Faculty of Education
In Partnership with Schools, Colleges andEarly Years Settings
Postgraduate Certificate in Education
School Direct Primary
PROGRAMME HANDBOOK2019-20
Contents
...........................................................................................................................................................11 Introduction.................................................................................................................................1
1.1 General Principles...............................................................................................................11.2 Time in school......................................................................................................................1
1.3 University days....................................................................................................................11.4 Assignments........................................................................................................................2
1.5 Outstanding Teachers for the 21st Century..........................................................................22 Key People, Contact Details and Communication......................................................................3
2.1 Key People..........................................................................................................................32.2 Contact Us...........................................................................................................................4
3 List of Key Dates and Calendar..................................................................................................53.1 Key Dates............................................................................................................................5
3.2 School Direct Calendar 2019-20..........................................................................................63.3 Engagement........................................................................................................................7
4 The Programme..........................................................................................................................74.1 Teaching Experience...........................................................................................................9
4.1.1 Block A First Placement...................................................................................................104.1.2 Enrichment 5 days...........................................................................................................10
4.1.3 Block B Alternative Placement.........................................................................................104.1.4 Data Protection whilst on placement................................................................................10
4.2 Inclusion Placement...........................................................................................................115 Programme Specific Learning and Teaching Approaches.......................................................11
6 Themes and Dimensions for Teaching and Learning...............................................................116.1 SMSC................................................................................................................................12
6.2 Equality and Diversity........................................................................................................127 Assessment..............................................................................................................................13
7.1 PGCE Primary School Direct Assessment Dates 2019-2020...........................................137.2 Failure of an assignment or placement..............................................................................14
8 Teaching Experience................................................................................................................148.1 Teaching Experience a Quick Guide for Students.............................................................15
8.2 Overview of Block A First Placement.................................................................................168.3 Overview of the Block B Alternative Placement.................................................................17
8.4 Overview of the Inclusion Placement.................................................................................178.5 Overview of Block A Final Placement................................................................................18
9 Supporting Students on Teaching Experience – Mentors and Tutors.....................................189.1 Record of Lesson Observation (ROLO).............................................................................18
9.2 The Grading Criteria and Targets......................................................................................209.3 Reflection and Evaluation..................................................................................................20
9.4 The Block A Interim Report and Block B Report...............................................................219.5 Cause For Concern...........................................................................................................21
9.6 The Block A First Placement Final Report.........................................................................22
9.7 The Block A2 Final Placement Summative Report............................................................2210 References and Employability...............................................................................................23
11 Programme Aims...................................................................................................................2311.1 Programme and Professional Outcomes...........................................................................24
11.2 Professional Values and Practice......................................................................................2411.3 Observance........................................................................................................................25
11.4 Academic Ethical Procedures............................................................................................2511.5 Evaluation of the Programme............................................................................................26
11.6 General Guidelines for Responding to Concerns..............................................................2611.7 Student Support Strategy..................................................................................................28
Appendix 1 Record of subjects you have taught whilst on placement.............................................31Appendix 2 PGCE School Direct Teaching Experience week-by-week guidance...........................32
1 Introduction
Welcome to School Direct, an innovative post-graduate programme led by schools, in partnership with Manchester Metropolitan University. Taught sessions are delivered in the Brooks Building, which is on the Birley Campus, Manchester. A campus map can be found here http://www2.mmu.ac.uk/travel/manchester/
This handbook contains general information about the programme and is the guide for all students, mentors and staff involved in the programme. We hope it will provide all the basic information you need to steer you through the next academic year.
Guidance on Teaching Experience and templates used on placement, such as the Record of Lesson Observation, can be found in the Teaching Experience Handbook http://www2.mmu.ac.uk/primary/partnerships/resources/. If you have any queries at all, please contact the Programme Leader, Karen Fuller (see contacts). The employment prospects for those who attain qualified teacher status (QTS) accredited by Manchester Met are excellent. Previous students highly recommend this route into teaching.
AcknowledgementWe acknowledge the enormous part our Partnership Schools play in developing and training the next generation of teachers and we thank you for your involvement and commitment to this.
1.1 General Principles
The School Direct programme is led by schools working in partnership with Manchester Metropolitan University. The recruitment and selection of students is undertaken by schools. Potential students are interviewed by a school and if successful, this may become their main placement school, where they will spend the larger part of their teaching experience, or they may be offered a place in another school in the alliance.
Schools work in alliances, with a Lead School taking responsibility for the co-ordination of the School Direct programme across the alliance. Sometimes this Lead School is primary, secondary or a special school. The Lead School organises teaching experience days for students on key aspects of teaching and learning such as planning, assessment and meeting individual needs. They also have responsibility for preparing students to teach the Foundation Subjects and RE.
1.2 Time in school
Students are in their main school initially for 13 weeks (Block A). They then undertake a shorter placement of approximately 10 weeks in an alternative second school (Block B). Students also engage in a 1-week inclusion placement, focussing on Special Educational Needs and Disabilities (SEND). Students then return to their main school for a further 7 weeks (Block A2). All alternative placements are organised by the Lead School.
1.3 University days
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In addition to work in school, students will attend 20 days at University and will have some time between lectures for study and reflection. There is an expectation that students attend a SMSC day conference, ‘Living and Learning in Diverse 21st Century Britain’ on TBC. SMSC explores important themes and dimensions; these go across subjects and are central to the delivery of a broad and balanced curriculum and the wider professional responsibilities of teachers.
1.4 Assignments
Students will complete four assessments over the year, each contribute 15 M level credits towards a PGCE, all are led and marked by University tutors. Student must pass all assignments and their Teaching Experience (TE) to achieve qualified teacher status (QTS). On completion of the programme, successful students will gain 60 credits at Masters level, which they may use towards a future continuing professional development qualification, they will be awarded a PGCE and be recommended for Qualified Teacher Status. PGCE certificates are graded as pass, merit or distinction according to the grades obtained from each of the assessed units.
1.5 Outstanding Teachers for the 21st Century
The PGCE School Direct Primary programme is exciting, challenging and rewarding. It is underpinned by a desire on the part of the schools involved and all at Manchester Met, for students to develop as outstanding professional, trainee teachers, able to reflect on practice and aiming to achieve the best for themselves and the children that they teach. We expect all our students to achieve a Grade 1 or 2 (Pass) (referenced to the national Teachers’ Standards) by the end of the PGCE year. The programme successfully aspires to provide a challenging, wide range of experiences, which prepare students to be confident, innovative, inspirational practitioners, able to teach in a variety of settings, in an increasingly diverse society.
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2 Key People, Contact Details and Communication
2.1 Key People
Primary Programmes Lead
Corinne has oversight of all the Primary ITT programmes offered at Manchester Met, including School Direct
Corinne Woodfine [email protected]
0161 247 5584
PGCE School Direct Programme Leader
Karen is your first point of contact for most things to do with the School Directprogramme, including School Based Training
Karen Fuller [email protected]
0161 247 1642
Primary Partnership Lead
Zoe’s role is to oversee all primary placements and relationships with our primary partner schools.
Zoe Crompton [email protected]
0161 247 2308
School DirectProgramme Administrator
Salma is located in the Programme Office. She deals with all Teaching Experience Reports, references and the day to day administration of the programme
Salma Qurashi [email protected]
0161 247 2016
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2.2 Contact Us
There are a number of ways to contact the School Direct Team, including post, email, and telephone.
By post: PGCE School Direct Primary Programmes Management - EducationManchester Metropolitan University,1st Floor, 6 Great Marlborough StreetManchesterM1 5AL
By email: [email protected]
By telephone: 0161 2472016
2.3 Communication, News and Updates
Lead Schools, Mentors and TutorsAll course documentation and Teaching Experience documentation is on the Primary Partnership page of the Faculty of Education’s website: http://www2.mmu.ac.uk/primary/partnerships/resources/ Everyone has access to this page (students, tutors, schools) and it is advisable to check for changes and additions regularly. Communication is usually via email or telephone.
It is important that all School Direct schools make sure their contact details, key staff information and addresses, are lodged with the Programme Office and regularly updated. It is the Lead School’s responsibility to inform the Programme Office of schools in their alliance, placement details and any changes to a student’s school placement over the course of an academic year.
StudentsThe University provides all students with an e-mail account and e-mail is the ‘official’ form of communication between staff and students. All students must check their University e-mail account regularly and aim to reply to messages received within two days. Students may prefer to set up their student email account so that messages and announcements are immediately forwarded to their personal email account.
All students, once enrolled, have a Moodle web account, the main way the University disseminates programme information is through Moodle; students should check regularly for updates. All Teaching Experience documentation can be downloaded from the Partnership Page of the Faculty website http://www2.mmu.ac.uk/primary/partnerships/resources/
We have a Facebook Group for school direct students, where you can make contact with others on the programme, ask questions and share ideas. Please join 2019-2020 MMU Primary School Direct -PGCE Education with QTS.
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3 List of Key Dates and Calendar
3.1 Key DatesEvent Date
University Induction 30th August 2019
School Inductiontbc September (this will vary – please check with Block A school when to attend in the first week)
Block A placement Commences in Block A in w/b 2nd September
University Visiting Tutor visit 1 – Joint Observation
Visit takes place prior to Interim
Interim Report Week beginning 4th November, email to University Visiting Tutor
Block A placementFinal Report
Email report to University Visiting Tutor by 13th
December
Enrichment week 16th - 20th December 2019 (dates flexible 4 in Block A, 1 in Block B)
Block B, alternative school placement Commences in alternative school 6th January
SMSC PGCE Conference TBC
Joint observation with Block A Class or Professional Mentor and Block B Class Mentor
Visits take place prior to Interim
University Visiting Tutor visit 2 Visits take place between weeks 4-8 of Block B Placement
Interim ReportSet targets for return to Block A school
Week beginning 9th March email report to University Visiting Tutor
Inclusion placement 20th April to 24th April 2020
Return to Block A2 (Final) placement Commences 27th April 2020
Block A2 Final Summative ReportWeek beginning 15th June email to University Visiting Tutor
Celebration Day and final tutorial Friday 19th June 2020
Course ends Last day Friday 19th June 2020
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3.2 School Direct Calendar 2019-20
Please note: Students follow the pattern of holidays of their placement schools, if University sessions fall
during school holidays, students must still attend taught sessions.
Week no.
Week beginning
Monday Tuesday Wednesday Thursday Friday
5 26-Aug BH MMU Ind. 6 02-Sep School Ind. Block A starts PD PS 7 9-Sep8 16-Sep PS CS9 23-Sep
10 30-Sep PS CS PBR L1* PS PS PBR PD PS CS11 07-Oct12 14-Oct EYFS 5 days (dates flexible, during Block A)13 21-Oct PS drop in14 28-Oct15 04-Nov Block A Interim Report16 11-Nov17 18-Nov PD PBR PS18 25-Nov19 02-Dec20 9-Dec Block A Final Report21 16-Dec Enrichment 5 days (dates flexible, 4 in Block A, 1 in Block B)22 23-Dec BH BH23 30-Dec BH24 06-Jan Sub. PS essay Block B25 13-Jan 26 20-Jan PBR CS PBR PD PBR27 27-Jan28 03-Feb 29 10-Feb 30 17-Feb31 24-Feb32 02-Mar Block B Interim Report33 09-Mar34 16-Mar SMSC Conf.35 23-Mar L2* CS CS PBR PBR PD CS36 30-Mar CS CS Presentations
37 06-Apr BH38 13-Apr BH39 20-Apr Sub.PBR Essay Inclusion Placement 40 27-Apr Block A41 04-May BH42 11-May43 18-May 1 day KS3 visit (date flexible) Submit Portfolio
44 25-May BH45 01-Jun46 8-Jun47 15-Jun Block A Final Summative Report PD + Cel. day
*L1 = e-safety lecture*L2 = Inclusion placement briefing
SMSC conference TBC
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Key UniversityBlock ABlock BInclusionHolidays
3.3 Engagement
All students are expected to engage fully with the programme. This is different to merely attending and includes:
preparatory reading or completion of tasks for sessions contribution to whole group and small group discussion
Please see the University assessment regulations at http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php for more details.
4 The ProgrammeThe programme addresses the age range 5-11. Students benefit from experience in a wide range of educational settings. It explores diversity and promotes equality. The Spiritual, Moral and Social aspects of education (SMSC) are considered across the course and the importance of safeguarding and Prevent acknowledged through University sessions, teaching experience and specific events e.g. the annual SMSC conference. The programme aims to respond flexibly to individual needs and to the ever-changing influences, developments and demands on schools and teachers.
The programme is made up of distinct yet complementary units. All University taught units, are structured so that there is 50% directed time, 25% assessment time and 25% independent study.
The programme is taught and assessed through six units, two units are placements and the remaining four are academic.
Placement 1Practice creditsOn successful completion of this unit students will be able to:
1. Meet the Teachers’ Standards required of a beginning teacher as identified in the placement handbook.
This unit will enable students to research and practice the skills of being a teacher within a specific context. They will be supported by a mentor in school who will meet on a regular basis and support them in identifying targets for action. The class mentor completes a practice based report where students are assessed against the placement requirements in relation to the Teachers’ Standards.
Placement 2Practice creditsOn successful completion of this unit students will be able to:
1. Meet the Teachers’ Standards required of a beginning teacher as identified in the placement handbook
This placement will require students to build up their experience until they are able to operate almost as a qualified teacher within the classroom. They will be supported by a mentor in school who will meet on a regular basis and support them in identifying targets for action.
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The class mentor completes a Teaching Experience report where students are assessed against the placement requirements in relation to the Teachers’ Standards.
Professional Development and Employability15 Level 7 CreditsUnit Leader – Ben Steel [email protected] successful completion of this unit students will be able to:
1. Audit and evaluate personal professional and academic knowledge and understanding in order to identify areas for professional development.
2. Represent themselves as compelling candidates for progression to a specific graduate destination.
3. Synthesise examples of the ways in which their learning across their programme have supported their development of career and academic aspirations.
4. Produce evidence against the Teachers Standards to demonstrate understanding and engagement.
This unit explores what makes an outstanding practitioner and prepares students to become a resilient practitioner and part of the teaching workforce. The PGCE programme is presented as part of a learning journey that leads to Masters degrees and supports students to be resilient as practitioners and attractive employment propositions. This unit supports students in making choices that will enable supported yet challenging professional development both within the programme context and for progression on into their NQT year.
Curriculum Studies15 Level 7 CreditsUnit Leader – Ben Sedman [email protected] successful completion of this unit students will be able to:
1. Appraise situations and contexts within primary education in order to evaluate impact on themselves as teachers and children as learners.
2. Compare and contrast a range of approaches to specific aspects of teaching and learning identified as relevant to themselves as beginning teachers.
3. Work independently to select and complete units of study that enable them to understand and manipulate the primary curriculum to meet the needs of learners.
4. Synthesise practice and theory to form new and appropriate evidence based strategies or approaches to teaching and learning.
This unit is an exploration of the primary school curriculum, through a holistic, thematic approach where subjects and pedagogies are explored together to evaluate the impact on the learner. Alongside this, students will explore how political policies affect education, what this means for the learner and for the curricula they follow. Students may choose to follow up this initial exploration via the research unit and examine how European and international curricula requirements impact upon learners in the individual countries and how attitudes to learning across countries and children compare to those in England. Key lectures are followed by small group discussion and tasks. This unit will require a strong engagement with blended learning to ensure students leave with good subject knowledge across the primary curriculum.
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Practice Based Research15 Level 7 CreditsUnit Leader – Zoe Crompton [email protected] successful completion of this unit students will be able to:
1. Identify and investigate an aspect of practice in order to formulate new or different ways of working.
2. Analyse data within the context for collection, to support potential conclusions.3. Recognise and judge the impact of context on the data and eventual conclusions.4. Produce a small-scale research project that supports and enhances personal
professional development.
The research unit offers students choice and the development of a specialist area of study. This is a tutorial-based unit where students are supported and challenged by tutors currently engaged in research and writing within their specific subject areas. Students will engage in a self-directed enquiry into an aspect of practice or provision that interests them. In doing so, they will develop key research literacies. Culminating in a small scale research project, this unit will provide a bridge into eventual completion of the Masters as it will enable students to specialise and potentially develop this initial small scale project into a full scale Master’s dissertation within an area of their choice.
Professional Studies15 Level 7 CreditsUnit Leader – Diane Warner [email protected] successful completion of this unit students will be able to:
1. Articulate a “pivotal moment” in practice and evaluate the learning that emerged from this
2. Engage in discussion with peers to explore alternative approaches and strategies to specific aspects of teaching and learning
3. Evaluate how alternative approaches to aspects of teaching and learning might impact upon themselves as beginning teachers
4. Provide and explore illustrations of practice that demonstrate understanding of the role of the teacher
This unit will combine exploration of the more general aspects of being a teacher such as exploring learners and learning, with documenting professional development against the Teachers Standards. The unit will focus strongly on developing skills of reflection, analysis and evaluation to enable students to adapt practice as the context and children require.
4.1 Teaching Experience
Programme Leader – Karen Fuller: [email protected]
Block A First Placement, Block B Alternative and Block A2 Placement
Teaching Experience forms the major part of the School Direct Primary Programme, it complies with the national requirements laid down for courses of Initial Teacher Training. All trainee teachers must complete a minimum 120 days school-based work; on the School Direct programme, this requirement is exceeded. The final Block A placement finishes on 18th
June and the University course finishes on 19th June 2020.
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4.1.1 Block A First Placement
Block A, in the main school, starts at the beginning of the autumn term and finishes when Block A school finishes for the Christmas Holidays. School will provide information about the requirements for this placement in terms of planning, teaching, evaluation and assessment. These should all be in accordance with the University’s requirements. Examples of possible proformas and good practice are on the partnership website http://www2.mmu.ac.uk/primary/partnerships/resources/ There are tasks and independent work from the core elements of the University-based course that students have to complete while on placement; students will be advised of these in University.
Students are expected to initially teach small groups and progress towards teaching 40% of the timetable including whole class teaching, by the interim report and 50% by final report. This should provide opportunities for getting a feel for teaching, with the support of the Class Mentor and Professional Mentor. In Early Years or key stage 1, this may involve: focus group teaching and leading ‘whole group/class’ time e.g. story/singing, circle time.
4.1.2 Enrichment 5 days
This is shown on the calendar as the final week in Block A. However, the activities students want to take part in may occur at another point in the school year, so students can ‘cash in’ 4 days anytime during Block A and 1 day during Block B. Examples of activities: visits/visitors, International Day, music project, science week, Wellbeing week, Forest school, sports event etc. There are no requirements for % teaching or formal lesson observations during enrichment days.
4.1.3 Block B Alternative Placement
Takes place in a different age phase to Block A. Students build up to taking on responsibility for teaching and learning in a class and delivering 60% of the timetable. They then return to their main school for the last part of their training (Block A2 Placement), taking responsibility for 70% and then 80% of the timetable in the last two weeks of placement.
4.1.4 Data Protection whilst on placement
You will be aware that when you handle personal data during the course of your studies with the University, the University’s data protection policy (https://www.mmu.ac.uk/policy/pdf/policy_ref_data_protection_policy.pdf#page=) applies. During your placement, where the school has trained you and provided you with a copy of their data protection policy, the school’s data protection policy and guidance will apply but only when handling personal data relating to any pupil or employee or anyone else of the school or college. If you have not been provided with a copy of the data protection policy and training, you must continue to apply the University’s data protection policy during your placement or until you have been trained and provided with a copy of the school’s data protection policy. We advise you do not store, or take outside of school, personal data unless instructed to do so by the school. Should you wish to keep records about events or incidents, please ensure all records are anonymised (i.e. remove all information identifying the individual you are referring to).For example, you should not disclose pupil’s personal data to anyone outside of school (including anyone at Manchester Met). When referring to your concerns with your tutor at Manchester Met or anyone outside of the school, please do not disclose personal information about the pupil such as their first and last name.If you are in any doubt about which data protection policy applies to which situation, please speak to your tutor here at Manchester Met or your mentor at school for further guidance.
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Below is a link to the DfE’s GDPR Toolkit, which schools will be using, and which you may find useful background reading. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/702325/GDPR_Toolkit_for_Schools__1_.pdf
4.2 Inclusion Placement The 5-day Inclusion placement may take place in a mainstream and/or specialist setting and provides an opportunity to explore inclusion and education for children with special needs and disabilities, considering how they may be supported through personalised learning. The Inclusion placement is arranged by the Lead School. Please see the Inclusion Placement Handbook for more information.
5 Programme Specific Learning and Teaching Approaches
The programme is underpinned by a set of principles which determine how learning and teaching are organised. Manchester Metropolitan University aims to develop future excellent teacher practitioners who are motivated, active and independent learners.
To facilitate this, the learning and teaching strategy for students:
is inclusive, promotes equality, recognises diversity and commonality and the problems and possibilities inherent within these
contextualises education, teaching and learning personalises learning enables students to manage their own learning demonstrates fitness for purpose with learning and teaching methods which are
appropriate for the intended purpose models good practice illustrates links between theory and practice links University-based learning with professional work in school takes account of recent research findings, statutory guidance and duties (e.g. SEND,
SMSC, safeguarding and Prevent) and utilises professional experience and judgement of all engaged in the learning and teaching process.
The learning and teaching approaches which are typically used in the PGCE Primary Programme include:
independent and self-managed learning where possible peer education to support learning students led teaching sessions, seminars and tutorials a wide variety of methods, organisation and groupings,
including, large group, small group and individually-focused work
a balance between structured, guided and self-directed work; and a balance between providing access to knowledge and reflection on learning
use of electronic means of communication to support learning, including the use of intranet and internet, Web CT, video and presentation software.
6 Themes and Dimensions for Teaching and Learning
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These elements are those addressed across the course, both in schools and University; they incorporate the aspects of education that extol the core values essential to all learning communities and that promote community cohesion and help teachers prepare children for life in a diverse, just, safe and equitable society.
6.1 SMSCSMSC and elements of Prevent are addressed across the programme. Recent Government guidance stresses the importance of SMSC in upholding fundamental British values, encouraging mutual respect and tolerance for all faiths and beliefs and exploring difference, equality and belonging across the curriculum. The DfE stresses that SMSC has a part to play in preventing extremism and building resilience to grooming and radicalisation. It should form part of every school’s safeguarding, curricular and extra-curricular provision. An integral part of educating for a safe, equitable and just society and fulfilling a school’s Prevent duty, SMSC will receive increased attention in Ofsted inspections from September 2015. The PGCE SMSC Conference takes place on TBC.
6.2 Equality and DiversityThe Brooks building is set in the heart of multi-cultural Manchester, a context that reaffirms Manchester Met’s recognition of the need to prepare students to teach in a diverse society; this is a focus of Teaching Studies, but evident elsewhere in the programme too, for example the Foundation Areas, English, Religious Education and the annual SMSC conference. There is an expectation that students will challenge stereotypes, recognise multiple identities, promote equity, explore diversity, commonality, rights, responsibilities and democracy in both their teaching and academic studies.
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7 Assessment
Students will complete four assessments over the year, each contribute 15 M level credits towards a PGCE, all are led and marked by University tutors. Further details of assessment requirements and grading criteria are on Moodle.
7.1 PGCE Primary School Direct Assessment Dates 2019-2020
Professional Studies
Assessment Strategies A reflective and analytical 3,000 word assignment that demonstrates
professional values and beliefs in relation to teaching and learning.
Submission date:
Monday 6th January 2020 – via Turnitin on Moodle
Curriculum Studies
Assessment Strategies A group presentation and individual Viva.
Submission date: 3rd April 2020 – Presentation to tutors
Practice Based Research
Assessment Strategies
A 3,000 word critical and reflective written assignment, which requires you to carry out a small-scale study of your own practice in relation to a topic of your personal choice.
Submission date:
20th April 2020 – via Turnitin on Moodle
Professional Development and Employability
Assessment Strategies A portfolio of evidence and a Viva
Submission date:
Wednesday 20th May 2020 – Portfolio handed in to tutors
Block A First Placement Final Report 13th December 2019
Assessment Strategies
Evidence of meeting the Teachers’ Standards through the final report. The minimum requirement is that all Standards must be met, at Grade 3 level in order to pass the placement, according to the University Grading Criteria.
Block B Alternative and Block A Final Placements
Final Summative Report 18th June 2020
Assessment Strategies
Evidence of meeting the Teachers’ Standards through the final report. The minimum requirement is that all Standards must be met, at Grade 3 level in order to pass the placement, according to the University Grading Criteria.
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Please remember that there are ethical procedures that must be followed in all written work. Students should always ask themselves: Have all names (e.g. pupils, students, teachers, schools, LAs) been removed from the
work? Have I stated explicitly in the body of the work that the anonymity of individuals and
places has been maintained? Is this my own work? Plagiarism is to be avoided at all costs and may lead to severe
penalties. Students must not reuse their own written work if they have already received credit for it (self-plagiarism).
7.2 Failure of an assignment or placement
Most students encounter no significant problem with assignments or placements; however, this is not always the case. ALL written assignments and Teaching Experience placements must be passed if a student is to graduate and be recommended for Qualified Teacher Status (QTS). If a student fails any one academic assignment, they will be asked to re-submit. Assignments may only be re-submitted after the Exam Board meets at the end of June and so students will not receive a mark for their re-submission, or be able to graduate until August. This does not usually impinge upon a student’s ability to commence work in September, BUT will prevent a student from graduating with their peers in July. Failure of a placement will result in a student having one opportunity to re-sit the placement; this will usually be in the following academic year: See http://www.mmu.ac.uk/students/assessments/ for definitive information on assessment, failure and resubmission.
8 Teaching Experience
For School Direct students, Teaching Experience is the central element of their PGCE programme. It is an opportunity to develop and enhance their skills and synthesise their school and University training for the benefit of themselves and the children they teach, in response to a range of increasing demands.
There is separate information on the website for Teaching Experience; all the supporting proformas and documentation are located on the same page, see: https://www2.mmu.ac.uk/primary/partnerships/resources/ If you have any questions about Teaching Experience which are not answered on the website please contact your Lead School, University Visiting Tutor or Programme Leader.
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What follows is a brief summary of the main pattern and requirements for each placement for students, mentors and University Visiting Tutors.
8.1 Teaching Experience a Quick Guide for Students
Students are expected to attend all placement days. In response to the shift of training emphasis from the University to the school, lead schools and their alliances with School Direct places are expected to provide a programme of professional development for students, to complement taught sessions in University. The details of this training programme should be shared by the Lead School with the Programme Leader. This in-school training is an ideal opportunity to:
Share how schools use data and the impact this has on the classroom teacher
Explore positive behaviour management strategies
Provide opportunities for students to observe outstanding teachers
Examine approaches to the teaching of Early Reading, synthetic phonics and mathematics
Identify, map and plan for cross-curricular themes and dimensions e.g. SMSC
There is an obligation on the part of the Lead School to see that the main school provides:
An initial induction to enable the student/s to become familiar with the school and its ways of working
A planned weekly meeting to review progress
Regular weekly focussed lesson observations and written feedback (ROLOs)
Regular monitoring of students’ Teaching Experience file, including checking lesson planning
Completion of Interim and Final Reports
Phonics and mathematics feedback in the Training and Professional Development Guides
KS3 1-day visit - see proforma for KS3 visit on partnership website. This can take place at any point in the year.
Early Years Foundation Stage – students must gain some experience in EYFS, for example to learn about teaching early reading and phonics. Your Block A school will organise for this to take place towards the beginning of the placement. The Lead School determines how many days students spend in total in EYFS.
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Training in planning, teaching and assessment; subject content and pedagogical principles for the foundation subjects and RE.
Students’ professional development time
This constitutes a student’s basic minimum entitlement.
The Lead School is responsible for arranging both the alternative Block B and Inclusion placements.
8.2 Overview of Block A First Placement
You will be attached to your first school placement, in your main school, from the start of the academic year through to the end of the autumn term. You will be expected to contribute to the work of the teaching team within the school and to join in with the range of experiences that occur during that time. You will be attached to a base class but at some part of the first placement, you must have the opportunity to learn about teaching and learning Early Reading and Phonics through focused observations in the relevant age phases. Your time in the first few weeks should be in a variety of classes completing a range of tasks and workbooks and observing teaching. You will also spend some time in your base class where you will begin to
understand and observe the routines of the classroom and work with small groups.
From week beginning 7th October you should be predominantly in your base class and building up to teaching 30% of the timetable. This may be made up of whole class and group teaching, but you should be responsible for the planning. See Appendix 2 for a week-by-week breakdown of placement requirements.
Your Interim Report is written by your Class Mentor (after discussion between student, Professional and Class Mentor) and quality assured by your University Visiting Tutor. After Interim, you should be teaching 50% of the timetable with an emphasis on core subjects. You should include at least one foundation subject and observe PE or work with a group to support the teacher.
Your Final Report for this placement will be written by your Class Mentor (after discussion between student, Professional Mentor and Class Mentor) and will be checked by your University Visiting Tutor.
The expected outcomes of this first placement are that students will:
have experience of observing teaching across at least two age phases
have experience of independently teaching and planning sequences of lessons in numeracy, literacy, science, computing and at least one foundation subject
demonstrate an awareness of SMSC and have evidence of having engaged with this through the curriculum
understand how assessment fits into the planning and teaching cycle
be confident in teaching whole class lessons independently
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engage with Bilingual learners (EAL) and managing pupil behaviour booklets (a minimum of one section in each) and complete relevant tasks in the Mathematics and Phonics/reading Training and Professional Development Guides
Additional information and handbooks for placements are available at:
https://www2.mmu.ac.uk/primary/partnerships/resources/
8.3 Overview of the Block B Alternative Placement
You will be attached to your alternative school from January 2020 for approximately 10 weeks. You will be expected to see yourself as part of the school team. You will fit in with the school’s holidays. The main purpose of the placement is to develop a more refined view of teaching and learning, including consideration of issues such as creativity and inclusion in a different age phase. You will spend time in your base class familiarising yourself with the children and the context in which you will be teaching but also taking the opportunity to observe in a range of other classes. See Appendix 2 for a week-by-week breakdown of placement requirements.
The expected outcomes of this alternative placement are that students will:
have experience of observing teaching across at least two age phases
have experience of independently teaching and planning sequences of lessons in numeracy, science, computing and a range of foundation subjects
demonstrate how assessment fits into the planning and teaching cycle
engage with with Bilingual learners (EAL) and managing pupil behaviour booklets (a minimum of one section in each) and complete relevant tasks in the Mathematics and Phonics/reading Training and Professional Development Guides
enhance their understanding of teaching across a different age phase in a different setting
identify in planning and evaluate at least one lesson with an aspect of SMSC focus
build up to teaching 60% of the timetable.
Your Block A Class or Professional Mentor will visit you during your Block B placement to carry out a joint observation with your Block B Class Mentor. Your Block B Report, will be written by your Class Mentor (after discussion between student, Professional/Class Mentors from Block A and Block B, and agreed with University Visiting Tutor). This Report will contribute to the Final Summative Assessment Report, which will be written once you return to your main school.
8.4 Overview of the Inclusion Placement This is a short 5-day placement/experience, where you will focus on furthering your understanding of teaching and learning for children with Special Educational Needs and/or Disabilities (SEND). Your lead school will arrange this placement.
The placements will vary from nursery settings, primary mainstream schools, secondary mainstream schools, resourced units and special schools. The range of tasks that you will undertake will be differentiated according to the setting you are in. You will not be attached to a base class and will not be expected to undertake class teaching. This is an opportunity to observe good practice so make the most of conversations with SENCOs and other experienced colleagues.
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The placement will enhance your understanding of catering for children with SEND, although it will not be assessed, your engagement will be noted through completion of appropriate tasks in your SEND handbook (checked by the Lead School). In this way, it will contribute to your overall programme final summative assessment.
8.5 Overview of Block A Final Placement
You will return to your main school from the end of April to the end of the course in June. You may return to the same class as at the start of the year, or you may be allocated an alternative class; this is up to the school. You will teach 70% of the timetable, building up to 80% in the final weeks. In Early Years or key stage 1, this may involve leading ‘whole group/class’ time such as story time or register, circle time, focus group teaching, planning for and overseeing learning in continuous provision.
Your Final Summative Report will be written by your Class Mentor, in consultation with the Professional Mentor and agreed with the University Visiting Tutor. It will take into account reports from all your placements and academic achievements. It will be written in the week beginning the 15th June. During the final weeks, if you have obtained a teaching post in your alliance or elsewhere, then your main school may, at their discretion, allow you to spend some time in your new class or school.
9 Supporting Students on Teaching Experience – Mentors and Tutors
It is essential that students receive good quality feedback and support in schools in order to develop into excellent practitioners. The School Direct Programme relies on the undoubted expertise of our partner schools and mentors (supported by University Visiting Tutors) to make sure that students have a quality experience. What follows is a reminder of agreed roles and responsibilities.
9.1 Record of Lesson Observation (ROLO)
In order to make progress, a student needs regular written and verbal feedback to help them to reflect on his/her teaching and target areas for development. This should take place once a week as a bare minimum. Students on the School Direct Programme have a wide range of previous experience in classroom settings; therefore there will be a small number of students who are capable of exceeding individual Standards, even in their first placement. Schools should therefore use the range set out in the grading criteria. The Record of Lesson Observation form (ROLO), should be used to provide written feedback whenever the student has been observed (see Teaching Experience Handbook for this proforma). The observation should be based around an agreed focus and feedback should comment on evidence provided of progress towards the Standards.
The ROLO has spaces for comments, which might refer to specific aspects of the Teachers’ Standards and identify positive achievements within the lesson. A separate section is provided for targets and development points. The completed ROLO should be copied for the student, mentor and if appropriate, the University Visiting Tutor.
Focus of ROLOs
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The focus of each observation should be agreed with the student in advance and will generally be related to previous targets set, however we require that at least one observation on each of the following be completed before the end of each placement:
The teaching of phonics and early reading - feedback from teachers is given within each student’s Phonics/Reading Training and Professional Development Activities.
Subject and pedagogical knowledge in mathematics Overcoming barriers to learning SMSC, including British values.
For example: i. Focus: Early reading and phonics
The student is required to start to engage with the tasks found in: Phonics/Reading Training and Professional Development Activities. This document is intended to guide the focus of ROLOs, please consult it for further information.
ii. Focus: Subject and pedagogical knowledge in mathematics
Every child: is given the opportunity to think, explore, explain, answer and ask questions in
relation to the learning objective feels secure about asking for clarification and support.
The student: demonstrates secure subject knowledge related to the learning objective, i.e. can
explain appropriately recognises and/or anticipates children’s misconceptions addresses misconceptions as/when they arise during the lesson models appropriate terminology.
iii. Focus: Overcoming barriers to learning 'Response to individual difference including, class, ethnicity, safeguarding issues, EAL and SEND'
Every child: is given the opportunity to think, explore, explain, answer and ask questions in
relation to the learning objective is actively encouraged to do things for themselves, without continuous adult support is valued and their background, culture and language acknowledged and respected
and represented positively e.g. in displays, books, resources has appropriate support, if learning using English as an Additional Language (EAL),
or have Special Educational Needs and Disabilities
The student: is able to identify and plan for children who may potentially face difficulties in the
lesson and is able to relate provision to EHCs uses resources, people and time creatively in relation to the learning objectives.
iv. Focus: SMSCThe student should demonstrate:
secure knowledge of what is meant by British values (DfE (2014) SMSC Guidance for Schools) and safeguarding
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in planning and delivery, provision of opportunities for children to discuss and pose questions, provide answers and think creatively, in the context of their own experiences, beliefs and views
awareness of the range of diversity (identity, heritage and belonging) in the UK and in their own classroom, through the choice of themes, resources and appropriate display
respect for difference (including difference in faith and beliefs) and the rights of others; treating pupils with dignity rooted in mutual respect.
All other observations should have similar, specific targets identified and recorded at the top of the ROLO.
9.2 The Grading Criteria and Targets
The University Grading Criteria are based on the Teachers’ Standards. This provides students, tutors and mentors, with clearly differentiated evidence for each Standard. They should be used both formatively and summatively throughout the placement and should be used as a basis on which to set future targets.
Part of a student’s development as a professional is to learn how to set and work towards specific targets. In some instances, a student will identify his/her own targets. At other times, the targets will emerge through joint discussion. It is better for the student if targets are set and regularly monitored.
Placement Review of Progress Record of Lesson Observation (ROLO)
Block A First
Weekly review and feedbackInterim Report See key datesFinal Report
See key dates
1 ROLO per week
Plus feedback given on mathematics and phonics workbook if based in KS1
Block B Alternative
Weekly review and feedback
Block B Report See key dates
1 ROLO per week
Plus feedback given on mathematics and phonics workbook if based in KS1
Block A2 Final
Weekly review and feedback
Final Summative Assessment Report
See key dates
1 ROLO per week
This table outlines minimal requirements for observation and feedback. In the case of students who are experiencing difficulties, it is advisable that observation, feedback and target setting are carried out more frequently in order to support the student and to provide evidence of a clear audit trail. If a student is not making progress/failing the teaching standards/conducting themselves in an unprofessional manner, this will trigger the Cause for Concern procedure (see Teaching Experience Handbook).
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9.3 Reflection and Evaluation
Part of the professional development of a student involves them in evaluating teaching and learning and requires them to reflect on their experiences. Mentors can play a valuable role in helping students to reflect and evaluate, to begin to identify their own philosophy and develop into the ‘teacher they want to be’. Discussion may also help a student to recognise progress or identify reasons for lack of progress and suggest a course of action that will inform and improve future practice, ensuring they have an impact on children’s learning. See Teaching Experience Handbook for the Weekly Review and Reflection proforma.
9.4 The Block A Interim Report and Block B Report
At the mid-point of the Block A placement the Class Mentor and Professional Mentor will discuss and assess the student’s progress and the Class Mentor will complete the Interim Report (this process will be repeated towards the end of Block B for the same purpose). Students are graded as 1, 2, 3 (3 on track/3 needs support) or 4 Cause for Concern.
All reports are based on a variety of evidence and data e.g.
Lesson observations (ROLOs)
Discussions with the student
Teaching Experience file
Completion of the Mathematics and Phonics/Reading Training and Professional
Development Guides
Engagement with the Behaviour workbook and the Bilingual Learners (EAL) booklet
(a minimum of one section to be completed in each)
A student’s work in or around the school and involvement in the wider life of the
school
Professional conduct and responsibilities
Monitoring of targets set and Weekly Review and Reflection
Reference to the Grading Criteria.
During the Interim Block A visit, the University Visiting Tutor will carry out a joint observation with the Class Mentor. The Block B alternative school placement interim report informs the Final Summative Assessment Report that will be written during the Block A Final Placement.
The Interim Block A visit normally involves:
Observing part of the lesson together
Looking at the student’s files, particularly checking the quality of the planning, assessment and evaluation. Progress towards school-based tasks will be checked.
Comparing judgements about progress towards the Standards using the Grading Criteria
Making notes on a ROLO
Talking to the student
Discussing expected grades
At the end of the week calendared for completion of Interim and Final reports, the Professional or Class Mentor should email the report to the University Visiting Tutor, who will quality assure it and send it to the Programme Office [email protected]
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9.5 Cause For Concern
In a very few cases a student may be judged to be a cause for concern. The outcomes of the Interim Report or Block B Report, must always be shared with the student. If there is any doubt about whether progress is satisfactory it is essential that the University Visiting Tutor is notified and the student has a copy of the Interim Report, which should indicate CLEARLY in writing, why they are at risk of failure and in which areas. There must be a clear audit trail of ROLOs, which provide evidence that areas of concern have been identified, targets have been set and have been carefully monitored.
An Intervention Support Plan will be drawn up by the mentors in school, once the student has been identified as not meeting the Teachers’ Standards. In this way clear targets, action points and a defined timescale can be identified and shared by the student, school and University Visiting Tutor and monitored on a regular basis. The Intervention Support Plan MUST be completed with the student present and whenever possible the University Visiting Tutor should be present. A student must also receive written targets and actions for the rest of the placement that are designed to enable him or her to make satisfactory progress towards the Standards.
Important things for mentors and University Visiting Tutors to note:
1. If there is any doubt about whether a student’s progress is satisfactory then they should be placed as a cause for concern in order to ensure that they receive the support to which they are entitled. Please contact the University Visiting Tutor by telephone as soon as you have any concerns.
2. The student must have time to work on the set targets before the end of the placement. Normally late judgements to put a student as a Cause for Concern are not acceptable within the University Regulations.
3. In order to ensure that sufficient time is available for this process to take place, Interim Reports must be sent to the School Direct admin by the date specified in the handbook.
9.6 The Block A First Placement Final Report
At the end of the first placement (Block A), a student is assessed by the mentors in school as Grade 1, Grade 2, Grade 3 (Pass) or Grade 4 (Fail). Please ensure there are no split grades. This is not permissible.
The decision must be based on clear evidence, provided by the ROLOs, Interim Report including the Grading Criteria and annotations in the student’s Teaching Experience Files. This report must be discussed with the student, together with targets that have been identified for the future. After the report is finalised it should be emailed by the Professional Mentor or Class Mentor, to the University Visiting Tutor, who will quality assure it and send it to the Programmes Office.
9.7 The Block A2 Final Placement Summative Report
This will be written towards the end of the Block A2 Final Placement when a student has returned to their main school. It will draw on all the evidence that has been collected over the course of all of a student’s teaching experience. It will be written by the Class Mentor in discussion with the Professional Mentor, and agreed with the University Visiting Tutor. Students should be involved in the discussion about evidence of progress and their final grade and be in agreement with decisions made by mentors. After the report is finalised it
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should be emailed by the Class Mentor, to the University Visiting Tutor, who will quality assure it and send it to the Programmes Office.
10 References and Employability
The employability rate for School Direct students is high and it is usual for students to start applying for jobs from about February half term.
The University reference is written by the Lead School, usually well informed by information provided by the Professional and Class Mentor in the main school. Completed references need to be sent by email to [email protected]
Second references may be obtained by a student from their Block B class mentor, or from another school that has knowledge of their capabilities. Staff from the University, should not be approached directly by students for personal references.
11 Programme Aims
The programme reflects the University's General Educational Aims.
The programme enables students to become effective teachers by developing their: intellectual and imaginative powers understanding and judgement knowledge and understanding of diversity and the social contexts in which they teach decision taking and problem solving skills ability to communicate ability to see relationships within what they have learned ability to perceive their professional preparation as a teacher in a broader perspective,
including that of democratic and ethical values ability to engage in enquiring, analytical and creative activities ability to exercise independent judgement and critical awareness ability to engage in analysis of their own professional practice in a multi-professional
context.
The programme seeks to ensure, through its structures, content and conduct, that trainee teachers: can achieve with their peers and their pupils the aims for the curriculum set out in The
National Curriculum Handbooks for primary teachers in England can develop pupils’ creativity and cultural understanding are confident in teaching in diverse settings and children from diverse social and cultural
backgrounds acquire and can continue to develop the knowledge, understanding and skills necessary
for achieving high academic standards in their areas of study; including literacy, numeracy and computing
demonstrate the knowledge, understanding and skills involved in a wide range of teaching methods
understand the varieties of ways and contexts in which children learn are sensitive to the social and emotional dimensions of interaction with children and
adults are able to work independently but also collaboratively with colleagues, other
professionals and parents in the interests of children
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are able to think openly, critically and imaginatively about teaching, learning, curriculum and assessment
can engage with other professional perspectives can use evidence-based research with discrimination to inform their practice have a commitment to career-long professional development can promote high standards of pupil achievement in intellectual and wider skills, including
the world of work, citizenship and British values are capable of responding to, and managing, change and its consequences in the context
of teaching, learning and welfare, including safeguarding in its entirety; building resilience to grooming and radicalisation.
11.1 Programme and Professional Outcomes
In order to be awarded the Postgraduate Certificate of Primary Education successful stu-dents will have achieved the Teachers’ Standards (May 2012), excluding the Skills Test, as defined in the Standards https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf
Final Award - Learning OutcomesThose to be awarded a Post Graduate Certificate in Education should when assessed, demonstrate evidence of the ability to:a) deal with complex issues both systematically and creatively, make sound judgements in
the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks professionally
c) continue to advance their knowledge and understanding, and to develop new skills to a high level
d) formulate appropriate enquiries into classroom practice and carry them out, either individually and/or by making a contribution to an enquiry carried out by a group of practitioners (including peers, mentors and tutors)
e) apply the transferable skills necessary for employment, such as, exercise initiative and personal responsibility, decision-making in complex and unpredictable situations, and the independent learning required for continuing professional development
These will be demonstrated by professional engagement with the programme at the university and on placements and through:
Participation in practitioner enquiry (including collaborative enquiry with other students, tutors and mentors)
Critical discourse on matters of education principle and policy (including professional discourse in the Review Process)
Formulation of thoughtful and critical written and spoken discourse to justify their own work as a practitioner.
11.2 Professional Values and Practice
The Faculty of Education has in place a Code of Professional Conduct for primary and secondary students. It requires the student to ‘make judgements about appropriate standards of personal responsibility and professional accountability’. The Code will form part of the Induction session for students, it will be discussed with the Personal tutor prior to the
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student’s first placement in school and the student will sign a copy. By doing this the student will acknowledge their commitment to the Code. Partnership schools can also be confident that their individual policies can be contextualised within the over-arching Code.
Any serious breaches of the Code of Professional Conduct will result in a student attending a Progress Review and may ultimately lead to a student being required to leave the programme.
Physical Contact with ChildrenIt is helpful at an early stage for teachers and mentors to discuss with the student issues of appropriate behaviour/physical contact with children. All students are advised that they should never ask to see one child alone. If there is a very strong reason why they might want to talk to one child without others around they must ask for another colleague from the school to be there.
Students should note that under no circumstances must they use any kind of physical force with a child. Clarity of procedures at this point will prevent any potential problems from occurring in school. The school mentors should ensure the student has been given all relevant information regarding child protection/safeguarding vulnerable children; school procedures; name of relevant colleague to whom issues should be reported etc. Students are advised that if they have any concerns they should raise these with their Class or Professional Mentor immediately.
11.3 Observance
All who teach on the programme intend to ensure that all members of staff and students are valued. Differences in age, ethnicity, gender, disability, sexual orientation, socio-economic background or religion will not be the basis of any form of discrimination. Such differences will not only add to the body of experience, but will also contribute to the development of positive attitudes and experiences.
In addition to Manchester Metropolitan University guidelines it should be noted that students work in schools which also operate equal opportunities policies. Students are expected to become familiar with these policies and their operation within the school environment. In schools, they should create an inclusive classroom and provide a ‘safe and secure’ environment in which all pupils feel valued and able to contribute to the work of the classroom.
Students will learn how to support the different needs of pupils, including those with special educational needs, understanding that all pupils have the right to develop at the rate of which they are capable. Students on all ITE programmes have to fulfil national standards with regard to equal opportunities.
Following University equal opportunities policy, the Faculty seeks to go beyond the minimum standards imposed by law and is committed to best practice in the area of equality. We have a responsibility as an educational institution to recognise and value diversity as a source of strength and enrichment for all. All students and staff at the Faculty are entitled to equality of opportunity and treatment regardless of age, disability, race, gender, religion or belief, sexual orientation, marital status, caring responsibilities, or any other unjustifiable grounds. It is the intention of the Faculty to uphold these values in all its work on and off the site and to ensure students become familiar with these policies and their operation within the school environment.
11.4 Academic Ethical Procedures
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Work undertaken in school in order to complete University and school-based tasks and assignments will involve working with children. You are reminded that the University’s Ethics Procedures must be followed at all times.
One of Manchester Met’s aims is to ‘behave professionally and ethically in all [its] activities.’ The university therefore requires that its staff and students are mindful of the ethical implications of activities with which they engage and remain committed to discharging their responsibilities to the university in an ethical manner, conforming to the highest professional standards of conduct. Issues of morality, safety and personal and institutional liability affect the university at many levels. The university must be seen to be acting with propriety and care for the welfare of its staff and students (Quality Manual November 2005:23.1.1).
For full details of the Academic Ethical Procedures, please consult the Student Handbook.
11.5 Evaluation of the Programme
Formal and informal evaluation of the programme occurs at regular intervals. Several strategies are used for evaluation including: Ongoing feedback from representatives of each group of students through the
Staff/Student Consultative Forum, Written feedback at the end of each unit including Teaching Experience, and at the end
of the programme. Students are required to engage with evaluations. Formal representation of students on the Programme Committee, Informal monitoring by lecturers, tutors and mentors involved in the programme.
Staff/Student Consultative ForumThe Staff/Student Consultative Forum meets once a term and consists of the following membership:Programme Leader (chair)Student representatives for each allianceUnit leaders and lecturers teaching on the programmeThe Programme Leader will request items for the agenda from all members and minutes will be recorded.
Responsibilities
• To ensure that students' concerns are considered and addressed as appropriate• To ensure that lecturer concerns, relating to the programme, are considered and
addressed as appropriate• To identify strategies for responding to staff and student concerns• To ensure that changes in policy and other information relating to the programme are
discussed and disseminated via the group representatives• To identify issues for programme development• To consider strategies to improve the student experience• To evaluate programme quality• To identify issues to be presented at the Primary Programmes Committee.
11.6 General Guidelines for Responding to ConcernsIt is rare for serious concerns to be raised, but the University has clear guidelines in place, in the event that there are concerns. The way that concerns are dealt with makes an important contribution to the ethos of the Faculty of Education. Policies and procedures make statements about beliefs and values, both personally and collectively.
Concerns may be raised by any of the people who work on site, including students, tutors, teachers, administrative and support staff, as well as schools, visitors and applicants for courses. The range of issues about which they may express concerns is very wide. It is
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therefore very unlikely that any single set of procedures would provide an adequate basis for dealing with concerns which are raised. However the existing Policy for Professional Preparation of Teachers does give an indication of the values, beliefs and practices which should inform professional dialogue and relationships. It notes, for example: the need to promote equal opportunities and social justice the need to respect the professional beliefs and values of others that dialogue should be based on mutual trust and respect.
From this policy it is possible to derive a number of principles which can inform any action which is taken in response to a range of concerns. These principles are set out below.
Principles for Informing Action in Response to Concerns Any concern which is expressed should be treated with respect Personal communication, ideally face to face, between the people who are involved is
preferable to communication through a third party Any response should be kept on an informal level where possible; lengthy and formal
documentation should be avoided in the first instance where possible If concerns are expressed about any individuals then they should normally be informed
about the nature of those concerns The minimum number of people should be informed about the details of any concerns
which are raised, consistent with responding properly and managing any wider implications of the concern
Any response to a concern will involve an element of professional judgement rather than following a prescribed procedure
These professional judgements will take factors such as the seriousness of the concern, the scale of the concern and the context in which it arises into account in formulating a suitable response
The nature of any response to concerns which are raised will take into account whether they are based on evidence or solely on feelings
All parties who have contact with the Faculty of Education have the right to express any concerns which they may have, but they also have a responsibility to act in a responsible and professional manner.
Responding to Student ConcernsWithin the University, Programme Leaders have a formal responsibility for ensuring that courses are of high quality and they are required by the university to take account of student concerns. Students’ views are significant in internal quality assurance procedures and course validation arrangements.
The purpose of these guidelines is:
to ensure that students and staff are able to register their views within the primary courses
to ensure that communication between students and staff teaching on the primary courses is effective and contributes to improved course quality
to ensure that students have access to a clearly-defined system for dealing with any concerns that they may have about their courses and its procedures
to ensure that systematic and consistent procedures are in place across the primary courses.
Students should expect to be able to register any concerns with their Programme Leader. They should expect their concerns to be treated seriously and for action to be taken where this is appropriate. They should have access to well-defined communication systems, including the Primary Programmes Committee, where their concerns can be expressed. They should elect student representatives to ensure that their views can be registered effectively as part of normal programme procedures.
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Any response to student concerns should be based on the principles outlined above and in addition:
a) a balance needs to be struck between enabling students to have their concerns noted and ensuring that staff do not feel that any procedure is prejudiced against them
b) any response to student concerns should be judged against the criteria of enhancing effective communication between staff and students and improving programme quality
c) Students are entitled to request that any concerns are passed on anonymously, but in most circumstances direct contact between students and staff will be the most effective course of action
d) any discussion about individual staff will normally be seen as confidential.
Trainee teachers need to recognise that they are on a professional programme and that they have a responsibility to act in a professional manner. They are actively discouraged from criticising individual lecturers or class mentors in any public forum and expected to handle any possible concerns about individual staff with sensitivity and due regard for confidentiality. The primary programme encourages students to make use of the Staff/Student Consultative Forum in taking up their concerns and acting in a representative manner. This can enable concerns to be depersonalised and programme procedures to be clarified across the whole student body.
A further issue is that of academic judgement. Students may be disappointed with the grades that they receive in those aspects of the programmes that are formally assessed. However, they do not have the right to challenge the academic judgement of lecturers or senior moderators. They may be concerned about the procedures by which they have been prepared for assessment and these procedures certainly can be challenged. The guidelines above also apply to school placements. Should you feel you need to register any concerns regarding a school placement, and it would be inappropriate to do so with the Headteacher or Professional Mentor, please contact your University Visiting tutor or Personal tutor.
11.7 Student Support Strategy
Students come from a variety of academic, professional and vocational backgrounds and bring with them a wide range of prior experience and learning. This diversity of the trainee teacher population is seen as a valuable resource for teaching and learning. The diversity of the student population also mirrors the diversity of cultures, backgrounds and abilities of the pupils and schools that students will experience during their placements.
Prior to commencement of the programme, you will have received pre-course activities. In common with all students at Manchester Met, students on this programme will benefit from the induction activities offered during the first week of the programme and the related printed and web–based support material, e.g. those provided by Student Services, the Library, and the Faculty.
Information about each unit is on Moodle, including an outline of content, learning outcomes, assessment, grading criteria, submission dates, a reading list and details of how to contact unit leaders.
Computing support is available for all students on the Primary Programme. Your use of written English will be monitored and advice will be provided about support both within the Faculty and centrally. This is provided by dedicated support programmes and electronic and paper-based resources. Support is also available for students’ spoken/ presentational skills.
You will benefit from timetabled meetings with your Personal Tutor who will have responsibility for a group of students throughout their time on the programme. Personal Tutors will:
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discuss with you all matters affecting the programme and act, where necessary, as an academic adviser
support you to develop the ability to evaluate, analyse and reflect upon your teaching discuss with you any difficulties or problems you may be experiencing and refer you,
where necessary, to the appropriate University service advise you, should you be subject to discrimination or harassment undertake a general oversight of your progress
The University has several full-time counsellors based at the All Saints campus and they operate an appointment system and have drop-in sessions on a daily basis from 12.00-2.00pm. The University Chaplaincy seeks to provide personal counselling and pastoral care for all students. The Manchester campus has Prayer Rooms, which are available for students to use.
Student Hubs The go-to place for all of your questions0161 247 1000 [email protected] hours and locations at mmu.ac.uk/studenthub
Academic and Study Skills support0161 247 3330 [email protected] resources, writing courses and workshop listings at mmu.ac.uk/studyskills Counselling, Mental Health and Wellbeing Services0161 247 3493 [email protected] Self-help resources, opening hours, locations and workshop listings at mmu.ac.uk/studentwellbeing Disability support0161 247 3491 [email protected] Opening hours and locations at mmu.ac.uk/disabilityservice ChaplaincyManchester Met Muslim Chaplain Mohammed Ullah 0161 247 3501 [email protected] St Peter’s House 0161 275 2894 [email protected] stpeters.org.uk
Support is also available for students’ presentation skills, spoken English, written English and study skills. If you feel you would benefit from support from any of these services, please contact your Personal Tutor.
And Finally…………
A handbook like this can make it all seem a little overwhelming and there is no doubt about it the School Direct year is challenging and very hard work, but it is well worth it!
Students enter their NQT year with a wealth of experience and an extensive repertoire of strategies to facilitate effective teaching, embedded in sound pedagogy and with a well-developed personal philosophy.
The School Direct team at Manchester Met are here to help and support if necessary and our partner schools have considerable expertise in preparing new colleagues to enter the teaching profession ahead of the game. It is in their interests to help educate competent, thinking practitioners, well versed in the complexities of the 21st century school context and ready to join their dynamic settings as good or outstanding teachers. Your success is their success.
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Enjoy your PGCE School Direct year. The adventure is just beginning!
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Appendix 1 Record of subjects you have taught whilst on placement
Please tick which subjects you have taught during each placement, aiming to have taught (or co-taught) them all by the end of the programme.
Subject Block A Block B Block A2
Mathematics
English
Science
Art & Design
Computing
Design & Technology
Geography
History
Languages
Music
Physical Education
Other Subjects/Areas
Religious Education
Personal Social Health Education
SMSC (woven through the curriculum)
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Appendix 2 PGCE School Direct Teaching Experience week-by-week guidance
Block A% teaching and activities are suggestions for each week and flexible depending on context
Week Week beg.
% Teaching
Student activity Mentor activity
Preparation for placement Access school website and gather as much relevant information as possible, e.g. holidays/calendar, timings of school day, latest Ofsted report, staff list etc.
Establish expectations, time of arrival and departure, dress code, school routines and expected role in classroom.
1 2/9/19 InductionNo
teaching
Begin contextual analysis. Begin placement file by adding dividers
and school information. Visit classes in different key stages and
areas of school (e.g. corridors, playground, continuous provision in EYFS), observe classroom ethos and organisation; inside/outside learning; moving between spaces. Note how support staff, time and physical resources are used.
Reflect on your 1st week in school in your (personal) Learning Journal.
Start researching the topics you will teach later this term.
Go through Induction checklist and make sure student has all essential information e.g. fire drill/evacuation plan. Provide student with medium term plans for the term.
Prepare a week-by-week timetable for your student that clearly shows which lessons they will be teaching over the next few weeks, when they will be working with a group, observing you or other classes (CPD time) and ½ day PPA time.
2 9/9/19 Induction10
Carry out a joint lesson observation with you mentor and discuss what you noticed.
Find out about the individual learning needs of children – SEND, Pupil Premium, EAL etc. This information will support you with personalising learning to enable children to make progress.
Make sure you adhere to the school’s data protection policy in terms of what information you store about children.
Research upcoming topics. Follow teacher’s plan when teaching.
Carry out a join lesson observation and help student to pick out pedagogy and children’s learning in lesson observations.
Help student understand planning process.
Complete Weekly review. Share your planning for subjects
student will teach. Plan when student will observe and
later teach a PE lesson during this placement.
3 16/9/19 15 Investigate oral and written feedback to children. Observe how your mentor carries out individual and group assessments. How do children assess their own progress? Note what provision is made for children on the SEND record.
Finalise Block A action plan with mentor. Plan which Professional Development
Activities to carry out in this placement. Begin planning own lessons, with
support and preparing resources. Reflect on your 3rd week in school in
your (personal) Learning Journal.
Discuss how you use assessment to inform your future planning and how you engage children in self-assessment.
ROLO + Weekly review. Finalise Block A action plan with
student. Provide student with support to
begin to plan lessons more independently, especially differentiation.
Arrange for your student to observe a similar class next week with a focus on behaviour management.
Week Week beg.
% Teaching
Student activity Mentor activity
32
4 23/9/19 20 Discuss behaviour management strategies with your mentor and how they provide a purposeful learning environment.
Planning, teaching and assessment in base class.
Observing a similar class focusing your observation on behaviour management.
(Students in Uni all next week)
Discuss the nuances of behaviour management.
ROLO + Weekly review Support student to plan and assess
a sequence of English or Maths lessons for week 5.
Arrange for your student to observe a class in a different key stage and a subject they are interested in.
5 7/10/19 30 Planning, teaching and assessment in base class.
Observing a contrasting class in a different key stage and a subject you are interested in.
Reflect on your 5th week in school in your (personal) Learning Journal.
ROLO + Weekly review Support student to plan sequences
of lessons on a weekly planning format.
6 14/10/19 30 Spend a week in EYFS (flexible when this takes place)
Observe and teach Phonics and Early Maths.
Lesson observation of phonics + maths + Weekly review – record what took place in EYFS.
7 21/10/19 or 28/10/19
40 Planning, teaching and assessment in base class.
Prepare for weekly review and discussion about your Interim Report + update Appendix 1.
Reflect on your 7th week in school in your (personal) Learning Journal.
ROLO + Weekly review - Discuss draft of Interim Report and student’s responses to Next Steps.
Give student some wider responsibilities – taking register, break duty etc.
8 4/11/19 40 Planning, teaching and assessment in base class – with increasing independence.
(Visit from University Visiting Tutor likely to take place – date flexible)
ROLO + Weekly review Email Interim Report to University
Visiting Tutor. Support student to organise
additional observations in response to Interim Report.
9 11/11/19 40 Planning, teaching and assessment in base class.
Respond to next steps from Interim report.
Reflect on your 9th week in school in your (personal) Learning Journal.
ROLO + Weekly review Support student to plan lessons
more independently and finalise 50% timetable for remainder of placement.
10 18/11/19 50 Planning, teaching and assessment in base class.
Respond to next steps from Interim report.
Arrange to visit your Block B school.
ROLO + Weekly review Support student to contribute to
school’s assessment records.
11 25/11/19 50 Planning, teaching and assessment in base class.
Respond to next steps from Interim report.
Reflect on your 11th week in school in your (personal) Learning Journal.
ROLO + Weekly review – discuss student’s progress since the Interim Report and plans for the remaining 3 weeks of placement.
12 2/12/19 50 Planning, teaching and assessment in base class.
Respond to next steps from ROLO. Prepare for weekly review and discussion
about your Final Report.
ROLO + Weekly review – discuss draft of the Final Report.
13 9/12/19 50 Planning, teaching and assessment in base class.
Email Block A Final Report to University Visiting Tutor (no ROLO this week unless one was missed
33
earlier)14 16/12/19 Enrichme
nt 5 days Participate in events in other classes
(flexible when this takes place). Reflect on what you have gained from
the enrichment days Learning Journal.
Student may not be in class. Weekly review – record what took
place in enrichment days. (no ROLO this week)
Block BWeek Week
beg.%
TeachingStudent activity Mentor activity
Preparation for placement Access school website and gather as much relevant information as possible, e.g. holidays/calendar, timings of school day, latest Ofsted report, staff list etc.
Begin contextual analysis. Begin placement file by adding dividers
and school information.
Establish expectations, time of arrival and departure, dress code, school routines and expected role in classroom.
1 6/1/20 InductionNo
teaching
Visit classes in different key stages and areas of school (e.g. corridors, playground, continuous provision in EYFS), observe classroom ethos and organisation; inside/outside learning; moving between spaces. Note how support staff, time and physical resources are used.
Reflect on your 1st week in a contrasting school in your (personal) Learning Journal.
Start researching the topics you will teach later this term.
Go through Induction checklist and make sure student has all essential information e.g. fire drill/evacuation plan. Provide student with medium term plans for the term.
Prepare a week-by-week timetable for your student that clearly shows which lessons they will be teaching over the next few weeks, when they will be working with a group, observing you or other classes (CPD time) and ½ day PPA time.
Share your planning for subjects student will teach next week.
2 13/1/20 20 Carry out a joint lesson observation with you mentor and discuss what you noticed.
Find out about the individual learning needs of children – SEND, Pupil Premium, EAL etc.
Make sure you adhere to the school’s data protection policy in terms of what information you store about children.
Research upcoming topics. Follow teacher’s plan when teaching.
Carry out a join lesson observation and help student to pick out pedagogy and children’s learning in lesson observations.
Provide student with support to begin to plan lessons more independently, especially differentiation.
Plan when student will observe and later teach a PE lesson during this placement.
3 20/1/20 30 Investigate oral and written feedback to children. Observe how your mentor carries out individual and group assessments. Note what provision is made for children on the SEND record.
Finalise Block B action plan with mentor. Plan which Professional Development
Activities to carry out in this placement. Begin planning own lessons, with
support and preparing resources. Reflect on your 3rd week in school in
your (personal) Learning Journal.
Discuss how you use assessment to inform your future planning and how you engage children in self-assessment.
ROLO + Weekly review. Finalise Block B action plan with
student. Arrange visit from Block A mentor.
Week Week beg.
% Teaching
Student activity Mentor activity
4 27/1/20 30 Planning, teaching and assessment in base class.
Observing a similar class focusing your
ROLO + Weekly review Support student to plan and assess
a sequence of English or Maths
34
observation on behaviour management. (Students in Uni all next week)
lessons for week 5. Arrange for your student to observe
a class in a different key stage and a subject they are interested in.
5 3/2/20 40 Planning, teaching and assessment in base class.
Observing a contrasting class in a different key stage and a subject you are interested in.
Reflect on your 5th week in school in your (personal) Learning Journal.
ROLO + Weekly review Support student to plan sequences
of lessons on a weekly planning format.
Give student wider responsibilities – taking register, break duty etc.
6 24/2/20 40 Planning, teaching and assessment in base class – with increasing independence.
Look for opportunities to contribute to wider life of school e.g. a lunchtime club.
ROLO + Weekly review
7 2/3/20 50 Planning, teaching and assessment in base class.
Prepare for weekly review and discussion about your Interim Report.
Reflect on your 7th week in school in your (personal) Learning Journal.
ROLO + Weekly review - Discuss draft of Interim Report and student’s responses to Next Steps.
8 9/3/20 50 Planning, teaching and assessment in base class
(Visit from University Visiting Tutor likely to take place – date flexible)
ROLO + Weekly review Email Interim Report to University
Visiting Tutor. Support student to organise
additional observations in response to Interim Report.
9 16/3/20 60 Planning, teaching and assessment in base class.
Respond to next steps from Interim report.
Reflect overall on your experiences in Block B in your (personal) Learning Journal.
ROLO + Weekly review Support student to contribute to
school’s assessment system.
10 23/3/20 60 Planning, teaching and assessment in base class.
Respond to next steps from Interim report.
ROLO + Weekly review – discuss student’s progress since the Interim Report and targets to focus on in Block A2.
Block A2Week Week
beg.%
TeachingStudent activity Mentor activity
1 27/4/20 20 Research upcoming topics. Complete Weekly review.
35
Plan a small number of lessons, based on the teacher’s planning, towards the end of the week.
Look for opportunities to contribute to wider life of school e.g. a lunchtime club
Reflect on your 1st week returning back to your Block A school in your (personal) Learning Journal.
Design weekly timetable for next few weeks showing which subjects student will teach or observe + half day PPA time. Make sure to include any subjects not yet taught (especially PE).
2 4/5/20 35 Plan which Professional Development Activities to carry out during this placement.
Plan sequences of lessons, with support and preparing resources.
Seek out wider responsibilities – taking register, break duty etc.
ROLO + Weekly review. Provide student with support to
plan sequences of lessons more independently.
Give student wider responsibilities – taking register, break duty etc.
Discuss with you student how best to make use of CPD time during this final placement (e.g. speaking to subject leaders, observing particular teachers or preparing for job interviews).
3 11/5/20 50 Planning, teaching and assessment in base class.
Reflect on your 3rd week of Block A2 in your (personal) Learning Journal.
ROLO + Weekly review.
4 18/5/20 60 Planning, teaching and assessment in base class. This includes teaching any subjects you have not yet taught (which you may need to arrange to teach in a different class) – complete Appendix 1.
ROLO + Weekly review– discuss student’s progress since the Interim Report and plans for the remaining 3 weeks of placement.
5 1/6/20 70 Planning, teaching and assessment in base class.
Reflect on your 5th week in school in your (personal) Learning Journal.
ROLO + Weekly review
6 8/6/20 80 Planning, teaching and assessment in base class.
Prepare for weekly review and discussion about your Final Report.
ROLO + Weekly review – discuss draft of the Final Report.
7 15/6/20 80 Planning, teaching and assessment in base class.
Reflect on your final week on placement in your (personal) Learning Journal.
Email Block A2 Summative Final Report to University Visiting Tutor (no ROLO this week unless one was missed earlier)
Must we keep strictly to these percentage teaching requirements?No, it is important that you respond to the needs of your student, for example, if you identify a need to spend more time observing you modelling a particular strategy in mathematics, then reduce the % teaching in order to allow for this. Alternatively, if your student wants to plan a sequence of English lessons in week 5, then increase the % teaching slightly.
What does 50% teaching actually look like in practice?For example, in week 10, students have one day in University, so 50% teaching is based on the remaining time and would be 2 days (or 4 half days). Teaching can be whole class or group work.
36
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