Secondary ITE 1-year PGCE Pre course induction event

June 2013

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The aim of the session is for you to

• Consider the attributes required to be a teacher• Become aware of the secondary ITE PGCE course

requirements with regard to– the structure and content of the course – Teachers’ Standards– Modules and assessment of these

• Be aware of the support mechanisms • Understand Education and the Popular Culture

(RF)

• Make new friends …

Starter and ice breaker

• Stand in two rows facing each other – everyone must have a partner.

• In 30 seconds line 1 person will tell their partner something about themselves–

• When the whistle blows swap• When the whistle blows again the top people in line 2

and bottom person in line 1 to move across and everyone else is to move one place!

• Repeat...• When you meet up with your original partner stop!

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Task 1: considering attributes needed to be a teacher

• Working in groups of 4 and using play dough, model what you consider are the professional attributes needed to be a teacher. (You have until the music stops to complete this task…)

• Demonstration and discussion of ideas

ASPIRE our vision is to develop trainees into teachers who are:

• Ambitious• Student focussed • Professional• Inspiring and Innovative• Reflective and • Excellent practitioners

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1 year secondary ITE PGCE Subjects (Core and School Direct)

• Business Education (14-19) – 7 core places• Design Technology (11-16*) 11 core places • Information & Communication Technology with

Computer Science (11-18) 18 core places• Mathematics (11-16*) 5 core and 5 School Direct

places Music (11-16*) 9 core places• Science (11-16*) –

– with Biology – 3 core & 1 School Direct place– with Chemistry – 3 core & 2 School Direct places – with Physics – 2 core and 1 School Direct place

• *includes some post 16 enhancement and training both the University and school-led

Secondary ITE PGCE course requirements – structure and course outline

• Course Outline – 36 weeks starting 16 Sept 2013 ending 20 June 2014– School-led training (120 days) subject elements plus primary and post

16 experience– University - 60 days training (mixture of specialist subject based and

generic whole course)

• Personal Tutor (normally subject coordinator)• Usually three visits (one per term) including a final assessment

moderation• Access to an Academic Skills tutor and computing and library

services and all student services and to subject specialist facilities and resources

School-led training

• Professional Mentor• Subject Mentor (possibly a host teacher too)• Approx 60% teaching• Observation, team teaching, solo teaching,

planning, curriculum development, etc• Pastoral Work• SEN / Inclusion work• Extra Curricular work• All supported by University Tutor support visits

Teachers’ Standards

Web link and overview:

http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf

Secondary ITE PGCE course requirements – modules and assessment

• Six modules: • DHS1220 - Practice of Teaching – induction

(leading to a Summative Partnership Report and 1500 word reflection on Behaviour and standards evidence)

• DHS1220 subject audit* (equivalent to 4000 words)

• DHS3320 - Practice of Teaching- application (leading to a Summative Partnership Report and 1500 word on Assessment for/of Learning and standards evidence)

• DHS4420 - Practice of Teaching- consolidation (leading to a Summative Partnership Report and portfolio of evidence and reflection on the Teachers Standards)

• DMX6630 M level assignment on SEN and inclusion (alternative for Professional students – DHS4020) – portfolio and assignment

• DMX5130 M level assignment - Curriculum Package (alternative for Professional students – DHS1520)

• *this is started following the interview stage and is completed at the end of the course

DHS2220

DHS3320

DHS4420

DHS4020 /

DMX6630

DHS1220

DHS1520 /

DMX5130

PGCE with QTS

Further examples of support mechanisms in place…

• Host teachers and other professionals in school• Learning Resources and supportive planning

documentation (for assignments and teaching needs)

• Writing frames and guidance for module assignments

• Mid-point reviews • Course Cause for Concern processes to support

students experiencing difficulties• Expert tutors and technical support

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Current Academic Staff

Dr Lesley-Anne Pearson - Course Director and Partnership coordinator

Neil Denby – BS coordinator and Admissions’ tutor Kate Morley – Maths coordinator Jayne Price – Head of Division (Schools) and Music coordinatorDr Rod Robertson - DT coordinator and ICT coordinatorDr Fiona Woodhouse – coordinator for science with biology,

science with chemistry and science with physicsDr Roy Fisher: Head of Department for ITE

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Support Staff

Geraldine Allport – Course Administrator

Keith Hartley – Music technician

Martin Charlesworth – Science technician

Chris Townsend – DT technician

Task 2: 10 minutes

• Split into subject groups (Business Studies, Design & Technology, ICT and computer science, Maths*, Music, Sciences*);

• Find out about each other including; name, where they are from, a subject specialist skill and one unusual point about each (keep the point clean please!).

• Come up with a subject area rap to present (in any way you like) your group (but not yourselves) to the whole audience!

• Tip: be as creative as possible (beat boxing a rhythm, actions, swapping parts)!

*core and school direct

What next?

• Ensure all conditions are met (school visit, skills tests, proof of GCSE maths / English grade C, degree class as required) before the course start date

• Complete tasks found at:http://www.hud.ac.uk/edu/helpwithapplying/interviews/

secondaryinterview/– ICT audit*– Online Safeguarding training*:– www.safeguardingchildren.co.uk/basic-awareness.html or

http://courses.kirkleessafeguardingchildren.co.uk/ – Online resilience tool:  www.robertsoncooper.com*– Begin completing Pen Portrait (to be updated throughout the course)*to support you with the Pen Portrait and in your tutorials at the start of the

course

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