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PGCE Secondary Maths

Subject Handbook 2019-20

Introduction

Welcome to the University of Brighton and the PGCE Secondary Mathematics route. This subject handbook will help you to understand the subject-specific aspects of your course.

Contents

1. Staff Names and Contact Details …………………………………………………….1

2. The Mathematics Subject Specialism ……………………………………………… 2

3. Routes and Teaching Groups ……………………………………………………… 3

4. Programme………………………………………………………………………. …… 4

5. Mapping Subject Sessions Against the Teachers’ Standards …………………… 8

6. Modules and Assessment Tasks ……………………………………………………..9

7. Assignment Submission Dates ……………………………………………………….11

8. Reading list …………………………………………………………………………….12

9. Selectioon of Software Resources …………………………………………………. 14

10. Useful Links …………………………………………………………………………… 15

Please note: This handbook has been produced as early as possible in the interests of trainees. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct, but the team reserves the right to make changes as necessary as part of the on-going process of programme development. We always welcome any feedback from trainees on using the handbook.

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 1

1. Staff Names and Contact Details Route Leader / PAT Tutor James Kendrick Location: Checkland B112 Email Address: J.Kendrick2@brighton.ac.uk Telephone 01273 641944 PGCE Subject Tutor: Emma McCrea Location: Checkland B112 Email Address: E.Mccrea@brighton.ac.uk Telephone 01273 643791

Subject Tutor/ PAT Tutor: Nicola Tuson Location: Checkland B112 Email Address: N.Tuson@brighton.ac.uk Telephone 01273 641358 Mathematics Subject tutor Dr Páraic Treacy Location: Checkland A204 Email Address: P.Treacy@brighton.ac.uk Telephone 01273 641944 Mathematics Subject tutor Karen Penney Location: Checkland B112 Email Address: K.Penney@brighton.ac.uk Telephone 01273 643791 Mathematics Subject tutor Sarah Yelling Location: Checkland B112 Email Address: S.Yelling@brighton.ac.uk Telephone 01273 643376

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 2

2. The Mathematics Subject Specialism Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. – Mathematics National Curriculum The Secondary Mathematics PGCE/Prof. Year Programme is designed to enable you to become a flexible, dynamic, knowledgeable, and creative teacher of mathematics, teaching to a high level of expertise and encouraging your pupils to derive enjoyment from and develop enthusiasm for the subject. The emphasis is on your personal development as a professional, supported by tutors and mentors within the university and your placement schools. The course aims to enable you to:

• build upon the knowledge and experiences which you bring to the course; • acquire the knowledge and understanding needed to secure pupils’ progress in

mathematics; • acquire a detailed knowledge of the National Curriculum for Mathematics as a basis for

curriculum planning and the assessment of pupils’ progress; • apply digital technology, where appropriate, to the teaching of mathematics; • use formative, diagnostic, and summative methods of assessing pupils’ progress; • develop teaching strategies to enable all pupils to work to the best of their ability and to

make progress; • become familiar with a range of resources available to you as a mathematics teacher, and

devise a range of your own materials for classroom use; • become familiar with the knowledge and understanding required to teach Key Stage 3 & 4

Mathematics; • monitor and reflect on your own professional development; • make links between theory and research and the practice of mathematics teaching and

learning. Subject Knowledge

1. Understand how the different components of mathematics inter-relate and be able to use this personal understanding to help learners build their own progressive lattices of mathematical understanding.

2. Know about the origins of mathematical knowledge, practices and conventions and be able to use this to enrich teaching and to help learners understand the human and multi-cultural roots of mathematics.

3. Use mathematical language, symbols and vocabulary precisely. 4. Be sufficiently mathematically aware and confident to recognise the nature of possible

learner misconceptions or insights and be able to plan the next steps in their learning. 5. Be aware of the applications of mathematics to other subjects and real-life situations and be

able to use these to motivate learners’ confidence and understanding

During the course of the year, you should take responsibility for ensuring that you have a secure knowledge and understanding of the content of the National Curriculum for Mathematics at Key stages 3 and 4, and are familiar with post-16 syllabuses and Key Stage 2 programmes of study (https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study).

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 3

Your depth of understanding will be developed during University sessions as specific areas of the curriculum will be discussed and used as examples to discuss mathematics teaching. You will also have many opportunities on placement to increase your understanding of the mathematics by observing and planning lessons as well as working with experienced mathematics teachers. Your personal subject audit file should be kept up to date and will enable you to keep track of your progress in this area and identify areas that you need to develop in. 3. Routes and Teaching Groups

Routes: PGCE (Core), PGCE School Direct (Tuition) and Two Year BA Trainees undertaking the secondary Professional Year are from three different routes:

• Two Year BA (Hons) Secondary Mathematics • PGCE School Direct (Tuition) • PGCE (Core)

All trainees follow the same basic programme of school and university study with the same access to support. Regardless of route, trainees will train in two contrasting school settings, study the same modules and work towards qualified teacher status (QTS) with the opportunity to gain Master’s Level credits. There are different arrangements for each route that are worth noting. These are summarised below: Two Year BA (Hons) Secondary Mathematics Trainees following this route will join the Secondary Professional Year in the second year of their course. The first year of this course focuses on developing trainees’ subject and curriculum knowledge of mathematics. Trainees following this route work towards achieving a Bachelor’s degree in secondary mathematics (as opposed to a postgraduate certificate) with QTS although they do still have the opportunity to gain Master’s Level credits. Trainees following this route complete school- based training in two contrasting school settings. PGCE School Direct (Tuition) Trainees following this route work towards QTS and a PGCE in their subject specialism. There are two distinct features for trainees on this route. Firstly, trainees are recruited for a training year by a ‘lead school’ together with the University of Brighton. Secondly, as a result of this, trainees follow a different school-based training pattern to maximise time in the lead school. PGCE (Core) Trainees following this route work towards QTS and a PGCE in their subject specialism. PGCE (Core) trainees are those that apply directly to the University of Brighton. Trainees following this route complete school-based training in two contrasting school settings.

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 4

Teaching Groups

We have chosen to teach you in a range of groupings to enable a wider range of diverse views to be presented and to support your ongoing professional development:

Whole Cohort Sessions: Education and Professional Studies lectures with all trainees following the professional year.

Mixed Group Follow-Up Seminars: Follow-up seminars after Education and Professional Studies lectures with trainees from a range of subject groups to explore phase-related issues of theory, policy and practice.

Subject Time Seminars: These will be with all the trainees following your subject specialism and the focus will be exclusively on the theory and practice of Mathematics.

4. Programme

DATE TIME SESSION VENUE 4.9.19 9-12

1-4

Subject Time: Welcome and the Science of Learning Whole Cohort Session: Education and Professional Studies: Introduction to the professional year

A501

C122

5.9.19 9-12 12-2 1-4

Whole Cohort Session: Education and Professional Studies: Teachers and the Law / What is Professionalism? Falmer Student Union Postgraduate Welcome Event (drop-in)

Subject Time: Explanation and Modelling

C122

D222

6.9.19 9-12 1-4

Whole Cohort Session: Education and Professional Studies: What is professional Development? / What is Professionalism 2 Subject Time: Practice

C122

A500

9.9.19 9-1030

11-12 1-4

Whole Cohort Session: Education and Professional Studies: What is Education for? Mixed group follow-up seminar Subject Time: Feedback: During the Lesson

C122

E513

10.9.19 9–10:30 10:45-12:30 1:30-4

Subject Time: Structuring a Lesson Subject Time: Complete Maths Subject Time: Planning for the mini teach

E513 E513

E513

11.9.19

9-1030

Whole Cohort Session: Education and Professional Studies: What should a school curriculum look like?

C122

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 5

11-12 1-4

Mixed group follow-up seminar Subject Time: Classroom Management 1

E513

12.9.19

9-1030 11-12 1-4

Whole Cohort Session: Education and Professional Studies: What is Learning? Mixed group follow-up seminar Subject Time: Questioning

W100

D222

13.9.19

9-12 1-4

Subject Time: Practice Subject Time: Mini Teach

E513 E512

16.9.19 9-12

1-5

Whole Cohort Session: Education and Professional Studies: What is good teaching and learning? Subject Time: Pebblepad

C122

E513

17.9.19 9-12 1-4

Subject Time: Explanation and Modelling Subject Time: Classroom Management 2

A500 E513

18.9.19

9-12 1-4

Whole Cohort Session: Education and Professional Studies: What is Inclusion and why does it matter? Subject Time: Lesson Planning

C122

E513

19.9.19 9 – 12 1-4

Whole Cohort Session: Education and Professional Studies: How can Teachers Plan for Good Behaviour? Subject Time: Being Professional

C122

D222

20.9.19

9-4 PAT Tutorials

TBC

23.9.18 - 2.10.19 School-Based Training Days

3.10.19

9-12 1-4

Whole Cohort Session: Education and Professional Studies: What is Assessment for Learning and why is it important? How important is data and tracking of pupils in my classes? Subject Time: Feedback and Assessment

W100

BE302

4.10.19 9-12 1-4

Subject Time: Planning Subject Time: Planning for Mini Teach

A501

A500

7.10.19 – 9.10.19 School-Based Training Days

10.10.19 9-1030 11-12

Whole Cohort Session: Education and Professional Studies: What is Critically Reflective practice? Mixed subject follow-up seminar

W100

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 6

1-4

Subject Time: Being Evidence informed

BE302

11.10.19 9-12

1-4

Subject Time: Getting Better Subject Time: Mini Teach 2

A501 E423/ A500

14.10.19 – 16.10.19 School-Based Training Days

17.10.19

9-1030 11-12 1-4

Whole Cohort Session: Education and Professional Studies: What does successful level 7 writing look like? Mixed subject follow-up seminar Subject Time: Academic Writing

C122 BE302

18.10.19

9-12

1-4

Subject Time: Science of Learning Subject Time: Planning for mini Teach

A501

A500

21.10.19 - 23.10.19 School-Based Training Days

24.10.19 9-12 1-4

Whole Cohort Session: Education and Professional Studies: How do I support my own wellbeing and resilience during SBT? How do schools support pupils’ wellbeing and resilience and how can I use this in my practice? Subject Time: Pedagogies

W100

D222

25.10.19 9-12

1-4

Subject Time: Current, historical and political context Subject Time: Independent Study

A501

28.10.19 - 01.11.19 HALF-TERM

05.11.19 – 07.11.19 School-Based Training Days

7.11.19 9-1030 11-12 1-4

Whole Cohort Session: Education and Professional Studies: What is Working memory? Mixed subject follow-up seminar Subject Time: Classroom management 3

C122

A500

8.11.19 9-12

1-4

Subject Time: Preparing for Block Placement

Subject Time: Mini Teach 3

E513 E423/A500

11.11.18 - 31.01.20 School-based training Block Placement

6.1.19 Mid-SBT Conference

3.2.20 9-4 Subject Time: TBC A500

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 7

Note: Inter-placement sessions will be finalised once we have received reports from school and know the needs and priorities of the cohort.

4..2.19

9-4 Subject Time: TBC

W115 A500

5.2.20

9-12 1-4

Whole Cohort Session: Education and Professional Studies: What is Research Informed Practice and Why is it important? Subject Time: TBC

W100

E424

6.2.20 9-4 Subject Time: TBC

A500 D222

7.2.20 9-12

Subject Time: TBC A500 D222

10.2.20 9-4 Subject Time: TBC A500 11.2.20

9-4 Subject Time: TBC

E512 A500

12..2.20 9-12 1-4

Whole Cohort Session: Education and Professional Studies: How can I fulfill my cross-curricular responsibility for British Values, PSHE, and Citizenship? How can I support the needs of LGBTQ+ pupils in my classes? Subject Time: TBC

W100

E424

13.2.20 9-4 Subject Time: TBC A500 A404/W101

14.2.20 9-4

Subject Time: TBC

A500 W115

17.2.20- 21.2.20 HALF-TERM

24.2.20- 22.5.20

School-Based Training Days (SDT go to SBTb at the host school on 21.4.20)

20.4.20 Mid-SBT Conference

25.5.20 BANK HOLIDAY 26.5.20 Days for Subject study and for Vivas TBC 27.5.20 28.5.20 29.5.20 1.6.20 2.6.20 3.6.20 4.6.20 5.6.20 9-11

11-12

Whole Cohort Session: Education and Professional Studies: Thriving and Surviving in the NQT year and for a Successful Career in Teaching Falmer Farewell Refreshments

W100

8.6.20 9.6.20

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 8

10.6.20 END OF COURSE

5. Mapping Subject Sessions Against the Teachers’ Standards

This chart shows the principal standards that are addressed in each subject session:

Subject Sessions TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part 2

Welcome and the Science of Learning X X

Explanation and Modelling X X X

Practice X X X X

Feedback: During the Lesson X

Structuring a Lesson X

Classroom Management 1 X X

Questioning X X X

Practice 2 X X X X

Explanation and Modelling X X X

Classroom Management 2 X X

Lesson Planning X X

Being Professional X X

Feedback and Assessment X

Planning X

Being Evidence informed X X

Getting Better X X

Science of Learning X

Pedagogies X

Current, historical and political context

X X

Preparing for Block Placement X X

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 9

6. Modules and Assessment Tasks

ET686 Professional Practice 1 (20 L6 credits)

The aim of the module is to provide opportunities for you to gain specific experiences and demonstrate competences linked to the current Teachers’ Standards. It also equips you to reflect upon and critically evaluate your experiences, as well as enabling you to identify professional strengths and needs, and set targets for improvement. Learning Outcomes LO1 Demonstrate achievement of the Teachers’ Standards relative to the expectations of the school-based training period. LO2 Critically reflect on professional practice and learning. LO3 Engage with professional action plans to support ongoing and continuing professional learning and development. Details of Assessment School mentors and university tutors use the university’s grading descriptors to make judgements about your achievements in the context of school-based training. Judgements are linked specifically to the Teachers’ Standards and are based on observations of your teaching and assessment of your professional practice.

ET687 Professional Practice 2 (40 L6 credits)

The aim of the module is to provide opportunities for you to gain specific experiences and demonstrate competences linked to the current Teachers’ Standards and the award of QTS. You acquire the knowledge, skills and understanding necessary for the professional role of the autonomous and reflective teacher. It equips you to reflect upon and critically evaluate your experiences, as well as enabling you to identify professional strengths and needs, and set targets for ongoing and future development.

Learning Outcomes LO1 Demonstrate achievement of the Teachers’ Standards relative to the expectations of the school-based training period and the award of Qualified Teacher Status (QTS). LO2 Demonstrate the knowledge, understanding and skills necessary for the professional role of the autonomous, reflective and critical teacher. LO3 Critically reflect on ongoing and future professional learning and development tasks. Details of Assessment Task 1 School mentors and university tutors use the university’s grading descriptors to make judgements about your achievements in the context of school-based training. Judgements are linked specifically to the Teachers’ Standards and are based on observations of your teaching and assessment of your professional practice. Task 2 You will participate in a professional development review (PDR) drawing upon evidence provided within your finalised e-Portfolio (PebblePad) and Career Entry Plan (CEP).

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 10

EM781/EM681 Mathematics Subject Study (40 L7 credits)

This module aims to enable you to develop and strengthen your specialist subject knowledge and understanding as well as your subject teaching competences. The emphasis is for you to develop a critical understanding of theory, policy and practice, in order to engage in professional debate in your specialist subject area. Learning Outcomes LO1 Develop critical and complex responses to theoretical discourses and practices within the field of your specialist subject. LO2 Act with initiative to develop and critically reflect on a creative response to innovatory approaches in planning, teaching and learning. LO3 Demonstrate a critical, advanced and complex application of up-to-date specialist subject content knowledge and subject pedagogical content knowledge. LO4 Demonstrate a deep and systematic understanding of the specialist subject curriculum, relevant initiatives and assessment frameworks. Details of Assessment A negotiated submission of a substantive subject-specific resource (e.g. learning resource, series of lessons) which exemplifies good contemporary practice, supported by a viva and written rationale.

EV771/EV671 Education and Professional Studies (20 L7 credits)

This module aims to support the development of your pedagogy and professionalism as a secondary education specialist. You will develop professional knowledge, attributes and skills to support informed and critical awareness of the interconnected nature of theory, policy and practice. Learning Outcomes LO1 Show an advanced and complex engagement with reading and research on specific issues in education. LO2 Show a deep and systematic understanding of relevant frameworks. LO3 Demonstrate a developed critically reflective response to significant areas of professional practice. LO4 Critically evaluate the interrelationship between theory, policy and practice. Details of Assessment A 3500 word maximum professional enquiry on a negotiated area of study in education that supports your ongoing professional development. There will be an initial submission of a proposal for the essay and title in November on which you will receive feedback and guidance. You will then submit 1500 words in January on which you will receive formative feedback to help to guide you in completing the final essay that is submitted in April.

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 11

7. Assignment Submission Dates

ALL your assignments must be submitted by 4.30pm on the due date.

2019 Date Module Description Monday 4th November 2019 EV771/EV671 Submission of Proposal for your Professional

Enquiry to your route leader Friday 22nd November 2019 ET686 Core and SDT School-based Training 1

Interim Assessment Report (SB) Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

2020 Monday 6th January 2020 EV771/EV671 Submit for interim formative assessment – 1500 word essay.

Friday 24th January 2020 ET686 Core and SDT School-based Training 1 Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 17th April 2020 EV771/EV671 Education and Professional Studies: 3000 word essay

Friday 27th March 2020 ET687 SDT School-based Training 2 Final Assessment Report (SC): Trainees following the School Direct (Tuition) route receive a school-based Training 2 Final Assessment Report (SC) at this stage. Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 27th March 2020 ET687 Core School-based Training 2 Interim Assessment Report (SB): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 15th May 2020 ET687 School-based Training 2 (Core) and 3 (SDT) Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

TBC ET687 Task 2 e-Portfolio and Career Entry Plan Professional Development Review

TBC EM781/EM681 Resource TBC EM781/EM681 Viva Wednesday 10th June 2020 EM781/EM681 Rationale.

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 12

Reading List Teaching Mathematics Core

• McCrea, E., 2019. Making Every Maths Lesson Count: Six Principles to Support Great Maths Teaching. Crown House Publishing Ltd.

• Barton, C., 2018. How I Wish I’d Taught Maths: Lessons Learned from Research,

Conversations with Experts, and 12 Years of Mistakes. John Catt Educational Limited

• McCourt, M., 2019. Teaching for Mastery, John Catt Educational Limited Additional Chambers, P, 2019. Teaching Mathematics in the Secondary School (3rd edition), London: Sage Publications Ltd McCrea, P,. 2017. Memorable Teaching, Createspace Independent Publishing Johnston-Wilder, S., Johnston-Wilder P., Pimm, D., Lee, C., (Ed.) 2011. Learning to Teach Mathematics in the Secondary school. (3rd edition) London and New York: Routledge. Boaler, J,. 2015. Mathematical Mindsets, Jossey-Bass Subject Knowledge Southall, E., 2017. Yes, but why? Teaching for understanding in mathematics. SAGE. Sherwood, J,. 2018. How to Enhance Your Mathematics Subject Knowledge. Oxford University Press Watson, A., Jones, K. and Pratt, D., 2013. Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19. Oxford: OUP. General Teaching Willingham, D.T., 2009. Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 13

Lemov, D., 2015. Teach like a champion 2.0: 62 techniques that put students on the path to college. John Wiley & Sons. Coe, R., Aloisi, C., Higgins, S. and Major, L.E., 2014. What makes great teaching. Review of the underpinning research. Durham University: UK. Available: http://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf Rosenshine, B., 2012. Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American educator, 36(1), pp.12-39. Available: https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf Hattie, J., 2012. Visible learning for teachers: Maximizing impact on learning. London: Routledge. Classroom Management Bennett, T,. 2010. The Behaviour Guru: Behaviour Management Strategies for Teachers. Continuum. Rogers, B,. 2015. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. Sage Dix, P,. 2017. When the Adults Change Everything Changes: Seismic Shifts in School Behaviour. Independent Thinking Press. UK Mathematics Education Reports Cockcroft, W., 1982. Mathematics Counts: Report of the committee of inquiry into the teaching of mathematics in schools. London: HMSO. Available: http://www.educationengland.org.uk/documents/cockcroft/ OECD, 2011. Mathematics teaching and learning strategies in PISA. Available: http://www.oecd-ilibrary.org/content/book/9789264039520-en Ofsted, 2012. Mathematics: made to measure. Available: http://www.ofsted.gov.uk/resources/mathematics-made-measure Ofsted, 2008. Mathematics: understanding the score. Available: http://www.ofsted.gov.uk/resources/mathematics-understanding-score

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 14

1. Selection of Software Resources

1. Complete Maths. This is a suite of planning, teaching and learning resources with notes on every lesson, example questions, teaching tips and explanations of misconceptions. This package also includes assignments and assessments to help keep track of students learning. We have arranged for access to this package that will be used to support your lesson planning and tracking and you will be given logins and receive training on using the system on 10/9/19.

https://completemaths.com/login

2. GeoGebra

GeoGebra is dynamic mathematics software package that brings together geometry, algebra, spreadsheets, graphing, and statistics. It can be really useful for demonstrating concepts to you learners.

http://www.geogebra.org)

3. Office Applications

You will also be expected to be reasonably proficient with a suitable suite of office software e.g. OpenOffice or equivalent (word processing, spreadsheet and presentation graphics programs). Microsoft office, Apple Works Suite or similar will also be acceptable.

(See: http://www.openoffice.org)

4. Interactive Whiteboards

Many schools have interactive whiteboards and it is sometimes convenient to have drivers for the boards installed on your laptop as you may need to teach in many different classrooms. For the two main interactive whiteboards these are here:

Promethean: http://www.prometheanplanet.com (you need to register first)

SMART: http://smarttech.com/home/index.html

PGCE Secondary Mathematics – Subject Handbook 2019-20 Page 15

Useful Links

Secondary mentors – resources and guidance: http://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/ This contains resources and guidance for mentors as well as feedback forms.

Resources for Trainee Teachers: https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

This contains information relating to:

• National priorities for education • Literacy and numeracy support • Safeguarding • Cultural diversity

Training To Teach: https://www.brighton.ac.uk/current-students/my-studies/placements/training-to-teach.aspx

Links to the handbooks to support your training, lesson plan outline, blank timetables, grading descriptors and the teacher standards.

The University of Brighton Student Contract: https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx This includes a single page for the student charter, as well as advice, regulations and guidance to make the most of your time as a University of Brighton student.