Programme Specification (Postgraduate) Date amended: April 2012

Transcription

1 Programme Specification (Postgraduate) Date amended: April Programme Title(s): a) Professional Graduate Certificate in Education (PGCE H) b) Postgraduate Certificate in Education (M-level) Secondary Subjects included Citizenship L9X1 French with Spanish RXD1 English Q3X1 Spanish with French RX41 English with Media QX31 Geography F8X1 Science: History V1X1 Biology C1X1 Mathematics G1X1 Chemistry F1X1 Mathematics with Physics GXCC Coordinated Science F0X1 Modern Languages: Physics F3X1 French R1X1 Physics with Mathematics FXG1 French with German RX11 Social Science: French with Italian RX1C Sociology/Psychology L3X1 2. Awarding body or institution: University of Leicester 3. a) Mode of study Full time b) Type of study Campus based 4. Registration periods: The normal period of registration is one year The maximum period of registration is one year 5. Typical entry requirements: First degree with Honours, preferably 2:1 (but see bullet point below for regulation minimum) in a National Curriculum compatible subject, usually Maths, Science, English, Humanities (History/Geography), Social Sciences (Psychology, Sociology, Politics), Modern Languages (French main subject). To qualify to attempt M-level submissions in Modules PGSec (M) 7003/7004, students would normally need a minimum of a 2:2 first degree (though compensatory qualifications and/or experience may be considered). All students entering the programme qualify to complete at H-level by completing four modules at H- level (see Appendix 1). Students completing the programme for M-level will complete two modules at H-level and two at M- level. The M-level modules will have 7.5 hours of input on research methods and academic writing at

2 M-level. In H-level modules, this time will be given to private study as specified in the module outlines in Appendix Accreditation of Prior Learning: Currently not allowed 7. Programme aims: The programme aims to: a) prepare students to meet the TDA standards for Qualified Teacher Status (QTS) (see Appendix 3); b) support the development of pedagogic skills at primary or secondary level depending on the age range in which students specialise; c) prepare students to conduct school-based studies of education, focusing on the evaluation of teaching, learning and assessment of learning; d) develop the practice of students so that they show evidence of being reflective and effective classroom practitioners. The above are H-level aims for modules H3001, 3002, 3003, For M-level modules 7003, 7004, the following aims also apply: e) develop a critical understanding of pedagogic theory and the implications for practice; f) develop skills of research and analysis to be applied to the study of subject teaching in secondary schools. 8. Reference points used to inform the programme specification: TDA standards (cross-referred with Q-numbers below) Postgraduate Certificate examples QCA M-level guidelines 9. Programme Outcomes: The programme must enable all students to achieve the Professional Standards for Teachers in England (TDA, 2007), as well as academic skills expected of students at H and M level. The Professional Standards are appended in Appendix 3. Course handbooks give detailed advice to students on how these should be achieved and demonstrated. Examples are given in the matrix below, but the definitive agenda is set by the TDA, a set of Standards subject to continuing review and frequent revisions. The intended learning outcomes in the first column are cross-referred to the draft standards issued by the TDA on 2007 (Q numbers in brackets). Intended Learning Outcomes Meet and demonstrate the QTS standards in three core areas: 1. professional attributes, 2. professional knowledge and understanding and 3. professional skills. These include: Be aware of the professional duties of teachers and statutory frameworks (Q3); Be aware of the policies and practices of the workplace (Q3); Know the assessment requirements of the curriculum areas they are required to teach (Q11)... Know a range of approaches to Teaching and Learning Methods (a) Subject and Professional skills Knowledge Directed reading Computer practical classes Demonstrations Computer-aided learning Example sheets Resource-based learning Induction programmes Independent research School documents Analysis of policy documents, including How Demonstrated? Teacher Development Record (TDR), School File(s) for Modules PGSec (H) 3001/3002. Modules PGSec (H) 3003/3004 or (M) 7003/7004 assignments (H and/or M-level) TDR for Module PGSec (H) 3001 (H-level only) Modules PGSec (H) 3001/3002 teaching practices (H-level). School File(s) and TDR containing Evidence Record Forms (ERFS) detailing observations of classroom performance

3 Intended Learning Outcomes assessment (Q12) including AfL Have and demonstrate a secure knowledge of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age range for which they are being trained. (Q14). Demonstrate thorough understanding and knowledge of statutory and nonstatutory frameworks including national strategies for their subjects and age ranges (Q15). Understand the roles of colleagues with specific responsibilities, e.g. for pupils with SEN (Q20) Have a knowledge and understanding of a range of teaching, learning, behaviour management strategies and know how to use and adapt them; (Q10) Understand the nature of learning in young people(q18); Understand how to personalise learning (Q19) Understand and evaluate approaches to teaching Manage pupil behaviour effectively Assess pupil learning formatively and summatively (Q26-28), including the provision of constructive feedback (Q27). Demonstrate the ability to support and guide learners to reflect on their own learning (metacognition), identify progress and identify emerging learning needs (Q28). Provide opportunities for all pupils to achieve their potential. Demonstrate understanding of how young people develop and that progress of and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences (Q18). Demonstrate knowledge of diversity in the classroom, and how to cater for individual learning needs e.g. to make effective personalised provision for pupils, including those with EAL or SEN or disabilities.(q19) Promote inclusion in their teaching.(q19) Establish a safe and purposeful learning environment (Q30) Establish a clear framework for classroom discipline (Q31) Teaching and Learning Methods national strategy documents Concepts Directed reading Computer practical classes Demonstrations Computer-aided learning School documents Analysis of policy documents Example sheets Resource-based learning Induction programmes Independent research Techniques Directed reading Observations n schools Computer practical classes Demonstrations Computer-aided learning Induction programmes Independent research How Demonstrated? Modules PGSec (H) 3003/3004 or (M) 7003/7004 assignments (H and/or M-level); PDP for Modules PGSec (H) 3001/3002 (Hlevel only) School File(s) and Teacher Development Record Evidence Record Forms (ERFS) detailing observations of classroom performance End of teaching phase assessments by cotutors and university tutors formally recorded in end of Phase Report Form. Modules PGSec (H) 3003/3004 or (M) 7003/7004 assignments (H and/or M-level) TDP for Modules PGSec (H) 3001/3002 (Hlevel only) Modules PGSec (H) 3001/3002 teaching practices (H-level). School File(s) Evidence Record Forms (ERFS) detailing observations of classroom performance. End of teaching phase assessments by cotutors and university tutors formally recorded in end of Phase Report Form. Optional EAL subsidiary course assignments Analyse teaching and learning (Q25, 29) Evaluate classroom practice (Q25, 29) Use and evaluate approaches to managing pupil behaviour effectively (Q31) Critical Analysis Directed reading Modules PGSec (H) 3003/3004 or (M) 7003/7004 assignments (H and/or M-level) TDP for Modules PGSec (H) 3001/3002 (Hlevel only) Modules PGSec (H) 3001/3002 teaching

4 Intended Learning Outcomes Evaluate ways to assess pupil learning formatively and summatively (Q26) Act upon advice and be open to coaching and mentoring (Q9) Demonstrate ability to plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across lessons, demonstrating secure subject knowledge (Q22) Teaching and Learning Methods Demonstrations by co-tutor Example lesson plans Induction materials in schools How Demonstrated? practices (H-level). School File(s) End of teaching phase assessments by cotutors and university tutors formally recorded in end of Phase Report Form. Present findings in speech and writing Prepare clear lesson plans and plan sequences of lessons (Q22, 24), including homework and other learning opportunities. Present learning objectives clearly. Critically evaluate strategies and guidance in the light of research evidence Evaluate lesson plans (Q29) Evaluate lesson outcomes (Q29) Apply and evaluate approaches to formative assessment (Q26-28) Conduct school-based investigation Use information from research to inform practice e.g. to meet special needs, to support language development of pupils with EAL. Know how to use local and national statistical information to evaluate the effectiveness of their teaching, monitor the progress of pupils they teach and raise levels of attainment. (Q13) Presentation Directed reading Demonstrations by co-tutor Example lesson plans Induction materials in schools Appraisal of Evidence Directed reading Working with mentor Resource-based learning Independent research: classroom evaluation (b) Transferable skills Research skills Directed reading Resource-based learning Independent research: classroom evaluation Modules PGSec (H) 3003/3004 or (M) 7003/7004 assignments H and/or M-level TDP for Modules PGSec (H) 3001/3002 (Hlevel only) Modules PGSec (H) 3001/3002 teaching practices (H-level). School File(s) End of teaching phase assessments by cotutors and university tutors formally recorded in the end of Phase Report Form. Modules PGSec (H) 3003/3004 or (M) 7003/7004 assignments (M-level) TDP for Modules PGSec (H) 3001/3002 (Hlevel only) Modules PGSec (H) 3001/3002 teaching practices (H-level) School Files Reflective tasks (Module PGSec (H) 3001) Submission of Teacher Development Pack Submission of Subject Development Record M-level research and reflection in Modules 7003/7004 assignments. Teach clearly, demonstrating the ability to: 1. express instructions clearly 2. communicate effectively withchildren (Q4) and other colleagues, carers and parents 3. explain ideas and concepts clearly (Q25) Use a range of teaching strategies and resources, including e-resources, taking practical account of diversity and promoting equality and inclusion (25a) Build on prior learning, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives. Communication skills School practice (Modules PGSec (H) 3001/3002) Subject sessions peer teaching Modules PGSec (H) 3003/3004 or (M) 7003/7004 assignments (M-level) PDP for Modules PGSec (H) 3001/3002 (Hlevel only) Modules PGSec (H) 3001/3002 teaching practices (H-level) Completion and submission of directed work from the Teacher Development Pack and Subject Development Record. Successful lessons with positive observations (H-level): Evidence Record Forms (ERFS) detailing observations of classroom performance End of teaching phase assessments by cotutors and university tutors formally recorded in end of Phase Report Form.

5 Intended Learning Outcomes (25b) Adapt language to suit their learners, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively (25c) Demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.(25d) Write clear lesson plans (see Q22-24 for full detail) and sequences of lessons Prepare a professional portfolio Design opportunities for learners to develop their literacy skills. (Q23) Prepare reports to parents and carers Write research-informed portfolio and assignments Pass the on-line literacy test mandated and administered by the TDA (Q16) Examine and interpret school data (Q13) Analyse data for assignments (Q13) Know how to use local and national statistical information to evaluate the effectiveness of their teaching, monitor the progress of pupils they teach and raise levels of attainment. (Q13) Design opportunities for learners to develop their numeracy skills. (Q23) Pass the on-line numeracy test mandated and administered by the TDA (Q16) Teaching and Learning Methods Data Presentation Subject sessions Directed work How Demonstrated? TDP for Modules PGSec (H) 3001/3002 (Hlevel only) Modules PGSec (H) 3001/3002 teaching practices. School practice (Modules PGSec (H) 3001/3002) School file(s) reports to parents and carers Submission of Subject Development Record and Teacher Development Record Modules PGSec (M) 7003/7004 assignments (M-level). On-line test Reading of school assessment data and completing Directed Task component on target setting (reported in teacher development record: TDR). Modules PGSec (H) 3003/3004 assignments or (M) 7003/7004 assignments Modules PGSec (H) 3001/3002 teaching practices (H-level). School practice (Modules PGSec (H) 3001/3002) School file(s) Submission of On-line test Use ICT in the classroom (Q25a) Use PowerPoint Use the electronic whiteboard if available Use subject specific applications in their teaching Pass the on-line ICT test mandated and administered by the TDA (Q16) Design opportunities for learners to develop their ICT skills. (Q23) Classroom problems: diagnosis and intervention: a range of the skills listed in other sections e.g. managing pupil behaviour may involve problem solving. Working through some professional dilemmas for teachers and pastoral tutors Demonstrate a commitment to collaboration and co-operative working (Q6): Work in school with co-tutor and induction tutor, as well as with other members of teaching staff thus meet the QTS standards for working with others (Q5, 6) Respect the contributions of colleagues, parents and carers (Q5). Demonstrate ability to work as a team Information Technology School practice Use of Blackboard VLE for discussion, communication, accessing course materials. Problem solving Directed reading Resource-based learning Independent research: classroom evaluation Working Relationships Directed reading Directed activities working with other student teachers Resource-based learning Independent research: classroom evaluation School practice (Modules PGSec (H) 3001/3002) Submission of Teacher Development Record and Subject Development Record On-line test Evidence Record Forms (ERFS) detailing observations of classroom performance. End of phase assessments by co-tutors and university tutors formally recorded in end of Phase Report Form. Teaching practice (Modules PGSec (H) 3001/3002) observations School practice (Modules PGSec (H) 3001/3002) Submission of Teacher Development Pack Submission of Subject Development Record M-level research and reflection in Modules 7003/7004 assignments Teaching Team-teaching in the first practicum School practice (Modules PGSec (H) 3001/3002) Submission of Teacher Development Pack Submission of Subject Development Record. Evidence Record Forms (ERFs) detailing observations of classroom performance. End of teaching phase assessments by cotutors and university tutors formally

6 Intended Learning Outcomes member and identify opportunities for working with colleagues, sharing the development of effective practice with them (Q32). Ensure that colleagues working with them (e.g. TAs) are involved in supporting learning and understand the roles they are expected to fulfil (Q33). Develop reflective skills and demonstrate these in the evaluation of teaching and learning (Q7a). Have a creative and constructively critical attitude to innovation,, being prepared to adapt their practice where educational benefits are identified.(q8) Demonstrate a commitment to CPD. Identify priorities for their early professional development in the NQT induction year (Q7b) Demonstrate expected professional conduct in school (Q32, Q2), including positive values and attitudes that teachers expect of children and young people Act as an appropriate role model in terms of professional behaviour (Q2) (Q32). Demonstrate awareness of the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of young people. (Q21a) Demonstrate awareness of how to identify and support children and young people whose educational development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues and specialist support.(q21b) Have high expectations and demonstrate these (Q1), expecting children to achieve to their full\potential and establishing fair, supporting, encouraging, trusting and respectful relationships with them. Teaching and Learning Methods Managing learning Lecture Subject Sessions TDA website Career management Career development programmes: preparation of Career Entry and Development Profile Guidance from induction tutor School practice (Modules PGSec (H) 3001/3002) and seminars How Demonstrated? recorded in end of Phase Report Form. Reflective tasks and regular lesson evaluations (Modules PGSec (H) 3001/3002) M-level research and reflection in Modules 7003/7004 assignments. End of teaching phase assessments by cotutors and university tutors formally recorded in end of Phase Report Form. Submission of Career Entry and Development Profile(CEDP) Teaching practice (Modules PGSec (H) 3001/3002) (H-level) Submission of Teacher Development Pack Submission of Subject Development Record Dress, demeanour, professionalism, application, rigour and personal discipline (reported in school reports on tutees, following modules 3001 and 3002). Modules PGSec (H) 3001/3002 teaching practices (H-level only). Modules PGSec (H) 3003/3004 or (M) 7003/7004 assignments H and/or (M-level) TDP for Modules PGSec (H) 3001/3002 (Hlevel only) Evidence Record Forms (ERFS) detailing observations of classroom performance End of teaching phase assessments by cotutors and university tutors formally recorded in end of Phase Report Forms. Completion of Career Entry and Development Profile 10. Special features: This is a professional programme, governed by the requirements of the Training and Development Agency for Schools (TDA), and subject to frequent change. The programme is also subject to frequent inspection by OfSTED. These are represented principally in Modules PGSec (H) 3001/3002, but completion of Modules PGSec (H) 3003/3004 or (M) 7003/7004 at least at H-level is required (see Appendix 1 below). It is our expectation that the vast majority of students will attempt M-level Module 7003 above [PGSec (M) 7003]. As a result, we recommend that all students be entered as M-level from the outset. After marking of the PGSec (M) 7003 assignments (mid-february) a review of all students will take place. Some students may opt to submit for H-level only. Where there is concern about a student, a review will take place and a recommendation made to an interim Board of Examiners. A definitive list of M-level students will be issued to the Graduate Office in the third week of March in each year.

7 11. Indications of programme quality: External Examiner reports Internal Consultant Meetings with students/staff/mentors Subject/Professional Strand Evaluations and Annual Programme Monitoring Reviews End of Course Evaluation Partnership Steering Committee OfSTED reports Match to TDA standards 12. Scheme of Assessment This programme uses continuous assessment against the Qualified Teacher Status (QTS) Standards. (See Appendix 4) 13. Progression points Mid Year Progress Board held in February/March. Professional Practice Board held at end of June. In cases where a student has failed to meet a requirement to progress he or she will be required to withdraw from the course and a recommendation will be made to the Board of Examiners for an intermediate award where appropriate. 14. Rules relating to re-sits or re-submissions: Standard Postgraduate Taught Course Regulations but additionally subject to Fitness to Practice considerations. 15. Additional information [e.g. timetable for admissions] Appendix 1: Programme structure (programme regulations) The PGCE (M-level) comprises 4 modules, two at intermediate H level (60 points at graduate level) and two at Masters level (60 credits at M level: Postgraduate Certificate). There will be one H-level module and one M-level module running each semester, on the following pattern: Semester 1 Professional Competences Programmed H-level only Academic Competences Programme H-level PGCE 4 x 30 credits at H level Professional School Experience 1: PGSec (H) 3001 Contemporary Issues for Teachers (CIT): Teaching, Learning and Assessment for Learning in the Secondary School: PGSec (H) 3003 M-level PGCE 2 x 30 at H level; 2 x 30 at M level Professional School Experience 1: PGSec (H) 3001 Pedagogic Theory and Practice (PTP): Teaching, Learning and Assessment for Learning in the Secondary School: PGSec (M) 7003 : Semester 2 Professional Competences Programme H-level only Professional School Experience 2: PGSec (H) 3002 Professional School Experience 2: PGSec (H) 3002 Academic Competences Critical Issues in the Secondary Critical Issues in the Secondary

8 Programme School: Evaluating Subject Teaching (EST): PGSec (H) 3004 School Researching Subject Teaching (RST): PGSec (M) 7004 The Professional Competences Programme (modules PGSec (H) 3001/ PGSec (H) 3002) The following two modules at H-level are compulsory to all entrants to the PGCE. PGSec (H) 3001: Professional School Experience 1 (30 credits: H-level): Primary placement: 10 days of guided observation, with practical activities, directed reading tasks and written submission. School induction days: 30 hours, with structured activities and reflective tasks. Subject and Professional Input and Phase A practicum placement Development of professional standards for QTS This module includes input on pedagogy, guidance on lesson planning and evaluation, practical teaching with observations (formative and summative), followed by submission of a file of evidence that demonstrates levels of achievement mapped against the QTS standards. This is the assessed piece of work for this module. Students must submit the evidence in a structured and accessible form so that the match to standards can be demonstrated to internal and external assessors. The practical assessment of teaching is interim at this stage and a formal record of the level achieved is made so that the student is aware of what remains to be achieved in the next professional module. Failure to achieve a pass at this stage leads to the issue of a letter detailing what needs to be done to achieve the necessary level. This can be achieved in Professional School Experience 2. Students deemed to be at risk of not achieving the final QTS standards are given written guidance at this stage. PGSec (H) 3002: Professional School Experience 2 (30 credits: H-level) Subject and Professional Input and Phase B practicum placement Development of professional standards for QTS This module includes further input on pedagogy, guidance on lesson planning and evaluation, practical teaching with observations (formative and summative), followed by submission of a file of evidence that demonstrates achievement mapped against the QTS standards. Students must achieve a pass in the practical assessment of their teaching in this module and submit the accompanying evidence in a structured accessible way so that the match to standards can be demonstrated to internal and external assessors at the final Board of Examiners meeting. A mid-practicum review identifies students at risk of not meeting the standards by the end of the block placement. This triggers a meeting with University tutors and co-tutors to review progress and to set targets for development, if appropriate. Failure to meet the QTS standards in the teaching practice will be referred to external examiners and to the Board of Examiners, following independent scrutiny of teaching practice by an independent University tutor (one not involved in the supervision of the tutee s practicum). If failure is confirmed, QTS cannot be awarded and two possible outcomes will be considered: a) the Board of Examiners may recommend fail b) the Board of Examiners may determine that the candidate should be offered a further period of 8 weeks practical teaching in a different school in a final effort to meet the QTS standards. Note to Modules PGSec (H) 3001/3002

9 The above modules are at H-level (H) and are essential (though not in themselves sufficient) to the award of the PGCE and QTS. For Modules PGSec (H) 3001/3002, students work on a Teacher Development Pack (TDP) which includes readings, directed tasks and written activities in addition to core subject and teacher development course sessions. In addition, students complete required work set in subject sessions and in their Subject Handbook for Modules PGSec (H) 3001/3002, as they progress through the university based sessions and the teaching practices. The resulting file elaborates on their development of professional knowledge and experience. It includes evidence of reading, reflection, observations, responses to directed tasks included in a portfolio which is part of the assessment requirements for Modules PGSec (H) 3001/3002. Summary evidence is recorded in the Teacher Development Record. Work done in the portfolios can be used to inform M-level work in Modules PGSec (H/M) 7003/7004 (described below) but Modules PGSec (H) 3001/3002 are not at M-level. The Academic Competences Programme [Modules PGSec (H) 3003/3004 and (M) 7003/7004] The following modules are available at both H and M level with differentiation by both input and output. All M-level students would have to satisfy the requirements of the professional modules above. In effect, modules 3001/3002 are common to all participants, with Modules PGSec (H) 3003/3004 at H-level or (M) 7003/7004 offered at either M- level, but with the possibility of H-level pass for those who only achieve H-level learning outcomes. Detailed specifications are included in Appendix 2. Module 7003 is at M-level and has an H-level version (ED3003), with limited learning outcomes (see Appendix 2 below): PGSec (M) 7003Pedagogic Theory and Practice (PTP): Teaching, Learning and Assessment for Learning in the Secondary School: (30 credits: M-level) or PGSec (H) 3003 Contemporary Issues for Teachers (CIT): Teaching, Learning and Assessment for Learning in the Secondary School: (30 credits: H-level) There would be common subject and Teacher Development Sessions for all students, but M-level input on pedagogic theory (teaching and learning) and an introduction to classroom research would be offered to M-level students. In addition, M-level students would receive input on the structure and writing of assignments at M-level (7.5 hours in total of additional input; some of this may be offered through VLE). During the first teaching block at the university and in their Phase A placement PGCE students learn about pedagogic principles, focusing on planning and assessment for the learning cycle including: how to plan and evaluate individual lessons (pedagogy), the importance of short, medium and long term planning in education (learning cycles), how to identify and evaluate pupils learning and development ( ontogenesis in Vygotskyan terms), how to build on what pupils know. This module enables students to deepen their knowledge and theoretical understanding of the educational process. It provides them with opportunities to evaluate the development of their own planning skills during the first term and directly informs their work in the classroom.

10 Assessment For H-level, assessment is by portfolio, with directed activities and detailed evaluations of teaching episodes ( words). For M-level, the above portfolio is required plus an accompanying evaluative review ( words in academic form, including bibliography and evidence-based support for part of the portfolio). Module 7004 is at M-level and there is an H-level counterpart (3004): PGSec (M) 7004: PGSec (H) 3004: Critical Issues in the Secondary School: Researching Subject Teaching (RST) Critical Issues in the Secondary School: Evaluating Subject Teaching (EST) During their two university based teaching blocks and in their Phase A and B placements, PGCE students learn about the pedagogy of their specific subjects, how learners develop their skills, knowledge and understanding in aspects of the school curriculum, both within the subject and across the curriculum, and the methods used to assess their progress. All students receive this input. There are subject development sessions for all students, with research methods inputs for those wishing to complete at M-level. In addition, M-level students receive input on research methods in education and on the structure of assignments at M-level (7.5 hours; some of which may be offered through VLE). Module 7004 Assessment M-level students critically evaluate both theoretical frameworks for subject teaching and professional issues which underpin teaching and learning across the curriculum, through the submission of a 5000 word M-level assignment. For H-level, students submit an essay of words on a subject-related issue to be negotiated with their tutor. Note on H-level for Modules PGSec (H) 3003/3004 Assignments submitted at H-level only for Modules PGSec (H) 3003/3004 will be graded for their demonstration of evidence of achievement of QTS standards in Appendix 3 below. For example, successful assignments will demonstrate that students: can critically evaluate strategies and guidance in the light of research evidence, evaluate lesson plans (Q29), evaluate lesson outcomes (Q29), apply and evaluate approaches to formative assessment (Q26-28), are aware of the professional duties of teachers and statutory frameworks (Q3); are aware of the policies and practices of the workplace (Q3); know the assessment requirements of the curriculum areas they are required to teach (Q11), know a range of approaches to assessment (Q12) including AfL, have a secure knowledge of their subject/curriculum areas and related pedagogy (Q14), can demonstrate thorough understanding and knowledge of statutory and non-statutory frameworks including national strategies for their subjects and age ranges (Q15), can describe the roles of colleagues with specific responsibilities, e.g. for pupils with SEN (Q20). Current H-level marking criteria are included in the module specifications below.

11 Draft M-level marking criteria are in Appendix 4. Appendix 2: Module Specifications See module specification database Appendix 3 The revised standards for the recommendation for qualified teacher status (QTS) 1 The revised standards will apply to all of those who begin their training for QTS on or after 1 September Trainees falling into one of the categories below may be assessed against the current QTS standards contained in Qualifying to Teach 2002, or the revised QTS standards, at the provider s discretion: Introduction i) those who begin the final year of a full-time or part-time undergraduate degree on or after 1 September 2007 ii) those on part-time postgraduate programmes starting before 1 September 2007 iii) those trainees whose programmes were due to finish before 1 September 2007 but have been extended, due to: failure and the need to repeat an aspect of training (including the skills tests) switching from full-time to part-time training decisions by the ITT provider to allow trainees to complete any aspect of the programme at a later date (for example, trainees taking a year out of their training) iv) those on the employment-based teacher training scheme who started training before 1 September This version of the standards for QTS is a working version. There may be amendments to the text before the revised standards are published formally in early 2007 as a part of the revised framework of standards for all classroom teachers. The framework will include the standards for main scale teachers, those who have progressed through the threshold and Excellent and Advanced Skills Teachers. 3 The framework of standards below is arranged in three interrelated sections covering: a b c Professional attributes Professional knowledge and understanding Professional skills 4 The recommendation for the award of qualified teacher status and registration with the GTCE is made by an accredited Initial Teacher Training (ITT) provider following an assessment which shows that all of the QTS standards have been met. No teacher may begin their induction period until they have met all of the standards and been recommended for QTS. 5 All the standards are underpinned by the five key outcomes for children and young people identified in Every Child Matters and the six areas of the Common core of skills and knowledge for the children s workforce. The work of practising teachers should be informed by an awareness, appropriate to their level of experience and responsibility, of legislation concerning the development and well-being of children and young people expressed in the Children Act 2004, the Disability Discrimination Acts 1995 and 2005 and relevant associated equality duty and guidance, the special educational needs provisions in the Education Act 1996 and the associated Special educational needs code of practice (DfES 2001), the Race Relations Act 1976 as amended by the Race Relations (Amendment) Act 2000, associated Race Equality Duty, and the guidance Safeguarding children in education (DfES 2004).

12 6 Note on the terminology used in the standards The term learners is used instead of children and young people when learning per se is the main focus of the standard. It refers to all children and young people including those with particular needs, for example, those with special educational needs, looked after children, those for whom English is an additional language, those who are not reaching their potential or those who are gifted and talented. The term colleagues is used for all those professionals with whom a teacher might work. It encompasses teaching colleagues, the wider workforce within an educational establishment, and also those from outside with whom teachers may be expected to have professional working relationships, for example early years and health professionals and colleagues working in children s services. The term classroom is used to encompass all the settings within and beyond the workplace where teaching and learning take place. The term workplace refers to the range of educational establishments, contexts and settings (both in and outside the classroom) where teaching takes place. The term subjects/curriculum areas is used to cover all forms of organised learning experienced across the curriculum. For example, areas of learning in the foundation stage, broad areas of curricular experience and learning through play in the early years, thematically structured work in the primary phase, single subjects, vocational subjects and cross-curricular work in the phase. The terms lessons or sequences of lessons are used to cover teaching and learning activities wherever they take place, whatever their nature and length, and however they might be organised, and are applicable to all educational phases and contexts. Where the phrase parents and carers is used, it is understood that the term parents includes both mothers and fathers. 'The term well-being refers to the rights of children and young people (as set out, and consulted upon, in the Every Child Matters Green Paper and subsequently set out in the Children Act 2004), in relation to:' - physical and mental health and emotional well-being - protection from harm and neglect - education, training and recreation - the contribution made by them to society - social and economic well-being. The term `personalised learning, means maintaining a focus on individual progress, in order to maximise the capacity of all children and young people to learn, achieve and participate. This means supporting and challenging each learner to achieve national standards and gain the skills they need to thrive and succeed throughout their lives. Personalised learning is not about individual lesson plans or individualisation, where children are taught separately, largely through a one-to-one approach. Professional standards for qualified teacher status (For implementation from September 2007) 1 Professional attributes Those recommended for the award of QTS should: Relationships with children and young people Q1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.

13 Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people. Frameworks Q3 (a) Be aware of the professional duties of teachers and the statutory framework within which they work. (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation. Communicating and working with others Q4 Communicate effectively with children, young people, colleagues, parents and carers. Q5 Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people and to raising their levels of attainment. Q6 Have a commitment to collaboration and co-operative working. Personal professional development Q7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs (b) Identify priorities for their early professional development in the context of induction. Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified Q9 Act upon advice and feedback and be open to coaching and mentoring. 2 Professional knowledge and understanding Those recommended for the award of QTS should: Teaching and learning Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential. Assessment and monitoring Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas they are trained to teach, including those relating to public examinations and qualifications. Q12 Know a range of approaches to assessment, including the importance of formative assessment. Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. Subjects and Curriculum Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained. Q15 Know and understand the relevant statutory and non-statutory curricula, and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained.

14 Literacy, numeracy and ICT Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT) Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. Achievement and diversity Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Q19 Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Q20 Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Health and well-being Q21 (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. (b) Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. 3 Professional skills Those recommended for the award of QTS (Q) should: Planning Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge. Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills. Q24 Plan homework or other out-of-class work to sustain learners progress and to extend and consolidate their learning. Teaching Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: (a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; (b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives; (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively; (d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.

15 Assessing, monitoring and giving feedback Q26 (a) Make effective use of a range of assessment, monitoring and recording strategies. (b) Assess the learning needs of those they teach in order to set challenging learning objectives. Q27 Provide timely, accurate and constructive feedback on learners attainment, progress and areas for development. Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs. Reviewing teaching and learning Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary. Learning environment Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts. Q31 Establish a clear framework for classroom discipline to manage learners behaviour constructively and promote their self-control and independence. Team Working and Collaboration Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them. Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil. Appendix 4 Draft Level Descriptors Grade Descriptors for PGCE modules: PG Cert in Education These grade descriptors are innovative in that they include an H-level pass for those falling below the M-level threshold, but submitting work that would pass at H-level (40-49% below). In module ED7003, successful students will: Demonstrate understanding of pedagogic theory; Discuss and evaluate teaching, learning and assessment in relation to both the National Strategy and the curriculum of their chosen subject; Reflect on and critique the planning, teaching and evaluation processes used by themselves and others. In module ED7004, successful students will: Demonstrate detailed understanding of theoretical and pedagogic frameworks that underpin an aspect of their subject teaching; Critically evaluate pedagogic theories; Reflect on, research and critique a critical issue in the teaching of their chosen subject. 70% Distinction 1. Very well-structured, with accurate and appropriate handling of references and sources, conforming to the highest standards at M-level. The generic structure follows standard academic

16 conventions (e.g. an article: abstract, literature review, research outline, findings and conclusions or a research report). Spelling, grammar and punctuation are correct throughout, with only one or two errors. 2. Demonstrates excellent command of subject matter. Understands the relevant pedagogic theories and concepts fully and applies them skilfully to the assignment topic. The literature used (where appropriate) is comprehensive and demonstrates a sophisticated grasp of issues and is used in an incisive way. 3. Excellent ability to critically evaluate relationship between planning, teaching and evaluation processes and critique relevant arguments, debates etc. The links to schools and the classroom are integrated throughout the structure of the assignment, critically and reflectively 4. Presents and analyses data very clearly and accurately. Critically appraises strengths and weaknesses of investigative strategies. The work considers alternative interpretations. Effectively synthesizes relevant material from a range of sources. Fully discusses and justifies methods used to investigate practice. 60% Merit 1. Generally well-structured, with proper handling of references and sources. Spelling, grammar and punctuation are largely correct, but a few errors are identified. One of referencing, bibliography or length is not of the highest standard, but of a satisfactory standard. The work follows a logical structure e.g. reflective essay on planning, teaching and evaluation processes. 2. Demonstrates good command of the subject matter. Understands relevant pedagogic models and concepts, and applies them competently to the assignment topic. The literature used (where appropriate) is drawn from a range of sources and is reviewed analytically. 3. The assignment shows clear evidence of critical reflection on the issues, both academically and professionally, though this may not be systematically maintained throughout the assignment. Shows ability to analyse relationships between planning, teaching and evaluation processes and critique relevant arguments, debates etc. Good commentary on relationship between theory and practice. References to schools and classrooms are explicit and the implications discussed in a thorough way. 4. Evidence of systematic enquiry. Discusses and justifies research methods used. Presents and analyses data quite clearly and accurately. There is some awareness of possible limitations to the study and of alternative interpretations. 50% Pass (M) 1. Satisfactory structure and organization. There is proper referencing and handling of sources though these might be limited in number to and focusing on professional rather than research-based literature, for example, exclusive use of guidance documents. 2. Demonstrates a clear professional command of the pedagogic subject matter and a satisfactory understanding and/or application of relevant pedagogic theories, concepts etc. 3. There is some critical commentary on relevant arguments, debates, but with reliance on accepted professional knowledge rather than own enquiry based discoveries. 4. There is a tendency towards description and/or paraphrase, rather than analysis but research questions are generally appropriate and reasonably well defined. There is a systematic approach to

17 enquiry in schools and classrooms but may be deficient in discussion and/or justification or investigative strategies used. Data presented and analysed with reasonable clarity and accuracy. 40%-49% Pass (H-level) 1. For Module 7003, the assignment discusses and evaluates teaching, learning and assessment in relation to both the National Strategy and the curriculum of their chosen subject and reflects on the planning, teaching and evaluation processes used by themselves in their own classroom practice.. 2. For Module 7004, the assignments demonstrate an understanding of theoretical and pedagogic frameworks that underpin an aspect of subject teaching and give evidence of reflection on a critical issue in the teaching of their chosen subject. In both cases, the following may be found: clear evidence of professional expertise in the skills associated with the module, possibly with examples of useful classroom materials and records of general observations conducted. The submission has an appropriate structure, for example a portfolio of evidence, a series of structured observations and an accompanying professional rationale. Referencing, bibliography and length are acceptable but possibly limited to professional publications. Spelling, grammar and punctuation are satisfactory for conveying meaning, although there may be some avoidance of conventions e.g. overuse of bullet point approaches to presenting the argument. reference to appropriate pieces of relevant literature, but these focus on professional competences rather than research-based approaches e.g. references are principally to National Curriculum and good practice guidelines. While there may be evidence of professional competence e.g. lists of sensible points about teaching, the writing does not focus on demonstrating detailed understanding of relevant theories, concepts etc. Evidence of practical competence is informed by reference to policy documents but with limited reference to theory or research. There is some evidence of a critical and reflective approach to the issues, perhaps contained within a conclusion or a segment of the assignment. reference to schools and classrooms, but the focus of the work is on the practical demonstration of classroom competences and skills. It concentrates on demonstrating TDA competences for example through the collection of evidence of activity undertaken in school. The candidate may have chosen to rely to received knowledge rather than engage in enquirybased activities in the school or classroom to support claims. the candidate choosing not to engage in detailed empirical research preferring the submission of practice-based materials to provide evidence of achievement against the standards for qualifying to teach (TDA, 2007). Or, research questions are presented in general rather than focused terms e.g. investigate the organisation of group work, but with professional reflection on this issue rather than detailed analysis or evaluation of some approaches to group work in real time % Potential pass (H) subject to minor amendments/additions The assignment has the four qualities of a pass (professional) submission presented above but has omitted some items critical to the demonstration of teaching-related competences. These could, for example, include omission of an evaluative statement at the end of the submission or failure to provide a list of references or failure to include some documents known to be available to the