Department of Education. PGCE Primary Mentor & PCM Development Session (FSE)
|
|
- Beverly McKinney
- 6 years ago
- Views:
Transcription
1 Department of Education PGCE Primary Mentor & PCM Development Session (FSE)
2 Intentions for the session: Ø Understand the structure of the PGCE course at Brunel Ø Understand Brunel s Partnership documentation to support the professional learning of our student teachers. Ø Understand the importance of considering the impact of student teachers teaching on pupil progress. Ø Understand your role as a Mentor & PCM. Link to Brunel University School Experience Guidance: 2
3 Things to celebrate and innovations and developments in our provision Impact on pupil progress over time now established at the heart of our provision 100% of students graded as good or outstanding by the end of our courses last year, including SD students 100% of students rated the support to meet the Teachers Standards as good or outstanding and high % of student satisfaction in all aspects of provision In year progress from phase to phase made by all students is excellent Established continuum of teacher education: ITE, NQT, MAT and MAEd, EdDoc, PhD Alternative setting school experience and placements in special schools Effective communication with employing schools, including updated references, transition action plans and gathering information back from induction tutors to further enhance provision 3
4 Partnership Priorities for Pupil progress over time, evidenced through progress and attainment in relation to the quality of teaching, assessed through Teachers Standards. Improve % of Student Teachers attaining grade 1 overall. Increase % of outstanding grades, therefore need to target progress and attainment in: TS2, TS3, TS4, TS5, TS6 and TS7. More effective use of weekly professional learning record to monitor and target impact of teaching on pupil progress over time. More effective use of grade descriptors to write focused subject specific targets for Student Teachers. Use of Brunel lesson planning template acknowledged as model of good practice by Ofsted. Diversity of school placements alternative settings offer. More effective use of lesson observation and Professional Learning Activities (PLAS) to support student progress collaborative process with mentor. Utilising identified best practice across the Partnership. Earlier introduction to the Prevent Strategy. Enhanced use of Learning Support Assistants in lessons. 4
5 The Mentor s role Ensure focus for Student Teacher s teaching is on the impact on pupil progress over time. Construction of timetable. Collaborative engagement with selected PLAs. Weekly professional learning meetings (one per week) and completion of relevant sections of WPLR. Lesson observations (LFRs and annotated lesson plans). Post lesson conversations. Collaboration in facilitating and engaging in Professional Learning Activities (PLAs). Appropriate setting of targets. Interim and end of phase assessments. Engagement with the school experience file to check progress towards the TS. One joint observation (with link tutor) and feedback to student. Monitoring student teacher s planning; the impact on and recording of pupil progress. Ensure effective and empathetic relationship with Student Teacher. Support other staff working with and observing the Student Teacher and monitor the quality of feedback from them. Ensure 5 stages of Cause for Concern process are followed appropriately (where necessary). 5
6 The PCM s role Liaise with Partnership Development Unit to offer and organise placements. Induct the Student Teachers into the school. Ensure focus for Student Teacher s teaching is on the impact on pupil progress over time. Ensure focus for Student Teacher s teaching is on the impact on pupil progress over time. Design and organise the school-based professional learning programme. Monitor and intervene to ensure high quality verbal and written feedback and target setting using all Partnership documents. Mentor development programme in schools. Involvement in supporting use of 5 stages for Cause for Concern process (where necessary). Moderate judgement of Mentors on progress and attainment of Student Teachers across all subject areas. Monitor assessments and targets. Ensure effective relationships between all parties. 6
7 Overview 7
8 Timetable Weighting: FSE Timetables must include a Weekly Professional Learning Meeting between the Student Teacher and Mentor from Week 1. Formal lesson observations from Week 4 onwards (minimum one per week) See guidance on Weighting and PLAs in School Experience Guidance Link: data/assets/pdf_file/0004/486472/pgce- Primary-Foundation-School-Experience-Timetable-and-PLAs-1617.pdf 8
9 PGCE Assignments Three PGCE assessments: Module title Credit rating Mode of assessment Date of assessment Education Studies I 0 credit rating (must pass at C- and cannot achieve PGCE without passing this) 2000 coursework assignment with portfolio of evidence 26 th October, 2016 Education Studies II 30 credits Poster presentations Week beginning Monday, 9 th January Education Studies III 30 credits Presentation Tuesday 28 th March Individual Needs Assignment (INA) (must be passed at C- to meet requirements of academic award) 9
10 Professional Learning 10
11 The Professional Learning Process Identified Professional Learning Needs (Foundation Initial Needs Analysis) Professional Learning Activities and Timetable Weekly Professional Learning Targets (Weekly Professional Learning Record: Meeting) Weekly Professional Learning: teaching/other activities (Lesson Feedback Record and Professional Learning Activities) Interim profile Weekly Professional Learning: teaching/other activities End of Phase Profile 11
12 Activity 1 Using the Initial Needs Analysis to Plan Using the sample Initial Needs Analysis forms, how would you as a PCM/Mentor respond? 12
13 Weekly Professional Learning Record The Student Teacher prepares for the meeting by thinking through and collating evidence of developments over the past week considering which targets have been met and the new ones that might be established; The Student Teacher completes section 1 of the WPLR in advance; The Student Teacher comments on pupil progress over the week; In the meeting, Student Teacher and Mentor discuss the week s learning using WPLR as a focus and a record is made of key points. Includes summary comments on progress all pupils have made during the week. The Mentor comments on professional learning activities they have engaged in collaboratively with the Student Teacher to support their learning; The Mentor ensures that the evidence in the file is checked on a regular basis to support the discussions; Targets are set for the week and noted on the WPLR by the Student Teacher. 13
14 Lesson Observation recorded on Lesson Feedback Record (LFR) (Minimum of one per week from Week 4) Provided by the student for the observer for targeted lessons: LFR (with Part A completed); copy of lesson plan; other info i.e. seating plan, resources etc. Every lesson involves the lesson plan being annotated with feedback. Completed LFR accompanied by annotations on the student s lesson plan. Comment from observing teacher on how lesson planning has responded to the assessment of pupils prior learning on the back page of the last lesson plan. Comments from observing teacher on pupil progress and achievement against intentions for the lesson. Strengths and targets using TS and TS evidence outside of these targets too. 14
15 Prompts for Post Lesson Conversations What do pupils know/what can they do that they didn t know/couldn t do at the start of the lesson? How did the lesson intend to build on the pupils prior learning? What learning has taken place against the Intended Learning Outcomes (ILOs)? What proportion of pupils achieved your ILOs? Why? Did all pupils make progress? What comments do you have on the progress of the groups in the class (able, SEND, EAL, FSM/PP)? What evidence do you have of the learning? How do you know they have learned in the way you describe above? How did you use questions to check and support learning, as well as extending learning? What were the key areas of subject knowledge required for this lesson? What are the possible/common misconceptions? How did the pupils respond to the learning activities? How did the pupils respond to you? What do you feel was positive? Strengths related to the Teachers Standards? What would you like to work on? Targets related to the Teachers Standards? What was the relationship between the lesson planning and delivery? What do you need to consider in future planning? What are the implications of this in relation to identifying Professional Learning Activities? 15
16 Professional Learning Activities (PLAs) Meeting the Student Teacher s identified individual learning needs Addressing Priority areas (which include national priority areas) Cross referenced to Teachers Standards evidence of learning Facilitate learning outside of class teaching Collaborative activities with Mentors, PCMs and other professionals Focused observation Identify and learn from best practice within and beyond the placement school Can and sometimes should, be repeated in different contexts 16
17 Weekly mee(ng: Targets related to the TS iden0fied on Weekly Professional Learning Record Professional Learning Ac(vi(es (PLAs): Focused on targets iden0fied Lesson Observa(on: Progress in rela0on to the targets recorded on Lesson Feedback Record & Annotated lesson plan 17
18 Activity 2 Professional Learning Activities to support progress towards the Teachers Standards Using the information you can gather from the sample LFRs, select from the PLA Handbook or devise your own to support the Student Teacher make further progress towards the Teachers Standards. 18
19 Evidence of professional learning Unit plans, lesson plans and lesson assessments and evaluations Marking of pupil work Summative assessment records and use of data analysis Observations on LFRs by Mentor/class teachers Record of observations of experienced teachers Learning resources produced Professional learning activities Notes / records from meetings, parents evenings, trips, extra curricular activities Governing body awards / notes from courses Testimonials / letters from parents / letters of thanks Research e.g. internet Activity: Evidence for the Teachers Standards Education/NewStandards%20(ITT)%20Colour%20A4%20booklet%20(Sheffield%20Hallam %20wtih%20London%20Providers).pdf 19
20 Guidance for students: Brunel Lesson Planning Templates Please ensure you use the planning template provided in the PGCE Primary School Experience Guidance; Must present lesson plans in advance to school staff to provide support and feedback on; If not a formal observation using an LFR, still need to provide observing staff with lesson plan; Need to complete lesson assessment and evaluations for all lessons and use to inform future planning; Need to plan for use of LSAs. 20
21 Impact of Teaching on Pupil Progress Significant emphasis on pupil progress over time in the Ofsted framework for school inspection (Ofsted, 2014) and pupil progress in the Teachers Standards (DFE, 2013) Specific Teachers Standards: TS2 Promote good progress and outcomes by pupils; TS5 Adapt teaching to respond to the strengths and needs of all pupils; TS6. Make accurate and productive use of assessment i.e. make use of formative and summative assessment to secure pupils progress and use relevant data to monitor progress, set targets, and plan subsequent lessons. 21
22 Mapping and tracking impact of teaching on pupil progress Pupil progress recorded on the Lesson Feedback Record (LFR) with qualitative comments Pupil progress comments from LFRs are recorded on the Weekly Professional Learning Record (WPLR) and discussed and summary comments are recorded for pupil progress for the week. Pupil progress over time is discussed at the interim and end of phases in relation to the evidence from LFRs and WPLRs and recorded in relation to appropriate Teachers Standards. 22
23 Assessment 23
24 Assessment Points Assessment point Phase Date Assessment point 1 Foundation - interim w/b 21 st November 2016 Assessment point 2 Foundation end of phase w/b 19 th December 2016 Assessment point 3 Development - interim w/b 6 th March 2017 Assessment point 4 Development end of phase w/b 27 th March 2017 Assessment point 5 Consolidation - interim w/b 1 st May 2017 Assessment point 6 Consolidation end of phase w/b 22 nd May
25 Further guidance - Student Teacher progress is relative to stage of development - Student Teachers not to be graded as qualified teachers - Dangers of capping progress and attainment 25
26 Teachers Standards Assessment Ø The Teachers Standards (TS) (DfE, 2012) inform all aspects of planning, teaching and assessment on the course in the journey towards being recommended for QTS. Graded formatively and summatively in each TS at the interim and end of each course phase. Ø Formative assessment through professional learning and assessment documents e.g. Grade Descriptors, Interim Profile, Weekly Professional learning Record, Lesson Feedback Record. Ø Summative assessment through End of Phase profile. > Grading: 1- Outstanding 2 - Good 3 - Requires improvement (Possible but not always Cause for Concern, depends on phase and range of TS) 4 Inadequate (Cause for Concern) Ø Collaborative assessment process: formative use of grade descriptors, rationale for grade, student self-grade, mentor grade, agreed grade. Ø Identified strengths, areas for development and targets for the next phase of learning in the end of phase Profile. 26
27 Assessment Process: all phases Interim phase End of phase Professional Learning Action Plan Mentor and student teacher review evidence of progress associated to each WPLR and use a highlighter pen on the grade descriptors to identify interim grades which reflect this body of evidence. Interim Profile completed and submitted on Pebblepad. RI at the FSE stage is to be expected and is relative to stage of development. However, if RI is associated to more serious concerns about progress, Cause for Concern (CfC) process can be initiated. Inadequate at the interim stage initiates a CfC. Mentor and student teacher review evidence of progress associated to each WPLR and use a highlighter pen on the grade descriptors to identify interim grades which reflect this body of evidence. Interim Profile completed and submitted on Pebblepad. Student self assessment making reference to specific evidence Mentor comment with rationale Grade is agreed Targets set for next phase RI at the FSE stage is to be expected and is relative to stage of development. However, if RI is associated to more serious concerns about progress, Cause for Concern (CfC) process can be initiated. Inadequate at the interim stage initiates a CfC. Draws on targets from end of phase Profile Informs the early TS targets in the WPLRs at the next phase Informs the early TS targets in the LFRs at the next phase Informs collaborative selection of and engagement with PLAs by student teacher and mentor 27
28 Assessment of student teachers progress towards the Teachers Standards The Brunel ITE grade descriptors 28
29 Expectations for Foundation Phase (FSE) All Student Teachers will meet the minimum level of practice expected. Some Student Teachers will require improvement and will require intensive and targeted advice and support to move their teaching to good and outstanding, as their teaching is not yet good. A number of Students Teachers teaching will be judged over time as good and they will need targeted advice and support to ensure greater consistency and to move their teaching to outstanding. A small number of Student Teachers teaching will be judged over time as outstanding and never less than consistently good; they will have targeted advice and support to ensure that they maintain this consistency and continue to develop their teaching. 29
30 Cause for Concern Can be raised in relation to concerns about Student Teacher progress in the Teachers Standards, including Part Two Can be raised by University, School Staff or the Student Teacher Examples for why a CFC could be raised: Interim assessment grades show RI (excluding FSE) and/or I WPLRs indicate a lack of progress towards identified targeted TS over a period of time If a Student Teacher plateaus and there is no evidence of further progress or development in the quality of their teaching Poor attendance or punctuality Inability to follow correct procedures and policies (eg appropriate dress code) Lack of self-awareness, Inability or unwillingness to accept professional feedback Inability to develop and maintain effective relationships with all staff 30
31 Stage 1 Raising Initial Concern (Discussed & noted on WPLR) Stage 2 Reviewing Stage 1 concerns If insufficient progress Stage 4 Review of Cause for Concern Action Plan Stage 3 Cause for Concern agreement & Action Plan If insufficient progress Stage 5 Termination of placement and Exam Board decision Normal professional learning resumes Cause for Concern Extended 31
32 Other information 32
33 School Experience Files (For FSE) File 1: Planning and Teaching File 2: Monitoring, Assessment, Recording, Reporting and Accountability (MARRA) File 3: Professional Learning Activities Please review the three files at the Weekly Professional Learning Meeting Professional Learning Record: Pebblepad 33
34 Guidance on lines of communica(on If issues in rela,on to progress against the Teachers Standards arise: 1. Mentor 2. PCM (if there is one) 3. Link Tutor If Issues in rela,on to academic progress and health and well- being arise: 1. Personal Tutor 2. Programme Leader 34
35 Guidance on Link Tutor visit Foundation School Experience (FSE) Visit to take place between: and Agenda: Discuss progress with the Student Teacher and look at their evidence (including any relevant assessment (eg. Interim/ End of Phase Profile/ Professional Learning Action Plan); Collaboratively observe the Student Teacher teach a lesson with the Mentor, listen to the Mentor conducting the post-lesson conversation (and be involved in the discussion where appropriate) and collaboratively complete a Lesson Feedback Record (LFR) and ensure that there are annotations on the associated lesson plan; Read the Student Teacher s School Experience Files 1,2,3 using the guidance provided to check the contents & provide feedback. 35
36 Pebblepad support resources Link to Pebblepad: (The option that says I have a guest account for PebblePad should be selected) Guidance Screencast (for Mentors): hjp://screencast- o- ma0c.com/u/nucl/pebblepad- for- mentors (to report problems if they arise): lj@brunel.ac.uk 36
37 Questions 37
38 Thank you 38
Practice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationPrimary School Experience Generic Handbook
Primary School Experience Generic Handbook 2012-2013 This document can also be downloaded from our website: www.chi.ac.uk/partnership School Experience Contact Numbers: [1] Academic Staff Head of School
More informationSchool Experience Reflective Portfolio
School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set
More informationTHREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02
THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto
More informationLiverpool Hope University ITE Partnership Handbook
School of Teacher Education Liverpool Hope University ITE Partnership Handbook Welcome Liverpool Hope University is unlike any other university in the United Kingdom. Its work has been shaped for over
More informationInitial teacher training in vocational subjects
Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it
More informationThameside Primary School Rationale for Assessment against the National Curriculum
Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.
More informationTeacher of English. MPS/UPS Information for Applicants
Teacher of English MPS/UPS Information for Applicants Start date : Easter or September 2018 Weavers Academy Striving for success, focusing on learning Dear Applicant Thank you for showing an interest in
More informationPersonal Tutoring at Staffordshire University
Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4
More informationTeacher of Art & Design (Maternity Cover)
Teacher of Art & Design (Maternity Cover) Closing date: Monday 27th November 2017 Application Pack Click for Website Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website:
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationSubject Inspection in Technical Graphics and Design and Communication Graphics REPORT
An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection in Technical Graphics and Design and Communication Graphics REPORT Ainm na scoile / School name Seoladh na scoile
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationHead of Maths Application Pack
Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths
More informationThe Keele University Skills Portfolio Personal Tutor Guide
The Keele University Skills Portfolio Personal Tutor Guide Accredited by the Institute of Leadership and Management Updated for the 2016-2017 Academic Year Contents Introduction 2 1. The purpose of this
More informationSchool of Education. Teacher Education Professional Experience Handbook
School of Education Teacher Education Professional Experience Handbook An overall guide for all Teacher Education programs 2017 Published by RMIT University, Melbourne, Victoria, 2017 Copyright Warning
More informationPUPIL PREMIUM POLICY
PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL
More informationHead of Music Job Description. TLR 2c
Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationPOLICY ON THE ACCREDITATION OF PRIOR CERTIFICATED AND EXPERIENTIAL LEARNING
POLICY ON THE ACCREDITATION OF PRIOR CERTIFICATED AND EXPERIENTIAL LEARNING 1. Definitions The term Accreditation of Prior Learning (APL) covers a range of prior learning experiences. For the purpose of
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationMANCHESTER METROPOLITAN UNIVERSITY FACULTYOF EDUCATION THE SECONDARY EDUCATION TRAINING PARTNERSHIP MEMORANDUM OF UNDERSTANDING
MANCHESTER METROPOLITAN UNIVERSITY FACULTYOF EDUCATION THE SECONDARY EDUCATION TRAINING PARTNERSHIP MEMORANDUM OF UNDERSTANDING 2017-18 THE SECONDARY EDUCATION TRAINING PARTNERSHIP MEMORANDUM OF UNDERSTANDING
More informationSpecial Educational Needs and Disability (SEND) Policy
Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and
More informationArchdiocese of Birmingham
Archdiocese of Birmingham INSPECTION REPORT THE GIFFARD CATHOLIC PRIMARY SCHOOL WOLVERHAMPTON Inspection dates 25 th -26 th June 2013 Reporting Inspector Paul Nutt Inspection carried out under Section
More informationProgramme Specification
Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification
More informationTrainee Handbook PGCE 3-7 & PGCE Primary Education 2017/18
School of Education Inspiring learners, enriching communities Trainee Handbook PGCE 3-7 & PGCE Primary Education 2017/18 This handbook complements your PGCE 3-7 and PGCE Primary Programme Specification
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More informationPGCE Secondary Education. Primary School Experience
- PGCE Secondary Education Primary School Experience 1. The Aims of Primary School Observation (a) that you appreciate the role and ways of working of primary school teachers and ways in which these may
More informationTHE QUEEN S SCHOOL Whole School Pay Policy
The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.
More informationNewlands Girls School
School report Newlands Girls School Farm Road, Maidenhead, Berkshire, SL6 5JB Inspection dates 02-03 October 2012 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of
More informationCreative Media Department Assessment Policy
Creative Media Department Assessment Policy Policy Aims To develop the outstanding use of assessment to support learning so that: - Teachers plan and teach lessons that enable pupils to learn exceptionally
More informationQuality assurance of Authority-registered subjects and short courses
Quality assurance of Authority-registered subjects and short courses 170133 The State of Queensland () 2017 PO Box 307 Spring Hill QLD 4004 Australia 154 Melbourne Street, South Brisbane Phone: (07) 3864
More informationTotal amount of PPG expected for the year ,960. Objectives of spending PPG: In addition to the key principles, Oakdale Junior School:
Total amount of PPG expected for the year 2015-16 138,960 Objectives of spending PPG: In addition to the key principles, Oakdale Junior School: Aims for all pupils to make at expected progress between
More informationArchdiocese of Birmingham
Archdiocese of Birmingham Section 48 Inspection SS MARY AND JOHN CATHOLIC PRIMARY SCHOOL Part of the Bishop Cleary Catholic Multi-Academy Company Caledonia Rd, Wolverhampton WV2 1HZ Inspection date 19
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
More informationProgramme Specification
School of Law, Criminology and Political Science Title of Programme: LLB (Hons); LLB (Hons) Commercial Law; LLB (Hons) Criminal Justice, LLB (Hons) Government and Politics; LLB (Hons) with a Year Abroad;
More informationIrtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi
Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi August 2015 Table of Contents Page Irtiqa a programme vision, mission, core values and objectives 4 1. Why are schools
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationMaster in Science in Chemistry with Biomedicine - UMSH4CSCB
Master in Science in Chemistry with Biomedicine - UMSH4CSCB Academic year modifications to take effect 2016/7 Description and rationale for changes Please describe as clearly and precisely as possible
More informationUnit 7 Data analysis and design
2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL
More informationProgramme Specification
School of Law, Criminology and Political Science Title of Programme: Programme Code: LLB (Hons); LLB (Hons) Commercial Law; LLB (Hons) Criminal Justice, LLB (Hons) Government and Politics; LLB (Hons) with
More informationSt Matthew s RC High School
St Matthew s RC High School Teacher of Mathematics with TLR Application Pack - 1 - Appointment of Teacher of Mathematics The Governors are keen to invite applications from successful and enthusiastic qualified
More informationPROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION
PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION Paston Sixth Form College and City College Norwich Vision for the future of outstanding Post-16 Education in North East Norfolk Date of Issue: 22 September
More informationNavitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
More informationLITERACY ACROSS THE CURRICULUM POLICY Humberston Academy
LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of
More informationQuality Assurance of Teaching, Learning and Assessment
CHAPTER 6 Quality Assurance of Teaching, Learning and Assessment Updated October 2015 Table of Contents Section Page INTRODUCTION 3 1 QUALITY ASSURANCE OF TEACHING STAFF 4 Responsibilities 4 Staff qualifications
More informationIdsall External Examinations Policy
Idsall External Examinations Policy Sponsorship & Review 1 Sponsor Mr D Crichton, Deputy Headteacher 2 Written and Approved October 2014 3 Next Review Date October 2016 This policy should be read in conjunction
More informationSubject Inspection of Mathematics REPORT. Marian College Ballsbridge, Dublin 4 Roll number: 60500J
An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection of Mathematics REPORT Marian College Ballsbridge, Dublin 4 Roll number: 60500J Date of inspection: 10 December 2009
More informationSocial Work Placement Handbook BA & MA First and Final Placement
2017 2018 Social Work Placement Handbook BA & MA First and Final Placement Faculty of Health, Psychology and Social Care Department of Social Care & Social Work Brooks Building Birley Campus Bonsall Street
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationHenley Business School at Univ of Reading
MSc in Corporate Real Estate For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme
More informationGCSE English Language 2012 An investigation into the outcomes for candidates in Wales
GCSE English Language 2012 An investigation into the outcomes for candidates in Wales Qualifications and Learning Division 10 September 2012 GCSE English Language 2012 An investigation into the outcomes
More informationUniversity of the Arts London (UAL) Diploma in Professional Studies Art and Design Date of production/revision May 2015
Programme Specification Every taught course of study leading to a UAL award is required to have a Programme Specification. This summarises the course aims, learning outcomes, teaching, learning and assessment
More information5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationADULT & COMMUNITY LEARNING SERVICE
ADULT & COMMUNITY LEARNING SERVICE Tutor/Trainer/Assessor Guide 2017-2018 Trail blazing the path to excellence Contents Tutor information Page Welcome 4 Introduction 5 Tutor/Trainer Duties and Responsibilities
More informationProfessional Experience - Mentor Information
Professional Experience - Mentor Information EDU10001 Introduction to curriculum planning and assessment: Practicum 1 Required days: 20 days full time. Any missed days must be made up. Required setting:
More informationPGCE Trainees' Handbook (With Post-16 Enhancement)
PGCE Trainees' Handbook 2017-2018 11-16 (With Post-16 Enhancement) Contents Induction Week Timetable 2017-18... 1 First Week Check List... 3 Data Sharing... 3 DBS Certificates... 3 University Tutors...
More informationMANCHESTER METROPOLITAN UNIVERSITY
Stockport College: BA(Hons) Childhood Studies MANCHESTER METROPOLITAN UNIVERSITY PS1 PROGRAMME SPECIFICATION 0 Brief Overview (i) Brief Descriptive Summary This programme covers key themes in working with
More informationDr Marios Panteli (EdD) Deputy Primary Headteacher, Teacher Trainer and External Collaborator with the PIC
Mentoring: a way/tool/process for effective induction, support and development of all the teaching staff through a supportive school environment and a culture of shared responsibility Dr Marios Panteli
More informationSt Michael s Catholic Primary School
St Michael s Catholic Primary School Inspection report Unique Reference Number 10477 Local Authority Wolverhampton Inspection number 77076 Inspection dates 19 20 September 2011 Reporting inspector Sharona
More informationSt Philip Howard Catholic School
School report St Philip Howard Catholic School St Mary's Road, Glossop, SK13 8DR Inspection dates 4 November 1 December 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationFoundation Certificate in Higher Education
Programme Specification Foundation Certificate in Higher Education Certificate of Credit in English for Academic Purposes Certificate of Credit in Study Skills for Higher Educaiton Certificate of Credit
More informationJob Description Head of Religious, Moral and Philosophical Studies (RMPS)
Job Description Head of Religious, Moral and Philosophical Studies (RMPS) George Watson s College wishes to appoint a Head of Religious, Moral and Philosophical Studies (RMPS) from January 2018. The post
More informationProgramme Specification
Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)
More informationvalue equivalent 6. Attendance Full-time Part-time Distance learning Mode of attendance 5 days pw n/a n/a
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Orthodontics 2. Final award Award Title Credit ECTS Any special criteria value equivalent MSc Orthodontics
More informationWe seek to be: A vibrant, excellent place of learning at the heart of our Christian community.
Homework Policy Our Vision (What we seek to be) We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Our Mission (What we seek to do) We are committed to providing
More informationPOST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013
POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification
More informationPROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus
More informationProgramme Specification
Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title MSc Accounting and Finance
More informationLLB (Hons) Law with Business
LLB (Hons) Law with Business Programme Specification Primary Purpose Course management and quality assurance. Secondary Purpose Detailed information for students, staff and employers. Current students
More informationSummary: Impact Statement
Summary: Impact Statement 2015-16 The following table summarises the attainment and progress gaps over the past two years by the new national performance measures. National data is not yet available and
More informationDISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES
SCHOOL DISTRICT NO. 20 (KOOTENAY-COLUMBIA) DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES The purpose of the District Assessment, Evaluation & Reporting Guidelines and Procedures
More informationSpecial Educational Needs and Disability (SEND) Policy. November 2016
Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with
More informationShort inspection of Maria Fidelis Roman Catholic Convent School FCJ
Ofsted Piccadilly Gate Store Street Manchester M1 2WD T 0300 123 4234 www.gov.uk/ofsted 23 December 2016 Mrs Helen Gill Headteacher Maria Fidelis Roman Catholic Convent School FCJ 34 Phoenix Road London
More informationSection 6 DISCIPLINE PROCEDURES
Section 6 DISCIPLINE PROCEDURES Area: DISCIPLINE - STUDENTS NOT YET ELIGIBLE FOR SPECIAL EDUCATION AND RELATED SERVICES Introduction: A student who has not yet been determined to be eligible for special
More informationThe Curriculum in Primary Schools
The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationPrimary Award Title: BSc (Hons) Applied Paramedic Science PROGRAMME SPECIFICATION
CORPORTE ND CDEMIC SERVICES Part 1: Basic Data warding Institution Teaching Institution Delivery Location Faculty responsible for programme Department responsible for programme Modular Scheme Title Professional
More informationCERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group:
CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: Faculty
More informationBusiness. Pearson BTEC Level 1 Introductory in. Specification
Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory
More informationStudent Experience Strategy
2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:
More informationHigher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd
Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...
More informationOasis Academy Coulsdon
School report Oasis Academy Coulsdon Homefield Road, Old Coulsdon, Croydon, CR5 1ES Inspection dates 4-5 March 2015 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership
More informationPurpose of internal assessment. Guidance and authenticity. Internal assessment. Assessment
Assessment Internal assessment Purpose of internal assessment Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the
More informationDyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers
Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationDiary Dates Half Term First Day Back Friday 4th April
1 Larwood Lowdown VOLUME: TWO NEWSLETTER DATE: FEBUARY 2014 ISSUE: THREE Diary Dates Half Term Monday 17th Feb - Friday 21st Feb First Day Back Monday 24th Feb pupils return at the usual time. Friday 4th
More informationAbout our academy. Joining our community
Hethersett Academy is part of the Inspiration Trust, a not-for-profit charity whose mission is to transform the lives of young people in Norfolk and Suffolk through education. Led by nationally-recognised
More information1. Welcome and introduction from the Director of Undergraduate Studies
Minutes of the Staff-Student Consultative Committee 1 March 2017 The meeting commenced at 2.10pm Present James Vaughan (Director of Undergraduate Studies) Elin Royles (Employability Officer/ Welsh medium
More informationLismore Comprehensive School
Lismore Comprehensive School Caring and Learning Together Examinations Policy Policy for External Examinations As a school we in Lismore want our pupils to leave with relevant qualifications in preparation
More informationPearson BTEC Level 3 Award in Education and Training
Pearson BTEC Level 3 Award in Education and Training Specification BTEC Specialist qualification First teaching September 2013 Issue 3 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications
More informationTraining Evaluation and Impact Framework 2017/19
Gloucestershire Safeguarding Children Board [Type the document subtitle] Training Evaluation and Impact Framework 2017/19 January 2017 There should be a culture of continuous learning and improvement across
More informationSELF-ASSESSMENT EXTREMISM & RADICALISATION SELF-ASSESSMENT AND RISK ASSESSMENT
SELF-ASSESSENT 1. Clear leadership and accountable structures are in place an visible throughout the organisation There is an identified strategic PREVENT lead within each school The strategic lead understands
More information29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS
29 th April 2016 Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS Assessment Date: 19 th & 20 th April 2016 Summary Bursted Wood Primary School is very
More informationSomerset Progressive School Planning, Assessment, Recording & Celebration Policy
Policy Number: Originator: Neil Gage,/ Jason Goddard Issue Number: Authoriser: Jason Goddard Issue Date: 01/04/2017 Service Type: Education Next Review Due: 01/04/2018 Policy Location: Keys PCE 1: Aim
More information