Trainee Handbook PGCE 3-7 & PGCE Primary Education 2017/18

Transcription

1 School of Education Inspiring learners, enriching communities Trainee Handbook PGCE 3-7 & PGCE Primary Education 2017/18

2 This handbook complements your PGCE 3-7 and PGCE Primary Programme Specification which give further details about the programme structures and procedures; it can be found in the PGCE: Programme Information area within Studentcentral. You will also receive a PPiE (Primary Partnership in Education) handbook as well as handbooks for each of the three school-based training modules. The University of Brighton Student Contract is available via the weblink below. This provides detail of the contract the university enters into with you as a student/trainee; your rights and responsibilities within this contract. Here you can also find information relating to university wide academic regulations, policies and guidance, Please take some time to familiarise yourself with the content of these web pages: Please note: This handbook has been produced as early as possible in the interests of trainees and tutors. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct, but the team reserves the right to make changes as necessary as part of the ongoing process of programme development. We always welcome any feedback from trainees on using the handbook. This document refers to: students in the context of UoB policies and procedures; and trainees/ trainee teachers in the context of the programme.

3 Contents Page 1. Programme Tutor Team Welcome Introduction Key People Communication: Trainee Voice and Feedback, Studentcentral and your e-portfolio (PebblePad) Trainee Voice Studentcentral e-portfolio (PebblePad) Asking Questions and Seeking Advice Programme Overview Finding Your Way Around Becoming a Teacher and School-Based Experience Programme Specific Information: PGCE 3-7 & PGCE Primary Programmes Your University-Based Modules (a) PGCE 3-7 University-Based Modules (b) PGCE Primary University-Based Modules Your School-Based Modules Additional PGCE 3-7 and PGCE Primary Programme Specific Expectations and Advice Assignments: Submission and Feedback Submission Feedback Managing the Year Programme Management Appendices 1. PebblePad: Professional e-portfolio Guidance and Support... 35

4 1. Programme Tutor Team Welcome It is our pleasure to welcome you to the PGCE 3-7 & PGCE Primary programmes at the University of Brighton. We are proud to be graded a Category A provider for our primary initial teacher education courses, and all tutors are passionate about education and supporting the development of new teachers. The process of becoming a teacher is an exciting and demanding challenge and we are committed to the programmes and the provision of varied opportunities for independent, paired and collaborative learning. We believe very strongly that the context of higher education plays a significant role in the preparation and continuing support of education professionals. We continue to witness a whole host of changes to the educational landscape and these programmes are well positioned to be responsive to changes and shifting demands. Throughout the year the whole team will be helping you to prepare for the transition into the teaching profession and fundamental to this is the establishment of principles about effective practice and helping you to develop as critical, reflective practitioners. This includes - but goes beyond - the DfE Teachers Standards. We value working with our PGCE trainees and know that you will be a stimulating, exciting and committed group of trainees who have the potential to make a real impact on children s lives and aspirations. Ultimately, our programme aims and principles are driven by our belief that teachers can influence change, can make a difference and can transform the learning experience for every individual pupil. We hope you enjoy your programme and find it rewarding and we all wish you every success in your University study and school-based learning. The PGCE 3-7 & PGCE Primary Programme Team 1

5 2. Introduction Over the last 20 years the University s PGCE 3-7 & PGCE Primary programmes have become wellestablished and responsive programmes that provide an opportunity to gain Qualified Teacher Status (QTS) for graduates. They prepare trainees to become highly effective practitioners capable of making a significant contribution to the workplace, and the PGCE is a reputable and internationally recognised award which prepares graduates for a career in teaching. The PGCE was first validated by the University of Brighton in 1992 and, in keeping with the requirements of the 2010 White Paper (The Importance of Teaching) has recently undergone significant revision with changes to the structure and organisation of the programmes. This has already been wholeheartedly appraised as positive by headteachers and mentors, trainees and our external examiners. Ultimately, the parameters for your programme design are defined according to the Government ITE requirements and the DfE 2012 Teachers Standards as well as the current primary curriculum frameworks. Underpinning the programme design and pedagogy have been the Teaching and Learning Research Programme (TLRP) findings that have clarified that initial teacher education might aim to support teachers with opportunities to undertake reflective, collaborative, classroom focussed inquiry in order to develop a well-informed approach to their own learning journey or trajectory. The programme teams have developed modules that reflect this overriding principle and the programme structures have been a joint venture between many of our Partnership schools, current and ex-trainees and experienced university staff. The team have carefully considered the breadth of necessary learning experiences ensuring that the more personalised activities, e.g. via seminars and workshops, are centrally positioned within the programme structures. This is especially notable in the Master s module. Across the University programme, larger lectures are used sparingly and, where feasible, incorporate opportunities for interaction, participation, review and reflection. The programmes have always adopted a blended approach which maximises time with subject experts in situ and ensures that best time is made of other online or distance learning materials. Assessment tasks also reflect this breadth to ensure that trainees demonstrate their capabilities in accordance with the module outcomes and befitting the mode of learning. The programmes reflect a new era of initial teacher education and we are pleased to offer trainees an integrated and innovative learning experience with the majority of time spent in Partnership schools. 2

6 3. Key People You will meet inspiring, enthusiastic tutors in your university modules and subject sessions as well as experienced, committed teachers and mentors whilst in school. University tutors are also assigned to you/the school whilst you undertake those aspects of the course. We very much hope that this inspires you to be confident that your training programme is well led and managed. Central to those working with you regularly are the support tutors. Personal, Professional and Academic Tutors (Support Tutors) We believe that it is vital that all trainees have an opportunity to discuss, review and talk about their academic and professional progress within a small group setting. Your support tutor will play a significant role this year and will work with you and your group colleagues in a number of ways to ensure you are maximising your potential as a teacher. As well as acting as personal tutors, they are also members of the PGCE teaching team(s) so you will meet them in taught subject sessions too. Support tutors offer trainees broad study advice and signpost additional support. They are also responsible for monitoring trainees who have additional learning needs and the related support documentation that is issued from the University s Disability and Dyslexia Team. There is a designated support tutor for the PGCE 3-7 group. Group 1 (PGCE 3-7) tbc Room: tbc tbc Marlon Moncrieffe Room: A102 M.L.Moncrieffe@brighton.ac.uk Keith Turvey Room: B322 K.Turvey@brighton.ac.uk Pamela Lewis Room: A300 P.A.Lewis@brighton.ac.uk Rachel Marks Room: B114 R.G.Marks@brighton.ac.uk Dinah Goss Room: A101 tbc Programme Leadership Team Some of the support tutors have other management roles within the programmes and work together to ensure that trainee experience and attainment is maximised. Dinah Goss PROGRAMME LEADER tbc Rachel Marks Pamela Lewis ASSISTANT PROGRAMME LEADER & ACADEMIC LEAD SUPPORT & PASTORAL COORDINATOR R.G.Marks@brighton.ac.uk P.A.Lewis@brighton.ac.uk PGCE 3-7 & PGCE Primary Module Tutors There are many tutors teaching on the course and you will meet them throughout the year. Each of your modules has a module coordinator who you will be introduced to. Some tutors will teach you for more than one aspect of the course, for example, your M level module tutor may well be the same as your SUPPORT or maths or science tutor. All staff profiles and contact details can be found on our COURSE/CONTACTS link on Studentcentral. 3

7 School of Education Partnership Team (A308 Checkland Building) The PGCE programme leadership team work closely with the Partnership team. This team leads and manages all school-based allocations and supports school-based colleagues. DEPUTY HEAD OF SCHOOL: Sarah Fitzjohn-Scott PARTNERSHIP AND ENGAGEMENT Debbie Unsworth SCHOOL-BASED TRAINING, EMPLOYABILITY AND ALUMNI OFFICER Elissa Gregory PARTNERSHIP OFFICE ADMINISTRATOR University Tutors: Work for the University (some of whom are tutors here and some are exheadteachers or senior staff in education) School-Based Team You will meet these colleagues after half term when the first school-based training begins. Mentors: Employed by schools and qualified professionals Teachers: Employed by schools and qualified professionals PGCE Programme Support When you feel you have a quick or silly question (they usually aren t silly.!), the best person to see is the Programme Assistant, Helen. She can often point you in the right direction or sort things out for you. Helen Carter Room A H.Carter1@brighton.ac.uk 4

8 4. Communication: Trainee Voice and Feedback, Studentcentral and your e-portfolio (PebblePad) In University-based sessions, you will see your subject and Master s module tutors regularly. You will also meet with your support tutor. Course information is also widely accessible via Studentcentral and it is a key resource for all trainees throughout the year. Please get into the habit of using and checking your Uni each day. We conduct most information sharing and updates to trainee groups this way. In the first few weeks of term we will be inducting you into the use of Studentcentral (the University s Blackboard ), see section 4.2. You can access modules and associated module materials via the MyCourse: PGCE Primary area and via individual module codes/titles. In school-based learning, you will have regular contact with your assigned mentor and university tutor as well as the school teachers and other school-based professionals. School information is disseminated via the Partnership team and is also accessible on Studentcentral via the MyCourse: PGCE Primary area. 4.1 Trainee Voice Each year our programmes are adjusted in light of feedback trainees and schools provide. We are committed to canvassing trainees perspectives during the programmes as well as at the end and trainees are offered a number of facilities to share feedback, make their perspectives known and to engage with the process of programme improvement. Much of this happens informally and the team are often (though not always) well positioned to take action and to make adjustments. For example, trainees comments about some documentation prompted a thorough and collaborative review which resulted in a new more user-friendly structure for the school-based training (SBT) handbooks. Course reps: Each group is asked to agree on 2 representatives who will liaise regularly with the support tutor and support coordinator. They are also invited to attend the PGCE Programme Board (October / June). Reps enable the views of trainees to be communicated to tutors, and for tutors to share feedback from the course team to the trainee cohort. Informal module feedback: Tutors will often use IT (i.e. , Twitter, ipad surveys) or informal techniques to elicit feedback about confidence and progress. Do get involved and let us know what is working as well as what you feel needs attention. End of school-based training (1-3) evaluations: These are read by the team as well as analysed by the Academic Standards Office for trends and issues that drive our improvement work in schools. Focus groups: Trainees are invited to share feedback on aspects of their studies with module/other tutors which we use formatively to shape later provision. External examiner visits (June): As part of our quality assurance procedures colleagues from other institutions/programmes are invited to act as critical friends each year. This entails talking with and observing trainees and provides another mechanism to support programme improvement. There will be more information provided about this before SBT3. We very much hope that you consider that you have appropriate opportunities during your studies to give feedback on the quality of all aspects of your training and that this feedback impacts on the quality of training you receive. 5

9 4.2 Studentcentral This is a web-based learning resource available for all registered Trainees and is an integral part of the learning support for every programme. Access is at As part of the induction process you will receive a username and password for the University Intranet and this will also allow access to Studentcentral. Studentcentral provides a personalised home page to help you manage your studies. It also provides access to most information and communication tools, including: , on-line library services, programme materials and other essential services. General announcements about the programmes are also posted here and you should check these regularly. There are many useful links to other areas. For example, you can find the School of Education Partnership Office site which has e-copies of all school-based pro forma. You can find the profiles of all your tutors via the contacts section in the PGCE Primary course areas on Studentcentral. 6

10 4.3 e-portfolio (PebblePad) In addition to the generic and subject information located within Studentcentral, each trainee will be given a PebblePad account. PebblePad is an e-portfolio which you will use extensively to record and track progress and to house evidence of achievement towards the Teachers Standards (DfE, 2012). This is used most regularly in relation to your school-based modules. At specific times and for specific reasons, this is used as a means of communication between you, your support tutor and school-based mentors. Central to our vision for the e-portfolio (PebblePad) is that it is not a technology but a platform that is integral to your transformational learning experience. This is a process that supports your academic achievement, future career success and forms a central part of your contribution to the learning partnership. This is a partnership that includes a wide diversity of university tutors, school-based training mentors, support tutors and future employers in a wide range of settings. We know that trainees who are reflective, who take charge of their learning and see learning as an active partnership, achieve higher SBT grades, employment rates and have a more satisfying university experience. We see the e-portfolio (PebblePad) as central to this vision of engagement, communication and reflective professional development. For more details regarding this portfolio please see the PGCE PebblePad Guidance in appendix Asking Questions and Seeking Advice It is likely that you will want to contact a tutor individually at some point during your studies. We know that a concern or question can be resolved quickly if there is someone to ask and we work hard to reply promptly to s and to be available if you want to drop in. Knowing the right person to ask is important. The following guide is the usual route for support, though in some circumstances it may be more appropriate to seek assistance from the second contact point first. My question is about: First point of contact: Second point of contact: A specific module Your module tutor The module coordinator or PGCE academic coordinator A more broad academic issue Your support tutor PGCE academic coordinator A pastoral issue A school-based training issue Your support tutor Your school mentor, class teacher or university tutor The School of Education student support and guidance tutors, or the PGCE support and pastoral coordinator Your support tutor, the programme leader or assistant programme leader, or the Deputy Head (Partnership and Engagement) 7

11 It is also important to know where you can independently find sources of support; many questions can be answered through the documentation available. We kindly ask therefore that you ensure that you are acquainted with the guidance documents we provide. These have answers and guidance about many different subjects; between the handbooks and Studentcentral, we hope we have it covered. If not, then do ask but always check other sources first. Please also be aware that: PGCE tutors teach on many programmes (BA, MA, EdD and PGCE Secondary), and are often on a different site leading teaching or professional development in schools. If they are not in their room or do not reply, it is likely they are teaching. Please try to be patient. Tutors will not usually respond to s in the evenings or at weekends. Tutors often share offices and usually can t have confidential conversations without an appointment. correspondence, as with face-to-face contact and communication via other social media should be conducted professionally at all times. 8

12 5. Programme Overview Please note the dates for each phase of the coming year (draft). We expect full attendance on all components. w/b Monday Tuesday Wednesday Thursday Friday 04 Sep UBT UBT UBT UBT UBT 11 Sep UBT UBT UBT UBT UBT 18 Sep UBT UBT UBT UBT UBT 25 Sep UBT UBT UBT UBT UBT 02 Oct UBT UBT UBT UBT UBT 09 Oct UBT UBT SBT UBT UBT B &H 16 Oct UBT SELF STUDY / DESIGNATED TASKS (no taught sessions) Optional Support Group sessions ESCC/ 23 Oct WSCC UBT NON CONTACT STUDY WEEK / ASSIGNMENT EV681/2 30 Oct SBT1 SBT1 SBT1 SBT1 UBT 06 Nov SBT1 SBT1 SBT1 SBT1 SBT1 13 Nov SBT1 SBT1 SBT1 SBT1 SBT1 20 Nov SBT1 SBT1 SBT1 SBT1 UBT 27 Nov SBT1 SBT1 SBT1 SBT1 SBT1 04 Dec SBT1 SBT1 SBT1 SBT1 SBT1 11 Dec SBT1 SBT1 SBT1 SBT1 SBT1 18 Dec UBT STUDY WEEK ASSIGNMENT EP680/2 Christmas Break 01 Jan EP680/2 submit UBT UBT UBT 08 Jan UBT UBT UBT UBT UBT 15 Jan UBT UBT UBT UBT UBT 22 Jan UBT UBT SBT2 SBT2 SBT2 29 Jan SBT2 SBT2 SBT2 SBT2 SBT2 05 Feb SBT2 SBT2 SBT2 SBT2 SBT2 12 Feb HALF TERM 19 Feb SBT2 SBT2 SBT2 SBT2 UBT 26 Feb SBT2 SBT2 SBT2 SBT2 SBT2 05 Mar SBT2 SBT2 SBT2 SBT2 SBT2 12 Mar SBT2 SBT2 SBT2 SBT2 SBT2 19 Mar SBT2 SBT2 SBT2 SBT2 SBT2 26 Mar UBT UBT SBT3 SBT3 02 Apr 09 Apr EASTER BREAK 16 Apr SBT3 SBT3 SBT3 SBT3 SBT3 23 Apr SBT3 SBT3 SBT3 SBT3 SBT3 30 Apr SBT3 SBT3 SBT3 SBT3 SBT3 07 May B/H SBT3 SBT3 SBT3 SBT3 14 May SBT3 SBT3 SBT3 SBT3 SBT3 21 May SBT3 SBT3 SBT3 SBT3 UBT 28 May B/H SCHOOL HALF TERM 04 Jun SBT3 SBT3 SBT3 SBT3 SBT3 11 Jun SBT3 SBT3 SBT3 SBT3 SBT3 18 Jun SBT3 SBT3 SBT3 SBT3 SBT3 25 Jun SBT3 SBT3 SBT3 SBT3 SBT3 02 July UBT School A School B (UBT = University Based Training, SBT = School-Based Training) 9

13 6. Finding Your Way Around CHECKLAND BUILDING WESTLAIN HOUSE MAYFIELD HOUSE FALMER LIBRARY FALMER SPORTS CENTRE The main entrance to this building is on level 3 and from here there are two floors up and two floors down. The building has 5 wings labelled A-E. Rooms are labelled by wing and then a three digit number; the first digit indicates which floor the room is on. Thus C122 is in wing C and on floor (level) 1. Most of your teaching will take place in this building. This is also where tutor rooms are located. Other notable locations in this building are: Asa Briggs Lecture theatre: C122 The Partnership Office: A308 The School Office: A306 The Open Learning Centre (OLC) for teaching resources, etc: Level 4 The Atrium Café: Level 3 This building houses lecture theatre W100 (ground floor) and some teaching rooms that you will use at times. The restaurant on the first floor provides a wide range of hot and cold meals and snacks. There is also a café on the ground floor. This building has teaching rooms on the ground floor together with a small café. Here you will also find computer suites. In addition to a good range of books and periodicals, the library also houses computer teaching and computer pool rooms. Most PE sessions will be scheduled in this building. 10

14 7. Becoming a Teacher and School-Based Experience The PGCE 3-7 and PGCE Primary programmes are not like undergraduate study. Part of your time is spent at University but the majority is spent in schools. It isn t helpful to view the University and school components as separate or to view school as the place where you try things out. The whole programme is designed to build upon your learning and professional and personal experiences thus far and to integrate the modules (all of which are underpinned by theory). Previous education, employment, life skills, interests University-based 'training' Qualified Teacher Independent study; reading, thinking, assignments School-based 'training' So, becoming a teacher is much more complex than learning about theory and putting it into practice. Indeed, the notion of Partnership - where schools and the University work seamlessly together to provide a coherent professional experience - is central to our Initial Teacher Education courses. Fundamental to this is the development of a professional approach and attitude. This is at the heart of any successful school team and central to your employability. Our expectations of you from the outset mirror those that you will meet in school. You will start your school-based training (SBT) after half term in the school s autumn term. At this point, school staff and pupils will still be establishing routines, etc. Consider how you will engage and participate in this settling in process, how you will contribute to the class and school life and how you will, from the outset, present yourself as a committed, flexible and conscientious professional. For those of you working with the very youngest children, many of whom will be making exceptionally challenging and important transitions (i.e. from home to school), it is imperative that you listen to and act upon advice and feedback from experienced practitioners at this time. You will be assigned to a Partnership school (School A) early on in the course where you will engage in training in both the autumn and summer terms. You will also be assigned to a Partnership school (School B) where you will engage in training in the spring term. You are usually paired for aspects of the programme. The programmes are designed to provide you with experiences across different age groups. The PGCE 3-7 includes school and university training in the contexts of the Early Years Foundation Stage (3-5 year old pupils) and in Key Stage 1 (working with 5-7 year old pupils in YR 1 & 2). The PGCE Primary includes school and university training in the contexts of Key Stage 1 (working with 5-7 year old pupils in Y1 & 2) and in Key Stage 2 (working with 7-11 year old pupils in Y3, Y4, Y5 & Y6). These school-based training periods are designed to give you age-phase specific experiences for the purposes of your development and progress against the 2012 Teachers Standards and do not confine or prohibit subsequent employment beyond these age phases. 11

15 The University has developed very close relationships with its schools over a long period. Currently it is in partnership with over 300 schools in which training is a shared activity between the school and the University. It should be noted that the Partnership Office/Coordinator (in consultation with the Course Leader) organises school-based experience for all trainees. Quality assurance is a particular feature of the Partnership and this is supported through developing a shared understanding of the Teachers Standards for the award of QTS via joint observations of trainees teaching. For the trainee, the key people in the school-based training period are the school mentor, who is an experienced teacher or senior member of staff, and the class teacher. The mentor takes responsibility for the trainee s professional development throughout the school-based training period. Details of roles and responsibilities and guidelines for supervision and assessment can all be found in the generic document, Primary Partnership in Education handbook. It is always our aspiration that your schoolbased training experiences are of high quality. We very much hope you consider that your school-based training experiences have taken place in different types of schools/colleges/settings and that you recognise that arrangements for your school-based training periods are made in a timely manner. Please note the following: 12

16 Usually we are able to work with schools strategically and quickly, and school allocations are well under-way before you begin the course. Sometimes circumstances change and allocations need to be adjusted. We tend not to share allocations until these are as final as possible for you all. On occasions this can mean that your allocation may not be confirmed until shortly before the school-based training period. Usually your experience of working in a dynamic and complex school environment and forming professional relationships will be positive. You will recognise that you have gained from the diversity of personalities, professional contexts and expertise that you encounter. Occasionally you will find that a relationship is tricky and you will need to overcome barriers in order to develop a positive working relationship. Sometimes you may experience frustration, competition or friction in working with others. It is important to address such conflict or challenge professionally and to remember that relationship building is an important part of working in any staff team. Usually you will feel that feedback on your teaching and professional development is fair and constructive and that it enables you to overcome challenges and to make good progress. Occasionally you may feel that your aspirations for your schoolbased work is not reflected in your feedback and you may feel worried or demoralised as a result. Always take time to reflect on feedback before engaging in a review and try to consider the strategies suggested to move your practice on. We know this is never easy; learning to teach is not. We support you to reflect, action plan and to focus on where next. We also have good systems to support quality assurance and moderation. In most cases, progress at school will be good or better and you will, through hard work and close attention to your professional development, meet the expectations of each phase of school-based training. Occasionally progress is unsatisfactory and a need for enhanced support is issued. This alerts all involved that if practice remains at this level, you would not be well placed to meet SBT expectations and the required DfE Standards. It is usual for mentors, tutors and trainees to collaborate and agree appropriate intervention strategies and to address these issues. Usually this results in the trainee improving practice and passing the school-based training. Nearly always, trainees remain convinced that teaching is the right career for them and despite some days being tricky or challenging, tell us that they enjoy and gain from all aspects of the course. Occasionally trainees consider withdrawing from the course for personal or professional reasons. Your support tutor and other Student Services (see appendix 2) can support you to talk this through to help you to make the right decision for you. 13

17 8. Programme Specific Information: PGCE 3-7 & PGCE Primary Programmes The PGCE 3-7 & PGCE Primary courses aim to prepare graduates to become effective practitioners capable of making a significant contribution to the workplace. The course comprises six modules, three of which are university based and three of which are school based. The majority of time, 24 weeks (120 days), is spent in school-based training with 12 weeks (60 days) spent at university. The programmes integrate university and school-led training and the 6 modules have been written to complement and extend each aspect of provision. The 3 school led modules are at the centre of your programme, and these school modules are designed to be progressive and increasingly demanding as the trainee teacher prepares to qualify. Autumn term University-based taught programme (EV681/2, EP680/2, EP781/2) runs for 6 weeks before school module Auditing and target setting e-portfolio (PebblePad) School-based Module ET681 Spring term School-based Module ET682 University-based sessions over first 4 weeks of term (EP781/2) Auditing and target setting e-portfolio (PebblePad) 2 days Universitybased sessions Auditing and target setting e-portfolio (PebblePad) School-based Module ET683 Summer term This is a professional, vocational course and the outcome is to gain Qualified Teacher Status. Our expectations of you as post-graduate trainees (on what is essentially a fast-route into teaching) will reinforce those of the teaching profession. Everything you do at the University supports your progress towards becoming a qualified teacher. To that end, we have high expectations about attendance, punctuality, seminar engagement and contribution as well as the necessary collegiate behaviour. We encourage and expect that you will pursue and develop areas of expertise and interest; these may be provoked by prior experience, expertise and interest, by school experiences or by university assignments, reading, research and taught sessions. You may find intrigue and reward in curriculum areas initially perceived less confidently; views transformed by excellent university teaching and children s engagement and responses. You may find stimulation and challenge in new technologies, via your own school teaching but equally by the ways you are asked to engage with the University programmes and assignments. We support you to nurture interests and expertise that will enable you both to flourish against the Teachers Standards and in your academic studies, establishing a confident position for employment. 14

18 8.1 Your University-Based Modules The tables on the following pages outline the university-based modules for your programme (PGCE 3-7 or PGCE Primary). Taught sessions are usually scheduled in 2 hour blocks and usually begin at either 9am, 11am, 1pm or 3pm and you will need to be prepared to make prompt starts in each session. Sometimes you will be scheduled 9am-11am/11am-1pm and tutors will conclude their sessions in order that groups make their way to the next session. You will be taught in your tutor group which will stay the same throughout the year (Group 1 [PGCE 3-7] and Groups 2-6 [PGCE Primary]). The university-based modules for your programme are: PGCE 3-7: PGCE Primary: EV681: Pedagogy, Principles and Policy in Early Childhood EV682: Contemporary issues in teaching and learning EP680: Interlinking Learning in Early Childhood EP781: Professional Knowledge and Enquiry consisting of: - English (EP781/E) - Maths (EP781/M) - Science (EP781/S) EP682: Foundation Subjects EP781: Professional Knowledge and Enquiry consisting of: - English (EP782/E) - Maths (EP782/M) - Science (EP782/S) You will see that there is a high degree of similarity between the modules covered by trainees on the PGCE 3-7 and PGCE Primary programmes. As part of your EP781 or EP782 module you will also complete your Professional Enquiry, the Master s Level assessed component of your programme where trainees from both routes are taught together. This Master s module is one of the ways we attribute high professional value and status to the complexities of teaching. We are committed to the principle of teaching as a Master s level profession and believe this module provides the starting point for an enquiring and reflective stance as a new teacher, as well as an initiation into the benefits of the Master s Education degree that we hope you will all undertake at some point in your careers. 15

19 8.1(a) PGCE 3-7 University-Based Modules Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module Pedagogy, Principles and Policy in Early Childhood EV681 Level 6 10 credits In this module you will be introduced to a range of contemporary issues in teaching and learning. The module supports you to develop your knowledge and understanding of theoretical and practical perspectives for effective pedagogy in early childhood education through an informed and critical awareness of current policies and practice that contribute to making teaching and learning inclusive for all learners. You will also develop knowledge and critical understanding of the use of a range of technological tools to support professional learning. University sessions early in the autumn term support your engagement with professional issues in SBT1 and prepare you to complete the assessment task. Further sessions after SBT1 build on your school experience and support preparation for further development of your professional skills in SBT2 and SBT3. Cumulative blog task. Final submission November 2017 The module programme is available online on the EV681 area of Studentcentral Interlinking Learning in Early Childhood EP680 Level 6 10 credits In this module you will develop an understanding of teaching the foundation subjects and RE in a holistic and connected way to pupils in the Early years. Before SBT1 you will be introduced to the principles of provision in relation to the EYFS aims (including inclusive contexts and experiential child initiated learning), exploring teaching through a thematic approach. Workshop sessions following SBT1 enable you to explore transition between EYFS and KS1 and to develop your understanding of the distinctive nature of the foundation subjects and their unique contribution to a broad and balanced curriculum in KS1. University sessions early in the autumn term inform your planning and teaching in the foundation stage and prepare you to complete the assessment task. You will be expected to teach a series of sessions relating to the EYFS to inform your reflections for the assignment. Further sessions after SBT1 build on your teaching experience, enabling you to make connections as you prepare to teach Foundation subjects in your KS1 context in SBT word assignment due January 2018 Module programme and outline for module on Studentcentral Subject specific readers will be provided within taught sessions 16

20 Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module Professional Knowledge and Enquiry EP781 Level 7 40 credits This is the Masters level component of your studies. You will follow the same programme as trainees on the PGCE Primary (EP782) route. Through whole cohort lectures, large and smaller group seminars, reading and discussion you will be introduced to study at Masters level. We will support you to develop your understanding of, and facility to engage in, critical reflection and analysis of policy, theory and practice. During the spring term you will plan and carry out a small class based professional enquiry as part of your second school-based training experience. You will receive intense input in this module in January, with multiple sessions each week, prior to SBT2. Your university sessions will put you in a position where you will be able to plan, and later execute, your own small-scale professional enquiry during SBT2 in the spring term. Professional enquiry report, 5000 words, due April 2018 (after Easter holiday) You will be provided with a module handbook in January Mathematics EP781M Part of EP781 above Sessions are in the form of practical workshops in which you engage in mathematical activities suitable for the foundation stage and KS1 classroom, using these as a basis for analysis of underpinning mathematical ideas. Through this practical activity and discussion, together with additional reading and study, you will develop your primary mathematics subject knowledge and confidence. A consistent focus will be the selection and use of resources and representations to support young children s developing mathematical ideas. Over the course of the module you will become familiar with the aims and content of both the EYFS guidance and the National Curriculum. University sessions in the autumn term support mathematics subject and pedagogical knowledge development in order to begin to plan and teach in the foundation stage during SBT1. Enrichment following SBT1 will support preparation for your increased autonomy in planning and teaching mathematics with a particular focus on the demands of working in KS1 in SBT2. Ongoing self evaluation of subject knowledge through an audit booklet You will be provided with an audit booklet which contains the module programme in your first session 17

21 Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module Science EP781S Part of EP781 above Sessions focus on developing your understanding of specific science concepts and of scientific enquiry. The practical nature of Primary Science is reflected in the practical nature of taught sessions and you will engage in activities that you can adapt for use in the classroom. These are designed to give insight into the types of activities that are possible, and to challenge and develop personal knowledge and understanding. University sessions in the autumn term prior to SBT1 support aspects of your science subject and pedagogical knowledge development in order to begin to plan and teach in the foundation stage during SBT1. Online selfaudits in Biology, Chemistry, Physics and Working Scientifically You will be provided with a module programme in your first session In addition you will engage in discussion of teaching and learning issues, critical and reflective discussions on practice, peer teaching and consider the use of a range of classroom resources including video material and ICT. We aim that the module activities enable you to develop your personal ethos, values and principles underpinning the learning and teaching of science in EYFS and key stage 1. Following SBT1 sessions address further subject and pedagogic issues and support preparation for increased autonomy in planning and teaching during SBT2 and SBT3. 18

22 Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module English EP781E Part of EP781 above The English programme aims to enable the development of secure subject, curriculum and pedagogic knowledge for primary teaching in English. University sessions will address and model best practice in the teaching of reading, writing, speaking and listening. The requirement for secure and confident understanding of phonics in early reading will be introduced in sessions and further developed in schools. Key chapters, articles and selected theorists will be introduced to develop your subject knowledge and understanding of effective teaching of English across the Foundation and Primary phases of schooling. Trainees will be encouraged to explore quality children s literature and become familiar with a range of authors. The role of children s literature in the teaching of English will be promoted and is central to our approach in developing a positive reading for pleasure culture in schools. University sessions in the autumn term prior to SBT1 support aspects of your English subject and pedagogical knowledge development in order to begin to plan and teach in the foundation stage during SBT1. Following SBT1 sessions address further subject and pedagogic issues and support preparation for your increased autonomy in planning and teaching English during SBT2 and SBT3. You evaluate knowledge of systematic synthetic phonics (SSP) through an audit task Module programme provided at your first group session 19

23 8.1(b) PGCE Primary University-Based Modules Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module Contemporary issues in teaching and learning EV682 Level 6 10 credits In this module you will be introduced to a range of contemporary issues in teaching and learning and will develop your understanding of how pupils learn and how learning and attainment can be influenced by a range of factors. You will develop your knowledge of a range of teaching strategies and how these can be adapted to meet the needs of all learners. You will also develop knowledge and critical understanding of the use of a range of technological tools to support professional learning. University sessions early in the autumn term support your engagement with professional issues in SBT1 and prepare you to complete the assessment task. Further sessions after SBT1 build on your school experience and support preparation for further development of your professional skills in SBT2 and SBT3. Cumulative blog task. Final submission November 2017 The module programme is available online on the EV682 area of Studentcentral 20

24 Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module Foundation Subjects EP682 Level 6 10 credits In this module you will develop your knowledge and understanding of the nature and scope of the Foundation Subjects of Art, D&T, Drama, Geography, History, MFL, Music, PE and RE. The module involves a range of keynotes and sessions both prior to and post SBT1 where trainees will be encouraged to explore the distinctive nature of the foundation subjects and their unique contribution to a broad and balanced curriculum. Your specific subject knowledge will then be enhanced through a series of discrete workshop seminars in all Foundation subjects. These sessions provide hands on experience, theory and policy to support your own nascent practice. Prior to SBT2 trainees will have an opportunity to choose additional workshops to deepen your understanding and support your planning, beginning to make links across the curriculum. University sessions early in the autumn term inform your planning and teaching of foundation subjects in SBT1 and prepare you to complete the assessment task. You will be expected to teach a series of sessions in one chosen subject to inform your reflections for the assignment. Further sessions after SBT1 build on your teaching experience, enabling you to make connections as you prepare to teach a wider and different range of Foundation subjects in SBT2 and SBT word assignment due January 2018 Module programme and outline for module on Studentcentral Subject specific readers will be provided within taught sessions 21

25 Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module Professional Knowledge and Enquiry EP782 Level 7 40 credits This is the Masters level component of your studies. You will follow the same programme as trainees on the PGCE 3-7 (EP781) route. Through whole cohort lectures, large and smaller group seminars, reading and discussion, you will be introduced to study at Masters level. We will support you to develop your understanding of, and facility to engage in, critical reflection and analysis of policy, theory and practice. During the spring term you will plan and carry out a small class based professional enquiry as part of SBT2. You will receive intense input in this module in January, with multiple sessions each week, prior to SBT2. Your university sessions will put you in a position where you will be able to plan, and later execute, your own small-scale professional enquiry during SBT2 in the spring term. Professional enquiry report, 5000 words, due April 2018 (after Easter holiday) You will be provided with a module handbook in January Mathematics EP782M Part of EP782 above Sessions are in the form of practical workshops in which you engage in mathematical activities suitable for the KS1 & 2 classrooms, using these as a basis for analysis of underpinning mathematical ideas. Through practical activity /discussion, together with additional reading and study, you will develop your primary mathematics subject knowledge and confidence. University sessions in the autumn term prior to SBT1 support aspects of your mathematics subject and pedagogical knowledge development in order to begin to plan and teach during SBT1. Ongoing self evaluation of subject knowledge through an audit booklet You will be provided with an audit booklet which contains the module programme in your first session We focus consistently on the selection and use of resources and representations to support children s developing mathematical understanding and on the importance of making connections across different mathematical topics. Enrichment following SBT1 will support preparation for your increased autonomy in planning and teaching mathematics during SBT2 and SBT3. Over the course of the module you will become familiar with progression in the National Curriculum and of the role of its three high level aims of supporting mathematical fluency, problem solving and reasoning. 22

26 Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module Science EP782S Part of EP782 above Sessions focus on developing your understanding of specific science concepts and of scientific enquiry. The practical nature of Primary Science is reflected in the practical nature of taught sessions and you will engage in activities that you can adapt for use in classrooms. These are designed to give insight into the types of activities that are possible and to challenge and develop personal knowledge and understanding. In addition you will engage in discussion of teaching and learning issues, critical and reflective discussions on practice, peer teaching and consider the use of a range of classroom resources including video and ICT. We aim that the module activities enable you to develop your ethos, values and principles underpinning the learning and teaching of primary science. University sessions in the autumn term prior to SBT1 support aspects of your science subject and pedagogical knowledge development in order to begin to plan and teach during SBT1. Following SBT1 sessions address further subject and pedagogic issues and support preparation for increased autonomy in planning and teaching during SBT2 and SBT3. Online selfaudits in Biology, Chemistry, Physics and Working Scientifically You will be provided with a module programme in your first session 23

27 Module title Code, level and credit value Overview of content Integration with school-based training Assessment (all dates tbc) How to find out more about the module English EP782E Part of EP782 above The English programme enables the development of secure subject, curriculum and pedagogic knowledge for primary teaching in English. University sessions address and model best practice in the teaching of reading, writing, speaking and listening. The requirement for secure and confident understanding of phonics in early reading will be introduced in sessions and further developed in schools. Key chapters, articles and theorists will be introduced to develop your subject knowledge and understanding of effective teaching of English across the Primary phases. Trainees will be encouraged to explore quality children s literature and become familiar with a range of authors. The role of children s literature in the teaching of English is central to our approach in developing a positive reading for pleasure culture. University sessions in the autumn term prior to SBT1 support aspects of your English subject and pedagogical knowledge development in order to begin to plan and teach during SBT1. Following SBT1 sessions address further subject and pedagogic issues and support preparation for your increased autonomy in planning and teaching English during SBT2 and SBT3. You evaluate knowledge of systematic synthetic phonics (SSP) through an audit task Module programme provided at your first group session 24

28 8.2 Your School-Based Modules These are designed in a progressive manner and are linked with the university-based modules. They will facilitate the development of professional attributes, skills, knowledge and understanding and provide specific experiences that will enable you to critically analyse professional practice and take responsibility for your own professional development. Module code ET681 Module title Credit Assessment and feedback details and dates School-based training 1: Exploring Effective practice (end October - December) 10 SBT1 PC Final report December 2017 ET682 School-based training 2: Embedding Effective practice (January- March) 20 SBT2 PC Final report March 2018 ET683 School-based training 3: Enhancing Effective practice (April- June) 30 SBT3 PC Final report June 2018 During these 3 modules, the university will allocate you a university tutor and the school will identify a school-based mentor. These professionals work with you and take shared responsibility for your professional support. An increasing emphasis is on the trainees own ability to monitor, track and action professional priorities using the e-portfolio (PebblePad). Your support tutor will also support you in this regard. The outcome of each school-based module is determined on a pass/fail basis and university tutors and mentors will use the university assessment schedule to make judgements about each trainee s achievement. These judgements are based on their observations of the trainee s teaching as well as scrutiny of evidence against the DfE Teachers Standards. When preparing for and engaging in a school-based module, you must take responsibility for your overall individual training plan (monitored and tracked via the e-portfolio (Pebblepad)). This process is supported by your school-based mentors and your support tutors. You have already been advised to begin your audit and review against the Standards (pre course) and this will enable you to start to prioritise areas for development in your first school experience. We will be supporting you with this throughout your programme. All trainees and schools - receive SBT specific handbooks with expectations and tasks clearly outlined. 25

29 8.3 Additional PGCE 3-7 and PGCE Primary Programme Specific Expectations and Advice a. You can read the full Programme Specification for your PGCE course in your Information section on Studentcentral. b. You must meet the DfE (2012) Teachers Standards before you can qualify for the NQT year. c. Getting off to a good start is vital and ex-trainees suggest this is about getting organised, plotting dates in diaries, considering any practical and domestic challenges and establishing systems for study (when, where, etc). It does sound obvious but time flies on this course! d. You will often be timetabled for University sessions from 9-5pm. There will be occasions where you will be expected to stay later to attend twilight sessions. Some of this time will be in taught subject sessions, some lectures and some independent group work. When you have gaps in the timetable, we advise you engage with your modules independently. We don t envisage you are in contact for the whole time as it is vital you study autonomously. You should be doing everything you can to develop your subject and pedagogic knowledge. This means using the ASPIRE reading lists (online reading list available via you module links), working on subject specific materials (distributed by module teams) and using DfE websites to become acquainted with curriculum expectations. For example: W/Curriculum_Change/CurriculumOverviewforYears1-6.pdf e. When you are in school, you will be expected to honour the professional expectations of that school-based training period. These are also detailed in the PRIMARY PARTNERSHIP IN EDUCATION (PPiE) handbook. f. You must make every effort to maximise the naturally occurring learning opportunities and experiences available in school and (sometimes) within the wider school community (feeder schools, special schools, children s centres, etc.) and to record your learning (in relation to the Standards). g. The content, structure, delivery and assessment of the programme is designed to enable you to meet all the standards for QTS across your age range of training (3-7 or Primary). Those of you on the PGCE 3-7 programme will complete SBT in EYFS and KS1 as previously detailed. Those of you on the PGCE 5-11 programme will complete SBT in KS1 and / or KS2 as previously detailed. h. Several areas of professional knowledge and practice will always be high profile. These include: Systematic Synthetic Phonics (SSP); Special Educational Needs and Disabilities (SEND); Behaviour Management; English as an Additional Language (EAL); Primary Mathematics; Supporting underperforming groups of pupils; Challenging bullying; Safeguarding and tackling extremism; Making accurate and productive use of assessment. 26

30 Support for your knowledge and understanding of these areas and your responsibility in them will be part of your university and school-based training and by the end of your training you will need to demonstrate very good/good knowledge and competence in all areas. Additional information can be found on the School of Education priorities web page: 27

31 9. Assignments: Submission and Feedback 9.1 Submission Guidance to support you to prepare for and complete all assignment tasks successfully will be shared by module teams at the appropriate times. All standard university assignments are submitted electronically (via Turnitin on Studentcentral); if an assignment task is to be submitted in any other way then your tutors will inform you of this. Assignments must always be submitted by 4:30pm on the due date. Whilst we expect that you will plan effectively for the work involved in submitting assignments it is important that you communicate any concerns and seek help and advice if you are worried about your capacity to submit appropriate work on time. Talk to your support tutor and make use of the services here (e.g. the Student Support and Guidance Tutors, room B112). If you are returning to university study after a break of some years, you should be planning to become re-acquainted with the expectations for reading and writing at post-graduate level. See for example: Please be aware of the following: Extensions: Sometimes there will be an exceptional set of circumstances that mitigate against submitting work as expected (e.g. unavoidable health or personal issues). This is when an extension is appropriate - talk to your support tutor. These can usually be offered for a week and if a diagnosis of a specific learning need is recorded, then a maximum of 2 weeks. More about this in the regulations that can be read in the University of Brighton Student Contract. LATE SUBMISSION: Even if your work is submitted a minute late, it is considered a failed attempt. More about this in the regulations that can be read in the University of Brighton Student Contract. NON SUBMISSION: If you do not have an agreed extension and do not submit the work, this is also considered a failed attempt. If in doubt, talk to your support tutor or programme leader. If you fail an assignment, in most cases you will be referred. This means you can (normally) have another attempt at the work. If you fail this 2 nd attempt, then it is likely any last attempt will be made at the discretion of the University and you may be asked to repeat the whole module before you are able to complete the course. More about this in the regulations that can be read in the University of Brighton Student Contract. Please note that any referrals will impact on your overall course completion date; university-based modules are normally re-worked for an August submission date with a view that your completed programme will be considered at the September Board. This will mean you can t attend the summer graduation ceremony. The course comprises 120 credits. Trainees can only usually be referred in (i.e. fail) up to 60 credits. The course team meets three times in the year (Exam Board) to review the progress of all trainees. This is a formal body comprising tutors and other School of Education senior staff that proposes and ratifies actions agreed by the programme leader. 28

32 9.2 Feedback The PGCE is a pass/fail course and the modules and assignments are graded as such. Tutors will provide formative comments about the content of your work and the implications for future practice (ways forward). Tutors will also make a summative comment that will refer explicitly to the ways in which the work fulfilled the academic criteria, or the ways in which it fell short of these criteria. Work is usually returned within 20 working days although this may depend on the date of submission as tutors are encouraged to take annual leave at certain times. The pass mark for level 6 assignments is 40% and although we do not give you a percentage mark, we do clearly signal the extent to which you met the criteria (which are always shared with you). For level 6 assignments we use the terms FAIL ADEQUATE SOUND GOOD - EXTREMELY GOOD against the criteria. The pass mark for the Master s module is 50% but as above, this is not percentage graded but the feedback will clearly signal the extent to which you met the criteria (which are always shared with you). For level 7 assignments we use the terms FAIL PASS MERIT - DISTINCTION against the criteria. Please see the PKE module handbook for further information and guidance relating to passing this module at level 7 and at level 6. Quality assurance via double marking and moderation is a core component of our protocol. 29

33 10. Managing the Year Our experience tells us that there are particular events and times of the PGCE year that can provoke anxiety or tension and being alert to these in advance can help you to manage your expectations of us, and to prepare yourself to manage your own emotions. These may include: The first few weeks: sometimes trainees can feel briefly out of their depth or worried about the workload. Here your programme grapevine can be a source of very odd and sometimes incorrect information (generated by rumour). Trust us! We recognised your potential to be successful on this course and that s why you are here. Check Studentcentral regularly for information, talk to your tutors, listen to the briefings and plan each week carefully. Attend carefully to your own organisation to help you to prioritise and stay on top of reading and tasks. That said, this is a fast-track into teaching and at interview you were assessed to potentially meet the academic and professional requirements to a very good and good standard via this route. Consider how you will maximise this potential in this professional year. 1 st assessed task deadline (November): This is designed as a cumulative task to which you will contribute regularly. It is important to maintain focus on this throughout the autumn term to avoid excessive pressure in the final weeks before submission. Start reading in week 1. It is important in advance of your first submission to reflect on your study skills, your strengths and areas for development in academic writing and to be aware of the study support available through the university ASK study support pages. All assignment dates should be noted now and a schedule established. Hearing about school details and university tutors: our aim is to match you as sensitively and quickly as possible but within a range of factors (some advised by you) and some determined by the availability and location of schools. For all sorts of reasons, schools can adjust their offers to us at the last minute and we all work very hard to ensure school-based training periods are organised to the best possible outcomes. Your university tutors are linked to the schools and are there to support both you and the school colleagues. Remember this is a training year and the school experience should be viewed as a place where you learn habits, protocols, skills as well as develop knowledge and understanding that can all be transferred to other school environments. Job applications: Schools advertise once resignations, etc. are confirmed and in the main this occurs after May half term. However, schools can be confronted with a shift in personnel, budgets, etc. and can advertise earlier though rarely before February. Some local authorities do utilise a Pool ; this is a centrally organised application facility within a local authority. For example, you complete one application for e.g. Hertfordshire and if successful, are interviewed for the local authority. We have a number of inputs from our local authority, headteachers, the careers service, etc. to support your 1 st post application. January: Your next assessed task is submitted once you return from the Christmas break. You will need to take some time to rest over the Christmas break and in order to do this you will need to map out your study for, and writing of, this assignment carefully. Easter: Your Masters report is due in following the completion of SBT2 and at the end of the Easter break. Trainees are appreciative of the break at Easter which allows them time to complete this final assignment. Remember that hundreds of trainees have been hugely successful on this course - and are now happily teaching! 30

34 11. Programme Management The School has a range of management structures for this course and its ITE provision. The programme leader has particular responsibility for the overall running of the PGCE 3-7 & PGCE Primary programmes and all of the trainees. This includes the preparation of material for the Examination Board. The support tutors support and monitor trainee progress and experience. A range of subject tutors are members of the Management Board which meets regularly. The PGCE 3-7 & PGCE Primary Education programmes are managed by the Programme Board, which takes responsibility for the academic health of the course. Programme Management Board: Chaired by the programme leader, the Board has overarching responsibility for the design, delivery and operation of the relevant academic programmes of study. Membership includes trainees, key staff responsible for the teaching and assessment of your programme and members from the ITE partnership where appropriate. The Board also provides the formal mechanism for the consideration of trainee feedback. Trainee Representatives: Each year, trainees are asked to nominate programme representatives from each of the trainee groups. Support tutors will regularly liaise with these trainees to discuss issues that both parties feel pertinent to raise. Information is disseminated back to the cohort via the representatives. In addition, a trainee representative is encouraged to attend the Programme Boards and is invited to contribute the trainee perspective, as well as feedback information to their colleagues. 31

35 Appendices Appendix 1: PebblePad: Professional e-portfolio The purpose and use of the e-portfolio (PebblePad) The e-portfolio (PebblePad) allows all Initial Teacher Education (ITE) trainees to reflect on their professional development and collate evidence against the DfE Teachers Standards. It: Can be accessed from various devices via an up to date browser; Enables tutors to interact with materials uploaded by trainees to their individual accounts; Supports monitoring across the ITE Partnership; Identifies when intervention strategies need to be put in place; and supports career advancement; Is retained throughout the NQT year, facilitating smooth transition from QTS to NQT; It enables trainees to share key information with schools and university tutors, for example, Pen Portrait and action planning; NB All SBT modules share the same final criterion that says Provide evidence of achievement against the Department for Education s Teachers Standards (2012) for QTS (Qualified Teacher Status) and this will be reviewed with support tutors. This is an auditing and tracking facility and contains selected evidence that demonstrates achievement against the Standards. This is kept in addition to the required school day files (hard copies) that contain more copious documentation and to support daily teaching requirements. You will be learning about this e-portfolio throughout the year via support sessions and briefings. Please do not worry; we are here to help and by the end of SBT1 all will start to be clear when you have brought it to life by beginning to use it to evidence your progress and achievements in school. By the end of your PGCE 3-7 / PGCE Primary Programme, you will have a limited range of specific, appropriate professional evidence linked to each of the DfE Teachers Standards that highlights the way you have addressed the DfE expectations for Qualified Teacher Status over the year. At the beginning of the course we will be sharing a completed e-portfolio (PebblePad) and asking you to complete specific sections as you prepare to start your first phase of school-based training. The e-portfolio (PebblePad) Section by Section The e-portfolio (PebblePad) is organised into 6 different sections: 1. Pen Portrait This is a short CV, updated prior to each school-based training period that contains details of: Prior qualifications/experiences; Previous school-based training periods; Grades against the Teachers Standards (PC report). It is sent to the new SBT school prior to the start of a school-based training period, thus supporting transition. It also provides the basis for Ofsted Pen Portraits prepared for inspections. This section will be updated at the end of your programme to aid transition into the NQT year. 32

36 2. Teachers Standards The most important and central feature which unifies the e-portfolio (PebblePad) is the DfE Teachers Standards: Each section TS1-8 is demarcated into the related sub-sections e.g. TS1a, TS1b, etc. Progress and achievements against the Teachers Standards are reviewed and evidenced. Evidence is collated against each of the Standards, enabling trainees to be recommended for QTS at the end of your programme. This portfolio tells the story of your learning and progress (and correlating evidence to show you have met the Teachers Standards). It does require a certain amount of interpretation and reflection rather than just housing PA, PB, etc. forms, with vague linking to each of the TS1-8. If you upload a piece of evidence e.g. a PA form against e.g. TS1 you need to provide a comment to alert you / any readers to what precisely was in that PA that does actually signal learning and progress against that standard / sub-standard. It isn t purely a storage facility. It isn t acceptable (or helpful) to have an uploaded PC to e.g. TS3 (with the correlating 5 sub-standards) with no comment, signal or reflection. If you re-read this section, there is a HUGE amount here and you need to provide an example or pull out relevant comments. You self-assess at the end of each of the SBT phases (and from SBT1 will have partial evidence ) and use your PC form grades to inform this. If you are graded at 1 for TS1 on your PC form, then your self-assessment with be 1 s! NB on SBT3 your final grading and overall self-assessment for TS1-8 would normally align with those grades awarded by the mentor in your SBT3 PC form. 3. School-Based Training There are three separate sections, covering: School-Based Training 1 (SBT1) School-Based Training 2 (SBT2) School-Based Training 3 (SBT3) Within each section you will find the same four sub-sections: i. Forms: Here you will provide links to your SBT forms (i.e. PA, PB, PC,, PH) ii. iii. Weekly evaluations: In this section you upload an evaluation of your professional progress on a specified template Professional action plan: This is an extremely important part of the portfolio and should be considered to be a process engaged in, not a template completed. Action planning builds on evidence of your progress and targets areas for development with clear time frames, and indicators of success. Support for action planning will be given throughout the course. The action plan should: o o o focus on your professional targets; be reviewed and updated regularly: a process supported by mentors and university-based tutors; be drawn from the Teachers Standards but is not the whole standard. Identify a subsection or aspect for particular focus. These targets are short term; you are aiming to achieve the whole of the standard by the end of the year; 33

37 o have 2-4 actions that are do-able, that when completed will reassure you that the target is slowly and surely being met. A review date should be added and the minimum expectation is that this is the interim of each SBT. You may do this more regularly, however. iv. Professional reflections: Specific tasks during each school-based training phase will be written as reflections and uploaded to this area. All reflections should be professionally stated, focus on what you learnt as well as the potential next steps for you. They should not be purely a description but entail a reflection on the issue, policy, technique, etc. This means dwelling on the merits and drawbacks and then the potential for your own development as a teacher. It goes without saying that these should be appropriately punctuated and spelling all carefully proof read. These commentaries should be professionally stated; there is an audience for everything on your portfolio. 4. University-Based Training This section should contain university feedback from your three taught modules: EV681/2, EP680/2, EP781/2 and any other University-based task you have completed and where advised by your module tutors. You should upload this as soon as you receive it. This feedback can be tagged to the Teachers Standards. 5. Professional Evidence You will upload a sample of indicative evidence from your school-based training. A list will be provided for each SBT in the related handbook. 6. Career Entry Plan This will provide a bridge from your training year into your first year as a qualified teacher (NQT). Further information will be provided at an appropriate point in the year. 34

38 Appendix 2: Guidance and Support There are many different ways to access the help and support you need whilst at university. This may relate to your academic studies and, dependent upon the way in which your individual school is organised, will come from a variety of sources and this will include the course leader, course tutors or an allocated support tutor. In the first instance this will be your support tutor but you can also contact the School of Education Student Support and Guidance Tutor (SSGT) as a first point of contact with any issues that relate to concerns - personal and academic. Find their contact details at If you feel you need to discuss personal issues with someone entirely separate from your School/course, the Student Services department offers a confidential counselling service. For details of this and of other services the department provides, please visit the website for comprehensive information on support available from the University, or for support available from the Student Union. Learning Support Plans (LSPs) The University is committed to ensuring that all enrolled students have an equal opportunity to succeed on their course. This includes ensuring that the university s teaching and assessment processes are as inclusive as possible for disabled students and students who are experiencing temporary conditions (such as pregnancy), to minimise any adverse impact on their access to learning. Recommendations for adjustments to teaching, assessment and examinations are made by the University s Disability and Dyslexia Team. You can find further information about groups that may be eligible for Learning Support Plans in Section G of the General Examination and Assessment Regulations, on Studentcentral. What sort of adjustments are included in a Learning Support Plan? Each Learning Support Plan is tailored to the individual needs of a student that arise because of their disability or other condition. For example, it may include recommendations to teaching practices, assessments and examinations. In some cases, more significant variations to assessment can be recommended. In these cases, the academic learning objectives of your course are fundamental to the decision as to what individual adjustments can be made. How can I get a Learning Support Plan? If you have a condition that you think might entitle you to a Learning Support Plan, you should contact the Disability and Dyslexia Team in Student Services either in person, by visiting your local Student Services office, or by telephoning or ing disability@brighton.ac.uk. The Disability and Dyslexia Team will ask you to provide evidence of your circumstances, such as a note from your doctor or an Educational Psychologist (EP) Report. They can provide guidance and help you to obtain this evidence if you do not already have it. Once you have this evidence, you should then book an appointment with a Learning Support Coordinator in the team, who will discuss what individual recommendations can be included in your Learning Support Plan and share this information with your school. The process of implementing a Learning Support Plan can sometimes take time and so it is recommended that you contact the Disability and Dyslexia Team as soon as possible to discuss your requirements. 35

39 Adjustments for examinations cannot be guaranteed if information is received within 6 weeks of the assessment date. When you meet with the Disability and Dyslexia Team, they will also provide you with information about other elements of disability support such as funding that is available through the Disabled Students Allowance (DSA) and support services. I ve told the university about a disability when I applied. Do I need to do anything else? Even if you disclosed a disability as part of your application, you will still need to contact the Disability and Dyslexia Team to provide evidence and so that your personal Learning Support Plan can be drawn up. Temporary Conditions These are usually quite sudden and normally result from physical injury. If time permits, you should make an appointment through your site Student Services Administrator to see the Disability and Dyslexia Team, and take your written evidence (e.g. medical certificate). If there is insufficient time to do this, take the documentary evidence to a Student Support and Guidance Tutor who will be able to check with the Disability and Dyslexia Team. While every effort will be made to help, obviously the closer to the assessment period the more difficult it will be to make alternative arrangements. What other support is available from the Disability and Dyslexia Team? As well as helping with Learning Support Plans, the Disability and Dyslexia Team can also help with applications for Disabled Students Allowances and other disability funding. This can help to finance support such as (but not limited to) notetakers, scribes, mentoring and/or learning support tuition. The type of support provided will depend on the impact that your disability has on your studies. More information about the support that the team provides can be found at Changing, intermitting or leaving your course If you are thinking about transferring to another course, taking some time out (intermitting) or withdrawing from university - for whatever reason it is important to weigh up your options and seek advice before rushing into a decision. We would recommend you discuss your situation with a member of staff this could be your personal tutor, your course tutor, staff in Student Services, the Students Union or a Student Support and Guidance Tutor. If you are not sure where to start there is information online which may be able to help you. There are complicated rules surrounding future student loan or local authority funding, as well as University Fees so it is best to consider all of your options and any financial implications beforehand. Contact the Student Advice Service in Student Services - studentadvice@brighton.ac.uk or by phone They operate a drop in service at each site during term time see for details If you are an international student residing in the UK with a student visa and are considering changing or leaving your course, you are strongly advised to contact the international student adviser before committing to a decision. 36

40 Access to facilities whilst intermitting from your course It may be that you have had to intermit from your course this means that you have temporarily stopped studying on your course, for medical, personal or academic reasons. If you wish to have access to university facilities whilst you are intermitting, then you must obtain authorisation for continued access from your course leader. If you intermit from your studies (or suspend your research registration) part way through the academic year, your tuition fee liability will be calculated as per the University s Tuition Fee policy, which is available from the University s website You can check your liability with the Registry Records and Fees Team: studentadministration@brighton.ac.uk. Voicing your opinion The university respects and values the opinions of its students and you have the right to express your views about your course or other services you receive. Sometimes problems get worse if they are not addressed quickly and it is advisable to let the relevant person know as soon as possible. You can do this in a number of ways, depending on the nature of the issue. 1. General comments and issues relating to your course - if you want to raise general issues about your course you should contact your course leader, Head of School or personal tutor. Each course also holds Course Boards. These meetings are held regularly (usually once per term or semester) to discuss the general running of courses. Representatives will be elected from among the students on your course, to attend the Course Board and contribute the views and concerns of the student group. You should feel free to approach your Student Representative with items that you would like considered. Your School will contact you with details of elections for student representatives. See the Student Representative site on the Students Union website for more information about getting involved. 2. University Committees - there are a number of university committees that include student representatives in their memberships; there are usually one or two students per committee. Students are nominated to serve on these committees by the Students Union. Further information on the university s committees and their memberships can be found at: 3. Getting your views on your learning experience - there are a variety of other ways in which your views on your learning experience might be sought by your course tutors. These might include questionnaires and evaluation forms provided for you to comment on particular elements of your course; regular meetings for you to discuss issues with staff; and special sessions run by staff from elsewhere in the university, for you to discuss your experience of learning and how you feel it could be improved. 37

41 What to do if things go wrong These issues often relate to undergraduate students rather than PGCE but the University recognises that students face many new experiences when they start/re-start university. The transition to University life can be exciting and daunting and bring new challenges, especially if you are living away from home. You may question whether you have chosen the right course or university or wonder whether study is right for you at the moment. Maybe it is not what you expected. These feelings are common, especially during the first term, but most students stay and graduate successfully, while a few change course and some leave. If you are not satisfied with an aspect of your course or some part of university life which is within the university s control, you should inform your personal tutor or course leader. Not all such problems can be resolved, but you are entitled to ask the university, through your tutor, whether any steps can be taken to resolve the situation. We hope that in the rare cases where there is a major problem it can be resolved with the minimum of fuss, as quickly as possible and to the satisfaction of the student, where reasonable. In almost all cases informal discussions can resolve problems. Students' Union The University of Brighton Students' Union offer information, advice and support on issues that may affect your university experience or your relationship with the university, such as: mitigating circumstances, misconduct, plagiarism, appeals or complaints. For further information see 38