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PGCE Trainees' Handbook 2017 - 2018

11-16

(With Post-16 Enhancement)

PGCE Trainee Handbook 2017-18

Contents Induction Week Timetable 2017-18 .................................................................................................................... 1 First Week Check List ............................................................................................................................................ 3 Data Sharing .......................................................................................................................................................... 3 DBS Certificates ..................................................................................................................................................... 3 University Tutors .................................................................................................................................................... 3 Qualified Teacher Status (QTS) ............................................................................................................................. 3 PGCE Calendar 2017 – 2018 ............................................................................................................................... 4 PGCE Course Staff ................................................................................................................................................. 6 Absence and Self Certification. ............................................................................................................................. 7 Trainee Representatives ....................................................................................................................................... 7 Course Aims ........................................................................................................................................................... 8 Course Structure .................................................................................................................................................... 8

Autumn Term ................................................................................................................................................................. 10 Spring Term (first six weeks up to half-term) ........................................................................................................ 13 Second School Placement – Spring and Summer Terms .................................................................................. 13 Summer Term ................................................................................................................................................................ 21

Assessment ......................................................................................................................................................... 23 Attendance ..................................................................................................................................................................... 23 Classroom teaching and involvement in school life ........................................................................................... 23 Evaluations..................................................................................................................................................................... 24 Self-assessment and the Standards profile ........................................................................................................... 26 Weekly Record of Discussion with Subject Mentor during School Placements .......................................... 27 The Continuing Professional Development (CPD) Profile .................................................................................. 27 External Examiners ...................................................................................................................................................... 27 PGCE Board of Examiners ......................................................................................................................................... 28 Extension Placements ................................................................................................................................................. 28 Assessment File and Standards Profile .................................................................................................................. 30

Teachers’ Standards .......................................................................................................................................... 32 Facilities and Resources for Trainees ............................................................................................................... 34

Resources Areas .......................................................................................................................................................... 34 Website............................................................................................................................................................................ 34 VLE ................................................................................................................................................................................... 34 ICT .................................................................................................................................................................................... 34 Provision in School ...................................................................................................................................................... 35 Provision at University ................................................................................................................................................ 36 Trainees’ Responsibilities .......................................................................................................................................... 37

PGCE: Financial Arrangements ......................................................................................................................... 38 Travel expenses for school placements and visits .............................................................................................. 38 Hardship Fund and Access Fund ............................................................................................................................. 39 Payment of your teacher training bursary ............................................................................................................. 39

Professional Associations .................................................................................................................................. 40 Your First Teaching Post ..................................................................................................................................... 40 PGCE Glossary .................................................................................................................................................... 41 Trainee Checklist: ............................................................................................................................................... 43 Second School Placement ................................................................................................................................. 44 Welcome to the Department of Education! ....................................................................................................... 45 Department of Education ................................................................................................................................... 46

The Department’s Undergraduate Programmes ................................................................................................... 46 The Department’s Graduate Programmes .............................................................................................................. 46 Statement on Internationalisation ............................................................................................................................ 47 Guardian University Guide and the Complete University Guide 2016 league tables for Education ........ 49 Employability ................................................................................................................................................................. 49 Gender Equality Mark .................................................................................................................................................. 49 Research ......................................................................................................................................................................... 49 Teaching and learning ................................................................................................................................................. 50


The National Science Learning Centre and the National STEM Centre .......................................................... 50 Education Research Group (ERG) ........................................................................................................................... 50

The purpose of the second part of this handbook............................................................................................ 50 Where else can I find information? .......................................................................................................................... 51 Disclaimer ....................................................................................................................................................................... 51

Departmental facilities ....................................................................................................................................... 52 Reception ........................................................................................................................................................................ 52 Health, safety and security ......................................................................................................................................... 52 Departmental committees .......................................................................................................................................... 52 Course reps .................................................................................................................................................................... 52 Equality and diversity .................................................................................................................................................. 53 Problems with your programme ............................................................................................................................... 53 Making a complaint ...................................................................................................................................................... 53 Leave of absence .......................................................................................................................................................... 54 Withdrawal ...................................................................................................................................................................... 54 Academic integrity ....................................................................................................................................................... 54 Online Academic Integrity Tutorial .......................................................................................................................... 54 Academic misconduct ................................................................................................................................................. 54 Online resources – IT facilities, VLE and others................................................................................................... 55 Library ............................................................................................................................................................................. 55 Student Skills Hub Website ........................................................................................................................................ 55 Accessibility and disability support ........................................................................................................................ 56 Activities and societies ............................................................................................................................................... 56

Assessment, progression and award ................................................................................................................ 57 Guide to assessment ................................................................................................................................................... 57 Exceptional Circumstances Affecting Assessment ............................................................................................. 57 Making an Appeal ......................................................................................................................................................... 57 External Examiners ...................................................................................................................................................... 58 Data Protection.............................................................................................................................................................. 58 Health and Safety in the Department of Education .............................................................................................. 58

The contents of this booklet can be obtained on the PGCE website

http://www.york.ac.uk/education/pgce/trainees/handbooks-policies/

http://www.york.ac.uk/education/pgce/trainees/handbooks-policies/


1

Induction Week Timetable 2017-18 Monday 2 October 2017

8.45 – 9.10

9.10 - 9.30

Check-in, collect course

documentation

Complete documentation

ARC/ 014

9.30 – 10.30 Welcome and Introduction to the

Course

Head of Department

Director of Initial

Teacher Training

ARC/ 014

10.30 – 11.00 Break

11.00 – 12.00 Curriculum Area Session CA Leaders English – ARC/010

History – AEW / 010

Maths – AEW/105

MFL –AEW/106

Science – A/D/017 (Lab)

12.00 – 1.00 Lunch

1.00 – 3.00 Curriculum Area Session CA Leaders English – ARC/010

History – AEW / 010

Maths – AEW/105

MFL –AEW/106


3.15 – 4.00 Tea and cakes reception Vanbrugh Dining Room

Tuesday 3 October 2017

9.00 – 10.30 Issues in Primary

Education

ARC/014

10.30 – 11.00 Break

11.00 – 12.45 Primary school debriefing Groups and rooms

to be allocated on

the day.

A/D/017 ATB/042 AEW/010 AEW/106 ARC/010 D/L/006

12.45 – 1.30 Lunch

1.30 – 3.00

Curriculum Area Session CA Leaders English- ATB/042

History – AEW/010

Maths – AEW/105

MFL – ARC/010

Science – A/D/017

3.15 - 4.00 Drop in session Director of ITT TBC


2

Wednesday 4 October 2017

9.00 - 10.30 Lesson Observations Chris Otter ARC/014

10.30 – 11.00 Break

11.00 – 11.30 Lesson Observations and Assignment 1

Chris Otter ARC/014

11.30-12.15 School Placements TBC ARC/014

12.15 – 1.00 Introduction to how the library will support your PGCE at Masters Level

Tony Wilson ARC/014

Thursday 5 October 2017

9.00– 10.30 Effective Teaching Chris Kyriacou ARC/014

10.30 – 11.00 Break

11.00 – 12.00 Assessment Overview ARC/014

12.00 – 12.30 Professional Associations ATB/056

Friday 6 October 2017

9.00 – 10.30 Behaviour Management

Chris Kyriacou ARC/014

10.30 - 11.00 Break

11.00 - 11.15 VLE and Plagiarism ARC/014

11.15 – 12.00 The Teachers’ Standards ARC/014

12.00 – 1.00 Lunch

1.00 – 3.00 Curriculum Area Sessions CA Leaders English – ARC/010

History – AEW/ 010

Maths – ATB/042

MFL – ATB/035



3

First Week Check List

Have you completed the following?

Hand in primary placement signed certificate Mon

Complete Trainee's Information Sheet (Form A) and hand in Mon

Complete ICT audit (Form B) and hand in Mon

Code of Conduct

Mon

Photograph Permissions Form Mon

DBS Permission Form Mon

Data Sharing Data relating to your personal details (including sensitive personal information), information from your application, and relating to your course progressions, funding and completion of your studies will be shared with school partners, NCTL/DFE and HESA on a need to know basis and in accordance with statutory requirements.

DBS Certificates You will need to keep your DBS documentation safe.

University Tutors You will be allocated a University Tutor during Induction Week.

Qualified Teacher Status (QTS) On successfully completing all elements of the PGCE (including meeting of all the Teachers’ Standards), you will be awarded a PGCE with 60 Masters Level credits from the University of York and recommended for QTS.


4

PGCE Calendar 2017 – 2018

Starting Date Event

w/c Mon 18 September Primary School Experience

w/c Mon 2 October Induction Week

Tues 10 October

Fri 13 October

First Day Of School Placement 1 – school-based days: Tues & Thurs weeks

4, 5, 7, 8

Subject Rep meeting (D/L/105-12.15pm)

w/c Mon 23 October School half-term week – North Yorkshire and Leeds

w/c Mon 30 October School half-term week – York

w/c Mon 13 November School Placement 1 Block 1 Teaching Placement (4 weeks)

Tuesday 12 December Complete Placement 1 Review 1 (Form D)

Tues 12, Thurs 14 Dec

Friday 15 December

Final days of Placement 1 before Christmas

Placement 1 Review 1 (Form D) Hand in signed copy to CA Leader or office

Assignment 1 Hand in date

Subject Rep meeting (D/L/105 -12.15pm)

End of Term

w/c 1 January 2018 Leeds School in School Tuesday & Thursday

w/c Mon 8 January

Tues 9 and Thurs 11 Jan, Tues 16 and Thurs 18

Fri 12 January

Two weeks of University-based and School activities

Evaluate Autumn Term

Back in to School Placement 1 Block 2

Hand in timetable information (G1 & H1) to University Tutor

Friday 19 January Assignment 1 marks and feedback released

w/c Mon 22 January

24 Jan – 22 Feb

School Placement 1 Block 2 (4 weeks) Build up to 50% Timetable

University tutor’s first visit to schools

Half term 12 February – 16

February

Holiday from school – Work on writing up your Assignment 2

20 Feb

Fri 23 February

Visit Second Placement School

School Placement 1 Review 2 (Form I) - Completed by school and returned

to University

Monday 26 February University Day

Tuesday 27 February Second School Placement Begins

Friday 2 March PTSA Day - Archbishop Holgate School

Monday 5 March Send in timetable information (G2 & H2) to University Tutor

Friday 23 March One day back at University

Assignment 2 hand-in date

Start Draft of CPD


School Placement 2 Review 1 (Form J) - Completed by school and handed

in by trainee


5

w/c Mon 26 March School Placement 2

North Yorkshire and Leeds in School

w/c Mon 26 March

Follow up visits to schools by university tutors, as required

York Schools start Easter Holidays

w/c Mon 9 April University tutor’s standards visits

Start of Easter Holiday North Yorkshire and Leeds

Friday 27 April Assignment 2 marks and feedback released

w/c Mon 7 May

w/c Mon 14 May

External examiner visits to schools

CEE visits to schools

w/c Mon 7 May Complete draft of CPD

Wed 16 May School Placement 2 Final Review (Form K)

Completed by school and returned to University

w/c Mon 21 May

University-based activities and directed study time

Return to University, and Professional Enrichment preparation

University Day - Welcome back 9.00 am; Trainees’ evaluation of Block

Placement

CA Session

Wed 23 May Board of Examiners meeting (TBC, 2pm)

Fri 25 May Assignment 3 Hand-in date


w/c Mon 28 May (school half

term)

University-based activities and directed time

w/c Mon 4 June Professional Enrichment Week 1

w/c Mon 11 June Professional Enrichment Week 2

w/c Mon 18 June – 29 June

Tuesday 19 June

Core - 2 weeks of university-based activities

activities to include Professional Enrichment Presentation

Assignment 3 marks and feedback released

Wed 20 June External Examiners' University Visit

Wed 20 June Final version of CPD to tutor

Mon 25 June Assessment Review meeting

Trainees’ final Course Evaluation

Tues 26 June Curriculum Area Day

Wed 27 June Board of Examiners meeting (YH/110, 2pm)

Thurs 28 June Curriculum Area Day

Fri 29 June End of Course

Take away CPD and all assignments


6

PGCE Course Staff

TBC Head of Department

Dr Claire Smith Director of Initial Teacher Training

Whole School Issues 323441 D/K/026a

Mrs Catherine Shawyer Deputy DITT, English Curriculum Area Leader, Partnership Support

323458 [email protected] D/K/020

Mrs Helen Granger Mathematics Curriculum Area

Leader 322482 [email protected] D/K/019

Ms Christine Otter Science Curriculum Area Leader 322595 [email protected] A/D/012

Ms Liz Black Modern Foreign Languages

Curriculum Area Leader 323474 [email protected] D/K/026B

Ms Helen Snelson History Curriculum Area Leader 323432 [email protected] D/K/023b

University Tutors

Dr Jeremy Airey Science Tutor 323475 [email protected] A/D/112

Sue Atkinson PGCE Schools Partnership

Facilitator Science Tutor

323443 [email protected] D/K/019a

Ms Jill Barnard Maths Tutor TBC [email protected] D/K/019b

Yvette Bent PGCE Schools Partnership

Facilitator 323443 [email protected] D/K/019a

Professor Ian Davies History Tutor 323452 [email protected] D/L/122

Dr Lynda Dunlop Science Tutor 323442 [email protected] A/D/114

Professor Chris Kyriacou

Whole School Issues 323464 [email protected] D/L/210

Ms Ruth Lingard History Tutor 323432 [email protected] D/K/023b

Liz O’Neill MFL Tutor TBC [email protected] TBC

Ms Nicola Towle English Tutor 323432 [email protected] D/K/023b

Dawn Thyne Science Tutor TBC [email protected] TBC

Administrative Staff

Ms Claire Blackmore

PGCE Administrator 323454 [email protected] D/M/103

Mrs Mary Yates Finance & Resources Administrator

323446 [email protected] D/P/101a

Susan Clark Department Receptionist 343460 [email protected]

Office Opening Hours are usually between 10:00 and 16:00, Monday to Friday.

During term time the Reception is open - Monday to Friday 9.30-13.00 and 14.00-16.30 (Friday 16.00).

Contact details of all staff in the Department of Education are available on the departmental website

mailto:[email protected]


















http://www.york.ac.uk/education/our-staff/


7

Absence and Self Certification.

If ill during term, please register your illness through your e:Vision account. This can be found

in the "Your Support" section

You can self-certify your illness for a maximum of ten days in any given academic year with a

maximum of seven days for any one period of illness. If you exceed either of these numbers

you will need to obtain a medical certificate from your GP.

https://www.york.ac.uk/students/support/health/selfcert/.

You will also need to notify your university tutor and the PGCE administrator on

[email protected] if you are absent due to illness. If your period of illness falls when you

would normally be on a school placement then you will also need to notify the school.

For the University policy on Health and safety see

http://www.york.ac.uk/admin/hsas/

Trainee Representatives

Each Curriculum Area elects a Trainee Representative. Trainee reps represent trainee interests and issues via the Trainee Rep meetings (4 during the year), at Graduate Teaching Committee meetings, at Board of Studies meetings and by meeting with the Chief External Examiner.

http://evision.york.ac.uk/

https://www.york.ac.uk/students/support/health/selfcert/




8

Course Aims

It is a government requirement that teacher trainees should meet the Teachers’ Standards laid

down by the Secretary of State, in order to be recommended for the award of Qualified Teacher

Status (QTS).

The aim of the York PGCE course is not only to help you reach the Teachers’ Standards, but

also to encourage you to examine, in a critical but constructive way, the current educational

system and practice. The intention is that you should become skilled members of the teaching

profession who are able to make a full contribution to educational debate and innovations of

the future. The York PGCE qualification is at M-level.

You will be asked to download a copy of the Standards profile on Google Sites, at the start of

the course. You should keep a copy of the Standards profile. You are required to track, during

your PGCE year, the way in which you feel you are fulfilling the Standards. Your Standards

Profile document should be used for this tracking process. University tutors will give you more

information about this at the start of the course. This document will be regularly monitored by

your University Tutors. You may also wish to share it with your School Mentors.

Course Structure

The York PGCE course is provided through a partnership between the University and schools.

This ensures that schools are fully involved in the planning, training and assessment of trainees

in line with those requirements. You spend two thirds of the course in schools and have the

opportunity to gain experience of teaching in at least two schools.

The course pattern is shown overleaf.


9

Structure of PGCE 2017 – 2018

Course Outline 2017 – 2018

2017-2018 Monday Tuesday Wednesday Thursday Friday

Sept 18 Primary Placement

25 Primary Placement

Oct 2 University of York Induction week

9 CA School Pl 1

WSI & subject mentoring

WSI School Pl 1

WSI & subject mentoring

CA

16 CA WSI CA

York 23 CA WSI CA

HT NY + Leeds

23 CA Self-study WSI Self-study CA

HT York 30 CA Self-study WSI Self-study CA

NY + Leeds

30 CA School WSI School CA

Nov 6 CA School

Placement 1 WSI

School Placement 1

CA

13

School Placement 1 Block 1

20

27

Dec 4

11 CA School

Placement 1 WSI

School Placement 1

CA Rev 1 (Ass 1 submission)

18 Leeds placements Christmas Holiday 18/12 -1/1

Reading Week York and North Yorkshire York and North Yorkshire Christmas Holiday

25

Jan 1

Jan Leeds

1 B/H School

Placement 1 Self-study

School Placement 1

Self-study

Jan 8 CA School

Placement 1 WSI

School Placement 1

CA

15 CA School

Placement 1 WSI

School Placement 1

CA

22 School Placement 1 Block 2 : Consolidation and development

(SD Rvw 2)

29

Feb 5

HT 12 Half term holiday

19 School placement 1 Block 2

Visit second placement school 20 February

26 WSI CA Uni School Placement 2

Mar 5 School Placement 2

12 School Placement 2

19 School Placement 2 Uni Assignment

2 submission Review

26

NY/Leeds in School Placement 2 York Schools Easter Holiday

April 2 Easter Holidays York, NY and Leeds

9 Easter Holidays NY and Leeds (York back at School)




May 7 BH School Placement 2 (External Examiner visits)

14 School Placement 2(Chief External Examiner Visits) (Final Review)

21 CA /Study afternoon

Study Day WSI (Exam

Board) CA

CA (Ass 3 submission)

HT 28 BH CA WSI - Uni Self-Study Day CA

June 4 Professional Enrichment

11 Professional Enrichment

18 WSI session CA sessions UoY (EE visit) CA sessions

25 WSI session CA sessions CA sessions (Final Exam

Board) CA sessions CA sessions


10

Autumn Term

Whole School Issues

This course is followed by all trainees and attendance at every session is compulsory. A record

of attendance is kept. The course aims to help you understand and respond to key issues of

teaching and learning common to all teachers in schools. Activities take place on Wednesdays

at the university (Weeks 4-8 and week 13), and on the corresponding Tuesdays or Thursdays

in school. Further details about Whole School Issues sessions are in the Whole School Issues

Handbook.

Curriculum Area Courses

A major part of the course is concerned with learning to teach subjects in one of the following

curriculum areas: Mathematics, Modern Foreign Languages and Science. Activities take place

on Mondays and Fridays at the university, and on the corresponding Tuesdays or

Thursdays in school. Attendance at every session is compulsory. A record of attendance is

kept. Further details about Curriculum Area courses are in your Curriculum Area handbook.

The topics introduced and discussed at the university are generally followed up in school-

based activities on Thursdays. Topics covered are outlined in your curriculum area handbook.

School placement

Your first day in school is Tuesday 10 October 2017. In the autumn term, you spend

Tuesdays and Thursdays of Weeks 4-8 and Week 13 in school, as indicated above. During

this period in school:

Trainees

carry out lesson observation: subject-based and whole-school

attend inputs by professional tutors and subject mentors

take part in discussions with professional tutors and subject mentors

have opportunities to become familiar with departmental schemes of work and

resources

take initial opportunities to work with teachers in planning, preparation and teaching

Professional tutor’s role

Welcome trainees, and help them settle in

Oversee delivery of the school-based element of the PGCE programme

Co-ordinate the whole school issues programme

Co-ordinate all members of staff involved in ITT provision within the school

Ensure programme of lesson observation: subject-based and whole-school

Subject mentor’s role

Manage and deliver the school-based curriculum area PGCE programme

Provide subject-based information, resources and schemes of work for trainees

Co-ordinate subject-based tutorial and discussion sessions (five sessions

in total)


11

Give support and advice in methodology – planning, teaching, classroom management

and assessment

In addition, you will spend four consecutive weeks in school. This will give you a fuller and

more continuous experience of day-to-day teaching and school involvement, thus preparing

you for School Placement 1 Block 2 in January. During School Placement 1 Block 1:

Trainees

Continue with lesson observation, subject-based and whole-school

Focus on at least TWO classes with a total contact time of at least 8 hours per week,

the aim being to teach these classes over a continuous period, in collaboration with the

class teacher, and perhaps in tandem with another trainee, gradually increasing

responsibility to teach at least 8 solo lessons during the placement (with a maximum

of 15)

Plan and prepare lessons for these classes, and be involved in day-to-day assessment

of pupils, mark work and provide feedback

Be observed and supported regularly by the usual class teachers, who will offer advice

and feedback as appropriate

Be attached to a tutor group and take an increasingly active role pastorally

In 11-18 schools, be involved additionally with a Y12/Y13 group

Complete once per week the sheet entitled Weekly Record of Discussion with Subject

Mentor

Use your Standards Profile as a basis for checking and monitoring progress against

the Teachers’ Standards

Complete self-evaluation section of Placement 1 Review 1 (Form D). (submitted to

University by 15 December 2017).

In School Placement 1 Block 2

Increase your teaching timetable, building up to 50% of a typical school timetable

You need to complete the Information Sheet (Form G1) and the Block 2 Teaching

Placement Timetable (Form H1) and give it to your tutor by 12 January 2018.

Prepare for your university tutor’s first visit, making available the following material:

a lesson plan and copies of resources for the lesson to be observed

lesson plans and materials prepared for all classes (teaching files)

a selection of pupils' work you have marked

copies of weekly lesson observation forms completed so far, and copies of the

weekly record of discussion with subject mentor

evidence of regular discussions with departmental staff.

your assessment file (see p.27) as it currently stands.

Complete self-evaluation section of School Placement 1 Review 2 (Form I) by Friday 23 February


Ensure appropriate programme for each trainee, incorporating observation, subject

teaching, pastoral experience and continuing the WSI programme


12

Ensure Autumn School Placement Review (Form D) has been written by subject

mentor and trainee. (Week 12).


Ensure the trainee’s increased timetable is built up appropriately

Liaise with visiting PGCE tutor on monitoring visit

Ensure completion and return of School Placement 1 Review 2 (Form I) by Friday 23 February


Continue to co-ordinate subject-based tutorial and discussion sessions

Give further support and advice in methodology – planning, teaching, classroom

management and assessment

Assign at least TWO classes, to be observed and taught over the four week period,

with a minimum contact time of 8 hours per week including some team-teaching.

Trainees should be expected to teach at least 8 solo lessons during Block 1 of the

placement (with a maximum of 15)

Ensure trainee’s involvement with a tutor group

In 11-18 schools, ensure trainee’s involvement with a Y12/Y13 group

Observe and support trainees regularly, offering advice and feedback as appropriate,

perhaps using the Weekly Lesson Observation form

Meet weekly with the trainee to discuss progress and set targets; initial the trainee’s

sheet entitled Weekly Record of Discussion with Subject Mentor

Use the trainee’s Standards Profile as a basis for checking and monitoring progress

against the Teachers’ Standards

Write Placement 1 Review 1 (Form D); sign self-evaluation section completed by

trainee (Week 12).


Increase the trainee’s timetable so that the trainee is teaching approximately 50% of a

teacher’s timetable

Jointly observe and liaise with visiting PGCE tutor on monitoring visit

Complete School Placement 1 Review 2 (Form I) in time for Fri 23 February deadline

Assessment

In addition to attendance requirements, there are two components of formal assessment during

the autumn term.

School Placement 1 Review 1

This review (see Form D) is to be completed and signed by the subject mentor in

school, and a section is completed and also signed by you, at the end of your School

Placement 1 Block 1. It should be handed in to your tutor on Friday 15 December 2017.


13

Assignment 1 – Lesson Observation

The version which you hand in should be typed and printed off, to be handed in to your

tutor on Friday 15 December 2017, together with the appropriate feedback form (Form

F). You will also submit your assignment electronically via Turnitin. This ensures that

all assignments are checked for plagiarism.

To help track and evaluate your own progress against the Teachers’ Standards for the award

of QTS, you should regularly note down instances where you feel you have met one or more

of the Standards. You should use the Standards Profile for this.

Spring Term (first six weeks up to half-term)

The first fortnight of the Spring Term (2 - 19 January 2018 in School if in Leeds School, 8 –

19 January 2018) are spent at the university and in school placement 1. This period forms a

bridge between your teaching experiences in the first block placement and the second block

placement in your first school. The normal Autumn Term pattern will be followed: Mon, Wed,

Fri at the University, Tues and Fri in school. University-based activities include Whole School

Issues sessions (Wednesdays) and subject-focused sessions (Mondays and Fridays). Week

16 is the start of your second block placement in School 1. You will be expected to increase

your teaching timetable, building up to 50% of a typical school timetable. The placement starts

on Monday 22 January 2018 and ends on Friday 23 February 2018.

Your second review (Form I) from this placement will be completed by your mentor and you by

Friday 23 February 2018. The purpose of this review is to determine whether your progress

in relation to the Teachers’ Standards is appropriate at this stage. If you receive a grading of

“Below Standard” or “Satisfactory you will be given additional guidance and support..

It is key that you complete the lessons/mini scheme of work for Assignment 2 during

this second block placement of School 1.

You will visit your second school on Tuesday 20 February 2018.

University day Monday 26 February 2018.

Second School Placement – Spring and Summer Terms

Having gained experience of one school during the autumn/early spring terms you move to a

different school for the second teaching placement. You will be told your second school

placement later in the autumn term.

Visit to the Second School placement

One day, Tuesday 20 February, is designated for visiting your second teaching placement

school. You need to complete the Information Sheet (Form G2) and the Second Teaching

Placement Timetable (Form H2) and email it to your tutor by 5 March 2018.

During this visit:

Trainees

Meet the school professional tutor and subject mentor

Meet the school staff in the department in which they will be working


14

See the resources available in the department and receive information about

departmental procedures for using textbooks, videos etc.

Be told of the procedures for getting resources reproduced, and any restrictions on

photocopying, use of ICT resources etc.

Be shown around the school

Go into one or two lessons


Welcome trainees, and help them settle in

Introduce trainees to the subject department

Arrange tour around the school

Arrange for trainees to go into one or two lessons

Give advice on accommodation and/or travel, as appropriate


Introduce trainees to other members of departmental staff

Provide subject-based information, resources and schemes of work for trainees, if

possible

Provide – where possible at this stage - copies of resources, assessment systems,

mark book, and procedures

Consider, for the development phase, a suitable balance of classes in KS3 and

KS4, and involvement in Y12/Y13 (11-18 schools)

Provide timetable – timetable should be about half the number of total periods in a

school week

There will be slightly different arrangements for those trainees for whom a 2 week post-16

experience is arranged. Full details will be provided in good time.

The Second School Placement is divided into three phases.

The induction phase

During this phase:

Trainees

Observe the classes that you will be teaching; learn pupils’ names and discuss seating

arrangements/plans with class teachers

Liaise with the class teachers about the work you will be covering during the placement

Find out about the school’s behaviour for learning system

Familiarise yourself with the school’s safeguarding policy; find out who the designated

member of staff is for child protection

Find out more about the individual pupils in each class - taking particular note of special

educational needs etc.

Become familiar with resources, assessment systems, and procedures within your

subject area

Become familiar with the school's pastoral system, becoming attached to a tutor group

and observing PSHE work

Complete the sheet entitled Weekly Record of Discussion with Subject Mentor


15


Welcome trainees and help them settle in

Ensure trainees have appropriate copies of school information (e.g. staff handbook,

behaviour policy, policy on safeguarding)

Co-ordinate all members of staff involved in ITT provision within the school

Ensure each trainee has a programme and timetable for the development phase

Ensure each trainee is attached to a tutor group and has a PSHE programme


Provide subject-based information, resources and schemes of work for trainees

Give advice in methodology – planning, teaching, classroom management and

assessment

Ensure sufficient observation of classes to be taught, with opportunities to learn about

individual pupils

Provide copies of resources, assessment systems, mark book, and procedures

Meet weekly with the trainee to discuss progress; initial the trainee’s sheet entitled

Weekly Record of Discussion with Subject Mentor

The development phase

During this phase:

Trainees

Take on a varied responsibility for a range of classes. This will include taking

responsibility for teaching particular classes, working under the close supervision of the

regular classroom teacher, and might also include team-teaching, with the class

teacher or another trainee

Continue observing experienced teachers, both in your teaching subject and in other

subjects

Complete Assignment 2


Mentor

Use your Standards Profile as a basis for checking and monitoring progress against the

Teachers’ Standards.

Complete the self-evaluation of Placement 2 Review 1 (Form J) in time for Fri 23 March

deadline


Oversee that Lesson Observation Forms are completed weekly

Monitor trainees’ progress

Collect and return completed Placement 2 Review 1 (Form J)s by Fri 23 March 2018

Observe, with written feedback, each trainee once, either in this phase or the extension

phase, or more often where extra support is needed (e.g. where trainees are “Below

Standard” or “Satisfactory”)

Ensure provision of WSI tutorial programme

Liaise with the university tutor in the event of a trainee receiving extra support visits

(e.g. where a trainee has been previous graded “Below Standard” or “Satisfactory”).


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Ensure that trainees are regularly observed teaching by the teacher of each class taken

Support trainees with lesson planning and preparation, teaching methodology and

assessment, including ICT

Ensure continuing opportunities for lesson observation by the trainee, and for team-

teaching where appropriate

Ensure regular informal feedback is given (this usually involves other departmental staff

as well)

Ensure formal feedback is given – using the Lesson Observation form - once per week

Continue to meet weekly with the trainee to discuss progress; initial the trainee’s sheet

entitled Weekly Record of Discussion with Subject Mentor



Give opportunities for trainees to attend staff meetings

Complete Placement 2 Review 1 (Form J) in time for Fri 23 March deadline

Discuss trainee’s programme for the Extension Phase

Liaise with the university tutor in the event of a trainee receiving extra support visits

(e.g. where a trainee has been previously graded “Below Standard” or “Satisfactory”).

University tutor’s role

Liaise with trainees, and with school staff about trainees’ progress

Visit trainees to observe lessons and discuss progress.

Re-visit trainees graded “Below Standard” (and possibly “Satisfactory” depending on

the package of support agreed with the school and trainee) in Placement 1 Review 2,

to offer further support and guidance

March day at University

At the end of this phase, you will return to the University on Friday 23 March 2018. The

programme which begins at 9.00 am includes opportunities for you to:

reflect on the progress you have made so far during the second teaching placement

and, following discussion with your school, plan for the extension phase of the

placement.

discuss and review with university tutors your plans for Assignment 3

hand in Assignment 2 (Friday 23 March 2018)

review your progress towards meeting the Teachers’ Standards for the award of QTS

and begin to consider your Continuing Professional Development profile (CPD)

begin to consider your plans for the summer term professional enrichment period.

The extension phase

During this phase:

Trainees

Widen experience of teaching pupils of different age and ability ranges


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Assist with pupil assessment, including course work, public examination preparation,

parents’ evenings, report writing

Gain a wider experience of school life - becoming involved in school outings etc.

Investigate and acquire material for Assignment 3


Mentor

Use your Standards Profile as a basis for checking and monitoring progress against

the Teachers’ Standards.

Prepare for your university tutor’s visit, making available the following material:

a lesson plan and copies of resources for the lesson to be observed

lesson plans and materials prepared for all classes (teaching files)

a selection of pupils' work you have marked

copies of weekly lesson observation forms completed so far, and copies of the

weekly record of discussion with subject mentor

evidence of regular discussions with departmental staff.

your assessment file (see p.37) as it currently stands.

Complete the self-evaluation section of your Placement 2 Final Review (Form K) by

Wed 16 May 2018


Liaise with the subject mentor to ensure some changes to the focus of the trainee

timetable

Monitor trainees’ progress

Oversee that Lesson Observation Forms are completed weekly

Continue to provide WSI programme

Observe, with written feedback, each trainee once, if not done so in the development

phase

Advise trainees how the school can help them with their university assignments

Monitor trainees’ plans for Professional Enrichment Weeks

Liaise with university tutor as appropriate, particularly over visits (of the tutor and/or

external examiner) to the trainee in school

Collect and return completed Placement 2 Final Review (Form K)s by Wed 16 May

2018


Liaise with the professional tutor to ensure some changes to the focus of the trainee

timetable

Ensure that trainees are regularly observed teaching by the teacher of each class

taken, particularly new classes

Check trainees are meeting the Teachers’ Standards (lesson planning and preparation,

teaching methodology and assessment etc)

Ensure continuing opportunities for lesson observation by the trainee, and for team-

teaching where appropriate

Ensure regular informal feedback is given

Ensure formal feedback is given – using the Lesson Observation form - once per week


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Continue to meet weekly with the trainee; initial the trainee’s sheet entitled Weekly

Record of Discussion with Subject Mentor



Give opportunities for trainees to attend parents’ evenings, write reports, get involved in

wider school life, etc.

Advise trainees how the school can help them with their university assignments

Complete Placement Final Review (Form K) in time for Wed 16 May deadline

Liaise with university tutor as appropriate, particularly over visits (of the tutor and/or

external examiner) to the trainee in school; jointly observe lessons

University tutor’s role

Liaise with trainees, and with school staff about trainees’ progress and any visits to

school

Re-visit trainees graded “Below Standard” (and possibly “Satisfactory”) in previous

reviews to offer further support and guidance

Visit trainees towards the end of the placement to observe lessons, scrutinise the

trainee’s teaching and assessment files, scrutinise a sample of the trainee’s marking

and discuss progress with trainee and mentor

Support and assessment during the second teaching placement

School-based staff and university tutors have two roles during your second teaching

placement:

1. supporting your development

2. assessing and reporting on your progress

During the second teaching placement you will continue to be observed teaching, receiving

formal written feedback at least once a week by your school department. You will also be

observed at least once by the school professional tutor and at least once by a university tutor,

as outlined above.

Formal feedback is completed on the standard Weekly Lesson Observation Form (Form M). A

copy of each completed observation form should be kept by you as part of your files.

An observer does not expect to see 'model' or perfect lessons but will always be looking for

evidence of progress in relation to the Teachers’ Standards and in relation to targets set

previously.

After three weeks at your second placement school Placement 2 Review 1 (Form J) is

completed. The purpose of this review is to determine whether you have made a successful

transition to your new school and whether your progress in relation to the Teachers’ Standards

is appropriate at this stage. If there is a concern that you might not reach an acceptable

standard of performance (i.e. you receive a grading of “Below Standard”) by the end of the

placement, you will be given additional help. If you are graded “Satisfactory” at this review

point, you will also receive additional guidance and support with the aim of helping you to end

your second placement as either “Good” or better.


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At the end of the second school placement, Placement 2 Final Review (Form K) is prepared

by your school and yourself. The purpose of this review is to state whether or not you have

successfully completed the second teaching placement and met the required standards.

You should continue to note, in your Standards Profile, instances where you feel you have met

one or more of the Teachers’ Standards. Your progress in meeting the Standards will be

discussed with your university tutor during the March 23rd day in University, as well as during

the tutor’s school visit.

You should use your sheets entitled Weekly Record of Discussion with Subject Mentor to note

your progress and achievements, as well as agreed targets.

Further information can be found in the assessment section of this handbook (see p.21-27).

Additional Support for Trainees

Additional support for trainees is available throughout the programme and will vary according

to individual needs.

Extra support mechanisms can be triggered by a variety of events: trainees can communicate

concerns about their developing practice with their tutor; mentors can raise a concern with tutor

and trainee; a grading of ‘Below Standard’ on any of the Reviews; issues arising during Tutor

visits. Each of these may trigger a personalised support package for the trainee. This package

would normally involve the trainee, tutor and school mentors.

“Satisfactory” to “Good”

Trainees graded ‘Satisfactory’ at any of the Review points will receive additional support from

Tutors and school mentors. This support will vary according to individual needs.

Assessment

In addition to attendance requirements, the compiling of your Standards Profile, and the

completion of Reviews outlined above, there is one further component of formal assessment

during the second teaching placement:

Assignment 2 – Evaluation of a teaching and learning sequence

Details of this assignment are set out in your Assignment handbook. The completed

assignment is to be handed in to your tutor and submitted via Turnitin on Friday 23 March

2018 together with the appropriate feedback form (Form L).


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POST-16 Enhancement

As part of your Post-16 Enhancement you will be involved in some of the following activities across the programme:

Planning, resourcing and teaching A level lessons in your subject

Planning, resourcing and teaching linked subjects e.g. General Studies

Pastoral experience with a sixth form tutor group

Individual coaching and mentoring of Post 16 students

Support for careers and Post 18 study

Team planning and teaching

Marking and ‘ghost’ marking of work

Involvement in Post 16 clubs and enrichment activities

Post 16 Parents’ Evenings

Revision sessions

Reviewing exam specifications and mark schemes

Planning schemes of work for Post 16

Observation and teaching of BTEC groups


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Summer Term

The extension phase of the second teaching placement will be completed during the first half

of the summer term at the end of week 30. The remainder of the Summer Term is structured

in the following way:

Wk beg 21/05/18: University-based activities and directed study time

Wk beg 28/05/18: University-based activities and directed study time

Wk beg 04/06/18: Professional Enrichment (Week A) (School-based)

Wk beg 11/06/18: Professional Enrichment (Week B) (School-based)

Wks Beg 18/06/18 and 25/06/18: University-based activities and directed study time

Professional Enrichment

(Monday 4 June – Friday 15 June 2018) are designated for a Professional Enrichment

programme. On 25 May you will have an opportunity to finalise your own Professional

Enrichment programme based on your needs and interests, to enable you to develop further

as a teacher. It will be planned in negotiation with your university tutor and school mentor(s).

You may work independently or collaboratively with other trainees. You will NOT have a formal

teaching commitment. You should indicate your Professional Enrichment plans on Form N.

Note that these 10 days form part of the total number of days which all PGCE trainees are

required to spend in an educational setting. Your Professional Enrichment MUST be spent in

an ‘educational setting’.

The professional enrichment period may involve one or more of the following:

a mini-research project

development of teaching materials

focused observation of experienced teachers

improving aspects of your subject knowledge

developing aspects of teaching your subject, e.g. further work with SEND pupils

involvement in extra-curricular activities, trips, etc.

work on addressing areas for further development in your draft CDP

The normal expectation is that you will carry out this work in your second teaching placement

school; however, it might be possible for you, by negotiation with your school mentor and

university tutor, to be based:

in your first placement school

in your new (September) school

in a post-16 establishment

At the end of Week B of Professional Enrichment, you should ensure Form N is signed

appropriately by the member of school staff with whom you have worked most closely.


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During week 35, you will be expected to give a formal oral presentation to other trainees

summarising the work done during the professional enrichment period. It is recommended that

your presentation, which may have elements of a workshop format, should last approximately

10 - 15 minutes. You should hand in the completed Form N to your tutor alongside your

presentation.

Your Professional Enrichment presentation should summarise:

the focus of your experience and brief reasons for choosing it

what you did

what you learned from the experience

how the experience will help you as a beginning teacher

You might also consider how what you gained from the experience could help other trainees,

e.g. by preparing a hand-out of key points from your presentation, or making available a

PowerPoint summary, or including an interactive element such as a small task, or opportunities

for questions.

Whole School Issues

As in the autumn term, whole school issues activities take place on Mondays, as indicated in

the Whole School Issues handbook. This course is followed by all trainees and attendance at

every session is compulsory. A record of attendance is kept.

Curriculum Area Courses

As in the autumn term, activities take place on Wednesdays and Fridays in Weeks 31, 33, 35,

36. Topics covered are outlined in your curriculum area handbook. In Weeks 35 and 36,

Tuesday and Thursday may also be designated curriculum area days, and there will be other

curriculum area times (e.g. during Monday and Tuesday during Week 31). Attendance at all

these sessions is compulsory. Times when there are no formally timetabled activities are

directed study periods.

Assessment

In addition to the attendance requirements, there is one component of formal assessment

during the summer term, your Professional Enrichment Presentation and your CPD profile:

Assignment 3

Details of this assignment are set out in the Assignments handbook. This assignment

should be handed in to your tutor and submitted electronically via Turnitin on Friday

25 May 2018, together with the appropriate feedback form (Form O).

Professional Enrichment Presentation

A further assessment component is the Professional Enrichment Presentation.

Form N should be completed, signed by a teacher in school, and handed in to your

tutor with your presentation.

During the Summer Term you should complete your Standards Profile.


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Assessment

There are four key strands of formal assessment in the PGCE course. All of these are designed

to ensure that you fulfil the Teachers’ Standards for Qualified Teacher Status, and must be

completed successfully. They are:

1. Attendance

2. Classroom teaching and involvement in school life

3. Assignments

4. Self-evaluation

The fourth strand is a self-assessment strand, which includes the process of completing the

Standards Profile, self-assessing your progress against the Assessment Grid prior to each

school placement Review, completion of the Weekly Record of Discussion with Subject

Mentor during teaching placements, lesson evaluations, and, during the second half of the

course, your Continuing Professional Development (CPD) profile. Support in completing

these documents is provided by university tutors and school mentors.

Attendance

You are expected to attend all classes, tutorials and events related to the school and university

elements of the course. Records of attendance are kept. It is very important that reasons are

given, where possible in advance, for absence from any school or university sessions. You will

retain your own records of attendance in your Assessment File (documentation will be provided

in WSI).You must complete the University self-assessment certificate if you are absent for up

to seven consecutive days: https://www.york.ac.uk/students/support/health this must be

submitted to the University and to Claire Blackmore.

Classroom teaching and involvement in school life

You will spend a significant proportion of your time in schools working with teachers and tutors

to develop your practical teaching skills. Progress in this is monitored regularly via teacher and

tutor feedback, e.g. using the standard Weekly Lesson Observation Form (Form M). You will

also be given the opportunity to make a wider contribution to school life.

The majority of trainees normally make good progress and successfully complete the school

teaching placements. This progress is tracked and recorded by schools, using the regular

School Placement Reviews (Forms D, I, J, K). Copies of these are kept by the university.

Trainees will be graded as either 1 Very Good, 2 Good, 3 Satisfactory or 4 Below Standard.

Progress is signalled by feedback and weekly discussions with mentors and the four reviews

completed across the two placements. During May, School Placement Reviews are

considered by the Board of Examiners. If the Board considers trainees have met the Teachers’

Standards with regard to their school-based work, it will recommend a graded 'pass' on the

school placement elements of the course.

For a minority of trainees whose early progress is not satisfactory during the Teaching

Placements, additional support and guidance is offered, to help them achieve the Standards.

The need for this extra support is signalled by a grade (4) on the Review forms (and such

trainees may be visited by an external examiner. If they are able to address the areas which

need more progress, their success is signalled by a Satisfactory grade (3) or better on the

https://www.york.ac.uk/students/support/health


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Placement 2 Final Review (Form K). If the Board of Examiners agrees they have made the

necessary progress, it will recommend a graded 'pass' on the school placement elements of

the course.

Even though often highly motivated, a very small number of trainees are unable to demonstrate

sufficient early progress in some crucial aspects of their training: this is signalled by a grade 4

on Review I or J. This triggers additional support and guidance, and it is probable that such

trainees will be visited by an External Examiner.

If, despite this extra support, there is still doubt that the Teachers’ Standards will be met by the

end of the second teaching placement, trainees may decide to leave the course. The progress

of those who complete the second teaching placement but are graded 4 on the Second

Placement Final Review is discussed by the Board of Examiners, who may recommend that

the trainee fail the teaching placement element of the course. Such trainees may be required

to leave the course, but in some circumstances may be offered the opportunity to carry out a

further teaching placement, usually during the next academic year.

In rare circumstances, a trainee may be requested to leave a school because of unsatisfactory

progress or unprofessional conduct. In such cases, the Board of Examiners will not

recommend a pass. Similarly, if a trainee has not demonstrated an ability to cope with the

required teaching load (about half a normal timetable), then the Board of Examiners will not

recommend a pass.

Trainees have the right of appeal against decision of the Board of Examiners through the

University Special Cases Committee.

Evaluations

Trainees are invited to evaluate the course and school placements during the year:

After Induction Week

January (After Autumn Term)

May – Postgraduate Survey

June (After Summer Term and Second Placement)

The University of York’s ITT course aims to provide the highest quality of professional learning, but this cannot be achieved without ongoing feedback from trainees. Trainees are kindly requested to complete programme evaluation forms in a professional manner. Evaluation forms are distributed twice during the year, once in January and once at the end of the course. Feedback is also sought from trainees at the end of induction week in October. It is important that trainees do not provide feedback anonymously as it is used in a number of different ways. For example, when trainees are asked about specific strengths and concerns about placement school(s) tutors need to raise issues professionally with colleagues at those particular schools. Curriculum Area leaders also use trainee feedback to review and write a report on the year’s training course and devise an action plan of improvements to the following year’s provision. Trainee feedback is seen by a number of different audiences including the Director of ITT, Curriculum Area Leaders and University Tutors, School Colleagues, External Examiners and Ofsted Inspectors. Because the PGCE Team takes feedback so seriously, it may well be that


25

additional clarification/further detail (usually via email) is requested from individual trainees regarding any concerns raised so that appropriate action can be taken. Summaries of responses to trainee feedback and an outline of improvement actions being taken as a result of feedback will be communicated to curriculum area trainee representatives at trainee rep meetings. This information will also be posted on the VLE and updated regularly. If a trainee is dissatisfied with or concerned about staff response(s) to feedback, trainees are requested to inform a trainee representative or raise the issue professionally in person or via an email with the Director of ITT.

Assessment Grid Please see the separate assessment document.


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Self-assessment and the Standards profile

In addition to the above formal assessment, you are encouraged to track and evaluate your own

progress and to reflect in a positive and structured way on the development of your knowledge

and skills as a teacher. This process of self-assessment recognises the worth of self-evaluation

alongside feedback given by tutors and teachers in schools. You are required to complete the

Standards Profile throughout the course. This document summarises the Teachers’ Standards

which have to be met for you to be awarded QTS, and requires you to note down instances of

when and how you feel the Teachers’ Standards have been met. To help you to recognise and

track your progress towards meeting the standards, you should complete this Standards Profile

regularly throughout the year, cross-referencing any statements you make to indicate where

evidence of meeting the Teachers’ Standards can be found. One piece of evidence may relate to

more than one of the Teachers ’Standards.

All aspects of the course can contribute to the completion of this Profile: these include formal

university-based provision in Whole School Issues and Curriculum Area sessions; school-based

provision, including observation, teaching, and discussion; and other aspects which can include

pre-course experience, primary placement, written assignments and extra reading, Professional

Enrichment work. However, most of the standards relating to Professional Skills will be met solely

during your school-based work.

The columns in the profile enable you to identify instances of when, where and how you feel you

have addressed each standard. You should aim to note ‘quality’ examples rather than token

instances, and by completing the profile electronically, you can replace examples as you go

along. Guidance to help you identify how aspects of the course might contribute to this process

will be available on the VLE.

You are responsible for keeping this record, but your university tutor and school mentors will also

be able to give you guidance and support. Your university tutor will also monitor your progress in

completing the Standards Profile during the year.

This is available on Google sites – further information will be shared at the start of term.


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Weekly Record of Discussion with Subject Mentor during School Placements

Complete this each week

You take responsibility to complete the booklet

Your mentor signs the booklet

You summarise your discussions

You and your mentors set targets to help you to develop and meet the Teachers’

Standards

You review your progress against the targets set

The Continuing Professional Development (CPD) Profile

The process of self-assessment and formal assessment combine to help you develop your CPD

profile. This document is to be completed before the end of your training and taken with you into

your initial teaching post. Its purpose is to summarise your experience during your initial

professional training, and to record priorities for future development, both short-term (in your

induction year) and in the longer term, (for your career and professional development). The

timetable for developing your CPD profile is as follows:

March

Following the March day back at the university (23 March 2018), you draft provisional

notes in answer to the questions and refine these over the remaining weeks of your

second teaching placement.

May

During the final week of the second teaching placement, in discussion with your subject

mentor and drawing on evidence from your Standards Profile, you draft answers to the

questions. You should print these for your school mentor to read and discuss with you.

May-June

During the professional enrichment weeks, and the remaining time at the university, you

continue to refine your draft, consulting with your university tutor as you make changes or

additions.

Final fortnight of the course

You print out your final CPD profile for Wednesday 20 June 2018. It will then be signed

by your tutor, and a copy made by the university. You take the document with you when

you leave the course, for use during your first year of teaching.

External Examiners

As part of our monitoring and quality assurance, there is an external examiner for each subject

area, and a chief external examiner. Their programme is scheduled during May and June.

Each subject external examiner:

visits a small number of trainees towards the end of the second teaching placement, to monitor

judgements being made by university and school

reviews a sample of marked written assignments (Assignments 1, 2 and 3)

receives oral feedback, in discussion with trainees, on subject-specific aspects of the course

writes a subject report for the university, with recommendations for change if appropriate.


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The chief external examiner:

visits a small number of trainees towards the end of the second teaching placement, to monitor

judgements being made by university and school

reviews a sample of marked written assignments (Assignment 1, 2 or 3)

receives oral feedback, in discussion with subject representatives, on aspects of the whole course

attends and advises at Board of Examiners meetings

writes a programme report for the university, with recommendations for change if appropriate.

PGCE Board of Examiners

The PGCE Board of Examiners consists of PGCE tutors, school teacher representatives, and the

Chief External Examiner. The Board meets twice during the Summer Term. The purpose of the

first meeting (Wednesday 23 May) is to review your progress as a teacher and to determine

whether or not you have completed your second teaching placement satisfactorily. The second

meeting (Wednesday 27 June) reviews your overall progress. To pass the PGCE, and thus be

recommended for QTS, you must have:

met the attendance requirements

completed all the written assignments to a satisfactory level (with no more than 20 credits

failed – see Assignment handbook)

completed the Professional Enrichment process satisfactorily

completed your second teaching placement satisfactorily

completed your Primary School Placement satisfactorily

submitted your Continuing Professional Development (CPD) Profile satisfactorily.

met the Teachers’ Standards for the award of QTS.

Note: In exceptional cases the Board reserves the right to ask a trainee to satisfy any additional

requirements which in its professional judgement it deems appropriate and reasonable.

Extension Placements

A trainee may be offered the opportunity to complete an Extension Placement if the Board of Examiners decides that the trainee has not yet met all of the Teachers’ standards but that progress made thus far would suggest that there is potential for a satisfactory outcome with limited additional work. This decision to offer an Extension Placement to a trainee can be made at either the meeting of the Board of Examiners in May or in June. The Board of Examiners will decide upon the length of an Extension Placement. A trainee could be offered an Extension Placement of either 5 or 10 weeks. The offer of a placement is conditional upon securing an agreement with a school to ‘host’ the trainee. The DITT will write to the trainee to inform them of the decision taken by the Board of Examiners. The DITT will outline the targets that are still a particular cause for concern (and state that all standards must be satisfactorily demonstrated during the Extension Placement) and indicate the associated costs for the trainee. The DITT will make clear that the offer is conditional both upon being able to secure an agreement with a school to ‘host’ the trainee and securing permission for a period of extended registration from the Board for Graduate Schools. If the trainee wishes to take advantage of this opportunity he or she is required to respond in writing to the DITT within 7 days of receipt of the letter.


29

If the trainee accepts the offer of an Extension Placement the DITT will ensure that the form requesting an extension to university registration is completed by the trainee’s supervisor, trainee and chair of the Board of Studies prior to the submission of that document to the Board for Graduate Schools. If a school agrees to ‘host’ the trainee during the Extension Placement a visit schedule is developed. This will include information about visits to be made by a university tutor and, possibly, a visit by an External Examiner. The schedule will be clarified during the Placement as the progress being made by the trainee is reviewed. During the Placement the following documentation will be completed and filed:

The University of York lesson observation proforma (to be completed by the school each week);

The Extension Placement Tutor Visit Proforma (to be completed by the university-based tutor during each visit)

The Extension Placement Progress Review be completed mid-way through by the school mentor and trainee

The Extension Placement Final Review be completed at the end of the Placement by the school mentor and trainee

The Extension Placement Checklist will be completed by the DITT. Following the completion of the Extension Placement a Board of Examiners will be convened to consider the evidence of achievement in relation to the Teachers’ Standards for QTS. The DITT will ensure that the decisions taken by the Board of Examiners are communicated to the relevant individuals and groups. All relevant documentation will be placed as appropriate and in line with current practice on the PGCE Website.


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Assessment File and Standards Profile

To monitor your progress you should compile an Assessment File. Your assessment file should

contain the following labeled sections:

Subject knowledge audit and action plan KS3, KS4 and post - 16 enhancement evidence

This section is where you will record your personal audit of the level of your knowledge in relation

to your subject(s), covering Key Stages 3 and 4 of the National Curriculum and also post-16.

Each audit will be followed by your own personal action plan detailing how you will develop your

knowledge and address any weaknesses. Your audit and action plan will be monitored by subject

tutors.

Record of ICT experience in your subject

In this section you will record evidence of the work you have done in relation to the use of ICT to

enhance pupils’ learning in schools. This can be cross-referenced to your teaching files and to

your initial audit of ICT competences, completed at the start of the course.

Record of school-based tutorials Forms Pi, Pii and Piii

In this section, you should note briefly the areas covered in school-based discussion on Tuesdays

and Thursdays as well as the four sessions during second teaching placement. Please download

the P forms from the PGCE webpage.

Copies of weekly lesson observation reports on your teaching

During your teaching placements in schools your teaching will be observed many times. The

feedback that you receive from teachers, your subject mentor, the school’s professional tutor and

your university tutor is crucial in helping you to develop your skills and knowledge as a teacher.

Some of this feedback will be informal but in each week of your teaching placement you should

receive a written report of your teaching – usually produced on the standard lesson observation

sheet, (sample copy in the PGCE Trainee Forms, Form M).

A copy of your weekly reports should be placed in chronological order in this section of your

assessment file. These reports must be kept up to date as the information will be required by the

school’s professional tutor, your university tutor and (in some cases) by the external examiner.

Weekly Record of discussion with Subject Mentor during school placements

In each week of your teaching placements you will have a tutorial/discussion with the subject

mentor in school. You should record principal points discussed on the sheets entitled Weekly

Record of Discussion with Subject Mentor. One sheet should be completed for each teaching

week during both school placements. In your Assessment File keep a chronological record of the

principal points raised and discussed at these meetings and bullet point the action points and

targets that arise from these discussions.

Please make sure that you keep this information up to date. It forms a vital record that will be

needed to inform your own evaluations of your progress and professional development and will

be seen by school and university staff.


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Teaching placement reviews

Copies of your placement reviews (one for the autumn placement and three for the

spring/summer placements) should be kept in this section.

Assignment feedback forms

Keep your assignment feedback forms in your assessment file as they are returned to you.

Remember that the assignments will be retained by the University until the end of the course,

when they will be available to you to take away.

Attendance logs

Please record your attendance on the attendance logs that can be downloaded from the PGCE

website.

Professional enrichment

Put your copy of Form N in your assessment file, once your Professional Enrichment presentation

is completed and the form is signed by your tutor.

Standards Profile

To help you to recognise and track your progress towards meeting the standards, you should

complete this Standards Profile regularly throughout the year, cross-referencing any statements

you make to indicate where evidence of meeting the Teachers’ Standards can be found. One

piece of evidence may relate to more than one of the Standards.

All aspects of the course can contribute to the completion of this Profile: these include formal

university-based provision in Whole School Issues and Curriculum Area sessions; school-based

provision, including observation, teaching, and discussion; and other aspects which can include

pre-course experience, primary placement, written assignments and extra reading, Professional

Enrichment work.

The columns in the profile enable you to identify instances of when, where and how you feel you

have addressed each standard. You should aim to note ‘quality’ examples rather than token

instances, and if you complete the profile electronically, you can replace examples as you go

along.

It is important that the Standards Profile does not merely record exposure to particular

aspects of the standards; you need to show how the quality of your work is evidence that

you are on the way to or have reached the required standards. For this reason any

judgements made about your work e.g. on lesson observation forms or in assignment

feedback should be referenced in this document, as well as your own self-evaluations.

Your university tutor will monitor your progress in completing the Standards Profile during the

year. It should be used in discussions with school and university staff to help review your progress

and to assist in target setting.


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Teachers’ Standards

PREAMBLE

Teachers make the education of their pupils their first concern,

and are accountable for achieving the highest possible

standards in work and conduct.

Teachers act with honesty and integrity; have strong subject

knowledge, keep their knowledge and skills as teachers up-to-

date and are self-critical; forge positive professional

relationships; and work with parents in the best interests of their

pupils.

PART ONE: Teaching

1 Set high expectations which inspire, motivate and challenge

pupils

- establish a safe and stimulating environment for pupils, rooted in

mutual respect

- set goals that stretch and challenge pupils of all backgrounds,

abilities and dispositions

- demonstrate consistently the positive attitudes, values and

behaviour which are expected of pupils.

2 Promote good progress and outcomes by pupils

- be accountable for attainment, progress and outcomes of the

pupils

plan teaching to build on pupils’ capabilities and prior knowledge

- guide pupils to reflect on the progress they have made and

their emerging needs

- demonstrate knowledge and understanding of how pupils learn

and how this impacts on teaching

- encourage pupils to take a responsible and conscientious

attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge

use of lesson time -promote a love of learning and children’s

intellectual curiosity

-set homework and plan other out-of-class activities to

consolidate and extend the knowledge and understanding

pupils have acquired

-reflect systematically on the effectiveness of lessons and

approaches to teaching

-contribute to the design and provision of an engaging

curriculum within the relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all

pupils

- know when and how to differentiate appropriately, using

approaches which enable pupils to be taught effectively

-have a secure understanding of how a range of factors can

inhibit pupils’ ability to learn, and how best to overcome these

-demonstrate an awareness of the physical, social and

intellectual development of children, and know how to adapt

teaching to support pupils’ education at different stages of

development

-have a clear understanding of the needs of all pupils, including

those with special educational needs; those of high ability;

those with English as an additional language; those with

disabilities; and be able to use and evaluate distinctive

teaching approaches to engage and support them.

6 Make accurate and productive use of assessment

-know and understand how to assess the relevant subject and

curriculum areas, including statutory assessment requirements

-make use of formative and summative assessment to secure

pupils’ progress

-use relevant data to monitor progress, set targets, and plan

subsequent lessons

and rewards consistently and fairly

-manage classes effectively, using approaches which are

appropriate to pupils’ needs in order to involve and motivate them

-maintain good relationships with pupils, exercise appropriate

authority, and act decisively when necessary.

8 Fulfil wider professional responsibilities

-make a positive contribution to the wider life and ethos of the

school

-develop effective professional relationships with colleagues,

knowing how and when to draw on advice and specialist support

-deploy support staff effectively

-take responsibility for improving teaching through appropriate

professional development, responding to advice and feedback

from colleagues

-communicate effectively with parents with regard to pupils’

achievements and well-being.

PART TWO: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards

of personal and professional conduct. The following statements

define the behaviour and attitudes which set the required

standard for conduct throughout a teacher’s

career.

Teachers uphold public trust in the profession and maintain high

standards of ethics and behaviour, within and outside school, by:

- treating pupils with dignity, building relationships rooted in

mutual respect, and at all times observing proper boundaries

appropriate to a teacher’s professional position

-having regard for the need to safeguard pupils’ well-being, in

accordance with statutory provisions

-showing tolerance of and respect for the rights of others

-not undermining fundamental British values, including


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-have a secure knowledge of the relevant subject(s) and

curriculum areas, foster and maintain pupils’ interest in the

subject, and address misunderstandings

- demonstrate a critical understanding of developments in the

subject and curriculum areas, and promote the value of

scholarship

-demonstrate an understanding of and take responsibility for

promoting high standards of literacy, articulacy and the correct

use of standard English, whatever the teacher’s specialist

subject

4 Plan and teach well structured lessons

- impart knowledge and develop understanding through effective

-give pupils regular feedback, both orally and through accurate

marking, and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe

learning environment

-have clear rules and routines for behaviour in classrooms, and

take responsibility for promoting good and courteous behaviour

both in classrooms and around the school, in accordance with

the school’s behaviour policy

-have high expectations of behaviour, and establish a

framework for discipline with a range of strategies, using

praise, sanctions

democracy, the rule of law, individual liberty and mutual respect,

and tolerance of those with different faiths and beliefs

-ensuring that personal beliefs are not expressed in ways which

exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos,

policies and practices of the school in which they teach, and

maintain high standards of attendance and punctuality.

Teachers must have an understanding of, and always act within,

the statutory frameworks which set out their professional duties

and responsibilities.


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Facilities and Resources for Trainees

Resources Areas

Each curriculum area has a "home base" providing access to teaching and learning resources

and equipment. Some resources and apparatus are on open access while other materials may

be obtained via tutors or technicians. Further information on the resources in each curriculum

area base is documented in the curriculum area handbook.

Website

Trainees’ documentation is available on the PGCE website

http://www.york.ac.uk/education/pgce/trainees/

VLE

The VLE gives electronic access to a range of resources at whole school level and subject level.

More details will be provided in the early part of the course. The VLE has an announcements

page which you are urged to check regularly, especially during school placements.

http://vle.york.ac.uk

ICT

It is important that trainee teachers develop their own ICT competence and their knowledge, skills and understanding of the use of ICT in their subject teaching.

By the end of the Autumn Term, all trainees will have:

identified their needs relating to their own competence by completing an audit;

worked on their own needs following the completion of the audit; trainees who are more ICT-literate are encouraged to act as support for others.

been introduced to issues relating to ICT in teaching;

been introduced to uses of ICT in their own teaching subject at the University;

observed and perhaps used ICT in the classroom.

During their teaching placements PGCE trainees are expected to develop their use of ICT in the classroom. To help them in this, schools are asked to:

ensure that trainees have opportunities to experience ICT in use in the whole school, and within their subject areas

ensure that trainees assess the impact the use of ICT has on pupils’ learning and progress

encourage trainees to use ICT for preparing lessons (eg worksheets; PowerPoints, Prezi, Movie Maker, IWB)

encourage use of ICT with pupils of all abilities including SEND, when appropriate

ensure that at least one lesson during the placement is ICT-oriented

give trainees access to the school's hardware and software

monitor the trainees' progress in ICT and include specific mention of it in oral and written feedback, and on the progress review sheets

Use University and School VLE, engage with Blogs, Wikis, Podcasting and Twitter

http://www.york.ac.uk/education/pgce/trainees/

http://vle.york.ac.uk/


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Provision in School

The partnership agreement between the University of York and its partnership schools makes the

following provision for trainees:

regular observation of and feedback on their lessons, including their planning, their

teaching and assessment methods; this could be oral or written feedback, from the subject

mentor or other subject teachers, and (at least once during the second teaching

placement) by the Professional Tutor

formal written feedback, during both teaching placements, in the form of the Weekly

Lesson Observation Form, structured against the Teachers’ Standards and including

targets for future progress.

a weekly formal tutorial during the autumn term (before Block 1 of Placement 1 begins)

on an agreed subject-specific topic

a weekly session during the autumn term (before Block 1 of Placement 1 begins) and for

an agreed number of weeks during the second teaching placement on WSI.

opportunities to observe lessons during both placements.

a weekly meeting, during the first and second placements, with subject mentor to review

progress against the Teachers’ Standards (using the Standards Profile as the basis for

the meeting’s agenda), and to discuss targets for the future. It is the responsibility of the

trainee to keep a record of this meeting (on the pro-forma entitled Weekly Record of

Discussion with Subject Mentor), with the mentor and trainee both signing the record.

The procedure which should be followed by trainees who feel they are not receiving the training

outlined above is as follows: the issue should be raised initially with either the subject mentor or

the professional tutor, in a professional way; if the issue cannot be resolved satisfactorily in

school, the trainee should consult his/her university tutor. In cases which remain unresolved at

this point, the course director will become involved if this is deemed appropriate.

Your subject handbook contains a list of expected learning opportunities in school.


36

Provision at University

The partnership agreement makes the following provision for trainees:

courses in Subject Method teaching and Whole School Issues in the Autumn Term; further

sessions during January, March and May/June (see course outline)

the provision of school placements which provide regular, structured teaching

opportunities, assessment and support in order to develop the Teachers’ Standards, and

preparation for these school placements via inputs referred to above

support during their school placements, including liaison with subject mentors and

Professional Tutors, to meet the Teachers’ Standards

support with reviewing and reflecting on their first placement school experience on their

return to the university in December and February; help with target-setting for teaching

placement 2

at least two school visits, one in each teaching placement, where a subject tutor will

undertake a formal observation followed by written and oral feedback on their lesson

planning, teaching, assessment, and evaluations. Further visits will be made if school staff

feel there are problems with a trainee making sufficient progress towards the Teachers’

Standards. If there is serious concern, trainees will be observed by an External Examiner

who will provide independent written feedback and assessment

advice for planning written assignments and feedback on these

advice on drafting the CPD document and on approaching suitable Professional

Enrichment placements; this will mainly take place during the return visit in March part-

way through the second teaching placement. (Tutors will agree and sign the final draft of

the CPD at the end of the course)

advice and support on seeking and securing a teaching post

pastoral support throughout the course


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Trainees’ Responsibilities

Trainees are expected:

to attend, and be punctual for, all elements of the course, both University-based and

school-based; and to inform university or school in good time of any absence;

to undertake all reasonable requests made of them by tutors, mentors or other colleagues

in school;

to ensure they undertake (i) regular monitoring of progress towards meeting the Teachers’

Standards for the Award of QTS by completing the Standards Profile, and (ii) weekly

monitoring of progress in school by completing the Weekly Record of Discussion with

Subject Mentor;

to meet all deadlines for submission of assignments, other course documents and

administrative information;

to return materials and resources borrowed from school before the end of the school

placements, and books etc borrowed from the university before the end of the course;

to conduct themselves in a professional manner at all times.

Some examples of professionalism:

Arriving early for university sessions and for each day in school; turning off your mobile; waiting

until breaks to eat or drink other than water);

Being polite, honest, fair and patient in your interactions with everyone involved in the course;

Demonstrating appropriate conduct at all times (including dress codes and personal

presentation);

Being involved with a tutor group, and in whole school and extra-curricular activities;

Planning all lessons and getting plans checked;

Ensuring pupils’ work is regularly assessed and recorded, and that all marking is up to date by

the end of each school placement;

Using non-contact time in school profitably;

Being prepared to stay behind after school to consult with school staff, attend departmental

meetings, parents’ evenings, etc;

Evaluating your performance and striving for improvement;

Understanding and abiding by issues of confidentiality;

Understanding – and being sensitive to the fact – that tutors, mentors and other professionals in

the course are busy people;

Abiding by school and department policies, paying particular regard to issues of e-safety and

appropriate use of social media (e.g. setting privacy settings appropriately).

Where a trainee does not comply with these guidelines, or with any other reasonable expectations

eg proper written lesson plans, failure to mark pupils’ work regularly, ignoring advice given etc.,

this should initially be dealt with between the subject mentor and the professional tutor. Where

concerns persist, the professional tutor should contact the relevant university tutor.


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PGCE: Financial Arrangements Travel expenses for school placements and visits

Set out below are the arrangements for dealing with refunds for travel expenses incurred in

connection with your teaching placements.

Generally speaking, any reasonable claim for a refund of travel expenses genuinely and

necessarily incurred will be met. However, at a time of severe financial stringency for the

University, we rely on your co-operation to ensure that these claims are kept to an absolute

minimum. We shall therefore expect:

that if you live within reasonable walking or cycling distance of the school you will not use public transport unless absolutely essential;

that, if transport is essential, you will travel by the cheapest means available: bus, train, or car (shared car wherever possible – see below);

that, if you travel by train, you will travel second class and use your young person’s rail card, where appropriate;

that if you are living away from York during the block teaching placements, you will obtain temporary accommodation as near as possible to your placement school.

In cases where a group of trainees are at the same school and one or more of these is a car-owner, the trainees concerned will be expected to travel together in the minimum number of cars. Expenses will be paid to the car-owner on this understanding, and claims should be made based on the mileage chart below, using the blue forms at the end of the PGCE Trainees’ Forms booklet. Additional copies of blue forms may be obtained from Mary Yates in the Department of Education, or downloaded from the PGCE website.

Expenses will not be paid:

if the distance travelled between the trainee’s place of residence and the school is the

same as or less than the distance between the trainee’s place of residence and the

University;

where trainees have chosen to travel by their own means when transport was provided or

could have been shared with another trainee;

for travel to schools within York.

The detailed arrangements are as follows:

With regard to the block teaching placements, you may claim (i) the cost of return journeys made in connection with preliminary visits and (ii) the cost of extra daily travel actually and necessarily incurred between the place of residence and the placement school.

Any questions about travel expenses should be directed to Mary Yates ([email protected]) in the Department of Education.


39

School Distance

(Return

trip)

School Distance

(Return

trip)

Bedale 76 Beverley Grammar 60

Boroughbridge 44 Boston Spa 38

Garforth 49 Goole 45

Harrogate Grammar School 46 Hemsworth 78

Lady Lumley’s 60 Malton 38

Northallerton 80 Norton 40

Ripon Grammar 54 Ryedale 76

Scalby 92 Selby 30

Sherburn 40 St Aidan’s 44

St John Fisher 44 Tadcaster 28

Trinity 58 The Market Weighton 38

Wetherby 40 Woldgate 26

N.B. If your school is not on the above list, please confirm mileage with Mary Yates.

Hardship Fund and Access Fund

If you are in need of extra financial assistance, and particularly if you find yourself in

unexpected financial difficulties because of unforeseen, necessary expenditure, you may be

able to receive additional support from either wider university funding or a ring-fenced PGCE

Hardship fund. More details are available at: https://www.york.ac.uk/students/housing-and-

money/financial-support/.and on the VLE under “Support for you”

Some trainees are able to receive financial assistance with travel/school placement costs

because they meet the eligibility criteria for PGCE Access funding. More details are available on

the VLE.

Any trainee who experiences financial difficulties during their ITT year to such an extent that

their likelihood of completing the course is jeopardised, should discuss issues as soon as

possible with their university tutor and/or the DITT

Further information about Access funding will be shared with you at the start of the academic

year.

Payment of your teacher training bursary

When you register before or during Induction Week, arrangements will be made for payment of

your training bursary.

https://www.york.ac.uk/students/housing-and-money/financial-support/.and

https://www.york.ac.uk/students/housing-and-money/financial-support/.and


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Professional Associations

Listed below are the main Professional Associations to which many teachers belong. These provide

membership packages for trainees. Representatives of the associations are invited to visit the Department

and/or to provide publicity material.

The Association of Teachers and Lecturers (ATL) at www.atl.org.uk

The National Association of Schoolmasters and Union of Women Teachers (NAS/UWT) at www.nasuwt.org.uk

The National Union of Teachers (NUT) at www.teachers.org.uk

The Professional Association of Teachers (PAT) at http://www.voicetheunion.org.uk

Details of associations which are concerned with particular curriculum areas or interests will be made

available by tutors.

There is no requirement for a trainee or teacher to be a member of any professional association.

Your First Teaching Post

Most teaching posts are advertised in the TES (Times Educational Supplement) which is published every

Friday and is available in the University Library. It can also be accessed on-line. The Guardian has an

Education Supplement every Tuesday, and the Independent every Thursday. These carry a number of

advertisements for posts in the Education Service. The Department also receives copies of Teachers'

Weekly and TES First Appointments.

Some Local Education Authorities and head teachers send details of posts direct to the Department. These

will be made available by curriculum area tutors, or emailed to you via Claire Blackmore. The University

Careers Service also receives details of teaching vacancies. Posts are also advertised on the web.

Job applications are made either directly to schools or to an LA. By far the majority of secondary school

posts are filled by direct application to schools. Making an application usually involves completion of an

application form and/or submission of a letter of application and CV.

General advice on applications and interviews will form part of your PGCE programme. Tutors and school

mentors will provide additional and specific help. Please do ask for this as you consider and then make

applications and prepare for interview.

Please refer to the first post section on our VLE. Please refer to the ‘Getting your first post’ Prezi: https://prezi.com/dcnopvdqu6_c/how-to-get-my-first-teaching-job/

http://www.atl.org.uk/

http://www.nasuwt.org.uk/

http://www.teachers.org.uk/

http://www.voicetheunion.org.uk/


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PGCE Glossary

The definitions given below are to be read in the context of the PGCE course.

Assignment

One of the 3 pieces of formally assessed written work by trainees.

BME

Black and Minority Ethnic (Usually in relation to recruitment).

Board of examiners

The body which meets at the end of the course to review trainees’ progress – it consists of

both university and school representatives as well as the chief external examiner.

CPD

The CPD (Continuing Professional Development) Profile is a record of trainees’ achievements

over the PGCE year and their areas for further development during their first years of teaching.

Chief External Examiner

This person monitors the content and the quality of the course overall, as well as examining

the practical teaching of borderline pass trainees.

Curriculum Area

One of the subjects which York trainees are trained to teach. i.e. Mathematics, Modern Foreign

Languages, Sciences (Biology, Chemistry and Physics).

Development phase

The period of the second teaching placement when trainees take on responsibility for teaching

several classes.

DITT

Director of Initial Teacher Training

Extension phase

The final period of the second teaching placement when trainees widen their experience of all

aspects of teaching and school life.

External examiner

There is one for each curriculum area. External examiners moderate written assignments as

well as the content and quality of the curriculum area courses.

Induction phase

The first week of the second teaching placement when trainees become familiar with the

school, observing classes they will later teach.

ITT

Initial Teacher Training

Mentor

The subject teacher in school who has responsibility for the training, support and assessment

of trainees.


42

Partnership Agreement

The document (as required by the DFE/NCTL Criteria for ITT) which sets out the

responsibilities of university and schools regarding initial teacher training.

Partnership school

A school which works with the University of York to provide the PGCE course.

Professional Enrichment

The period of two weeks after the second teaching placement designed to give trainees an

opportunity to devise their own programme based on their needs and interests, to enable them

to develop further as a teacher.

Professional tutor

The teacher in school with overall responsibility for all aspects of teacher training.

QTS

Qualified Teacher Status – trainees will be recommended for this when they pass the PGCE

course.

School Placement 1 Block 1

The four week continuous period of time spent in school during the autumn term, during which

trainees have a teaching commitment of at least 8 hours per week.

School placement review

A report written by the school on trainees’ progress during their teaching placements.

Standards Profile

This is a record, which trainees compile during their PGCE year, of evidence showing how

they are meeting the Standards for the award of QTS. It can be used as a basis for discussions

between subject mentor or university tutor and trainee.

Teachers Standards

The standards all trainees, NQTs and established teachers must meet.

NCTL

National College for Teaching and Leadership

Tutor

The member of the university staff who supervises all aspects of trainees’ progress over the

year, including marking assignments, writing references, visits to school etc. Tutors contribute

to curriculum area sessions.

Weekly Record of Discussion with Subject Mentor

This is an ongoing record which trainees compile as a summary of the weekly discussion with

their subject mentor during teaching placements. It is to be completed by the trainee and

signed by both trainee and subject mentor.


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Trainee Checklist:

School Placement 1

By the end of School Placement 1 Block 1, you MUST have planned, resourced, taught (including assessment of pupil work) and evaluated at least EIGHT lessons. You MUST also build up your professional skills and classroom expertise by taking part in as many of the following as you can:

Observe other teachers in a range of subjects, across all age groups and all abilities (this will help you to develop as a teacher and support your work on Assignment One).

Look for opportunities to observe, discuss, and contribute to post-16 education.

Pair teaching with other trainees

Team teaching with established teachers

Form Tutor activities

Talk to the Child Protection Officer in your school

Talk to the SENCO

Look for opportunities to observe or meet with the school nurse, police liaison officers to the school etc

Assemblies

Work with individual pupils

Work with groups of pupils

Attend any parents’ evenings

Attend any staff meetings

Observe and contribute to PSHE or Citizenship

Track an individual pupil for the day

Track a Teaching Assistant for the day

Plan, resource and teach the starter of a lesson

Plan, resource and teach the plenary of a lesson

Plan, resource and teach activities within lessons

Mark classwork and homework in line with school policy

Evaluate all of the above experiences and use them to develop your Standards Profile

Keep your weekly record of discussions document (yellows) updated

Complete your self-assessment on the assessment grid for discussion with your mentor prior to your first review

Complete the Child Protection on-line workshop, submit your certificate

Build up to 50% teaching timetable by the end of School Placement 1 Block 2

Organise your teaching and assessment files ready for the first visit from your Tutor


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Second School Placement

You should continue to do as many of the School Placement 1 activities as possible during the School Placement 2. You will build up to a 50% timetable, across all age groups and abilities. You will take on the role of Form Tutor.

Organise your teaching and assessment files ready for the visit(s) from your Tutors

Regularly update your Standards Profile

Keep your weekly record of discussions document (yellows) updated

Plan ahead for Assignment 3, small-scale research, interviews with staff and students, data collection, reading etc.

Regularly mark and assess pupil work

Plan your draft CPD

Request help with applications and interview preparation

During extension phase search out other challenges to show initiative and creativity

Begin to plan your Professional Enrichment

Continue to self-asses on the assessment grid for discussion with your mentor prior to each review


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Welcome to the Department of Education!

On behalf of everyone in the Department, I would like to welcome you to the University of York and the Department of Education. I am delighted you have chosen to study with us.

The Department has grown substantially in recent years but remains small and friendly enough for staff to get to know you as individuals, and help you make the most of your time at York and beyond.

The Department is committed to excellence in teaching and research, and is very proud to be one of the top Departments in the country for both its teaching and research. For example, 100% of our students agreed our staff are enthusiastic about what they are teaching, according to the 2015 National Student Survey, and we were in the top ten for world leading research and impact in the 2014 Research Excellence Framework. We were also ranked in the top ten of both the Guardian and the Complete University Guide in 2016.

Studying for a degree is both exciting and challenging. You will encounter new ideas, new ways of thinking about ideas, and new ways of studying. At York, we want to encourage people to become independent learners and thinkers, who can engage critically with a range of educational issues, and offer informed opinions in a field of study that is of crucial importance to society.

This handbook is intended to guide and support you through your studies. Please do read it carefully. If you have any questions or suggestions for improvement, please do let me know.

I hope you enjoy your time in the Department.

Professor Ian Davies Acting Head of Department*

*Professor Ian Davies is Acting Head of Department until January 2018 after which time, Professor Paul Wakeling will take on the role.


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Department of Education

You are now a member of the Department of Education. The department is made up of academic staff involved in teaching and research, support staff and students.

Academic staff - may have the title Professor, Reader or Lecturer. They are leaders in their fields and engaged in teaching and research. Most will supervise research students and some also hold certain key administrative roles within the Department.

Research staff - members of staff employed to conduct research projects within their field of expertise. They may not be involved in teaching or supervision, instead concentrating on their research projects.

Support staff – making the department run smoothly. They communicate important information, provide technical assistance and help signpost you to other services and support you might need within the University.

Students – Our student body comprises a rich mixture of undergraduates and postgraduate students.

The Department’s Undergraduate Programmes

We offer four undergraduate degree programmes: BA Education, BA English in Education, BSc Psychology in Education and BA Sociology and Education. Full details are available on our web pages: http://www.york.ac.uk/education/undergraduate/

The Department’s Graduate Programmes

The Graduate School for Education encompasses taught Masters, a research Masters, PhDs, and PGCE.

The taught Masters programmes have core and option modules, making them flexible. Individuals are encouraged to work with their supervisors in planning a path through their programme which best caters for their academic interests.

The MA in Education (by Research) degree programme enables you to undertake a piece of research in an area of professional interest to you under the guidance of a supervisor. You will meet with your supervisor who will guide you towards submitting a dissertation of 25,000 to 30,000 words in length by the end of your registration.

The PhD degree provides an opportunity to conduct a substantial in-depth research study.

The teacher training courses offer excellent opportunities to learn from teachers and university-based staff in a supported and exciting schools-based PGCE programme.

The Department currently offers the following graduate programmes:

http://www.york.ac.uk/education/undergraduate/

http://www.york.ac.uk/education/postgraduate/taught-masters/

http://www.york.ac.uk/education/postgraduate/education-research/

http://www.york.ac.uk/education/postgraduate/mphil-phd/

http://www.york.ac.uk/education/pgce/


47

Programme Study mode Programme leader

MA in Global and International Citizenship Education

1 year full-time Professor Ian Davies

MA in Social Justice and Education 1 year full-time Professor Ian Davies

MA in Education (by Research) 1 year full-time or 2 years part-time


MA in Education 1 year full-time Dr Eleanor Brown

MA in Applied Linguistics for Language Teaching

1 year full-time Dr Danijela Trenkic

MA in Applied Linguistics for English Language Teaching

1 year full-time Dr Danijela Trenkic

MA in Teaching English to Speakers of Other Languages

1 year full-time Dr Bill Soden

MSc Psychology in Education 1 year full-time Dr Kathryn Asbury

PhD in Applied Linguistics normally 3 years full-time or 6 years part-time

Dr Ursula Lanvers

PhD in Education normally 3 years full-time or 6 years part-time


PhD in TESOL normally 3 years full-time or 6 years part-time

Dr Irena Kuzborska

PhD in Education by Distance Learning

normally 3 years full-time or 6 years part-time

Dr Sally Hancock

PGCE 1 year full-time Dr Claire Smith

Statement on Internationalisation

Overview

The Department of Education – its staff, students and trainees - celebrates its international nature and is committed to further enhancing this position. This involves a commitment to four interconnected elements: learning about ourselves and others; maintaining and developing international excellence; recognising the value of diversity; and promoting the skills and dispositions of intercultural competence.

A general indication of the means by which internationalisation is achieved

Our goals will be achieved and strengthened by learning and teaching and researching about, through and for internationalisation. A process of internationalisation involves consideration of the nature and extent of international opportunities offered formally and informally for and by


48

students. It includes scholarship and research, module teaching, visits and exchanges and more broadly framed academic opportunities within the department and university as well as the wide ranging experience of living in an international community.

The four interconnected elements of internationalisation:

1. Learning about ourselves and others: identity

We do not see globalisation and internationalisation as simple phenomena existing within a centre-periphery model but instead we recognise they involve complex flows of information and ideas, goods and individuals, cultures and practices within and between national and other borders. We consider all students and staff to be international insofar as they are affected by and are interested in international and global contexts and issues (whether or not they have travelled recently to York). The ‘content’ of teaching and research is likely to become more international/ised in the future

2. Maintaining and developing international excellence

Our work is of interest and value to those who live within and beyond the UK. In this sense ‘international’ is an expression of a standard as opposed to a geographical reference. Work undertaken in relation to local, national and international issues may, due to its quality, be of interest and value to many within and beyond the UK.

3. Recognising the value of diversity

We wish to continue to reflect on the nature of knowledge that we explore and teach as we accept there are varied approaches to the acquisition and characterisation of knowledge in different cultural contexts. Our research will often take place comparatively and our teaching will be informed by recognition of the commonalities and differences in the needs of learners.

4. Promoting the skills and dispositions of intercultural competence

We recognise that the university is a diverse community and we wish to strengthen the various ways in which that is expressed so as to allow for positive achievement in a tolerant environment.

Further information on the Department of Education The Department of Education is one of the six founding departments of the University of York and, like the University, is now 50 years old. The Department has undergone significant growth in the last five years, and currently has 40 academic and teaching staff and 15 support staff. It registers over 600 students per annum, with approximately two-thirds at postgraduate level. The Department now has one of the largest graduate schools of education in the UK. To read more about 50 Years of Education at York, please see the Department’s commemorative booklet.

Research Excellence Framework

REF 2014 ranked the Department of Education in the top ten in the country for proportion of 4* world leading research. This confirms that our research publications are world leading and internationally excellent.

http://www.york.ac.uk/digital-editions/50-years-celebrating-york/

http://www.york.ac.uk/digital-editions/50-years-celebrating-york/


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The Department’s research was ranked 13th in Education departments in the UK. We were also rated highly for the impact our research has outside academia, such as its effects on the economy, public policy, civil society or culture.

Guardian University Guide and the Complete University Guide 2016

league tables for Education

The Department of Education is ranked in the top twenty of both the Guardian University Guide and the Complete University Guide 2016 league tables for Education. The tables rank universities on a number of measures such as the percentage of graduates who find graduate-level jobs, teaching quality, student satisfaction and spend per student. Education at York is consistently ranked highly in the league table’s year on year. We are also ranked in the top twenty of the Times Good University Guide.

Employability

Over 97% of recent graduates from the Department of Education are in employment or further study. The employment indicator is taken from the latest Destinations of Leavers from Higher Education (DLHE) survey. It includes the number of graduates in employment (graduate and non-graduate level) plus the number of graduates in further study. The survey shows that students from the Department of Education go on to a variety of successful careers, for example, in: Teaching (primary, secondary and further education); Research; Journalism; Education Psychology; Civil Service; Publishing; and Management Consultancy.

Gender Equality Mark

The Department of Education has received national recognition as one of only 17 departments and five universities in the country, and the first department at York, to achieve the Bronze level in Equality Challenge Unit’s (ECU) trial gender equality charter mark - the first award scheme of its kind designed to address gender imbalance and underrepresentation in in higher education.

Research

The Department’s research focuses on two dimensions of educational activity. One is research on the impact of policy on practice and institutional effectiveness. The other is research with a view to improving practice and the understanding of learning processes, including the evaluation of educational interventions. The Department supports and encourages work involving a range of research strategies, and has particular expertise and experience in studies employing quantitative and qualitative research methods, including systematic reviews of research literature. The Department’s research centres focus on language learning and teaching, science education, social justice in education, and psychology in education. The Department also has particular expertise in systematic reviews and citizenship education. Further detail of the work of each of the Department’s research centres may be found at http://www.york.ac.uk/education/research/.

http://www.theguardian.com/education/ng-interactive/2015/may/25/university-guide-2016-league-table-for-education

http://www.thecompleteuniversityguide.co.uk/league-tables/rankings?s=Education

http://www.york.ac.uk/education/research/


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Teaching and learning

The Department offers three programmes: undergraduate, postgraduate (including Masters and doctoral provision), and the Postgraduate Certificate in Education (PGCE) initial teacher training programme. Within its undergraduate and postgraduate teaching programmes, the Department interprets the study of education widely, to include not only matters to do with schools and children, but with many other aspects of learning and personal development. Through its initial teacher training programme, the Department enjoys excellent partnerships with Local Education Authorities and schools. Staff also work closely with teachers on school-linked research and development activities. Further detail of the Department’s teaching programmes may be found at http://www.york.ac.uk/education/ followed by undergraduate/, postgraduate/or pgce/. The Department of Education sees the development of innovative teaching materials, based on the best available research and scholarship, as critically important in improving teaching and learning, and in making the bridge between research and practice.

The National Science Learning Centre and the National STEM Centre

The National Science Learning Centre is a purpose-built facility based at the University of York providing high quality continuing professional development nationally for those involved in science teaching. (www.sciencelearningcentres.org.uk/centres/national). The adjacent National STEM Centre houses growing collections of electronic and physical resources to support the teaching of STEM subjects. (www.nationalstemcentre.org.uk). The Department has strong links with both the National Science Learning Centre and the National STEM Centre.

Education Research Group (ERG)

The ERG was set up in the Department in 1987 to support the research work of students in the Department. It caters for both part-time and full-time students. The group provides a forum for staff and students engaged in research to exchange ideas and discuss issues and problems to do with carrying out research. The programme consists of presentations by members, meetings of focus groups with a shared research interest and talks by guest speakers on a variety of issues concerning educational research. All PhD students are expected to attend the ERG and make a presentation on their research once a year. MA students are very welcome to attend the meetings of the ERG.

The purpose of the second part of this handbook

It is a reference guide to help you and should be kept along with the University Handbook https://www.york.ac.uk/students/studying/

This handbook provides a comprehensive introduction to your department and information on all aspects of your degree programme. It outlines what you should expect of your department and what they expect from you, and clarifies the policies and procedures relevant to your area of study.

http://www.york.ac.uk/education/

http://www.sciencelearningcentres.org.uk/centres/national

http://www.nationalstemcentre.org.uk/

http://www.york.ac.uk/education/postgraduate/research-group/

https://www.york.ac.uk/students/studying/


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Where else can I find information?

This departmental handbook should be kept for reference alongside the University Handbook

https://www.york.ac.uk/students/studying/ The University Handbook provides information on central services and support for students, including accommodation, finance, living in York and further advice on careers and the Library, and other University services. https://www.york.ac.uk/media/studenthome/University Handbook You should also log in to the Student Homepage https://www.york.ac.uk/students/ for your personalised timetable, information and news. For general information you can search the student pages from this site via the left-hand side navigation. To keep up to date with news and events taking place in the Department, please refer to our website and join our Twitter feed @DeptEdYork

If things go wrong

We hope your time at University will be amongst the best experiences of your life. However, it is important that you know where to turn to, should you experience any difficulties. We have a set of web pages dedicated to providing support for you if things go wrong. For further information, visit: www.york.ac.uk/students/help/

Disclaimer

We have tried to ensure that the information contained in this document is accurate as of May 2017. Please check our website for any changes to this information.

https://www.york.ac.uk/students/studying/

https://www.york.ac.uk/media/studenthome/welcome/booklets/32349_University%20Handbook_amended%20web%20version.pdf

https://www.york.ac.uk/students/

http://www.york.ac.uk/education/

http://www.york.ac.uk/students/help/


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Departmental facilities

Reception The Department of Education reception is on the ground floor of Derwent ‘M’ block (if entering the college from Vanbrugh, take the corridor on the left and you will find reception next to The Courtyard. Reception is open Monday to Thursday 9:30am-1:00pm & 2:00-4:30pm; and Friday 9:30am-1:00pm & 2:00-4:00pm during term-time.

Health, safety and security

For information about the University’s Health, Safety and Security policy, visit: www.york.ac.uk/admin/hsas/

Departmental committees

The work of the Department is overseen by a number of committees: the Board of Studies, the Graduate Teaching Committee, the Board of Examiners, the Ethics Committee, and the Extenuating Circumstances Affecting Assessments (ECA) Committee. The Board of Studies deals with all matters of academic business in the Department and is responsible for overseeing the Department's programmes of study and associated policies. The Board has a Chair, who is not the Head of Department. The Chair of the Board of Studies is Vanita Sundaram. The Board of Studies meets once each term. The Graduate Teaching Committee deals with matters relating to the structure and content of programmes in the Department, including reviewing reports and responding to comments from students and programme examiners. Between them, the Board of Studies and Teaching Committee approve new programmes and modules, revisions to existing programmes and changes to individual students' programmes. They consider student feedback and monitor student admissions and achievement. The Board of Examiners deals with matters relating to the examining of students' work and the awarding of degrees. The Chair of the Board of Examiners is Danijela Trenkic. The Ethics Committee vet staff and student research proposals. The Chair of the Ethics Committee is Paul Wakeling. The Mitigating Circumstances Committee (MCC) considers student requests for extensions and re-assessment. The chair of the MCC is Kathryn Asbury.

Course reps

Each group of students in the Department elects a representative to attend meetings of the Board of Studies and Graduate Teaching Committee. The current Graduate student representative positions are three representatives (one representing taught MA students; one representing research students; one representing trainee teachers).



53

Student representatives meet programme staff on a regular basis and also meet the Chair of Board of Studies at a Staff Student Forum prior to each meeting of the Board of Studies. Student representatives are also involved with the Annual Programme Review process and are consulted on student matters. Contact details for all student representatives are available on the VLE ‘Education Admin Central’ site. Visit: www.yusu.org/campaigns-and-representation/course-reps For a more detailed description of the role, visit: www.york.ac.uk/about/organisation/governance/memberssecretaries/guidelinesforstudentreps/

Equality and diversity

The University of York values the diversity of its students and staff and is committed to the creation of a positive environment which is fair, welcoming and inclusive and where everyone is treated with dignity and respect. For further information about the University’s equality and diversity policies, visit: http://www.york.ac.uk/admin/eo/

Problems with your programme

If you are having problems with your programme you should seek help and advice as soon as possible. In the first instance you may wish to talk to your supervisor. You can also find advice here www.york.ac.uk/students/help If you are having any problems while studying at York which might affect your ability to complete assigned work, you may be eligible to make a claim of “Exceptional Circumstances affecting Assessment”. If successful, this would allow you an extension or a resit for the assessment affected. See the section on Exceptional Circumstances affecting Assessment under Assessment for further information.

Making a complaint

You can complain about your experience of a service you have received as a student within the University, whether academic or non-academic. For further information, visit: www.york.ac.uk/students/help/appeals/ For information on academic appeals, see the Assessment section.

Change your plan – absence, transferring or withdrawal

Most students progress routinely through their programme with no changes. However, if you do wish to or need to make changes you should discuss any problems or doubts you are experiencing with your supervisor in the first instance. We try to accommodate students who encounter changes or challenges and who may need to change their plan.

http://www.yusu.org/campaigns-and-representation/course-reps

http://www.york.ac.uk/about/organisation/governance/memberssecretaries/guidelinesforstudentreps/

http://www.york.ac.uk/admin/eo/

http://www.york.ac.uk/students/help

http://www.york.ac.uk/students/help/appeals/


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Leave of absence

A leave of absence allows a student to take an authorised break in their studies for a maximum of one calendar year in the first instance. This can be on a variety of grounds including medical or compassionate grounds.

Withdrawal

Withdrawal is the term used when a student decides to leave the University permanently prior to completion of the award for which they are registered, whether for personal or academic reasons. Students who withdraw any time after the end of their first year are often eligible for recognition of their earlier achievements through the award of a Certificate or Diploma of Higher Education.

Details about these options are available at: www.york.ac.uk/students/studying/manage/plan/ For further support, visit Student Support in Market Square or visit: www.york.ac.uk/sshub Also see section on Assessment and Exceptional Circumstances affecting Assessment

Academic integrity

Academic integrity represents a set of values and behaviours which members of the academic community abide by. To be a trusted member of this academic community you must understand and demonstrate academic integrity in your studies and the work you produce. Such values include honesty, trust, fairness, respect and responsibility.

Online Academic Integrity Tutorial

This module will take you through key principles around integrity and how to avoid things like plagiarism and collusion.

You are required to complete successfully the University Online Academic Integrity Tutorial (i.e. receive 100% on the three tests included in the tutorial).The tutorial can be found on the VLE; more information is available on www.york.ac.uk/integrity. If you have any questions about this, you can contact [email protected] or ask your supervisor.

Academic misconduct

Academic misconduct means breaking the rules of academic integrity and this is why we regard any

form of academic misconduct as a very serious offence. For a list of what the University considers as academic misconduct, and the policy covering misconduct visit: https://www.york.ac.uk/staff/teaching/procedure/examinations/guide/ Section 25

http://www.york.ac.uk/students/studying/manage/plan/

http://www.york.ac.uk/sshub

http://www.york.ac.uk/integrity


















































https://www.york.ac.uk/staff/teaching/procedure/examinations/guide/


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Online resources – IT facilities, VLE and others

You will be introduced to the PGCE VLE during Induction week

For information on the facilities and services IT Services provides, consult your University handbook or visit: www.york.ac.uk/it-services/

Library

www.york.ac.uk/library For an introduction to using the University Library and its resources, visit: www.york.ac.uk/library/informationfor/newusers This includes, amongst others, information on using the library catalogue, your library account, online induction resources and opening hours. The University Library is open 24 hours a day, 362 days a year. For general help, contact the Library Help Desk in the JB Morrell Library. Email: [email protected] Tel: +44 (0)1904 323873 Your Academic Liaison Librarian is Tony Wilson. They can help you to search effectively for resources, understand how to use and evaluate these and how to reference your work correctly. They can be contacted at [email- ensure you use the generic email address e.g. [email protected]]. Further details on your Academic Liaison Librarian and your subject guide can be found at: http://subjectguides.york.ac.uk/education

Student Skills Hub Website

The Student Skills Hub enables you to see and access a range of helpful Centres and resources which are available to the whole university community. These resources will be at your disposal throughout your studies:

The Writing Centre - for planning academic work and discussing academic writing;

The Maths Skills Centre - for discussing issues with mathematics, statistics and numeracy skills;

The Library - for addressing information skills and accessing research materials;

IT skills - for solving IT issues and developing more advanced IT capabilities;

Language skills - for further developing academic English language and engaging with other languages;

Transferable skills - for working in teams, presenting to audiences and other employability skills;

For further information, visit: www.york.ac.uk/student-skills-hub

http://www.york.ac.uk/it-services/

http://www.york.ac.uk/library

http://www.york.ac.uk/library/informationfor/newusers


http://subjectguides.york.ac.uk/education


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Accessibility and disability support

The Education Departments Disability Officer is Poppy Nash [email protected]

Disability Services can provide support, advice and guidance for those with a diagnosed disability, including: dyslexia and specific learning difficulties; Asperger’s syndrome; visual and hearing impairment, physical/medical impairments and amongst others. All students with disabilities are encouraged to contact them to discuss meeting your individual needs. Please let the department know as soon as possible if you have a disability and may require support. You can discuss this with your supervisor. For further information, visit: www.york.ac.uk/students/support/disability/ You may also require individual arrangements for formal examinations. See the information provided on formal examinations in the Assessment section for further information.

Activities and societies

There are many opportunities at York to get involved with societies and extra-curricular activities both related and unrelated to your course. For a full list of societies and activities provided by YUSU, visit: www.yusu.org/activities


http://www.york.ac.uk/students/support/disability/

http://www.yusu.org/activities


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Assessment, progression and award

Guide to assessment

The University’s guide to Assessment Standards, Marking and Feedback contains the University’s formal procedures relating to the conduct of assessment. It provides clear and detailed information on each aspect of student assessment and is a useful resource if you want to know more about how your work is assessed. For further information, visit: www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/

Exceptional Circumstances Affecting Assessment

If circumstances in your life significantly affect you undertaking any assignments then you can submit a claim of Exceptional Circumstances Affecting Assessment to the department. To find out how to submit an application for exceptional circumstances, or to see what kinds of circumstances would normally be accepted or not accepted, visit: https://www.york.ac.uk/students/studying/progress/exceptional-circumstances/ If your claim is successful, and the committee accepts that your assignment was significantly affected by your circumstances you will usually be given an opportunity to resubmit the assignment as if for the first time or you may be given an extension. Grades will never be altered without a further attempt at the assignment, and work will not be ‘re-marked’, although you may be allowed to re-submit it following revisions. Please note: it is very important that you submit your case for Exceptional Circumstances Affecting Assessment as soon as possible, preferably BEFORE the assignment which you believe may have been affected. For a full list of documents and policy information visit: https://www.york.ac.uk/students/studying/progress/exceptional-circumstances/

Making an Appeal

You can appeal against a procedural error in arriving at an academic decision or on the basis of Exceptional Circumstances Affecting Assessment that, for good reason, the examiners didn’t know about (see above) or a procedural irregularity in the assessment. However, you cannot appeal against an academic judgement of your work (this is, the marker’s opinion). For further details on both terms and how to appeal, visit: www.york.ac.uk/students/help/appeals/ Assistance with appeals and representation at hearings is also available through the Students’ Union Advice and Support Centre. All communication is confidential and free. For further information, visit: www.yusu.org/advice-and-support

http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/

http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/

https://www.york.ac.uk/students/studying/progress/exceptional-circumstances/





http://www.yusu.org/advice-and-support


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External Examiners

Each Curriculum Area of the PGCE has its own external examiner and there is an overall chief external examiner for PGCE. External examiners are usually in post for 3 or 4 years and their role is to be a critical friend, providing support and challenge, as well as contributing to quality assurance procedures. Trainees will be advised who the relevant external examiner is at the start of their programme and there are formal opportunities, especially at the end of the programme for trainees to meet with and engage with external examiners directly and via trainee representatives. External examiners read a representative sample of PGCE assignments and contribute to the quality assurance procedures as a result. It is inappropriate to make direct contact with external examiners, in particular regarding your performance in assignments. If you have any issues or concerns you can register these through appeal (see above) or complaint (further details are available from the Director of Initial Teacher Training).

Data Protection

The University collects information about students for administrative, academic, statutory and health and safety reasons. It complies with the Data Protection Act 1998 in its collection, processing and disclosure of personal data. It cannot operate effectively without processing information about you and requires your consent to do so. Your signature on your student registration form gave your agreement to the processing of your personal data for any purposes connected with your registration with the University, your health and safety or for any other legitimate reason. You should also note that aspects of the Data Protection Act may need to be taken into account in the undertaking and reporting of your research. Consult your supervisor for advice on this aspect of your study.

Health and Safety in the Department of Education

All accidents and incidents are to be reported to the Departmental Safety Officer, Nicola Henson [email protected]

http://www.york.ac.uk/records-management/dp/


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