School Direct (PGCE)

Programme - Structure and

Overview 2013/14 at UoC

CONTENTS Welcome letter 1

1. FEATURES OF THE PROGRAMME 2

School Based Experience 2

University Based Experience 2

Professional Graduate Certificate of Education 2

School Partnership 3

The Professional Tutor / ITE Coordinator 3

The Mentor 3

2. PROGRAMME SPECIFICATION 4

3. KEY DATES 13

4. LEARNING AND TEACHING 14

Professional Studies - Secondary 14

Subject Study - Secondary 16

Professional Studies and Subject Study - Primary 17

School Experience 19

Level 6 Honours Descriptors 20

Being Reflective 21

Transferable Skills 21

Personal Development Profile (PDP) 21

Exemplar Structure of the Programme 23

Registration and Attendance 24

5. STAFF LIST 26

6. ASSESSMENT 28

Formative Assessment 28

Summative Assessment 29

Summative Assessment of School Experience 29

Summative Assessment of the PGCE 30

Grading Criteria 31

Submission of Assignments 32

Turnitin 33

Academic Malpractice 34

Extensions 34

Late Submissions 35

Non-Submission 35

Mitigating Circumstances 35

Role of the External Examiner 35

Failure in Assignments 36

Awards 36

Failure of School Experience 36

Award of PGCE 37

The Examination Board 38

Appeals 89

Intermission and Withdrawal 39

7. PERSONAL AND PROFESSIONAL SUPPORT 41

School Mentor 41

University Link Tutor 41

References 42

University Support Services 44

Dyslexia Service 44

Careers 45

Learning Resources 46

Portia 49

Key University Policies and Procedures 50

Complaints procedure 50

Disciplinary procedures 50

Harassment Policy 50

Whistleblowing procedure 51

Equality and Diversity Policy 51

Policy on Religion and Belief 51

Policy on Sexual Orientation 51

Student Mental Health Policy 51

Car Parking 51

Health and Safety 52

8. MANAGEMENT OF THE PROGRAMME 53

Education Management Team 53

PGCE (School Direct) Programme Board 53

Link Tutor Group 55

Evaluation 56

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Welcome to the School Direct Programme at the University of Chichester

This handbook provides you with an overview of the School Direct programme (Salaried and Non-Salaried routes). It tells you how you will be taught, how you will learn and how you will be assessed. The handbook will guide you through each stage of the programme, and will inform you of what you need to do in order to complete each element successfully. There will be a Secondary and Primary cohort of School Direct trainee teachers and although you will be spending much of your training year in school, there will be opportunities to work together when you attend the university training days for professional studies and subject study as well as working in your school areas / alliances. Tutors at the university and mentors in our partner schools are all looking forward to meeting you and to working with you throughout the programme. They will all be very supportive of you, answer your questions and guide you in your studies as you develop into beginning teachers. However, they will also expect you to work hard on all aspects of the programme! The School Direct Administrator is Daniel Newton (d.newton@chi.ac.uk 01243 812077). He can be found in the Administration Office, First floor, in St Michael’s building and he will be able to help you if you have any administrative concerns, for example to do with registration details or submission of assignments. School Direct aims to develop professional, reflective and effective teachers by encouraging such qualities as creativity, commitment, enthusiasm and intellectual liveliness. We know that following this programme will be very demanding but we hope that you enjoy the experience and at the end of it feel well prepared for the challenging but highly rewarding job of helping children to learn and become confident, critical and well equipped members of society. We wish you every success. CHERYL LETTS School Direct Programme Coordinator c.letts@chi.ac.uk 01243 812156 JULIA O’KELLY Head of PGCE Secondary j.okelly@chi.ac.uk 01243 812160 CHRIS SHELTON Head of PGCE Primary c.shelton@chi.ac.uk 01243 812028

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1. FEATURES OF THE PROGRAMME School Based Experience During the School Direct year, you will spend the majority of your time in your base school where you will be working closely with your mentor and other key colleagues who will be able to support your professional development. How your teaching timetable is constructed and phased, and required training activities are designed can be found in more detail in the School Experience Section. Also, you are required to spend at least 6 weeks in a second school placement in the Spring term. Secondary trainees in addition, are required to spend the equivalent of 5 days in Primary and 3 days post-16. Primary trainees are required to extend their experience to include the equivalent of 5 days in Early Years and 2 days Year 7 transition.

University Based Experience School Direct trainee teachers are expected to attend 20 days at the university – 10 days in the Autumn term and 10 days in the Spring term which will consist of 50% subject study and 50% professional studies for secondary trainees, and 70% subject study and 30% professional studies for primary. In addition, if trainees have chosen the PGCE route they will be required to attend self study days during half term weeks. Primary university based days are blocked 2 weeks in October and 2 weeks in February. Secondary university based training will consist of a block of 5 days professional studies in October and 4 days in February. The equivalent of 5 days subject study will be scheduled around availability of subject tutors and facilities and in some instances may join with the full-time PGCE teaching groups which run from September–October and January-February.

Professional Graduate Certificate of Education

The University of Chichester is offering the following award within the School Direct model: Non- Salaried (tuition fee) and Salaried (employed by school): (Bespoke) Professional Graduate Certificate of Education (Honours level*) with QTS School arranges and delivers majority of training (professional and academic at the equivalent of Honours level) in accordance with programme requirements and documentation, arranges school placements, and jointly assesses the trainee against the Teachers’ Standards. University of Chichester delivers aspects of training and provides academic support with the preparation, assessment and moderation of PGCE assignments (3 required), tutor visits, quality assurance and assessment against the Teachers’ Standards. * A trainee will be able to obtain Masters credits if they choose to extend their study.

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School Partnership With the new School Direct model, schools are expected to take on more responsibility for high quality professional and academic training. This is still characterised by close working relationships between the University and schools in designing, implementing and managing the Programme and in being responsible for training teachers. You will find much more information about how the partnership operates in the School Direct Partnership Agreements (Salaried and Non-Salaried) to be found on Moodle via the School Partnership website: www.chi.ac.uk/partnership The roles and responsibilities of mentors and professional tutors are outlined below The Professional Tutor (Secondary) and ITE Coordinator (Primary) The Professional Tutor / ITE Coordinator is responsible for the whole group of trainee teachers in her/his school and for their overall school experience. Some of their responsibilities are: to ensure that trainees are familiar with whole school issues, manage a programme of Professional Studies and liaise with university tutors regarding their visits to students in school. She/he will oversee the selection of mentors and will support them in their work with student teachers. A full list of the responsibilities can be found in the School Direct Partnership Agreements. The Mentor The mentor works closely with the trainee teacher and is responsible for guiding, supporting and training them during their time in school. She/he will liaise with other colleagues that the trainee will be working with in order to make sure the requirements of the placement are addressed successfully. She/he will meet the trainee teacher on a weekly basis to discuss practical and theoretical matters relating to the teaching of their subject/class. A full list of the responsibilities of the mentor can be found in the School Direct Partnership Agreements.

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2. PROGRAMME SPECIFICATION

Guidance Notes: Transferable skills must include key skills and other skills; Programme Specifications are not legal contracts but are intended to provide informative guidance to all stakeholders. Programme specifications should refer to (i) relevant QAA Benchmarking Statements (ii) The University of Chichester’s Modular Scheme Level Descriptors.

1. Award Professional Graduate Certificate in Education (Secondary and Primary)

2. Route School Direct 3. Awarding Institution/Body University of Chichester 4. Teaching Institutions University of Chichester and Partner Schools 5. Programme Accredited by University of Chichester 6. UCAS code 7. QAA benchmarking group Education Studies 8. Validation/Approval History – Emerging from the Graduate Teacher

Programme and the Postgraduate Certificate in Education (Secondary and Primary) the Professional Graduate Certificate in Education (School Direct) was first validated in 2013 in response to the Department for Education initiative School Direct.

9. Programme Rationale The programme leads to the award of Qualified Teacher Status and a Professional Graduate Certificate in Education. The programme ensures that trainees receive 60 days’ training as well extensive professional experience in school. For Secondary, a range of subject specialisms is currently offered including: English, History, Mathematics, Modern Languages, Physical Education, Science (Biology, Chemistry, Physics), and Music. In addition, self funded subjects include Religious Education, Design and Technology, Drama, Dance and Art. Other subject specialisms may become available. The programme conforms to the DfE Teachers Standards 2012 and the ITT Criteria 2012. It complies with the guidance contained in the Schools Direct Operations Manual 2013/2014 and is supported by the University of Chichester Partnership Agreement for School Direct. Salaried and non-salaried routes are available in order to meet the needs of a variety of trainees and schools. The Professional Graduate Certificate in Education (School Direct) builds on the strengths of the Graduate Teacher Programme and the Secondary and Primary Postgraduate Certificate in Education, in particular the underpinning rationale of the central role of partnership in providing for high quality training for graduate trainees. The framework allows for a clear articulation of the progressive training phases and enables elements of the programme to be tracked through Professional Studies, individual subject specialisms and school experience. At the same time there is built in flexibility for partner schools to maximise the opportunities presented by their particular circumstances. For example, it may be that a number of schools in an

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alliance may wish to operate some aspects of the course differently from an individual school. It is possible for the timing of some elements of the course to be decided by the school in the light of its overall provision (for example Key Stage 2 experience could take place at different times in different schools) however, the requirements for each element of the course are fixed. Trainees study the relevant national frameworks for their chosen age phase (and subject area in secondary) and develop their understanding of subject specific pedagogy; they develop their understanding of the pupil’s experience immediately before and after their chosen age phase. Furthermore, they develop their understanding of the place of the teacher in a whole school context and in relation to their further career development. The framework for the effective delivery of ITT in this programme is in:

A network of well-developed partnerships with schools

Strong links between theory and practice in ITT courses

Trained mentors, professional and link tutors

Consensual view of teaching as an intellectual activity Distinctive Features The Professional Graduate Certificate in Education (School Direct) differs from other ITT programmes offered by the University of Chichester in that training is shared between the base school and the University. There is some flexibility in the way the training is divided between the school and the University. Some schools may choose to deliver a larger part of the required 60 days’ training than others. This will be agreed with individual schools or alliances of schools and the quality of provision will be assured by the University in line with the University of Chichester Partnership Agreement (School Direct). Trainees register with the university at the beginning of September. Schools are required to submit their intended training programme (including professional studies and subject knowledge development) to the university before the end of the preceding July. The majority of the trainee’s training will be in the School or Alliance in which there will be an expectation of being employed when they have completed their training successfully, as laid down in the School Direct Operations Manuals 2013/2014. The University will provide a number of days’ training to support schools and trainees in meeting the assessment criteria for the award. It will be possible for trainees to be recommended for the award of Qualified Teacher Status without a Professional Graduate Certificate in Education. A trainee may complete her/his professional experience successfully but not reach the academic level required for the award at FHEQ level 6. In this case an alternative academic assessment is offered, successful completion of which leads to the award of Qualified Teacher Status.

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10. Aims of Field/Programme.

The University of Chichester’s Department of Education aims to: (i) provide trainees with an education of high quality at under- and post-

graduate level within an environment of research and enquiry (ii) educate and train teachers and others engaged in the wider education

workforce (iii) ensure that its continuing professional development activities are

responsive to the educational needs of partners and the local community and are underpinned by a vibrant university context

(iv) develop and support active curriculum innovation, scholarship,

consultancy and academic enterprise (v) engage actively with partnership organisations and external agencies –

locally, nationally and internationally The Programme aims to: (i) deepen trainee teachers’ knowledge and understanding of their field of

study and secondary/primary education and the relationship between the two

(ii) provide an intellectual education and effective ITT for trainees in order

improve their skills and enable them to meet the Teachers’ Standards in the context of preparing to teach young people in a pluralistic society

(iii) enhance trainee teachers’ ability to analyse critically and apply

theories, research and personal values which underpin professional practice

(iv) create opportunities for trainee teachers to begin to define their own

positions with respect to their own developing professional and philosophical frameworks

(v) develop trainee teachers’ ability to evaluate and analyse their

academic and professional progress in order to understand that teaching is a process of lifelong professional learning, including developing transferable skills as appropriate for employment in education

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11. Intended learning outcomes:- The programme provides opportunities for trainees to develop and demonstrate the achievement of the following:

Subject Knowledge Trainees who successfully complete the Professional Graduate Certificate in Education (School Direct) will: (i) Have met the DfE Teachers’

Standards at a level appropriate for the award of Qualified Teacher Status.

(ii) Have developed and extended their subject knowledge and understanding at FHEQ Level 6

(iii) Have developed and extended their knowledge and understanding of either secondary education (11-19) within and beyond their subject specialism, or primary education (5-11).

(iv) Have a depth of knowledge and understanding about the nature of secondary / primary education and its underlying philosophy

(v) Possess a breadth and depth of subject knowledge and understanding and know how to apply it appropriately within the context of the secondary / primary curriculum

(vi) Know how to select and make effective use of ICT for their own learning and to support pupils’ learning

(vii) Know and understand the structure and requirements of national frameworks

(viii) Know and understand the importance of personal, social, health and citizenship education in schools

(ix) Know and understand the

importance of planning for

Teaching and learning strategies and methods Initial needs analysis is undertaken by the trainee, her/his mentor and her/his academic adviser. All trainees receive subject based and Professional Studies training either in school or in combination with University sessions. Trainees are given the opportunity to apply their knowledge flexibly and appropriately in a variety of contexts. Students are encouraged to ask their own questions, generate their hypotheses and provide explanations acceptable to the tradition of scholarship required at FHEQ Level 6. Taught sessions are structured to allow for lectures, workshops, practicals, case studies, whole group and sub-group activities. ICT is used to support self-study and is incorporated in taught sessions. Underpinning the programme is respect for and acknowledgement of different learning needs and these are recognised when planning the trainee’s experience through the programme. University tutors and school-based trainers are aware that they provide models for trainees’ work in schools. School mentors and university tutors are partners in identifying individual training needs and refining trainees’ individual action plans. Central to the development of reflective practice in trainees is ongoing self-assessment supported by tutors and school mentors. Trainees complete school experience in 2 settings, both of which are supported by formal observation, target setting, formative and summative assessment.

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inclusion (x) Demonstrate analytical and

reflective practice in the application of their subject knowledge to pupils’ learning through their preparation, planning, teaching and evaluation of pupils’ work

(xii) Be aware of current research and available inspection evidence and be able to use it to improve their planning and teaching

(xiii) Have a depth of knowledge, understanding and skills to act as a potential subject manager in the secondary school or curriculum coordinator in primary school.

Assessment Assessment of professional practice Formal, graded lesson observations Completion of summative assessment documents at the end of each block of school experience. The Standards Tracking document Assessment of reflection and analysis at FHEQ level 6 Assignment 1 – subject study Assignment 2 – professional studies Assignment 3 – subject study

Intellectual/practical skills The Professional Graduate Certificate in Education (School Direct) will be awarded to trainees who have demonstrated:

i. A systematic understanding of the key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

ii. An ability to deploy accurately established techniques of analysis and enquiry within a discipline

Teaching and Learning strategies and methods Assessment Assessment of professional practice Formal, graded lesson observations Completion of summative assessment documents at the end of each block of school experience. The Standards Tracking document Assessment of reflection and analysis at FHEQ level 6 Assignment 1 – subject study Assignment 2 – professional studies Assignment 3 – subject study

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iii. Conceptual understanding

that enables the student to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

iv. An appreciation of the uncertainty, ambiguity and limits of knowledge

v. The ability to manage their own learning, and to make use of scholarly reviews and primary sources

Typically, holders of the qualification will be able to:

i. Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

ii. Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions – to a problem

iii. Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences

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TRANSFERABLE SKILLS

Trainees will have the qualities and transferable skills necessary for employment requiring:

i. The exercise of initiative and personal responsibility

ii. Decision-making in complex and unpredictable contexts

iii. The learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Assessment Assessment of professional practice Formal, graded lesson observations Completion of summative assessment documents at the end of each block of school experience. The Standards Tracking document Assessment of reflection and analysis at FHEQ level 6 Assignment 1 – subject study Assignment 2 – professional studies Assignment 3 – subject study

PROFESSIONAL ATTRIBUTES Trainees will meet the requirements of Teachers’ Standards 2012 to:

i. Set high expectations which inspire, motivate and challenge pupils

ii. Promote good progress and outcomes by pupils

iii. Demonstrate good subject and curriculum knowledge

iv. Plan and teach well structured lessons

v. Adapt teaching to respond to the strengths and needs o all pupils

vi. Make accurate and productive use of assessment

vii. Manage behaviour effectively to ensure a good and safe learning environment

viii. Fulfil wider professional responsibilities

ix. Comply with the requirements of Part Two of the Teachers’ Standards: Personal and Professional Conduct

Teaching and learning strategies and methods Assessment Assessment of professional practice Formal, graded lesson observations Completion of summative assessment documents at the end of each block of school experience. The Standards Tracking document Assessment of reflection and analysis at FHEQ level 6 Assignment 1 – subject study Assignment 2 – professional studies Assignment 3 – subject study

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12. Quality indicators

The quality of this programme is monitored by the following methods:

Student evaluations

Management Group and Programme Board

Annual monitoring

External Examiner

Analysis of external examiner reports

Analysis of statistical data

Benchmarking (e.g. Provider analysis data)

Link tutor visits to schools including joint observations with mentor

Mentor evaluations

Professional tutor evaluations

Head of programme accompanies a sample of subject visits

13. Admission Requirements

English and Mathematics GCSE at grade C or above

A first degree of a United Kingdom Higher Education Institution or equivalent qualification normally at 2:2 or above and normally in an area which provides a necessary foundation for teaching the National Curriculum programme of study at Secondary level

In addition, the University must ensure that:

All entrants have been subject to a Disclosure Barring Service (DBS) check and/or any other appropriate background check.

As part of the selection procedures, all entrants have taken part in an interview designed to assess their suitability to teach.

All entrants have the intellectual and academic capabilities needed to meet the Teachers’ Standards.

All entrants possess the appropriate qualities, attitudes and values expected of a teacher

All entrants can read effectively and are able to communicate clearly and accurately in Standard English

All entrants have met the Secretary of State’s requirements for physical and mental fitness to teach (including the guidelines set out in “Able to Teach”

Responsibilities for carrying out health and DBS checks are detailed in the Partnership Agreements (differences will occur based on non-salaried or salaried trainees). The university will require copies of these documents, and hold the right to carry out additional checks throughout the training year if deemed appropriate in individual cases

14. Award requirements

To pass each school experience Satisfactory completion of the Standards Tracking document Satisfactory completion of assignments

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15. Professional Graduate Certificate in Education (School Direct) – Secondary and Primary

Subject Study Development Phase Taught sessions following the schedule provided, outworked in school experience. Completion of Assignment 2 with either subject study for professional studies focus, to be agreed with the university. (3,500 words).

Professional Studies Development Phase Taught sessions following the schedule provided, outworked in school experience. Completion of Assignment 2 with either subject study or professional studies focus, to be agreed with the university (3,500 words) Completion of Assignment 3 with professional studies focus (3,500 words) Successful demonstration of Part Two of the Teachers’ Standards in school practice.

School Experience including Second School Placement Second school placement of at least 6 weeks, normally during Term 2, the start and finish date of which to be agreed with the University, teaching 65% of a newly qualified teacher’s timetable. Completion of Term 3 in lead school, teaching 80% of a newly qualified teacher’s timetable. Supported and assessed by mentor in school and university tutor.

Award requirements End of term report for second school experience and final report from lead school graded at least ‘Achieved at a minimal level’. Completed Standards Tracking Document Pass grade achieved for Assignment 1, Assignment 2 and Assignment 3

Subject Study Introductory Phase Taught sessions following the schedule provided, outworked in school experience. Completion of Assignment 1 (3.500 words, or equivalent)

Professional Studies Introductory Phase Taught sessions following the schedule provided, outworked in school experience. Successful demonstration of Part Two of the Teachers’ Standards.

School Experience Term 1 School placement of 1 term, teaching approximately 50% of a newly qualified teacher’s timetable. Supported and assessed by mentor in school and university tutor.

Progression Requirements End of term report for Term 1 graded at least ‘Achieved at a Minimal Level’.

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3. KEY DATES

INDUCTION 2013 2 DAYS PRIMARY July 1-2 SECONDARY July 3-4

REGISTRATION 2013 2 September AM – Secondary PM - Primary

Autumn Term 2013

3 September Term starts

w/b 16 September University Link Tutor (LT) Preliminary Visit

w/b 7 October Joint Lesson Observation – LT+ School Mentor (SM)

14-25 October University Based Training days

28 Oct- 1 Nov Half Term (+ Self Study days for PGCE)

1 November Half Term Review and Action Plan submitted (Trainee T + SM)

w/b 25 November Joint Lesson Observation + Review – LT+ SM

20 December Term 1 Report –LT submitted End of Term Review and Action Plan submitted (T + SM) 7 Formal Lesson Observation sheets including 2 joint observations Assignment 1 (subject study) PGCE submitted

C H R I S T M A S B R E A K

Spring Term 2013

6 January Term starts

w/b 27January Joint Lesson Observation – LT + SM

31 January Interim Exam Board

3-14 February University Based Training days

17-21 February Half Term (+ Self Study days for PGCE )

21 February Half Term Review and Action Plan submitted (T+SM)

24 February – 4 April (6 weeks)

Second School placement

17 March Joint Lesson Observation + Review

4 April Term 2 Report – LT Second School Report submitted End of Term Review and Action Plan submitted (T+SM) 7 Formal Lesson Observation sheets including 2 joint observations

11 April Assignment 2 (professional studies) PGCE submitted

E A S T ER B R E A K

Summer Term 2013

22 April Term starts

w/b 12 May Joint Lesson Observation – LT+SM

26-30 May Half Term (+ Self Study days PGCE)

30 May Half Term Review and Action Plan submitted (T+SM)

w/b 23 June Joint Lesson Observation + Final Review – LT, SM, T QTS Only presentation

27June Assignment 3 (subject study) PGCE submitted Final Mentor Report Final LT report 5 Formal lesson Observations including 2 joint observations

18 July Exam Board Celebration

23 July End of Term

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4. LEARNING AND TEACHING

Programme Content The Professional Graduate Certificate in Education (School Direct) is a one year programme combining an academic award and practical school experience. You will study three main components during the year. These are:

1. Professional Studies 2. Subject Study 3. School Experience

The curriculum structure concurs with the University’s Academic Regulations for the award of FHEQ Level 6 qualifications. It is also designed to enable you to meet the Teachers’ Standards. The programme is divided into an Introductory Phase and a Development Phase. The combination of university based study and School Experience enables you to link theory with practice and to analyse the interrelation between rhetoric and reality. You will receive a minimum of 60 training days during your training year. The University will provide 20 days’ training, divided between professional studies and subject study, to support schools in their training activities.

Professional Studies The content of Professional Studies provides the theoretical and philosophical underpinning required for you to understand and reflect on school experience, in particular to consider the role of the secondary school teacher beyond the subject classroom. It is designed to cover the requirements of the Teachers’ Standards. The following topics will be addressed by the University : SECONDARY Introductory phase – 5 of the 10 University days (term 1) Atmosphere, ethos, philosophy, presence, reflexivity Professionalism, working with mentors, Unions Criticality, reading, writing, research Introduction to behaviour management How students learn Curriculum innovation/models e.g. integrated curriculum, 14-19 provision/options Development phase - 5 days of the 10 University days (term 2) Diversity/identities Reflection on Special school experience (arranged by school) Overcoming barriers to learning Emotional Intelligence, Motivation, rewards and praise NQT induction and career development including the importance of action

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research Voice and communication, Reading, writing, research The following topics will be addressed by schools: Introductory phase School systems and procedures, health and safety, absence, policies.... Pupil tracking Professional expectations Child protection and e-safety ICT provision and use. What makes a good teacher Introduction to inclusion issues: SEN code of practice, SENCO, IEPs, LSAs disability, ethnicity, social class, gender Learning styles Behaviour policies and implementation All teachers are teachers of reading: Systematic Synthetic Phonics In Primary school, literacy and numeracy in secondary school. Role of form tutor Pastoral care 14 - 19 provision Use of Voice, presence in the classroom Day in Special School

Development phase 1 Gifted and talented PSHE School data systems and use of data for raising achievement Assessment for learning Homework and marking Parents evenings and reporting School trips and risk assessment Time and stress management Development phase 2 Primary liaison and transition Jobs, interviews, contracts, the unions Post 16 experience School finance Governors Outside agencies NQT induction Performance management Career progression Ofsted Options Work experience Pupil career advice

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Subject Study Subject Study complements and reinforces the themes addressed in Professional Studies. It is designed to provide you with the appropriate subject and pedagogical knowledge to prepare you for your professional role. The content of each subject study has been selected to reflect current theory and practice in your subject area. It is designed to develop critical and reflective practice in your classroom teaching. The following topics will be addressed by the University: Introductory phase – 5 of the 10 University days (term 1) Lesson planning Challenging your perceptions of teaching your subject Ways of learning in your subject Expectations, meeting the needs of individuals Observation of other teachers of your subject, what will you look for, how will you do that? Subject knowledge review/audit/action plan Tutorials Development phase - 5 days of the 10 University days (term 2) Constructing schemes of work, long, medium, short term planning Subject specific challenges, misconceptions Cross curricular approaches Assessment for learning Subject knowledge review/audit/action plan Tutorials The following topics will be addressed by schools: Subject Study Topics, introductory phase Characteristics of a teacher of …. National Curriculum requirements Position of your subject in relation to others (e.g. core) Components of a lesson. Starters, plenaries what are they? Why? Use of time in lessons Resources, where to find, how to create, evaluation of Lesson planning for your subject Using ICT in your subject Expectations. More able, less able. Challenging your perceptions of teaching your subject Ways of learning in your subject Assessment of learning, assessment for learning Addressing issues of diversity Transition from KS2, to post 16 Subject knowledge review/ audit/ action plan National strategies and priorities Keeping teaching files Observation of other teachers of your subject, what will you look for, how will you do that? Tutorials

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Subject Study Topics, development phase: Reflection on KS2 Subject Knowledge profile review Assessment, monitoring pupil progress GCSE syllabus and assessment A level, Post 16 syllabus Subject specific challenges – teaching particular topics (e.g. Shakespeare, dealing with misconceptions) Sharing and evaluation of resources Cross curricular approaches Working with other adults in the classroom Developing individual learning, differentiation Constructing a scheme of work Using technology to develop learning beyond the interactive whiteboard PRIMARY The following topics would be typical ones addressed by schools and the university:

School based (40 days total) University based

INDUCTION PHASE (July) Professional expectations Lesson Planning Readings (research and pedagogy)

INTRODUCTORY PHASE (Autumn) 1. Professional Practice Child protection and safeguarding School systems, procedures and policies Working with other adults 2. Curriculum EYFS National Curriculum New Curriculum developments Social development Planning for progression Use of ICT 3. Teaching Strategies Characteristics of an effective teacher Learning environment Positive Behaviour Pupil tracking, marking, assessment 4. Special Educational Needs Terminology SEN Code of practice SENCO IEPs Other specialist adults

BLOCK 1 (October) Professional Studies (4 days) Child development Teaching and Learning Styles Behaviour Management Use of voice, presence in classroom Research – criticality, reading, writing Subject Study (6 days) X2 English/Literacy X2 Maths X1 Science ½ Computing ½ History

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5. Inclusion Introduction to gender, ethnicity, social class, high achievers

DEVELOPMENT PHASE

1. Parents Evening 2. School data systems 3. PSHE / Citizenship 4. Risk Assessment / school trips 5. Applying for jobs, interviews 6. Ofsted 7. Governors, HSA 8. Outside agencies 9. Transition (KS1-2, KS2-3) 10. NQT induction

BLOCK 2 (February) Professional Studies (3 days) SEN development Diversity Research development Subject Study (7 days) X1 English X1 Science X1 PE X1 MFL ½ Maths ½ Music ½ Art ½ Computing ½ RE ½ Geography

Second school placement at least 6 weeks in the Spring Term will also provide further training opportunities

Key transferable skills taken from the FHEQ level 6 descriptors:

a clear understanding of key aspects of their ‘field of study’

acquiring detailed knowledge

ability to analyse, critically evaluate and enquire further

ability to consider an argument

to solve problems

to comment upon current research and make use of journals, articles, etc

ability to manage their own learning

use methods and techniques learnt to extend and apply their knowledge

communicate information, ideas to both specialist and non-specialist audiences

to exercise personal responsibility in own learning

decision making in a range of circumstances How can you turn a list of topics into valuable training sessions for trainees working at Honours level? Example: School Policies

1. Ask trainee to read key policies, school documents. 2. Key questions to reflect on :

Why are these policies needed? How are they implemented? Who was involved in writing them – consultation ?

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How and when are they reviewed? Are there any legal implications

3. Analyse content – target audience, level of detail, etc 4. Arrange follow-up meetings with key personnel (including pupil council

where appropriate) 5. Access DfE /Ofsted requirements for schools and summarise main

findings 6. Evaluate the effectiveness of the policies in relation to your own school

context

School Experience

The majority of your time will be spent in your base school where you will be part of the school community. You will be introduced to the practice of teaching in a structured way, with appropriate support from your mentor and other colleagues to build up your teaching experience at a pace which matches your readiness, while continuing to observe experienced practitioners. You will also experience pastoral responsibilities and have opportunities to contribute to the life of your school which will include staff meetings and parents’ evenings. You will use your school experience to provide evidence that you have met the Teachers’ Standards You will spend at least 6 weeks in a second school to give you the opportunity to compare practice in different environments. Special school trainees are required to spend at least 10 weeks in mainstream school.

All trainee teachers are assessed formally for the recommendation of QTS at 2 consecutive age phases: Primary – Early Years, KS1, KS2 (Years 3-4, 5-6) Secondary –Years 7-9, 10-11, and 12-13.

Learning and Teaching – what is the Programme’s approach? This is an important section which tells you how you are going to be taught and most importantly what is expected of you. It is expected that the teaching and learning approach adopted by schools will mirror acknowledged good practice in current school teaching and learning. The university training days provide the opportunity for you to meet trainees from different schools. You will be able to compare and discuss your experience and thus develop some understanding of the range of practice in the University’s partner schools. You will be encouraged to reflect at the level required in your written assignments so that you can meet the requirements of the academic award of Professional Graduate Certificate in Education, explore the relationship between theory and practice and feel prepared to teach in a range of schools. You will be expected to demonstrate independence in pursuing your own studies. You will have full access to the University’s resource centre with its

20

range of online material available to you while you are in school. Specific course materials and resources will be available via the University’s Moodle and you are expected to use these for information and research. The outcomes in terms of your learning and your approach to learning are outlined below and are in line with the qualification descriptors for the QAA Framework for Higher Education Qualifications (FHEQ) 2008 at Level 6 (Honours): Descriptor for a higher education qualification at level 6: Bachelor’s degree with honours are awarded to students who have demonstrated:

a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least one of which is at, or informed by, the forefront of defined aspects of a discipline

an ability to deploy accurately established techniques of analysis and enquiry within a discipline

conceptual understanding that enables the student: o to devise and sustain arguments, and/or to solve problems, using

ideas and techniques, some of which are at the forefront of a discipline

o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

o an appreciation of the uncertainty, ambiguity and limits of knowledge

o the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline)

Typically, holders of the qualification will be able to:

apply the method and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions – to a problem

communicate information, ideas, problems and solutions to both specialist and non-specialist audiences

and holders will have:

the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable contexts o the learning ability needed to undertake appropriate further

training of a professional or equivalent nature

21

How will I study? How will I learn? What do I have to do? You are expected to demonstrate the professional attitude described in Part Two of the Teachers’ Standards in your teaching and your learning. You will be given feedback on your teaching and it is important that you are able to accept and implement the advice you receive. You will be required to record your development as a teacher through the completion of lesson plans, evaluations of your lessons, written assignments, completion of the Standards Tracking Document, subject knowledge research, and specific tasks set to address your specific learning needs. You will be responsible for keeping your course documentation up to date and ensuring that it is available for your mentor, professional tutor and link tutor to see at any time. Being Reflective This is at the heart of all effective teaching. This is achieved by respecting and acknowledging different learning needs. At Induction trainees will be encouraged to consider what it means to be a ‘reflective practitioner’. The process of initiating trainee teachers into becoming reflective practitioners is essential to the achievement of the programme’s aims and learning outcomes. Your training plans are used as a basis for encouraging you to become an autonomous learner and to develop flexible learning and teaching strategies. Transferable Skills A wide range of transferable skills is essential if you are to achieve the aims and learning outcomes of the programme. The ability to transform the knowledge presented, to relate the knowledge to what is known, to make personal sense of it and be able to use it in novel contexts is fundamental to effective learning in higher education (Entwistle & Entwistle 1991). Trainee teachers come to the programme with contrasting conceptions of learning and varied levels of transferable skills. They will face quite demanding and complex challenges both in terms of technical skills required and in terms of the greater autonomy expected to direct and shape their own learning. It is important that you are prepared for the increased independence required by the programme and the acquisition of transferable skills. Writing, for example, both as an aid to refining personal reflections and for communicating ideas is encouraged from the outset. By the very definition of `being transferable’ these skills need to be encountered and assessed in a variety of contexts in order to demonstrate that an individual trainee has acquired an ability to use them effectively.

The Personal Development Profile (PDP) As you proceed through the course, you will compile a Personal Development Profile (PDP). This will identify your personal needs and chart your progress through the year. You will be encouraged to review your actions, and identify areas for development at key points during the term. You will draw on several areas of your development - your teaching experience, subject knowledge, and written assignments.

22

The PDP will be used by you, your link tutor and by your mentor in school to note the progress you are making. It is the document through which your mentor in your second school can gauge your progress and through which you can demonstrate what you have done to improve your practice and develop your skills. By the end of the year your PDP will include: Subject Knowledge Audit Standards Tracking Document Mentor Logs – one per week for lead school and second school placement Individual Training Plan, updated each term and for your second school experience Log of training activities Assignments (1, 2 and 3) Record of Key Stage 2 Experience / Record of Post-16 Experience

(Secondary). Record of Early Years / Year 7 transition (Primary) Term 1 School documentation

5 formal lesson observations graded 3 or above from your mentor plus your 2 joint observations (link tutor and mentor)

3 Link Tutor Visit Logs

2 Half Term Review and Action Plans

End of Term Review – Mentor

Link Tutor End of Term Report

Term 2 School documentation

3 formal lesson observations in your lead school graded 3 or above plus your joint observation (link tutor and mentor)

2 formal lesson observations in your second school graded 3 or above plus your joint observation (base school mentor with second school mentor, and link tutor with second school mentor)

2 Link Tutor Visit Logs

2 Half Term Review and Action Plans

Link Tutor End of Term Report

Second School Report

Term 3 School documentation

3 formal lesson observations graded 3 or above plus your 2 joint observations (link tutor and mentor)

2 Link Tutor Visit Logs

Mentor Final Report

Link Tutor Final Report

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An Exemplar of the Structure of the School Direct Programme

AUTUMN INTRODUCTION SCHOOL BASED Teaching timetable 40-50% Training Activities/Tasks Professional Studies University visits

Sept - Oct

INTRODUCTORY

PHASE 1

UNIVERSITY PRIMARY 50% Subject study 50% Professional Studies

SECONDARY 60% Subject study 40% Professional Studies

Oct – block 10 days

Sept –Oct 6 days Oct 4 days

DEVELOPMENT

SCHOOL BASED 50% whole class teaching Training Activities Professional Studies University visit Term 1 Report and Review Assignment 1 submission

Nov - Dec

C H R I S T M A S

SPRING PROGRESSION

DEVELOPMENT PHASE 2

PROGRESSION SECOND SCHOOL

PLACEMENT

SCHOOL BASED Teaching timetable 65% Training Activities Professional Studies University visit

UNIVERSITY PRIMARY 70% Subject study 30% Professional Studies SECONDARY 50% Subject study 50% Professional Studies

SCHOOL BASED Teaching timetable 65% Training Activities Professional Studies University visit Term 2 Report and Review Assignment 2 submission

Jan-Feb

Feb – block 10 days Jan-Feb 6 days Feb 4 days

Feb – Apr 6 weeks

E A S T E R

SUMMER CONSOLIDATION

SCHOOL BASED Teaching timetable 70-80% Training Activities Professional Studies University visit

Apr-May

ASSESSMENT

SCHOOL BASED As above Final Reports and Review Presentation (QTS Only) Assignment 3 submission

June

TOWARDS

THE INDUCTION YEAR

SCHOOL BASED Teaching 80% Professional Studies– NQT Induction

July

24

Registration and Attendance

Registration When you start the School Direct Programme you will be required to register for the course at Chichester (pre-registration occurs in August on-line, and then you will be required to attend a session at the university early September before term starts). If, after registration, your details change e.g. name, address or telephone number, it is your responsibility to inform the University about these changes. Failure to do so may mean that you not receive important information, such as the requirements and date of resubmission of assignments. Disclosure Barring Service Check You are required to complete a DBS check before the beginning of the Programme. This is essential and must be obtained before you can begin the programme. You should be aware that teaching is a notifiable profession. This means that you must inform the Head of Programme if you incur any criminal conviction at the start or after the start of the Programme. The consequences could be serious if you do not do this and it is subsequently found that you have obtained a conviction after starting the Programme. Details regarding procedures can be found in the Partnership Agreements. Attendance Full attendance (100%) at all timetabled sessions is a requirement of the University and ensures you have completed the full training necessary for the recommendation for qualified teacher status. It is the University policy that you are expected to attend all scheduled sessions. This policy is based on an approach to learning which values the learning that comes from your active engagement with your peers, lecturing staff and other external/professional experts. Your absence matters to us for educational reasons, because absence reduces your opportunity to learn, may compromise your potential achievement and may in some cases also compromise the opportunities others have to learn. Attendance is also an indication of your professional commitment. It is essential that you demonstrate that you will be a reliable member of a school’s teaching staff, understanding that your absence can affect the teaching and learning of pupils in your care.

25

If you are unable to attend a taught session then you must telephone or email the Programme Administrator (01243 812077 d.newton@chi.ac.uk) Reasonable grounds for limited absence include:

medical reasons, supported by a doctor’s certificate if absent for more than a week

specialist or urgent medical treatment

court appearance (e.g. jury service, witness etc)

personal circumstances

When you are based in School you will find that schools have their own procedures for reporting absences. It is very important to familiarise yourself with these and follow them. The total number of days’ absence must be recorded on your mentor log. If you are absent from School for any reason you must inform Daniel Newton by email as well as following your school’s absence procedures.

26

5. STAFF LIST SECONDARY

Tony Weaden Head of Education & Link Tutor T.Weaden@chi.ac.uk

Ext 2034

Cheryl Letts School Direct Programme Coordinator & Link Tutor C.Letts@chi.ac.uk

2156

Julia O’Kelly Head of Secondary PGCE Programme & Link Tutor J.OKelly@chi.ac.uk

2160

Antony Bignell Professional Studies A.Bignell@chi.ac.uk

2024

Jane Evans Head of Secondary School Partnership J.Evans@chi.ac.uk

2025

Suzie Everley PE S.Everley@chi.ac.uk

6271

Alison Godbold D & T Teacher based in school Alison.Godbold@chi.ac.uk

02392 616000 Ext 234

Debbie Hickman English & Link Tutor D.Hickman@chi.ac.uk

2049

Laure Jackson

Dance & Link Tutor L.Jackson@chi.ac.uk

6323

Emma Lynch Art Teacher based in school elynch@wildern.hants.sch.uk

Ruth Mantin RE Link Tutor & Link Tutor R.Mantin@chi.ac.uk

2070

Katharine Milcoy History Subject Co-ordinator & Link Tutor K.Milcoy@chi.ac.uk

2166

Elaine Minett Modern Foreign Languages & Link Tutor E.Minett@chi.ac.uk

2087

Jonathan Sargent

Science & Link Tutor J.Sargent@chi.ac.uk

Jeremy Smith Mathematics J.Smith@chi.ac.uk

2069

Joan Stephens

Mathematics J.Stephens@chi.ac.uk

Daniel Newton

School Direct Administrator D.Newton@chi.ac.uk

2077

Melanie Hopkins PGCE Administrator M.Hopkins@chi.ac.uk

2043

27

PRIMARY

Tony Weaden Head of Education T.Weaden@chi.ac.uk

2034

Cheryl Letts School Direct Programme Coordinator , PE & Link Tutor C.Letts@chi.ac.uk

2156

Chris Shelton Head of Primary PGCE Programme C.Shelton@chi.ac.uk

2028

Sally

Professional Studies S.Hawkins@chi.ac.uk

Wayne Stallard Head of Primary School Partnership W.Stallard@chi.ac.uk

2040

Rebecca Webb English R.Webb@chi.ac.uk

20

Caroline Rickard Mathematics C.Rickard@chi.ac.uk

2179

Duncan Reavey Science D.Reavey@chi.ac.uk

2008

Ruth Mantin RE R.Mantin@chi.ac.uk

2070

Linda Cooper History and Geography L.Cooper@chi.ac.uk

2063

Elaine Minett Modern Foreign Languages E.Minett@chi.ac.uk

2087

Susanne West Drama and Music & Link Tutor S.West@chi.ac.uk

Glen Stone ICT g.stone@chi.ac.uk

2084

Lin Senior Link Tutor L.Senior@chi.ac.uk

Bob Griffin Link Tutor B.Griffin@chi.ac.uk

Julie Andrew Link Tutor J.Andrew@chi.ac.uk

Raye Mills Link Tutor R.Mills@chi.ac.uk

Daniel Newton

School Direct Administrator D.Newton@chi.ac.uk

2077

Melanie Hopkins PGCE Administrator M.Hopkins@chi.ac.uk

2043

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6. ASSESSMENT

Assessment Strategy Assessment is a shared responsibility. University tutors and school mentors collaborate to ensure that trainee teachers’ written assignments and school experience are assessed at agreed points in the Programme. Assessment has both formative and summative functions. Formative assessment is an on-going and often informal process. It includes all the feedback and advice you receive which is not part of your formal assessment but which helps you to identify the key areas you need to work on in order to pass your summative assessments to the best of your ability. Summative Assessment includes all the formal assessments which you are required to pass in order to be recommended for the award of QTS, along with the Professional Graduate Certificate of Education.

Formative Assessment Your level of subject knowledge, in particular its relevance to teaching the specific requirements of the National Curriculum, will be considered at your interview. You will be required to complete a written audit as part of the Induction process, and you are expected to start to address any needs identified before the start of the course and to continue to do so during the course of the training year. You will work closely with your school based mentor and university tutor who will monitor your progress throughout the course. Personal and professional progress should be recorded in your Personal Development Profile (PDP). During your school based experience formative assessment is built in to the profiling documents you will find in the School Experience Section. You will have weekly meetings with your Mentor. These meetings follow a standard agenda (included in the School Experience Section) to ensure that you reflect on your teaching experience. You will discuss and set targets for development based on your mentor’s formal and informal observation of your teaching and you will negotiate new targets as appropriate. The targets you set are designed to enable you to develop your practice to a level graded as ‘achieved standards at a Minimal level’ or higher in your summative assessment. It is therefore very important that you implement the advice you receive. All School Experience documentation is available in your School Experience Section of the Handbook and electronically via Moodle. Your University Tutor will visit you in school three times in Term1 and then twice in Terms 2 and 3. She/he will discuss your progress with you and with your Mentor, and check that all your paperwork is up to date and clearly documented.

29

In addition, she/he will also carry out joint lesson observations with your Mentor in both the base school and second school placement and will provide verbal feedback as well as a written observation comment sheet. In Term 1 there will be 2 observations, likewise in Term 2, and one in Term 3. SUMMATIVE ASSESSMENT This is an important section which tells you:

what you need to do to be recommended for the award of QTS

what you need to do to be awarded the Professional Graduate Certificate in Education

what happens if you fail any part of the requirements Summative Assessment includes all the formal assessments which you are required to pass.

Lead School Term 1

End of Term Report (University Tutor) graded at least Minimal Level to achieve the Teachers’ Standards End of Term Review (mentor and trainee) graded at least Minimal Level

Second School Term 2

End of Term Report (University Tutor) graded at least Minimal Level to achieve the the Teachers’ Standards Second School Report (Mentor) graded at least Minimal Level

Lead School Term 3

Final Report (University Tutor) graded at least Minimal Level to achieve the Teachers’ Standards. Final Mentor Report graded at least Minimal Level Completion of Standards Tracking Document

PGCE 3 assignments 3,500 words (December, April, June) x2 subject study, x1 professional studies graded at least Satisfactory minimal pass

QTS Only Presentation

One 20 mins presentation – behaviour management or inclusion graded Pass

Skills Tests Numeracy and Literacy – Pass (achieved before commencing programme)

Summative Assessment of School Experience The summative assessment of your base school and second school experience is through formal lesson observations, half-term reviews, end of term report and a final report at the end of both placements, and satisfactory completion of the Standards Tracking Document. Copies of the University’s Lesson Observation Comment Sheet, Half term Reviews and Reports are available in your Personal Development Profile and electronically via Moodle).

30

Each formal lesson observation will be graded according to the University of Chichester lesson observation criteria. These are based on the Ofsted framework for grading of the quality of teaching. The criteria can be found in the School Experience Handbook. The grades are:

GRADE ASSESSMENT

1 Outstanding Pass

2 Good Pass

3 Requires Improvement Pass

4 Inadequate Fail

The criteria for grading your overall attainment on School Experience are detailed in the University of Chichester Grading Descriptors. These criteria are those agreed by UCET/NASBITT as guidance for grading the Teachers’ Standards 2012 and can be found in the School Experience Handbook. You will be graded:

GRADE ASSESSMENT

1 Achieved at a High level Pass

2 Achieved at a Good level Pass

3 Achieved at a Minimal level Pass

4 Inadequate Fail

Evidence of meeting the Teachers’ Standards must be signed off by your Mentor at the end of both the base school and second school placements. Possible sources of evidence relevant to meeting these Standards are provided in the University of Chichester Grading Descriptors. The PGCE (School Direct) Programme requires you to complete academic assignments at Level 6 Honours. For these you will need to demonstrate that you have consulted a range of texts, including books, journals and the relevant national (e.g. DfE/ NCTL) directives. Since the Programme is also designed to enable you to be recommended for Qualified Teacher Status (QTS) and therefore includes a substantial period of school based experience, it is wholly appropriate that written assignments include elements of school based action research and observation to support and develop your academic reflection and understanding. Summative Assessment of the PGCE (School Direct) Summative Assessment of the Professional Graduate Certificate in Education is by 3 assignments: X2 Subject Study X1 Professional Studies These assignments are marked against the general assessment criteria for written assignments at level 6 (Honours). These criteria are based on the qualification descriptors for the QAA Framework for Higher Education Qualifications (FHEQ) 2008:

31

General assessment criteria for assignments - students must demonstrate the following:

Relevant knowledge and understanding of current debates

An awareness of the relationship between theory and practice

Evidence of informed reading and relevant theory and research

Evidence of analysis and reflection to support description

Clear structure and argument which fulfils the course requirements

Communication/writing style appropriate to the course

Referenced according to Harvard Convention

Relevant Teachers’ Standards identified within the text. Grading Criteria Outstanding

Demonstrate an insightful knowledge of NC and national requirements and very high relevant subject knowledge supporting argument

Illustrate an in-depth understanding of the relationship between theory and practice and demonstrate rigorous evaluation leading to improved practice

Synthesise a wide range of reading to support ideas with strong depth and critical understanding

Show very high competence in the use of quotations and referencing according to Harvard Convention, demonstrating flair and synthesis

Present highly polished and insightful analysis showing a very high level of critical reflection in the text

Present a highly polished and structured argument to support ideas extremely effectively

Communication and writing style that is extremely professional and ideas are expressed with flair and with a high level of written English

Show an insightful knowledge of the relevant Standards and an ability to critically link these to practice

Good

Show a strong knowledge of NC and national requirements and strong relevant subject knowledge supporting argument

Illustrate a confident understanding of theory and practice in order to show effective evaluation leading to improved practice

Demonstrate a strong critical understanding of a range of reading to support ideas

Show a strong and confident application of Harvard Convention in referencing sources and quotations to legitimise argument

Present well structured analysis that is clearly using a good level of critical reflection in the text

Present a well structured argument that is clearly supporting ideas effectively

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Communication and writing style that is strongly professional and ideas are expressed effectively and with a good level of written English

Show a strong knowledge of the relevant Standards and an ability to detail these relating to practice

Satisfactory

Demonstrate an adequate grasp of NC and national requirements and sound subject knowledge supporting ideas

Demonstrate sound understanding of theory and practice enabling evaluation to lead to improved practice

Demonstrate sufficient use of reading to support key ideas and issues in the text

Show reasonably consistent ability to reference sources and support personal ideas

Present an adequate level of analysis and reflection to support ideas in the text

Present a structure to the discussion showing an adequate level to support ideas in the text

Communication and writing style that is professional and ideas are expressed with an adequate use of written English

Show a sound knowledge of the relevant Standards some reference to these and practice in the text

Fail

Show limited or no knowledge of NC and national requirements and poor or inadequate subject knowledge within the text

Show limited or no understanding of theory and practice leading to weak evaluation and potentially unsound improvements in practice

Show little or no reading to support key ideas and issues in the text

Show little or no understanding of the use of Harvard Convention to legitimise ideas and support argument

Present insufficient or no critical analysis and limited or no reflection within the essay content

Present insufficient or weak argument within the essay content

Communication and writing style that lacks professional quality and ideas are expressed with an inadequate grasp of written English

Show little or no reference to the Standards in relation to practice Submission of Assignments Your assignments will be submitted to the Programme Office for marking by the School Direct Tutors. As part of the assessment process you will be provided with written comments which will include targets for development. These assignment comment sheets must be included in your Personal Development Profile (PDP). You are expected to address these specific targets in your next assignment. Tutors ensure that a sample of assignments are second marked and forwarded to the relevant External Examiner for verification

33

Your tutor will not assess draft assignments. She/he will offer feedback on the strengths and weaknesses of previous assignments and may review a detailed plan of your proposed assignment but may not mark your draft work. Assignments must be accompanied by an assignment cover sheet, available from the Programme Office or electronically via Portia. Assignments must be handed in to the Programme Office by 12 noon. An assignment is deemed to have been submitted once it is lodged in the Programme Office and any assignment that is not submitted by the due date will be deemed to have failed.

Students with dyslexia, who are registered with the Disability and Academic Skills Service, may be entitled to use a sticker from Academic Services letting the marker know that this is the work of a student with dyslexia. This may be helpful for the marker in writing their feedback. However, use of these stickers will not alter the marks you are given. All written assignments must be word-processed and submitted both as a hard copy and through Turnitin. It is very important that your written assignments follow the style of writing and referencing described in the School Experience section of the handbook. You may have found, for example, that the Harvard system of referencing is not the system with which you are familiar from your undergraduate studies. Turnitin Turnitin is a web-based plagiarism-prevention service, which checks assignments for unoriginal content. The results can be used to help students learn how to avoid plagiarism as it provides better and faster feedback to improve their writing or to identify similarities to existing sources. Turnitin encourages best practice in using and referencing other people's written material.

Submission of written assignments must be uploaded to Turnitin and submitted as a hard copy.

You must upload your written assignments into the link set up by your lecturer on the module's Moodle page. This must be done before the assignment deadline. If for any reason Moodle or Turnitin are unavailable on the day an assignment is due in, you must upload it into Turnitin as soon as possible thereafter. Details of system downtimes can be found on Portia (the Traffic Light) and on the Help Pages (help.chi.ac.uk).

Once uploaded into Turnitin, an Originality Report will be generated, highlighting unoriginal content. This is useful for you to check that you have referenced everything correctly.

Please note that you are not aiming for a 0% score as Turnitin will recognise all unoriginal text, including quotes, templates and text which you have referenced correctly.

Generation of the Originality Report usually takes between 5 and 10 minutes but can take longer at busy times.

34

If you choose to edit and resubmit an assignment (before the due date), the Originality Report will be available the following day. Your lecturer will only see the most recent submission.

Very importantly, you must still hand in a printed version of your assignment as normal. Failure to do so may result in failing the module.

When you submit to Turnitin, please write the Paper ID (available from your Turnitin receipt) number onto the Assignment Submission Sheet attached to your hard copy assignment.

Academic Malpractice

As you will know from your undergraduate studies, academic malpractice is a term that covers cheating, plagiarism and collusion. These forms of academic malpractice are taken very seriously and are dealt with, depending on the severity, by the Head of Programme, the Head of Education and/or the Pro Vice-chancellor of the University. Definitions of malpractice can be found in the University’s Academic Regulations Section 11.3.1. Details of the University’s procedures for dealing with such misdemeanours can be found in the University’s Academic Regulations sections 11.3.2 and 11.3.3. The Regulations can be found at http://www.chi.ac.uk/about-us/how-we-work/policies/academic-standards-policies . Extensions

If you are not able to complete an assignment by the due date through sickness, family or other difficulties you may seek an extension by applying in writing to the Head of Programme and supplying any evidence deemed necessary, for example medical certification. The grounds for seeking an extension must be stated. If an extension is allowed, a revised date for the submission of the assignment will be agreed. You must complete an extension slip (available from the Programme Office) indicating the agreed date for submission and this must be signed by a relevant programme leader. Extensions will not normally be granted by the Head of Programme beyond the date of the next Examination Board for the Programme; the Examination Board will then consider any subsequent deferment that is appropriate. Requests for extensions on the submission date will not normally be granted unless there are severe mitigating circumstances. If you are unable to contact the Head of Programme or your link tutor, you are advised to contact the Programme Administrator by telephone or email.

If an extension is granted, you must submit your work by 12.00 noon on the new submission date. Your assignment will be marked in the usual way according to the assessment criteria. There is no penalty for requesting an extension or being granted one. It is better to request an extension if you are experiencing difficulties than to risk non-submission. Late Submission In order to encourage you to submit course work, we will accept late submission of written assignments, up to one week after the deadline. Assignments that are late but still submitted on the day they are due (ie before 5pm on the day due) will be accepted but be subject to a penalty of 5% of the

35

grade awarded. Assignments that are due up to one week late will be accepted but will be subject to a 10% penalty deducted from the grade awarded. Should the penalty take the assignment below 40%, the assignment will be graded as a fail’ but, in this case, you will still be allowed to be re-assessed. This applies only to written assignments – where assessment is by performance, presentation, or exhibition, must take place at the time and date originally specified. Non-submission A non-submission results in no mark for the assignment and is therefore a fail. Re-submission is at the discretion of the Exam Board. If you do not have mitigating circumstances then any reassessment of a non-submission can only be graded Pass.

Mitigating Circumstances What are mitigating circumstances? Any student who believes that there are circumstances (ill health or close family bereavement for example) which have seriously affected their performance in assessment is advised to submit a claim so that circumstances may be taken into account when the Board of Examiners meets to discuss candidature. Marks are not normally altered because of a student’s mitigating circumstances. However, the Board’s decision on what to do in certain situations may be influenced by the mitigating evidence being considered. Claims for mitigation are only for the notification of circumstances which have not previously been taken into account by the University (for example where a disability has been recognised by the University), or where it is felt that the effect of your circumstances on your performance has been greater than allowances which have already been made. Details of how to apply for mitigating circumstances are available at the University Academic Regulations Section 11 http://www.chi.ac.uk/about-us/how-we-work/policies/academic-standards-policies . You will find the application form, details of the type of evidence you will need to provide, guidance notes and details of who to contact for further help in making an application. If you are in any doubt about whether you should declare mitigating circumstances you should consult with your university link tutor or Head of Programme. The Role of the External Examiner in Assessment The External Examiner is involved in the moderation of student assessment. A sample of all written assignments is sent to the relevant External Examiner before grades are submitted to the Examination Board, in line with University regulations. If any trainee is deemed to have failed in one of their written

36

assignments or in School Experience, the External Examiner will be involved in verifying the decision. The External Examiner visits the University towards the end of June and will see a sample of trainees in their lead schools in order to verify the accuracy of the assessment across the partnership and to confirm that the appropriate principles and procedures relating to assessment have been followed by the partnership.

Failure in Assignments for PGCE (School Direct) Each of your three assignments will be graded Outstanding – Fail using the Level 6 (Honours) criteria (see page 31). If your work is graded Fail’, your case will be considered by the Examination Board for PGCE (School Direct). All assessment grades are subject to confirmation by the Examination Board. You may be re-assessed in the assignment you have failed at the discretion of the Board. The form of re-assessment may differ from the original assessment requirements. The maximum mark achievable at re-assessment is Satisfactory / Pass’.

Awards If you pass all 3 assignments, you will be awarded the Professional

Graduate Certificate of Education

If you pass assignments 1 and 2 but fail assignment 3, you will fail the PGCE but still be recommended for QTS

If you pass assignment 1 but fail assignments 2 and 3, you will be required to give a presentation for the recommendation of QTS

If you pass all 3 assignments but are not recommended for QTS, you will be awarded a Certificate in Education

Failure of School Experience

The situations under which you will be deemed to have failed school experience are:

Failure to satisfactorily address an Action Plan implemented following the expression of ‘Notification of Concern’ by Mentor and University Tutor. Full details of the ‘Cause for Concern’/Action Plan’ process can be found in your School Experience Section of the Handbook.

a serious breach of professional conduct, or unacceptable negative impact on pupil learning, leading to termination of the school placement by the Headteacher or Head of School Partnership. Such a termination of a placement by the Headteacher results in an automatic ‘Fail’ grade being given in relation to School Experience.

Failure to meet all the Teachers’ Standards at the final review and assessment point.

37

In the case of a failure of School Experience, your circumstances will be considered by the Board of Examiners. If school experience within an Initial Teacher Education course is failed, students will not normally be offered the opportunity to repeat the placement. If the two criteria below are met the Board of Examiners may consider a re-assessment:

There is evidence that the trainee is demonstrating a willingness to adopt a constructive approach to the advice received from the mentor, professional tutor and university tutor(s) in relation to their targets and progress towards the Teachers’ Standards;

There is evidence that the trainee has not deviated from the professional behaviour which is commensurate with The Teachers’ Standards Part Two (stated in the Partnership Agreement).

Having considered the evidence, the Board of Examiners may decide that: (a) failure is irredeemable, and therefore no re-assessment should be offered, or (b) that there is a case for a further placement and therefore a re-assessment may be offered. If a re-assessment is granted, you are normally permitted to be re-examined on one occasion only (subject to the criteria above being met). The length of a placement for re-assessment is determined by the Board of Examiners. Normally you will be required to repeat a set length of the failed block of school experience. The dates for the school experience are arranged by the Programme Co-ordinator in conjunction with a partnership school. All re-assessments of school experience are subject to the availability of suitable schools and classes. Re-assessment placements are subject to satisfactory progress and performance, against an action plan, in the first three weeks of the resit period. If progress against the action plan targets is not at least Grade 3 and performance in observed lessons is not at least Grade 3 by the end of the first three weeks, the placement will be terminated, resulting in an irrevocable fail. In line with University policy on re-examination, trainee teachers would normally be expected to finance any re-assessment themselves. The student is also responsible for any travel expenses incurred. The University will not extend school experience beyond the normal length simply because a trainee is not achieving the expected standard. Award of PGCE (School Direct) The Examination Board will recommend you for the award of Professional Graduate Certificate in Education when all summative assessments, as detailed above, have been successfully completed. The trainee must also be

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in good standing with the university. Results are posted on Portia, normally within 48 hours. The Examination Board The full Exam Board meets in July every year to make recommendations on trainee progression and awards. A sub-group meets in August/September to consider any referred and deferred candidates. An Interim Board meets in January to make recommendations on trainee progression and awards. A sub-group meets in February to consider any referred and deferred candidates. Composition of the Full Board of Examiners: The Pro Vice-Chancellor or designated representative who acts as Chair The External Examiners The Head of Education The Head of School Partnership Programme Coordinator Head of PGCE programme University Tutors Composition of the Interim Board of Examiners: The Deputy Vice-Chancellor or designated representative who acts as Chair The Head of Education The Head of School Partnership Programme Coordinator Head of PGCE Programme University Tutors Functions and Responsibilities of the Board of Examiners The Board of Examiners has the following functions and responsibilities delegated to it by the Academic Board:

to approve the procedures for the grading of assignments and the reporting of assessment of School Experience

to approve the procedures and regulations for assessment

to determine whether the trainee teacher has reached the level of standard required in teaching on school experience in order to progress

to agree the collation of those items which contribute to the award of the Certificate

to approve the pass list

to make recommendations for the award of the Professional Graduate Certificate in Education

to set conditions for the retrieval of failure Appeals Any trainee aggrieved by the outcome of discussion at a Board of Examiners has the right to appeal against the Board’s decisions, within 21 days of the publication of results. Details of the Appeals Regulations are available at: http://www.chi.ac.uk/about-us/how-we-work/professional-services/aqsu

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Intermission and Withdrawal If you are considering withdrawing from the School Direct Programme, you are strongly advised, as a professional trainee, to arrange a meeting with your mentor, Headteacher, university link tutor and Programme Coordinator before making a final decision. The following options would be discussed:

Withdrawal

Negotiated intermission

Continuing with the Programme (with the possibility of more support)

An agreed short break from the Programme

Guidance on different career options

Setting up confidential counselling support A pro-forma record of all decisions would be completed at this meeting. If the decision is withdrawal or intermission, the relevant forms for these procedures would also be completed by both parties. Both forms are available on Portia. Before meeting you might agree, in consultation that a Negotiated Intermission is appropriate. Intermission is a ‘stepping off’ or short break from the Programme. You might benefit from this if there were particular health, personal or financial issues which you felt were preventing you from committing yourself fully to the Programme at this time. These would normally be circumstances which a break from the course would help you to resolve. If Intermission is agreed, conditions for return and, where possible, a date for return are recorded on the Application for Intermission Form. Copies are retained by you, your school, Programme Coordinator and the Programme Administrator. The Application for Intermission Form is sent to Student Records and your Registration is temporarily suspended. Any conditions set for your return from Intermission must be achievable when you are not in a school. When you consider that the conditions for your return have been met, you would arrange a meeting with the Programme Coordinator who will confirm, in consultation with you, whether the conditions have been fulfilled. If they have, you would be allowed to return to school, if the conditions have not been met fully, an extension might be offered. The school and the Programme Administrator should then be given this information.

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School Direct – Pre-Withdrawal Meeting

Trainee teacher Name:

Trainee teacher Number:

Subject:

Please make a note of any decisions in the relevant spaces below

Withdrawal:

Negotiated Intermission:

Continuing the Programme:

An agreed short break:

Career Guidance:

Counselling:

Signed by Programme Coordinator:

Signed by Trainee:

Date:

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7. PERSONAL AND PROFESSIONAL SUPPORT

School Mentor Your mentor in school is your key support colleague who will guide you through your training year. They will offer guidance regarding planning and teaching development in the classroom along with ensuring you are fully integrated into the school community and aware of school procedures. Furthermore, your mentor will conduct formal lesson observations giving both verbal and written feedback to support your progress. There will also be a weekly one hour meeting for both of you to discuss the week’s progress, action points, training activities, paperwork, etc. She/he will liaise with the university link tutor for clarification over aspects of the programme, and be available for joint observations undertaken. It is also their responsibility to write the end of term reviews and final report. For further roles and responsibilities please refer to the School Direct Partnership Agreement. Your school (with support from the University) will devise an Individual Training Plan (ITP), detailing the activities to be undertaken during your period of training. These activities will ensure that you have the opportunity to meet all the Teachers’ Standards (2012). Your ITP will identify how your individual ‘training time’ will be allocated to specific training activities in addition to the professional programme delivered by your school to all trainees. ‘Training time’ is distinct from your teaching commitment and non-contact time. It will amount to 60 days – this is a compulsory element of your training and will be recorded on the ITP. Training time in school (of which there will be at least 40 days) must be dedicated to specific planned training activities designed to support your development. It is not an extension of, or in place of, non-contact time (which you will use to plan lessons, assess work and carry out other duties related to your teaching/pastoral role). It is the responsibility of your base school to ensure that training time is planned for and used appropriately. It should focus primarily upon subject knowledge for teaching, activities to support development in planning, assessment and evaluation. Throughout the course you will record how your training time has contributed to your development. Professional Tutor / ITE Coordinator The Professional Tutor (Secondary) and ITE Coordinator (Primary) are responsible for overseeing your training year in the school. They will liaise with other relevant colleagues in school to deliver the professional programme as well as support your Individual Training Plan needs. They are responsible for attending key meetings at the university on your behalf to ensure all School Direct training requirements are being met by the school. University Link Tutor

You will have a Link Tutor from the university who will support you during the School Direct programme with your school based training and in your academic studies as part of the PGCE award.

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She/he will review your overall progress, agree actions based on your strengths and areas for development. A good teacher is a reflective practitioner who is able to review her/his own practice throughout her/his teaching career. At the University of Chichester we believe that developing this approach through self-appraisal and action planning in your Personal Development Profile is an essential element of your training. We hope that you will be aware by the end of the PGCE course, that teachers’ professional learning is a lifelong process.

Your Link Tutor is also the person you should contact if you are experiencing any difficulties which may be having an impact on your performance. These may be domestic or health related problems for example. Teaching is an extremely rewarding career but it can also be challenging. The School Direct programme is very demanding, both physically and mentally and it is important that you are able to commit yourself fully to all requirements. If you have problems with this level of commitment, or you do not feel you are able to manage all the demands of the programme, your Link Tutor will be able to help you. In addition, she/he will:

provide the link between your experience and training in school with the university based sessions which aim to further support and enhance your professional development

discuss and support you in your selection of material for your assignments

ensure that you are fully aware of the range of student services available

refer you if you have identified special needs/specific difficulties to the appropriate support services

review your assignment grades and discuss future learning needs and strategies in the light of those results

write an action plan, in response to any cause for concern raised by your placement school, and monitor your progress towards achieving the targets set

deal with any failure to attend university sessions or school experience

write your reference for you when you apply for teaching posts References When you are applying for teaching posts, you will be asked for references (normally 2). These should be the Headteacher of your lead school and the University of Chichester. Your Link Tutor will write your reference but all references are sent out centrally.

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The name and address for references is: Student Records University of Chichester Bishop Otter Campus College Lane Chichester West Sussex PO19 6PE 01243 816078 stu.references@chi.ac.uk Your Link Tutor will be able to comment on your progress as a developing beginning teacher along with academic achievement. To help him/her to include details of any other relevant experience you have, you may be asked to provide further information. You should, as a matter of professional courtesy, inform the Headteacher in your lead school that you are applying for teaching posts and ask that you may cite them as a referee.

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Support Services available in the University: Head of Student Support Services : David Corcoran D.Corcoran@chi.ac.uk Disability and Dyslexia Service The University of Chichester welcomes students with disabilities and additional learning needs. The Disability and Dyslexia Service provides a range of support services to students with disabilities, continuing health conditions, mental health conditions and specific learning difficulties (e.g. dyslexia, dyspraxia etc) and any additional learning need that requires any sort of support or adjustment in teaching, learning, exams etc. The Disability Advisor can provide support and advice to students regarding the impact their disability makes on studies. Examples of support that can be arranged includes: note-taking support; help using the library; assistance getting around the campus etc. The Sensory Impairment Advisor provides specialist support to students who have a visual or hearing impairment. Support available includes accessible learning materials and resources; video transcriptions; Braille etc. The Dyslexia Advisor provides support for students with Specific Learning Difficulties (eg. dyslexia, dyspraxia, dysgraphia, ADD/ADHD etc.). The team can provide a range of services including study skills tuition; exam arrangements; longer library loans etc. Students are required to provide a full assessment carried out by an educational psychologist or equivalent. The Dyslexia Advisor can help arrange a suitable assessment if the student does not already have one. The Dyslexia Advisor also offers advice for students who think they may be dyslexic but have never been assessed. Disabled Student Allowance This is an allowance that funds most of the support for University students with disabilities, mental health conditions, specific learning difficulties, medical conditions etc. Students must apply to their local education authority with evidence of their disability for this allowance. The Disability Team can give advice on the application process. Further information on the DSA is available from your local education authority, or online at: www.studentfinancedirect.co.uk and at www.dfes.gov.uk/studentsupport/formsandguides.

Contact Details:

The University Support and Information Zone (SIZ) will help you to find these contacts. They can also book appointments for you with Advisors. You can ring the SIZ on 01243 816222: For advice on general disability issues and the impact on your studies, contact: Disability and Dyslexia Services Coordinator Tel: 01243 812076 Email: disability@chi.ac.uk

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For advice on issues related to Specific Learning Difficulties, Dyslexia, Dyspraxia etc, contact the Dyslexia Advisors: Tel: 01243 812076 Email: dyslexia@chi.ac.uk For advice on issues connected with visual impairments, blind, deaf or hearing impairments, contact the Sensory Advisor: Tel: 01243 812145 Minicom: 01243 812013 Email: sensadvisor@chi.ac.uk If you are concerned about your mental health, or would like advice on issues connected with a mental health condition, contact: The Mental Health Advisor Tel: 01243 816402. Email: mentalhealth@chi.ac.uk For information on the Disabled Students Allowance and copies of Bridging The Gap, Tel: 0800 731 9133 Information is also available from: www.direct.gov.uk/DisabledPeople/EducationAndTraining/fs/en (in the higher education section) or from Student Finance Direct at www.studentsupportdirect.co.uk. Careers and Employability Service Offer a friendly and confidential service to help students and graduates develop, research and plan their career choices. Guidance is offered throughout the year to enhance job-hunting and application skills. Jobshop provides information about part-time and temporary vacancies for students who wish to work during their course. Look out for regular Portia announcements and posters about job vacancies, workshops and other events. We see all University of Chichester students: part-time, full-time, degree, masters, research and beyond. Crucially we will also help you after you have left University. Services · Booked careers appointments lasting between 30 minutes and 1 hour.

Come and discuss anything from writing a CV or looking at postgrad study to wrestling with the big questions about options open to you, how to choose and where to start looking. You can book these through the SIZ by emailing help@chi.ac.uk or calling 01243 816222.

· We have regular appointment slots on both campuses and although we’re mainly based on the Chichester campus we regularly attend BRC.

· Informal drop-ins. · Advice by email or telephone – sometimes a quick chat on the phone can

point you in the right direction. · Information via our Careers Hives in both Libraries or our careers trolley

outside the Student Union Shop at BOC or the Dining Hall at BRC - our information is well stocked and easy to use.

· Jobshop vacancies via www.chi.ac.uk/careers/jobshop.cfm advertising

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part-time and voluntary positions and full-time positions for after you graduate.

· Careers workshops – advertised through Portia announcements and posters around the campus. You can pre-book through the SIZ.

· Talks and sessions as part of your course. We work closely with academic staff and make active contributions to many subject areas.

· Visits from graduate recruiters such as the Army, local recruitment agencies and from Gap Year programmes and an annual Teaching Fair.

· Large amounts of free careers materials, booklets and directories with plenty of useful information.

· GraduateOn 10 week paid internship opportunities available to University of Chichester graduates; we will look to find opportunities in the areas that interest you the most, giving you invaluable experience after you graduate.

Choices about careers and all the tactics and challenges that go with it are a moving target. Working life, the economy and labour market are subject to almost continuous change and little stays constant. The skills and tools you need to equip yourself for this environment are ones you will want to continue to develop. We don’t attempt to help you by making decisions for you or writing your CV or application. Our aim is to help you market yourself to employers and develop the career management skills and insights that will enable you to succeed on your own terms. Contact Details for staff: Joan Whibley Head of Careers and Employability 01243 816036 j.whibley@chi.ac.uk Melanie Hall Careers Advisor and Volunteers Co-ordinator 01243 816076 melanie.hall@chi.ac.uk The Careers and Employability Centre in New Hall 108a, Bishop Otter Campus, is open between 8.30am and 4.30pm throughout the year. Email: careers@chiuni.ac.uk Websites: www.chi.ac.uk/careers

Learning Resources Organisation Library Services provide an integrated service and catalogue across both campuses. The Library at the Bognor Regis Campus has the Subject Librarian for Education. She is assisted by the Children’s Resources Librarian who manages the Children’s Resources collection and is also the Subject Librarian for mathematics and science. They are supported by a team of Library Assistants who maintain the Library service during the day and in most evenings and weekends. A small team of Reprographic staff provide a central copying service for staff at the Bognor Campus and are now offering a growing set of services for student teachers.

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The resources and services at Bognor have been shaped by the needs of the teacher education courses based there, and they are situated within an integrated framework across the University. Communication and Accountability The Subject Librarians play a key liaison role with all Programme teaching teams. They are represented on the Programme Boards where they can listen to student teacher and staff comments on learning resources and respond accordingly. More informal dialogue with teaching staff and student teachers also takes place constantly. All this leads to the provision of specific services, such as change of loan categories for an assessment period; purchase of appropriate book stock, periodicals or electronic services; or classroom input from the Subject Librarian on information skills and use of specific databases. Facilities and Resources at the Bognor Regis Campus The Bognor Campus Library contains a significant collection of Education books and journals and official publications, as well as a Children’s Resources Collection with a variety of materials for use in the classroom for all Key Stages. All Chichester students also have access to the BIDS electronic information service, which includes the British Education Index and the international education database, ERIC. The Subject Librarian is available to provide training and assistance for searching these facilities, particularly when you are preparing for the independent project. The Library is open during the evening from Monday to Friday and at weekends. Special opening beyond the end of the normal University semester is negotiated with the Library service. Library provision has been praised consistently. The Library staff have been described as helpful and supportive. Open Access is situated in the LRC at BRC. This centre is a fully equipped teaching and learning environment containing a mixture of computers and good quality presentation equipment.

Online Learning

To support the University’s Learning and Teaching Strategy, teaching staff on all programmes are encouraged to deliver some elements on-line. You should expect to download powerpoint notes and programme documentation from Moodle.

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Learning Resource Centre BOC & BRC Opening Times* Weekdays Weekends

Semester time**

8.00am –

10.00pm

10.00am –

7.00pm

Non-semester time 8.00am-5.00pm Closed

Bank Holidays Closed Closed

* Please note that the closing down procedure will start approximately 30 minutes before closure.

** Five weeks before the end of each semester, the SIZ service will close at the advertised times, but the Learning Resource Centre will remain open until midnight for self-service and open access only. Support and Information Zone (SIZ) The Support and Information Zone (SIZ) is your first point of contact for many University services and is available for extended hours, weekdays and weekends, to support and advise you. Being located in both Learning Resource Centres (LRC), but also accessible via telephone, email and self-service, you can always find friendly support staff able to assist with many aspects of University life, including general IT and library support, queries relating to academic registry or finance and appointment bookings for a full range of student support services (careers, disability and dyslexia support, international and financial support, counselling and health advice). For more complex IT or library queries, specialist staff are also available to assist and train you in the use of all specialist LRC resources. You can download the SIZ Guide detailing all our services from www.chi.ac.uk/help. Contact the SIZ Self Service Portal: The Portal can be accessed by clicking on the 'Self Service' icon on the front page of Portia Email: help@chi.ac.uk Facebook: www.facebook.com/sizchiuni Twitter: www.twitter.com/siz_chiuni Telephone: (01243) 816222 Semester Times: Monday to Friday: 8.00 to 21:30 & Weekends: 10:00 to 18:30 Non-Semester: Monday to Friday: 08:00 to 16:30 & Weekends: Closed

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If our staff are dealing with other calls please use our call back service, without losing your place in the queue, and one of our Advisors will call you back. Out of hours, please leave a message and we will get back to you. Portia is the University’s intranet site and all trainees are expected to register for access within their first week. Details will be provided during induction. Through Portia, trainees can access:

email accounts (All students are provided with a chi.ac.uk email address and are required to check this regularly).

Moodle (the University’s Virtual Learning Environment which also hosts chat forums for all trainees to comment on posted articles, etc)

campus and personal news and announcements

all significant university-wide documentation

a calendar of events

the Learning Resources Centre – Library Catalogue

much, much more!

Portia is THE key site for the learning experience of all students and, as such, you will be expected to learn how to navigate all significant areas and to access it on a daily basis.

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Key University Policies and Procedures You should make yourself aware of the following policies and services in the University and use the links below for all key information: http://www.chi.ac.uk/about-us/how-we-work/policies/academic-standards-policies http://www.chi.ac.uk/student-life/how-we-will-support-you/student-handbook

http://www.chi.ac.uk/student-life/life-campus/everyday-life

Complaints Procedure This procedure makes clear the steps you can take in raising a complaint about the quality of service provided by the University. Prior to a formal complaint the procedure advises that you raise the matter in an informal way, seeking advice from staff as appropriate. If this stage does not resolve the issue, the complaint can proceed to the formal stages. The aim is to resolve the complaint in as timely a fashion as possible.

Disciplinary Procedures Minor misconduct is dealt with informally by tutors or the Head of Education. Disciplinary procedures are reserved for misconduct which would be inappropriate to deal with in an informal way. Any disciplinary action is recorded and held on our file. Disciplinary procedures may follow out of a Complaint or Harassment investigation. Professional Suitability and Fitness to practise Policy and Procedure

Professional Suitability and Fitness to Practise

Instances of unprofessional behaviour whilst on the programme would normally result in failure of Part Two of the Teachers’ Standards and therefore failure of the programme. In such instances the University’s Professional Suitability and Fitness to Practise Policy and Procedure will be evoked. Harassment Policy Harassment is unwanted attention or behaviour which others find intimidating, embarrassing, humiliating or offensive and which fails to respect the individual’s right to be treated with dignity. It can take a variety of forms and may be directed at an individual or group of individuals. All students and staff have the right not to have to tolerate such behaviour, however trivial it may seem to be to others. All cases of harassment will be taken seriously and treated confidentially. You will not be penalised for making a complaint (although action could be taken against anyone making a complaint which subsequently proves to be malicious and unfounded)

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Harassment is a form of discrimination and is unlawful under the Criminal Justice Act 1994. Whistleblowing Procedure This procedure enables disclosures about serious malpractice such as financial irregularity, a criminal offence, failure to comply with legal obligation, dangerous working conditions or fraud to be raised without fear of discrimination or victimisation. Advice about this procedure can be sought from Dr Sarah Gilroy, Deputy Vice-Chancellor (s.gilroy@chi.ac.uk). Equality and Diversity Policy Chichester is committed to eliminating both direct and indirect discrimination to ensure that no-one is unfairly disadvantaged, either through individual action or through its policies or procedures, on the basis of race, gender, sexual orientation, ethnic or national origin, colour, age, marital status, disability, social class, political or religious belief and activities, unless those activities are contrary to the policies of the university. Policy on Religion and Belief This policy aims to ensure equal treatment for everyone of any religion or none. It is based on the principle that people have the right to their belief system; they have however, no right to force it on others. Policy on Sexual Orientation This policy outlines the University’s commitment to creating an environment in which all students and staff, whatever their sexuality or gender assignment, feel equally welcome and valued, and in which homophobic behaviour is not tolerated. Student Mental Health Policy This policy outlines the University’s approach to supporting students with mental health concerns. Car Parking Pay and display vouchers are in operation on the campus. Health and Safety Personal Safety – be sensible and do not take risks. For advice on personal safety contact the Occupational Health and Safety Officer: 01243 816488.

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General Code of Conduct

You are expected to conduct yourself at all times in a manner appropriate to the academic atmosphere of an institution of higher education.

You are expected to show proper consideration for others on the premises should be exhibited at all times.

Due attention should be given to the safety of others, particularly through adherence to Fire Regulations and Instructions which are posted around the premises.

Health and Safety Department This upholds the University’s Health, Safety and Environmental Policy and offer support and guidance to staff, students and visitors. A copy of the policy is posted near Reception. A copy of the Health and Safety Law poster can also be found at Reception and in key buildings. If you have a health, safety or environmental concern, please contact the department, or leave a note or incident report form at Reception. You are reminded that you are legally required to act in a safe manner at all times and are welcome to contact the department for advice. Health and Safety Officers: 01243 816488 Incidents, Accidents and First Aid It is essential that all accidents and near misses are reported using a university incident form. These can be found at Reception. Every effort is made to provide qualified first aid personnel and a list of these plus their contact numbers can be found in key buildings and at Reception. If in doubt, call 999 for an ambulance. Health and Safety in school Headteachers in the partnership will be asked, on an annual basis, to complete (and each subsequent year to update/renew) and return to the School Partnership Office a brief Health and Safety audit/checklist in relation to the environment that you will be working in whilst on school experience. You are expected to comply with the Health and Safety regulations in school, and to ensure that you have made yourself aware of the key Health and Safety procedures and personnel in your school.

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8. MANAGEMENT OF THE PROGRAMME

The PGCE (School Direct) Programme is located within the Department of Education. Education Management Group The Education Management Group (EMG) chaired by the Head of Education, is the group responsible for the management and quality assurance of initial teacher training (ITT) within the Faculty. Heads of the major ITT programmes as well as the Head of School Partnership, hold membership of this group. This group is key in assuring high quality training and in ensuring that continuous improvements can be built into the system through setting clear agendas for action. An essential function is to ensure that all programmes adopt a consistent and coherent approach to all ITT matters and implement strategic decisions agreed both by the Education Management Group and the Programme Boards of the individual programmes. PGCE (School Direct) Programme Board This group is ultimately responsible for all major policy decisions and initiatives in respect of the PGCE (School Direct) and will channel these through to the Education Management Group. It is accountable to the Academic Board and the governing body of the University of Chichester. The Programme Board will meet three times a year and more frequently if necessary. Central to its effective operation is the representation of both partner schools and trainee teachers. The partner schools’ representatives will be nominated from amongst schools with which the University has developed successful and positive working relationships. In addition to this, two school representatives from the Programme Board membership attend the Board of Examiners at the end of the PGCE year to contribute to discussions and decisions concerning students to be recommended for the award of Qualified Teacher Status (QTS). The role of the trainee representatives on the Programme Board is to give developmental feedback relating to the experience of the trainee on the PGCE Programme. They will be involved in all decision making, providing a trainee perspective to issues. Representatives are nominated by their cohort (Primary and Secondary) during the university based training days in October.

i. Constitution

The Education Department has established a group within each programme with responsibility for all major policy decisions and initiatives in respect of the programme.The Head of Programme will chair the meetings.

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ii. Membership

School Direct Programme Coordinator (who will act as Chair)

Head of Education

Head of PGCE Secondary programme

Head of Primary PGCE programme

Head of School Partnership

2 Professional Tutor Representatives ( Secondary)

1 Primary Headteacher

4 Mentors (2 Secondary, 2 Primary)

4 Link Tutors (2 Secondary, 2 Primary)

4 Trainee Teacher Representatives (1 Primary salaried, 1 Primary School Direct, 1Secondary salaried, 1 Secondary School Direct )

School Direct Programme Administrator All school representatives would normally serve on the Board for 3 years.

iii. Attendance at Meetings

A quorum shall be one third of the total members entitled to be present

iv. Frequency of Meetings

The Programme Board will normally meet three times a year and more frequently if necessary.

v. Duties

a. To provide opportunities for trainee teachers, members of partner schools and tutors to consider key matters relating to the Programme

b. To monitor the workload and assessment of trainees c. To review the development of the Programme and to consider

proposals for revision and improvement d. To prepare and ratify annual monitoring and evaluation reports for

the Academic Standards Unit e. To make recommendations to the Academic Board

vi. Reporting Procedures

The notes of the Programme Board will be circulated to all members of the team. Decisions of the Programme Board are communicated to partner schools through the Partnership website. Issues arising from the meetings may be raised at the Secondary PGCE Team Meetings and the Education Management Group Meetings.

vii. Clerking Arrangements

The Programme Administrator will service the School Direct Programme Board

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Link Tutor Group i. Constitution:

The Link Tutor Group meets formally three times a year to implement the policy decisions of the Programme Board, and to consider organisation resources issues.

ii. Membership:

The Programme Coordinator will chair the meetings. Membership will include:

Head of Secondary PGCE Programme

Head of Primary PGCE Programme

All Link Tutors

Head of School Partnership iii. Attendance at meetings:

A quorum shall be one third of the total number of members entitled to be present.

iv. Frequency of meetings:

The group will meet once per term to coincide with the start of the training year, moderation of first assignments and year review.

v. Duties:

To develop the strategic direction of the programme and to ensure it is implemented effectively

To ensure that the programme functions effectively on a day-to-day basis and staff are supported and managed appropriately

To be active in recruitment and admissions

To ensure that all quality assurance systems operate within the University’s Academic Regulations, protocols and practices and that standards are maintained

To report any concerns with the training provided within partner schools

To guide, oversee and monitor the preparation for external inspections and assessments and to ensure that Actions arising from these are addressed.

To ensure any Actions arising from external examiners’ reports are addressed

To promote a Health and Safety culture among staff and students in both the University environment and school placements

To have regard to the promotion, development and strengthening of the university’s Equal Opportunities policies

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vi. Reporting procedures:

The notes of the Link Tutor Group will be circulated to all members of the group. Issues arising from the group may be raised at the Education Management Group Meetings.

vii. Clerking arrangements:

The Programme Administrator will clerk the Link Tutor Group. For full details of all roles and responsibilities in relation to the School Direct Programme please refer to the School Direct Partnership Agreements. Evaluation All parties involved in the PGCE (School Direct) Programme are given the opportunity to give written and verbal feedback. Over the years, the Secondary and Primary PGCE Programmes and the Graduate Teacher Programme have been developed in response to the ongoing process of evaluation by students, University Tutors, Professional Tutors, Mentors and External Examiners. The PGCE (School Direct) programme has drawn on this feedback and will respond to future evaluation in order to develop the programme to best meet the needs of trainees, the university and school partners. Trainees will be asked to evaluate all elements of the training. These include the university training sessions in October and February, and an overall evaluation of the programme in July. The evaluation forms are presented in a standard format and they are evaluated by the programme co-ordinator. Furthermore, there will be opportunities at the Programme Board for verbal feedback to be received from trainees, tutors and school partners. University colleagues will use the Link Tutor Group meetings to express and discuss issues arising from the programme throughout the year. Professional Tutors and mentors are also required to complete evaluations of both school and university provision along with the opportunity of attending a Review Day. A report on student evaluation is included in the University’s Annual Monitoring process and it provides evidence for the Head of Education when writing the annual Self Evaluation Document. The external examiner will meet a sample of trainees during her/his annual review of the programme and comments will be included in her/his examiners’ report to the University. The programme’s response to this report is also included in the annual monitoring process. Details of the external examiners can be found on the Moodle page for School Direct.