all of the key paperwork, planning and course documentation for your placements. The contents of this file make a significant contribution to the assessment of the Teaching Placement Practice Units against the DfE Teachers’ Standards (2012).

Your subject course leader will advise you on how they would prefer you to organise them. It is essential that you maintain within the files a good record of your planning, teaching and evaluation.

The files will be reviewed regularly by mentors and tutors who will provide feedback on its contents and use the content as the basis for dialogue during tutorials both within the school and in the university.

You will maintain your School Experience File in electronic format in files that you will maintain in your university ONEDRIVE folders. Your Subject and University Personal Tutors will give you further guidance on this.

Each School Experience File (SEF) will contain:

the contextual analysis of the school and department (see guidance provided)

your teaching timetable (MMU document)

lesson plans and evaluations (MMU document)

any mid-term & long-term planning

teaching resources

class lists and student information*

examples of assessed student work

weekly reflections

weekly lesson observations (SM & PM observations) (MMU document)

weekly Subject Mentor meeting records & targets (MMU document)

Your Subject Knowledge Audit as relevant for your subject (subjects may do this differently)

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Student Teachers' Timetables: Placement A and Placement B

The notions of gradualism underpins your practice and experience in school.

For Placement A, your teaching experience will rise to 50% over 5 days and your protected time will reduce accordingly, to 50% over 5 days by the end of Placement A. For Placement B, your teaching experience will rise to 60% over 5 days and your protected time will reduce accordingly to 40%.

The diagram below shows suggested gradual uptake of teaching experience.

Protected time on your timetable:

The following is a list of activities which you will need to prioritise during your protected time. There may be other activities for you to undertake which are not included here.

prepare lessons and resources

complete School Experience Files and relevant assignment activities and any university tasks

prepare for tutorials with Professional and Subject Mentors

observe, reflect on and evaluate their own and others’ teaching

read and research for the Subject Pedagogy Assignment

attend tutorials with the Professional Mentor and Subject Mentor

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Form Periods, PSHE & Staff Duties:

You should be prepared to engage with form periods, PSHE sessions and staff duties according to the school’s regular expectation of staff and as an opportunity to gain necessary experience and to demonstrate progress against the standards.

• observing and supporting tutor groups and PSHE lessons, and a wider range of subject teaching (NB assisting with tutor / form periods and PSHE should not be counted as part of the 50% contact timetable).

• Student Teachers should not take responsibility for Form Groups and PSHE (this may be different for Social Sciences students) when you have developed confidence in classroom practice. Where these are an agreed part of the timetable and you are required to plan and prepare activities, they should be included within the 50% teaching load.

N.B. Student Teachers should not be asked to cover for absent colleagues. You should have agreed subject teaching timetables and not be asked to take on other lessons due to departmental absence.

Subject Mentor Meetings: Placement AAt your first SM meeting, during preparation week in Placement A, share your electronic School Experience File. The Subject Mentor Handbook includes guidance for the agenda and structure of these weekly meetings and it is your responsibility to keep a record of these tutorials and store them in your SEF.

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Assessment of Placement A During the last few weeks of Placement A, mentors and tutors come to a moderated agreement on whether you are reaching the minimum requirements to meet the Teachers’ Standards, as required for the Placement A placement. Before the end of the placement, Review 2b takes place with the Professional Mentor from which reports and interim references will be drafted.

At Review 2b it is expected that students will be making at least ‘Meeting the Teachers’ Standards at a Minimum Level’ (MSM). There is also a requirement to identify student progress against each Standard, and the related sub-sections at Review 2a (mid placement review) and Review 2b.

As students begin to meet the Standards they should use the Progress Indicators with their tutors and Subject Mentors to identify how they might develop their practice and move beyond the minimum requirements for meeting the Teachers’ Standards.

Intervention & Support Plans

From early in the placement any student whose progress is identified as not meeting the standards will be placed on an Intervention & Support Plan (ISP.) This process is designed to address issues of concern in relation to your progress in meeting The Standards, enabling targeted support. This would be identified via the use of Progress Indicators

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Aims and Outcomes of the Consolidation PhaseAims

• to consolidate and develop your knowledge of, understanding of and skills in Subject Pedagogy, building upon Placement A school experiences and looking forward to the Placement B school placement

• to consolidate your knowledge of, understanding of and skills in Professional Issues through Critical Studies, building upon Placement A school experiences and looking forward to the Placement B school placement

Outcomes:

By the end of the Consolidation Phase (and /Placement B for post-16), you will typically have:

consolidated and developed your understanding of the curriculum and teaching and learning in your subject

consolidated and developed your understanding of critical professional issues relevant to the whole school and wider curriculum

used all the above to consider the range and variety of approaches to the subject, including in relation to progression from KS2 to KS3 and from KS4 to post-16 (if not covered during the Formative Phase) and bring these to University sessions to illustrate and inform your construction of the subject teacher’s role

continued to reflect critically on your experience and learning by engaging in weekly reflections.

University sessions

Subject areas will each have different ways of organising the progression experience, but your subject will ensure that the above Aims and Outcomes are adhered to, in order to provide consistent student experiences across the Programme.

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Aims and Outcomes of the Development and Assessment PhaseThe majority of the Development and Assessment phase shall be spent in the Placement B School placement.

Aims and Outcomes

To provide you with an opportunity:

• to further develop your own subject classroom practice to add to your professional knowledge

• to develop your understanding of the wider professional responsibilities of a teacher

• to extend your understanding of how school and departmental policies work

• to further develop confidence by the application of the principle of gradualism

• to add to your experience of the school curriculum and assessment policies ‘in action’

• to encourage and enhance pupils’ learning

• to learn about a different school’s equality and inclusion policies and practices

• to extend your understanding of the pastoral role of the teacher and other professional roles

• to build and develop professional relationships

• to plan for a differentiated approach according to previous experience

• to continue to reflect critically on your experience and learning by engaging in weekly reflections

• to collect data for and complete the Critical Studies Assignment.

In conjunction with mentors and tutors, you will:

• continue to collaboratively review progress, set targets and confirm progress towards the achievement of the standards

• implement differentiation strategies to address the learning needs of all pupils

• explore the relationship between curriculum development and assessment of and for learning

• monitor and record pupils’ attainment and achievement

• reflect upon and critically review teaching and learning styles

• continue to develop your personal philosophy and understanding of the characteristics of quality provision and practice in your subject.

As for the Placement A school placement you will be required to carry out a contextual analysis of the school and subject department and you are required to maintain a Placement B School Experience File. Guidelines for the Placement B student timetable can be found below.

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Development & Assessment Phase Tasks – Placement BThe Induction Period in School – Placement B

Purpose

The purpose of the induction period for block B remains the same as Block A in terms of welcoming students into the placement school and helping you to settle in a new environment which may be quite different to the placement A school. It should be well structured and you should have a clear idea of what you will be doing on each day and how best to use your time effectively. You should be provided with a timetable for the induction period to help you achieve this.

The induction period is shorter in Block B, one week compared to two in block A but you should still engage in some key activities. These are listed below.

Day 1

Expected activities:

Welcome meeting with Professional Mentor for an overview of the school. This should include but is not limited to:

• sharing professional expectations

• help you to understand the ethos of the school

• introduce you to the policies and practices of the school

• student information pack (map of school, key staff list etc)

• IT access/ID badge/keys etc

• timetable for induction phase

• Professional Issues programme overview

• tour of school

• meet Subject Mentor and members of relevant department

Day 2-5

Expected activities:

• timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects

• learning walk with SM/PM/experienced teacher

• pupil track day where student engages in the work/activities that pupils do in lessons

• Subject Mentor to facilitate student FULL access to departmental teaching resources

• Subject Mentor to share pupil information for classes on timetable

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• begin meeting and observing classes on timetable

• planning meeting with SM to discuss timetable (including how Rev 2b developmental targets will be addressed) and identify which class(es) teaching will start with

• Meet form group

Induction Phase Completion Activities:

Moodle - Students will keep a log of induction activities completed via a checklist on Moodle. The log will allow students to track their progress during induction and enable them to be more proactive about using their time purposefully. University tutors will be able to monitor student engagement with induction activities via Moodle.

Survey - In the second week of placement, students will be required to complete a short survey to record completion of induction activities. They will also have the opportunity to add any additional activities not already listed.

Continuing Professional Development

Throughout Placement B, you will have some university days to support you with assignments and enhance your subject knowledge and professional development. These days are clearly marked on the relevant calendars. These days are compulsory and you should arrange with your placement school to be in university, providing cover work if your school requires this.

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Student Teachers' Timetables: Placement BThe principle of gradualism continues to apply in Placement B; the precise nature of the timetable being determined by:

• the student teacher’s progress in Placement A, and comments in Placement A report (Review 2b)

• the student teacher’s confidence in moving to the new environment of Placement B and its associated challenges and opportunities

• the need to achieve, the Teachers’ Standards for the Award of Qualified Teacher Status by the end of the programme. The majority of Students will be expected to have demonstrated competence at ‘Good’ or ‘Outstanding’ levels, and been assessed against Part One of the Standards by the end of Placement B.

For Placement B, your teaching experience will rise to 60% over 5 days and your protected time will reduce accordingly to 40%. prepare lessons and resources

complete School Experience Files and relevant assignment activities and university tasks

prepare for tutorials with Professional and Subject Mentors

reflect on and evaluate your own and others’ teaching

read and research for the Critical Studies assignment

attend tutorials with Professional Mentor and Subject Mentor.

Once your timetable increases to 60% an additional 10% of your timetable may be allocated to contact with pupils (which does not involve teaching planning). This should be a:

‘Directed Observation’ in their own or another subject (this may include observing another student teacher) in order to focus on targets set or to gain further insights into aspects of practice or subject knowledge. It may also involve you providing support in lessons, working with students removed from classrooms and placed in ‘isolation’, spending time in the SEND department working 1:1 with pupils, or providing invigilation for examinations and assessments. This additional time must involve working with pupils.

The remaining 60% of your weekly timetable is therefore available for:

teaching experience comprised of solo teaching, teaching in pairs or triads, team teaching with a class teacher, acting as a learning assistant or providing small group or 1:1 teaching, support or intervention.

• delivering form tutor sessions and (if appropriate) teaching PSHE lessons

N.B. Student Teachers should not be asked to cover for absent colleagues. You should have agreed subject teaching timetables and not be asked to take on other lessons due to departmental absence.

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Subject Mentor Meetings: Placement BBuilding on previous experience, you will be expected to exercise a greater degree of autonomy in Placement B, for example planning and resourcing the agendas for SM tutorials, anticipating time management issues relating to assignment activities and any university tasks, and identifying the support you will need in order to achieve your targets in relation to the Programme Outcomes. The Subject Mentor Handbook includes agendas for each weekly meeting. It is your responsibility to keep a record of these tutorials.

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Assessment of Placement BDuring the last few weeks of Placement B, mentors and tutors come to a moderated agreement on whether you are reaching the minimum requirements to meet the Teachers’ Standards. External and internal examiners visit some Placement B schools to sample the teaching competence of particular student teachers and report to the university Progress Board. Before the end of the assessment phase there is a final review with the Professional Mentor from which reports and references will be constructed.

OFSTED Grading of student teachers

One of Ofsted requirements for the Self Evaluation Document (SED) for Initial Teacher Education (ITE) is that all student teachers are graded against the Teachers’ Standards and awarded an overall summative grade at the end of their training year (for Ofsted purposes only). In the past Ofsted has provided additional assessment criteria to help with this process. This is no longer the case.

The Programme’s Progress Indicators , developed in conjunction with the NW Consortium of ITE Providers and North West Training Schools incorporates the Teachers’ Standards and were also developed with the Ofsted grading process in mind, reflected in the Progress Indicators’ columns.

This enables us to use the Progress Indicators for Ofsted grading purposes. In addition, reference shall also be made to UCET Teachers Standards’ guidance documentation (2012) when making final judgements at the end of the programme.

The Programme’s Progress Indicators are also embedded in the programme's RPD Review documentation.

Monitoring Progress and Assessment Processes

• Students, tutors and mentors will work with the Progress Indicators throughout the programme.

• At Review 2b it is expected that students will be making at least minimum level of progress and attainment against the Standards. There is also an opportunity to identify student progress against each Standard, and the related sub-sections, on Review 2b.

• As students begin to meet the Standards they should use the Progress Indicators with their tutors and Subject mentors to identify how they might develop their practice and move beyond the minimum requirements for meeting the Standards.

• There should be the opportunity for one joint observation, as a minimum–university tutor and Professional or Subject Mentor during Placement B.

• At Review 4, mentors, in discussion with students, will provide provisional judgements about students’ progress and attainment against the Standards, using the Progress Indicators. From this discussion, students and mentors will be able to identify further targets. Any students not yet meeting the Standards at this point would need be identified as cause for concern and placed on an ISP. The university tutor and Placements Office should be notified by the school. Any

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students identifying only as ‘Meeting the Standards at a Minimum Level (MSM) at this stage shall be required to engage with the ‘Working with Students Moving To Meeting the Standards at Good or Outstanding Level’ procedures.

• These judgements will be recorded on the Review 4 proforma and a copy sent to the Placements Office.

• At Review 5 students and mentors will meet to discuss progress against the Standards and a Pass will be awarded for those who have met the Standards at a minimum level. However, it is expected that outcomes for the placement for all students against and across the Teachers’ Standards should be ‘MSG’ or ‘MSO’. Candidates evidencing 'MSM’ against a majority of the Teachers Standards at this stage shall be required to engage with the ‘Working with Students Moving To Meeting the Standards at Good or Outstanding Level’ procedure during the Enrichment Phase. As at each of the placement Reviews, at Review 5, student progress will be recorded against each individual Standard, and the related sub-sections.

• At Review 6 Tutors will confirm final attainment against the Teachers’ Standards (2012) based on all of the available evidence collected throughout the programme.

N.B. Grading is an Ofsted requirement for the Secondary Programmes’ Self Evaluation Document.

QTS is assessed against the Teachers’ Standards and awarded on a Pass or Fail basis in accordance with the Programme Specification.

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Aims and Outcomes of the Enrichment Phase

The main aim and objective of the enrichment period is for you to reflect upon and consolidate the aims of the programme. Students are expected to undertake a specific project considering three key aspects- intention, implementation and impact. Students are expected, as part of their project, to make innovate and creative resources if appropriate.   

The majority of students will stay in their Block B school unless they need further specific/contrasting experience, for example, working with SEN/EAL/G&T learners, or an international placement is achieved.    

Routes 

There will be two potential routes for students-  

1. At Review 5 if you are graded as overall Meeting the Standards at Minimum Level (MSM), you will be expected to remain in placement to improve your practice with the potential to move from MSM to Meeting the Standards at a Good Level (MSG) overall. There will be a clear end to Block B and start to enrichment; a distinction between the two phases will be evident. You will have a reduced timetable. The remainder of the time each week should be used for an enrichment project. You will be set clear, SMART targets explicitly linked to the Teaching Standards and personalised to you. You will need to complete an enrichment timetable and demonstrate how you intend to use the remaining time in school for an enrichment project. Your progress will be carefully monitored and, at the end of the enrichment phase your grade will be reviewed. If a mentor feels that that you have improved your grade to overall MSG early on in the enrichment phase, you may then move to engaging with their enrichment project full time. 

2. If at Review 5, you are graded as ‘MSG’ or ‘MSO’, then you will undertake a specific, targeted, focused enrichment project.  A list of possible activities will be provided (not exhaustive nor prescriptive) and you will do one/some as appropriate.  You must evidence an enrichment timetable identifying exactly which activities you are doing and how your time will be used effectively. This should be linked to the Teaching Standards.   

Projects can be carried out either individually or in collaboration with other students in your school. Students must be in a school setting for the duration of the enrichment period with the exception of school trips. Students are not permitted to spend time visiting their NQT school during this period unless they have been requested to attend an official induction day by their new employer.  

At the end of Enrichment- all students will undertake a presentation of their project to their peers, which must also be stored in their School Experience File and referred to as part of their Review 6 assessment. This project will be part of course completion. Student presentations will address:- Intention, implementation and impact of their Enrichment project.

  

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Examples of Enrichment Projects  

Enrichment projects are not limited to the activities listed below but all projects must have clear intent.

Whole school project - This might be a cross curricular day or a theme day Eg. a French day, Poetry Day, STEM Day, Well-being Day etc. Student should take a leading role in development of resources/materials, etc;

An aspect of inclusion - Students could further develop understanding of EAL or aspect(s) of SEND by working with individuals/groups of pupils and TAs in lessons to help understand the barriers pupils may face, across a range of subjects. Students could work with class teachers and TAs, in their own specialism to develop and trial innovative resources;

Games and learning through play- design innovative and creative games for use in lessons and work with class teachers to explore the impact in the classroom. Share findings with department;

ICT- research subject specific ICT resources and where/how they could be used in particular lessons. Work with class teachers to trial some resources and share findings with departmental colleagues; 

Marketing your subject at GCSE / A level – Develop innovative and creative materials that could be used at options evenings/open events/displays; 

Assemblies– work with form group to produce an assembly for year group/whole school. This is likely to be a partial enrichment project;

Charity event  - work with form group to support a whole school charity event. This is likely to be a partial enrichment project;  

Residential trip – students can attend day and residential trips. Where possible students should be fully involved in preparations for trips including producing resources etc. Its likely that any trips will be partial enrichment projects;     

Transition Projects – students can design and deliver activities for Yr6 pupils to engage in during transition events at either their placement school or feeder primary schools;

Revision activities – students can design creative and innovative revision materials for use in class/revision sessions and explore impact; 

Children's hospital school – working with staff in hospital setting to support children's learning;  

Overseas / Erasmus Enrichment; Small-scale research project – students might want to engage in researching a particular

aspect of education that they have become interested in or that the school would like someone to begin researching. Students should present their findings to school colleagues as appropriate; 

Setting up a school club – e.g. Science club, Coding club, Languages club, Gardening club, Environmental club, STEM club etc. This is particularly suitable for students who will be working as an NQT in the school.

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Roles and Responsibilities in the Enrichment Phases

Role of the Student Teacher

• to plan for the phase, supported by mentors and tutors

• to identify ways to meet any outstanding targets required to complete all the Programme Outcomes, including meeting the Teachers' Standards

• to plan for and engage in individual and collaborative school-based subject and other professional experiences, which might include collaborative research or project work

• to maintain a record of all your work during this phase

• to complete a written reflective account of your experiences

• to disseminate your enrichment phase outcomes and to provide feedback to schools.

Role of the Professional Mentor

• to support Placement B students in identifying ways to meet any outstanding targets

• to co-ordinate a number of students in school during the phase

• to negotiate with subject mentors requests to host any collaborative action research projects

• to co-ordinate timetables of students in school - individual needs and any collaborative action research or project

• to authenticate record of student attendance.

Role of the Subject Mentor

to support individual Placement B students in addressing any outstanding targets

to support individual Placement B students in their school-based subject and professional development activities-including supporting students in their planning for the phase

to commission any research projects, if appropriate, in negotiation with university subject tutors

to monitor the student timetable, student progress and to oversee the day-to-day student school-based experience

to liaise with university subject tutor, as appropriate.

Role of the University Personal Tutor (UPT)

• to plan the university based experience

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• to support the planning of the student school-based experience

• to identify, in consultation with students and mentors, opportunities for individual and/or group projects

• to work with students in identifying and planning any critical enquiry and action research project

• to support projects in schools, where appropriate

• to liaise between students, subject mentors and Professional mentors

• to monitor the student's timetable

• to co-ordinate and assess student evaluation and dissemination of outcomes.

Planning the school based experience

• discussion of aims and outcomes of the Enrichment Phase

• Subject Mentors indicate provisional commitment, including support for any proposed project

• SM to consult with the PM about any proposed collaborative project. The PM to confirm and centralise all subject requests within the school

• if PM decides that school cannot sustain all subject proposals submitted, s/he re-negotiates with SM who contacts MMU tutor

• all requests to be finalised and agreed by the end of the Placement B placement.

Students, mentors and tutors during or immediately after the end of Placement B

• at and following Review 5, mentors and students, with tutors, identify student individual needs, including need to address any outstanding targets required to complete all the Programme Outcomes and meet the Teachers' Standards

• discussion of all proposed activities, including any action research questions and organisation of project groups and timetable of work in schools

• final confirmation of the student Enrichment Phase proposals and Timetable

• SM/PM to sign the completed Enrichment Timetable to indicate agreement to all proposed Enrichment activities

• The student Enrichment Phase Timetable Form to be completed at the start of the Enrichment Phase and uploaded to the SEF.

During the Enrichment Phase

On the Monday immediately after the end of Placement B, students return to the University. This is the final opportunity to confirm timetables and to organise group work for Enrichment phase projects, including intended dissemination strategies. Half the day will

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be spent in subject pedagogy groups and half the day will be spent in RPD groups to focus on Enrichment.

A total of 11 (Core) or 12 (SD) days will be based in schools / colleges / appropriate educational establishments, working on your individual plans and / or enrichment projects with possible tutor and mentor involvement, monitored by tutors and mentors.

It is expected that during the school half term students will work on Enrichment presentations and begin preparation for Review 6.

The last 3 (Core) or 2 (SD) days of the Enrichment phase and programme are based at the university: for dissemination of experiences gained during Enrichment phase and Review 6 with your RPD Tutor.

Before and throughout the Enrichment Phase, students are requested to keep both their RPD tutors, subject pedagogy tutors and their Placement B professional mentors informed of their activities and location. Full attendance is required and will be monitored.

It is suggested that no more than two days are spent in first appointment schools during this period. An exception to this might be where a student has gained their first post in their Placement B placement school.

The Enrichment Phase is an opportunity to demonstrate that a student teacher has met all of the Teachers’ Standards as required for QTS. The exception to the process described above may be students who receive a specific prescription from the May Progress Board. In their case, mentors and tutors will monitor progress in order to report to the Final Examination Board.

Students are reminded that the Enrichment Phase is an assessed as part of Placement B of the programme. Undertaking the range of suggested Enrichment activities, including research projects, might mean adopting a rather different role when working in schools, colleges and other educational settings. However, the same Code of Professional Conduct applies at all times.

End.

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