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Postgraduate Certificate in Education

School Direct Primary Programme Handbook

2020-21

Programme and book title

2020-21

Programme and book title

2020-21

Contents1 Introduction..............................................................................................................................................1

1.1 General Principles..................................................................................................................1

1.2 Time in school........................................................................................................................2

1.3 University days.......................................................................................................................3

1.4 Assignments..........................................................................................................................3

2 Key People, Contact Details and Communication.....................................................................................3

2.1 Key People.............................................................................................................................3

2.2 Contact Us.............................................................................................................................4

2.3 Communication......................................................................................................................4

3 List of Key Dates and Calendar.................................................................................................................5

3.1 Key Dates..............................................................................................................................5

3.2 School Direct Calendar 2020-21...............................................................................................6

3.3 Engagement...........................................................................................................................7

4 The Programme........................................................................................................................................7

4.1 Teaching Experience.............................................................................................................10

4.2 Data Protection whilst on placement.....................................................................................11

5 Programme Specific Learning and Teaching Approaches.......................................................................11

6 Themes and Dimensions for Teaching and Learning..............................................................................12

6.1 SMSC...................................................................................................................................12

6.2 Equality and Diversity...........................................................................................................12

7 Assessment.............................................................................................................................................13

7.1 Progression and Achievement Document...............................................................................13

7.2 PGCE Primary School Direct Assessment Dates 2020-2021.......................................................13

7.3 Failure of an assignment or placement...................................................................................15

8 Teaching Experience...............................................................................................................................15

8.2 Teaching Experience a Quick Guide for Students.....................................................................16

8.3 Overview of PGA First Placement...........................................................................................16

8.4 Overview of the PGB Alternative Placement...........................................................................17

8.5 Overview of the Inclusion Placement.....................................................................................18

8.6 Overview of PGA2 Final Placement........................................................................................18

9 Supporting Students on Teaching Experience – Mentors and Tutors....................................................18

9.1 Record of Lesson Observation (ROLO)....................................................................................19

9.2 Targets during placement.....................................................................................................20

9.3 Reflection, Evaluation and the Learning Journal......................................................................21

9.4 Cause For Concern...............................................................................................................22

10 References and Employability............................................................................................................22

11 Programme Aims................................................................................................................................23

11.1 Programme and Professional Outcomes.................................................................................24

11.2 Professional Values and Practice............................................................................................24

11.3 Observance..........................................................................................................................25

11.4 Academic Ethical Procedures.................................................................................................25

11.5 Evaluation of the Programme................................................................................................26

11.6 General Guidelines for Responding to Concerns......................................................................27

11.7 Student Support Strategy......................................................................................................28

Appendix 1 Record of subjects you have taught whilst on placement...........................................................32

Appendix 2 PGCE School Direct Teaching Experience week-by-week guidance.............................................33

1 Introduction

Welcome to School Direct, an innovative post-graduate programme led by schools, in partnership with Manchester Met. All university taught sessions are delivered online this year, due to the Covid-19 pandemic.

This handbook contains general information about the programme and is the guide for all students, mentors and staff involved in the programme. It will provide all the basic information you need to steer you through the next academic year.

Guidance on Teaching Experience and proformas used on placement, such as the Record of Lesson Observation, can be found in the Teaching Experience Handbook http://www2.mmu.ac.uk/primary/partnerships/resources/. If you have any queries at all, please contact the Programme Leader, Zoe Crompton (see contacts). The employment prospects for those who attain qualified teacher status (QTS) accredited by Manchester Met are excellent. Previous students highly recommend this route into teaching.

Acknowledgement

We acknowledge the enormous part our Partnership Schools play in developing the next generation of teachers and we thank you for your involvement and commitment to this.

1.1 General Principles

The School Direct programme is led by schools working in partnership with Manchester Metropolitan University. The recruitment and selection of students is undertaken by schools. Potential students are interviewed by a school and if successful, this may become their main placement school, where they will spend the larger part of their teaching experience, or they may be offered a place in another school in the alliance.

Schools work in alliances, with a Lead School taking responsibility for the co-ordination of the School Direct programme across the alliance. Sometimes this Lead School is primary, secondary or a special school. The Lead School organises professional development days for students on key aspects of teaching and learning such as planning, assessment and meeting individual needs. They also have responsibility for preparing students to teach the Foundation Subjects and RE.

Intent

Students engage with the MMU Primary Education curriculum throughout their programme, which incorporates all elements of the ITT Core Content Framework (CCF) - the minimum entitlement for all initial teacher education programmes. We understand that becoming a primary teacher is a complex process and our curriculum responds to the on-going development of a professional teacher identity through supporting students to become responsible, independent learners who can explore their individual interests and needs through a personalised academic programme involving increasing stages of independence, research and choice of study. Our curriculum will support students in key aspects, such as:

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http://www2.mmu.ac.uk/primary/partnerships/resources/

o learning to teach (generic pedagogy, including adaptive teaching and classroom management)o learning to teach a subject (subject knowledge and pedagogy, curriculum design, planning and

assessment)o learning to be a teacher (teacher identity, reflexivity, professional behaviours, developing reflective

practice, educational ideologies and values)o learning to be a teacher-researcher (critical thinking, exploring research, evaluating the impact and

effectiveness of research on teaching and learning)

Our curriculum takes varied forms and is planned holistically and in responsive ways. It is co-designed and co-taught across our partnership, sharing a pedagogical approach with an agreed division of labour and expert knowledge between our schools and university tutors.

Implementation

The Manchester Met curriculum offers students to engage through dialogic means, becoming responsible for co-creating their programme with support and guidance from personal tutors and provides the opportunity to take increasing responsibility for their own professional development through building a culture of research, reflection and enquiry. Student choice and a personalised programme with well-considered sequencing of the knowledge and skills to be learned across the theoretical and practical dimensions will build throughout the year. Delivery of the curriculum will take place in a ‘blended’ format, co-produced and delivered by university tutors and school mentors. This means there will be a mixture of in-school and online learning. This will include seminars, webinars and workshops, Massive Open Online Courses (MOOCs), pre-recorded content and tutorial sessions. Students will collaborate and contribute to work in groups of various sizes as well as independently.

Impact

The Manchester Met curriculum is exciting, challenging and rewarding, creating excellent teachers for the future. It is designed to enable students to make successful progress and provide opportunities for them to gather the required evidence to demonstrate that the Teacher Standards have been met. It is underpinned by a desire on the part of the schools involved, and all at Manchester Met, for students to develop as professional, beginning teachers, able to critically reflect on practice and aiming to achieve the best for themselves and the children that they teach. The carefully planned sequencing of knowledge, skills and understanding will provide the necessary tools to prepare students to be confident, innovative, inspirational practitioners, capable of teaching in a variety of settings, in an increasingly diverse society.

1.2 Time in school

Students are in their main school initially for 10 weeks (PGA). They then undertake a placement of approximately 10 weeks in an alternative second school (PGB). Students also engage in a 1-week inclusion placement, focussing on Special Educational Needs and Disabilities (SEND). Students then return to their main school for a further 7 weeks (PGA2). All placements are organised by the Lead School.

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1.3 University days

In addition to work in school, students will remotely access pre-recorded and live university sessions. There is an expectation that students participate in a Spiritual, Moral, Social and Cultural (SMSC) day conference, ‘Living and Learning in Diverse 21st Century Britain’ on 16th February 2021. SMSC explores important themes and dimensions; these go across subjects and are central to the delivery of a broad and balanced curriculum and the wider professional responsibilities of teachers.

1.4 Assignments

Students will complete four assessments over the year, each contribute 15 M level credits towards a PGCE. The four units are led and marked by university tutors. Student must score an average of 50 or above for their assignments and pass their Teaching Experience (TE) to achieve qualified teacher status (QTS). On completion of the programme, successful students will gain 60 credits at Masters level, which they may use towards a Masters, they will be awarded a PGCE and be recommended for Qualified Teacher Status. PGCE certificates are graded as pass, merit or distinction according to the average grade obtained from the assessed units.

2 Key People, Contact Details and Communication

2.1 Key People

PGCE Primary Programme Lead

Charlotte is responsible for the PGCE programme (Core and School Direct).

Charlotte Booth [email protected]

PGCE School Direct Programme Leader

Zoe is your first point of contact for most things to do with the School Direct programme.

Zoe Crompton [email protected]

School Direct Assistant Programmes Officer

Salma is part of the Programme Office team. She deals with references and the day-to-day administration of the programme.

Salma Qurashi [email protected]

0161 2472016

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mailto:[email protected]



School Partnership Lead

Karen is responsible for placement related issues across primary and secondary.

Karen Fuller [email protected]

2.2 Contact Us

There are a number of ways to contact the School Direct Team, including post, email, and telephone.

By post: PGCE School Direct Primary Programmes Management - EducationManchester Metropolitan University,1st Floor, 6 Great Marlborough StreetManchester M1 5AL

By email: [email protected]

By telephone: The Education Programme office phone number is 0161 2472016

2.3 Communication

Partnership website

All Teaching Experience documentation is on the Primary Partnership page of the Faculty of Education’s website: http://www2.mmu.ac.uk/primary/partnerships/resources/

Everyone has access to this page (students, tutors, schools) and it is advisable to check for changes and additions regularly.

Lead Schools

It is important that all School Direct schools make sure their contact details, key staff information and addresses, are regularly updated. It is the Lead School’s responsibility to inform the Programme Office of schools in their alliance, placement details and any changes to a student’s school placement over the course of an academic year.

Students

The university provides all students with an e-mail account and e-mail is the ‘official’ form of communication between staff and students. All students must check their university e-mail account regularly and aim to reply to messages received within two days. Students may prefer to set up their student email account so that messages and announcements are immediately forwarded to their personal email account.

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All students, once enrolled, have access to Moodle. This is the main way the university disseminates programme information and students should check regularly for updates.

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PGCE School Direct Primary Programme Handbook 2020-21__________________________________________________________________________________

3 List of Key Dates and Calendar

3.1 Key DatesEvent Date

University Induction 7th September 2020

School Inductiontbc September (this will vary – please check with your alliance and placement school)

PGA placement Commences in w/b 5th October

University Visiting Tutor virtual visit 1 Takes place prior to Interim

PGA InterimWeek beginning 16th November, email Progression and Achievement Document (PAD) to University Visiting Tutor

PGA FinalClass mentor and personal tutor record assessment on the PAD by 16th December

PGB, alternative school placement Commences in alternative school 4th January

PGA Class/Professional Mentor communicates with PGB Class Mentor

January 2021

SMSC PGCE Conference 16th February 2021

University Visiting Tutor virtual visit 2 Takes place between weeks 4-7 of PGB

PGB InterimSet targets for return to PGA school

Week beginning 15th March email PAD to University Visiting Tutor

Inclusion placement 19th April to 23rd April 2021

Return to PGA2 (Final) placement Commences 27th April 2021

PGA2 Final SummativeWeek beginning 15th June 2021 email PAD to University Visiting Tutor

Enrichment days21st to 24th June 2021 (dates flexible, 3 in PGA, 1 in PGB)

Celebration Day and final tutorial Friday 25th June 2021

Course ends Last day Friday 25th June 2021

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3.2 School Direct Calendar 2020-21All university sessions are online – the university timetable is subject to change and students should regularly check their timetable. Students may attend their placement school in between university sessions.

Week no.

Week beginning

Monday Tuesday Wednesday Thursday Friday

7 7-Sep Uni induction Uni ind. PDE PS M level session Alliance ind.8 14-Sep PS PS PDE Alliance day9 21-Sep PDE PS PS PDE CS Alliance day Alliance day

10 28-Sep PS CS Alliance day Alliance day11 05-Oct PGA induction week12 12-Oct PS CS13 19-Oct PS14 26-Oct15 02-Nov16 09-Nov17 16-Nov PGA Interim Report PDE18 23-Nov19 30-Nov20 07-Dec21 14-Dec PGA Final Report22 21-Dec BH23 28-Dec BH BH24 04-Jan Sub. CS PGB induction week PDE25 11-Jan26 18-Jan27 25-Jan28 01-Feb PBR PS PBR PS PBR PS29 08-Feb PDE PBR PBR PBR30 15-Feb SMSC31 22-Feb Sub. PS

32 01-Mar33 08-Mar34 15-Mar PGB Interim Report35 22-Mar PDE PBR36 29-Mar BH37 05-Apr BH38 12-Apr39 19-Apr Sub.PBR Inclusion Experience/Placement 40 26-Apr PGA241 03-May BH42 10-May Sub.PDE

43 17-May PDE Viva*44 24-May45 31-May BH46 7-Jun47 14-Jun PGA2 Final Summative Report PDE48 21-Jun Enrichment days Celebration day

* Vivas take place throughout w/b 17th May# Students on 3-7 programme have KS2 experience.

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Key UniversityPGAPGBInclusionHolidays

PBR data collection (1 day)

KS3 visit# (1 day)

EYFS exp.#

(delivery flexible)


3.3 Engagement

All students are expected to engage fully with the programme and includes:

preparatory reading or completion of tasks for sessions contribution to whole group and small group discussion

Please see the University assessment regulations at http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php for more details.

4 The Programme

The programme addresses the age range 5-11 or 3-7. Students benefit from experience in a wide range of educational settings. It explores diversity and promotes equality. The Spiritual, Moral and Social aspects of education are considered across the course and the importance of safeguarding and Prevent acknowledged through university sessions, teaching experience and specific events e.g. the annual SMSC conference. The programme aims to respond flexibly to individual needs and to the ever-changing influences, developments and demands on schools and teachers.

The programme is made up of distinct yet complementary units. University taught units, are structured so that there is 50% directed time, 25% assessment time and 25% independent study.

Students are taught and assessed through six units, two units are placements and the remaining four are academic.

Placement 1

Practice credits

On successful completion of this unit students will be able to meet the Teachers’ Standards required of a beginning teacher.

This unit will enable students to research and practice the skills of being a teacher within a specific context. They will be supported by a mentor in school who will meet on a regular basis and support them in identifying targets for action.

The class/professional mentor and personal tutor record the student’s progress against the Manchester Met curriculum on Phase 1 and 2 of the Progression and Achievement Document (PAD).

Placement 2

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http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php


Practice credits

On successful completion of this unit students will be able to meet the Teachers’ Standards required of a beginning teacher.

This placement will require students to build up their experience until they are able to operate almost as a qualified teacher within the classroom. They will be supported by a mentor in school who will meet on a regular basis and support them in identifying targets for action.

The class/professional mentor and personal tutor record the student’s progress against the Manchester Met curriculum on Phase 3 of the Progression and Achievement Document (PAD).

Professional Development and Employability

15 Level 7 Credits

Unit Leader – Katharine Pyke [email protected]

On successful completion of this unit students will be able to:

1. Audit and evaluate personal professional and academic knowledge and understanding in order to identify areas for professional development.

2. Represent themselves as compelling candidates for progression to a specific graduate destination.

3. Synthesise examples of the ways in which their learning across their programme have supported their development of career and academic aspirations.

4. Produce evidence against the Manchester Met curriculum and Teachers’ Standards to demonstrate understanding and engagement.

This unit explores what makes an expert teacher and prepares students to become a resilient practitioner and part of the teaching workforce. The PGCE programme is presented as part of a learning journey that leads to Masters degrees and supports students to be resilient as practitioners and attractive employment propositions. This unit supports students in making choices that will enable supported yet challenging professional development both within the programme context and for progression on into their NQT year.

Curriculum Studies

15 Level 7 Credits

Unit Leader – Ben Sedman [email protected]


1. Appraise situations and contexts within primary education in order to evaluate impact on themselves as teachers and children as learners.

2. Compare and contrast a range of approaches to specific aspects of teaching and learning identified as relevant to themselves as beginning teachers.

3. Work independently to select and complete units of study that enable them to understand and manipulate the primary curriculum to meet the needs of learners.

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4. Synthesise practice and theory to form new and appropriate evidence based strategies or approaches to teaching and learning.

This unit is an exploration of the primary school curriculum, through a holistic, thematic approach where subjects and pedagogies are explored together to evaluate the impact on the learner. Alongside this, students will explore how political policies affect education, what this means for the learner and for the curricula they follow. Key lectures are followed by small group discussion and tasks. This unit requires a strong engagement with blended learning to ensure students leave with good subject knowledge across the primary curriculum.

Practice Based Research

15 Level 7 Credits

Unit Leader – Zoe Crompton [email protected]


1. Identify and investigate an aspect of practice in order to formulate new or different ways of working.

2. Analyse data within the context for collection, to support potential conclusions.3. Recognise and judge the impact of context on the data and eventual conclusions.4. Produce a small-scale research project that supports and enhances personal professional

development.

The research unit offers students choice and the development of a specialist area of study. This is a tutorial-based unit where students are supported and challenged by university tutors. Students will engage in a self-directed enquiry into an aspect of practice or provision that interests them. In doing so, they will develop key research literacies. Culminating in a small scale research project, this unit will provide a bridge into eventual completion of a Masters as it will enable students to specialise and potentially develop this initial small scale project into a full scale Master’s dissertation.

Professional Studies

15 Level 7 Credits

Unit Leader – Archana Hinduja [email protected]


1. Articulate a “pivotal moment” in practice and evaluate the learning that emerged from this 2. Engage in discussion with peers to explore alternative approaches and strategies to specific

aspects of teaching and learning3. Evaluate how alternative approaches to aspects of teaching and learning might impact upon

themselves as beginning teachers4. Provide and explore illustrations of practice that demonstrate understanding of the role of

the teacher

This unit will combine exploration of the more general aspects of being a teacher such as exploring learners and learning, with documenting professional development against the Teachers’ Standards.

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The unit will focus strongly on developing skills of reflection, analysis and evaluation to enable students to adapt practice as the context and children require.

4.1 Teaching Experience

Teaching Experience forms the major part of the School Direct Primary Programme, it complies with the national requirements laid down in the ITT Core Content Framework. All student teachers must complete a minimum 120 days school-based work; on the School Direct programme, this requirement is exceeded.

PGA First Placement

PGA, in the main school, starts in October and finishes when PGA schools finish for the Christmas Holidays. School will provide information about the requirements for this placement in terms of planning, teaching, evaluation and assessment. These should all be in accordance with the University’s requirements. Examples of possible proformas and good practice are on the partnership website http://www2.mmu.ac.uk/primary/partnerships/resources/ There are Professional Development Activities and independent work from the university-based course that students have to complete while on placement; students will be advised of these in university.

Students are expected to receive support for their lesson planning and initially teach small groups and progress towards teaching 40% of the timetable including whole class teaching, by Interim and 50% by the end of PGA. This should provide opportunities for getting a feel for teaching, with the support of the Class Mentor and Professional Mentor. In Early Years or key stage 1, this may involve focus group teaching and leading ‘whole group/class’ time e.g. story/singing, circle time.

PGB Alternative Placement

Takes place in a different age phase to PGA. Students build up to taking on responsibility for teaching and learning in a class and delivering 60% of the timetable. They then return to their main school for the last part of their training (PGA2 Placement), taking responsibility for 70% of the timetable by the end of the placement.

Inclusion Placement

The 5-day Inclusion placement can be in a mainstream and/or specialist setting and may take place in PGA in 2021, due to restrictions imposed by the Covid-19 pandemic. The placement provides an opportunity to explore inclusion and education for children with special needs and disabilities, considering how they may be supported through personalised learning. The Inclusion placement is arranged by the Lead School. Please see the Inclusion Placement Handbook for more information.

Enrichment days

This is shown on the calendar as the final week of PGA2. However, the activities students want to take part in may occur at another point in the school year, so students can ‘cash in’ 3 days anytime during PGA and 1 day during PGB.

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Examples of activities: visits/visitors, International Day, music project, science week, Wellbeing week, Forest school, sports event etc. There are no requirements for % teaching or formal lesson observations during enrichment days.

4.2 Data Protection whilst on placement

You will be aware that when you handle personal data during the course of your studies with the University, the University’s data protection policy (https://www.mmu.ac.uk/policy/pdf/policy_ref_data_protection_policy.pdf#page=) applies.

During your placement, where the school has trained you and provided you with a copy of their data protection policy, the school’s data protection policy and guidance will apply but only when handling personal data relating to any pupil or employee or anyone else of the school or college. If you have not been provided with a copy of the data protection policy and training, you must continue to apply the University’s data protection policy during your placement or until you have been trained and provided with a copy of the school’s data protection policy.

We advise you do not store, or take outside of school, personal data unless instructed to do so by the school. Should you wish to keep records about events or incidents, please ensure all records are anonymised (i.e. remove all information identifying the individual you are referring to).

For example, you should not disclose pupil’s personal data to anyone outside of school (including anyone at Manchester Met). When referring to your concerns with your tutor at Manchester Met or anyone outside of the school, please do not disclose personal information about the pupil such as their first and last name.

If you are in any doubt about which data protection policy applies to which situation, please speak to your tutor here at Manchester Met or your mentor at school for further guidance.

Below is a link to the DfE’s GDPR Toolkit, which schools will be using, and which you may find useful background reading. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/702325/GDPR_Toolkit_for_Schools__1_.pdf

5 Programme Specific Learning and Teaching Approaches

The programme is underpinned by a set of principles which determine how learning and teaching are organised. Manchester Metropolitan University aims to develop future excellent teacher practitioners who are motivated, active and independent learners.

To facilitate this, the learning and teaching strategy for students:

is inclusive, promotes equality, recognises diversity and commonality and the problems and possibilities inherent within these

contextualises education, teaching and learning personalises learning enables students to manage their own learning demonstrates fitness for purpose with learning and teaching methods which are appropriate for

the intended purpose models good practice

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https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/702325/GDPR_Toolkit_for_Schools__1_.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/702325/GDPR_Toolkit_for_Schools__1_.pdf

https://www.mmu.ac.uk/policy/pdf/policy_ref_data_protection_policy.pdf%23page=


illustrates links between theory and practice links University-based learning with professional work in school takes account of recent research findings, statutory guidance and duties (e.g. SEND, SMSC,

safeguarding and Prevent) and utilises professional experience and judgement of all engaged in the learning and teaching process.

The learning and teaching approaches which are typically used in the PGCE Primary Programme include:

independent and self-managed learning where possible peer education to support learning online teaching sessions, seminars and tutorials a variety of methods, organisation and groupings, including,

large group, small group and individually-focused work a balance between structured, guided and self-directed work;

and a balance between providing access to knowledge and reflection on learning

use of electronic means of communication to support learning, including the use of intranet and internet, Web CT, video and presentation software.

6 Themes and Dimensions for Teaching and Learning

These elements are addressed across the course, both in schools and University; they incorporate the aspects of education that extol the core values essential to all learning communities and that promote community cohesion and help teachers prepare children for life in a diverse, just, safe and equitable society.

6.1 SMSCSMSC and elements of Prevent are addressed across the programme. Recent Government guidance stresses the importance of SMSC in upholding fundamental British values, encouraging mutual respect and tolerance for all faiths and beliefs and exploring difference, equality and belonging across the curriculum. The DfE stresses that SMSC has a part to play in preventing extremism and building resilience to grooming and radicalisation. It should form part of every school’s safeguarding, curricular and extra-curricular provision, as an integral part of educating for a safe, equitable and just society and fulfilling a school’s Prevent duty.

6.2 Equality and DiversityThe University is in the heart of multi-cultural Manchester, a context that reaffirms Manchester Met’s recognition of the need to prepare students to teach in a diverse society; this is a focus of Professional Studies, but evident elsewhere in the programme too, for example the Foundation Areas, English, Religious Education and the annual SMSC conference. There is an expectation that students will challenge stereotypes, recognise multiple identities, promote equity, explore diversity, commonality, rights, responsibilities and democracy in both their teaching and academic studies.

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7 Assessment

7.1 Progression and Achievement Document

The Manchester Met curriculum is designed to enable student teachers to make successful progress. Progress made is evidenced on the student teachers’ Progression and Achievement Document (PAD). The curriculum is divided into four phases to support the increase in teaching requirements. In each phase students undergo an assessment of their progress against the MMU curriculum, recorded on the PAD. In most phases, the assessment is carried out by both the Personal Tutor and Mentor. Tutors and Mentors should indicate in each key aspect whether a student is making appropriate progress against the curriculum or not. Any student not making appropriate progress within a phase is placed on an Individual Support Plan (ISP), with clearly identified targets for improvement. Additionally, the PAD records the required evidence needed for the final assessment where it is decided by both Tutor and Mentor whether there has been appropriate progress against the curriculum over the year, noting grades for the academic units undertaken. If it is deemed that there has been insufficient progress on placement, the student will be recorded as a Fail for the placement unit at the Academic Board.

Progress

A student teacher is deemed to be making appropriate progress, if they are achieving and being set new targets regularly.

Cause for Concern

A student teacher would be deemed to not be making appropriate progress and a Cause for Concern, if they are working on the same set of targets for an unreasonable length of time. In such cases, this prompts an ISP to be completed and followed.

Target Setting

It is vital that all students are to be supported in making progress with targets that are clear and specific. They should be achievable within a specified timeframe of no more than two weeks and against the current phase of the curriculum.

7.2 PGCE Primary School Direct Assessment Dates 2020-2021

Students complete four assessments over the year, each contribute 15 M level credits towards a PGCE, all are led and marked by University tutors. Further details of assessment requirements and assessment matrices are on Moodle.

Curriculum Studies

Assessment Strategies

A group presentation.

Submission date: 4th January 2021

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Professional Studies


A reflective and analytical 3,000 word assignment that demonstrates professional values and beliefs in relation to teaching and learning.

Submission date: Monday 22nd February 2021 – via Turnitin on Moodle

Curriculum Studies


A group presentation.

Submission date: 4th January 2021 – Group presentation

Practice Based Research


A 3,000 word critical and reflective written assignment, which requires you to carry out a small-scale study of your own practice in relation to a topic of your personal choice.

Submission date: 19th April 2021 – via Turnitin on Moodle

Professional Development and Employability


A OneDrive folder of evidence, summative reflections and an individual Viva

Submission date: Wednesday 20th May 2020 – Portfolio handed in to tutors

PGA First Placement Progression and Achievement Document (PAD) 18th December 2020


Evidence of meeting the Manchester Met curriculum and Teachers’ Standards. The minimum requirement is that all Standards must be met, in order to pass the placement.

PGB Alternative and PGA2 Placements

Progression and Achievement Document (PAD) 18th June 2021


Evidence of meeting the Manchester Met curriculum and Teachers’ Standards. The minimum requirement is that all Standards must be met, in order to pass the placement.

Please remember that there are ethical procedures that must be followed in all written work.

Students should always ask themselves:

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Have all names (e.g. pupils, students, teachers, schools) been removed from the work? Have I stated explicitly in the body of the work that the anonymity of individuals and places has

been maintained? Is this my own work? Plagiarism is to be avoided at all costs and may lead to severe penalties.

Students must not reuse their own written work if they have already received credit for it (self-plagiarism). See https://www.celt.mmu.ac.uk/plagiarism/faq.php

7.3 Failure of an assignment or placement

Most students encounter no significant problem with assignments or placements; however, this is not always the case. Student must score an average of 50 or above for their assignments and pass their placements to graduate and be recommended for Qualified Teacher Status (QTS). If a student fails an academic assignment, it may be condoned, provided the average score is 50 or above, but if it is below 50 they will be asked to re-submit. Assignments may only be re-submitted after the Exam Board meets at the end of June and so students will not receive a mark for their re-submission, or be able to graduate until August. This does not usually impinge upon a student’s ability to commence work in September, BUT will prevent a student from graduating with their peers in July. Failure of a placement will result in a student having one opportunity to re-sit the placement; this will usually be in the following academic year: See

http://www.mmu.ac.uk/students/assessments/ for definitive information on assessment, failure and resubmission.

8 Teaching Experience

For School Direct students, Teaching Experience is the central element of their PGCE programme. It is an opportunity to develop and enhance their skills and synthesise their school and University training for the benefit of themselves and the children they teach, in response to a range of increasing demands.

There is separate information on the website for Teaching Experience; all the supporting proformas and documentation are located on the same page, see: https://www2.mmu.ac.uk/primary/partnerships/resources/

If you have any questions about Teaching Experience that are not answered on the website please contact your Lead School, University Visiting Tutor or Programme Leader.

What follows is a brief summary of the main pattern and requirements for each placement for students, mentors and University Visiting Tutors.

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https://www2.mmu.ac.uk/primary/partnerships/resources/

http://www.mmu.ac.uk/students/assessments/

https://www.celt.mmu.ac.uk/plagiarism/faq.php


8.2 Teaching Experience a Quick Guide for Students

Students are expected to attend all placement days. Lead schools and their alliances are expected to provide a programme of professional development for students, to complement taught sessions in University. The details of this training programme should be shared by the Lead School with the Programme Leader.

This in-school training is an ideal opportunity to:

Share how schools use data and the impact this has on the classroom teacher

Explore positive behaviour management strategies Provide opportunities for students to observe expert colleagues Examine approaches to the teaching of Early Reading, synthetic phonics and mathematics Identify, map and plan for cross-curricular themes and dimensions e.g. SMSC

There is an obligation on the part of the Lead School to see that the main school provides:

An initial induction to enable the student/s to become familiar with the school and its ways of working

A planned weekly meeting to review progress Regular weekly focussed lesson observations and written feedback (ROLOs) Regular monitoring of students’ lesson planning and assessment of pupils’ progress Completion of the Progression and Achievement Document (PAD) Phonics and mathematics focused feedback KS3 1-day visit - see proforma for KS3 visit on partnership website. This can take place at any

point in the year (or KS2 for students on the 3-7 programme) Early Years Foundation Stage – students must gain some experience in EYFS, for example to

learn about teaching early reading and phonics. Your PGA school will organise for this to take place towards the beginning of the placement. The Lead School determines how many days students spend in total in EYFS. (Students on the 3-7 programme spend time in KS2)

Training in planning, teaching and assessment; subject content and pedagogical principles for the foundation subjects and RE

Students’ professional development time

This constitutes a student’s basic minimum entitlement.

8.3 Overview of PGA First Placement

Your first placement takes place in the autumn term. You will be expected to contribute to the work of the teaching team within the school and to join in with the range of experiences that occur during that time. You will be attached to a base class but at some part of the first placement, you must

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have the opportunity to learn about teaching and learning Early Reading and Phonics through focused observations in the relevant age phases. Your time in the first week should be in a variety of classes observing teaching. You will also spend time in your base class where you will begin to understand and observe the routines of the classroom and work with small groups. From week beginning 12th October, you should be predominantly in your base class and building up to teaching 30% of the timetable. This may be made up of whole class and group teaching, but you should be responsible for the planning (with support). See Appendix 2 for a week-by-week breakdown of placement requirements.

After Interim, you should be teaching 50% of the timetable with an emphasis on core subjects. You should include at least one foundation subject and observe PE or work with a group to support the teacher. Record the subjects you teach during PGA on Appendix 1.

Your Progression and Achievement Document (PAD) will be completed by your Class Mentor and Personal Tutor (after discussion between student, Professional Mentor and Class Mentor).

The expected outcomes of this first placement are that students will:

have experience of observing teaching across at least two age phases have experience of independently teaching and planning sequences of lessons in numeracy,

literacy, science, computing and at least one foundation subject demonstrate an awareness of SMSC and have evidence of having engaged with this through the

curriculum understand how assessment fits into the planning and teaching cycle be confident in teaching whole class lessons independently engage with Bilingual learners (EAL) and managing pupil behaviour booklets (a minimum of one

section in each) and complete relevant Mathematics and Phonics/reading Professional Development Activities.

Additional information and handbooks for placements are available at:


8.4 Overview of the PGB Alternative Placement

You will be attached to your alternative school from January 2021 for 10 weeks. You will be expected to see yourself as part of the school team. You will fit in with the school’s holidays. The main purpose of the placement is to develop a more refined view of teaching and learning, including consideration of issues such as creativity and inclusion in a different age phase. You will spend time in your base class familiarising yourself with the children and the context in which you will be teaching but also taking the opportunity to observe in a range of other classes. See Appendix 2 for a week-by-week breakdown of placement requirements.

The expected outcomes of this alternative placement are that students will:

have experience of observing teaching across at least two age phases have experience of independently teaching and planning sequences of lessons in numeracy,

science, computing and a range of foundation subjects demonstrate how assessment fits into the planning and teaching cycle

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engage with with Bilingual learners (EAL) and managing pupil behaviour booklets (a minimum of one section in each) and complete relevant Mathematics and Phonics/reading Professional Development Activities

enhance their understanding of teaching across a different age phase in a different setting identify in planning and evaluate at least one lesson with an aspect of SMSC focus build up to teaching 60% of the timetable (record the subjects you teach during PGB on

Appendix 1)

Your Progression and Achievement Document (PAD) will be completed by your Class Mentor and Personal Tutor (after discussion between student, Professional Mentor and Class Mentor).

8.5 Overview of the Inclusion Placement

This is a short 5-day placement/experience, where you will focus on furthering your understanding of teaching and learning for children with Special Educational Needs and/or Disabilities (SEND). Your lead school will arrange this placement.

The Inclusion placement can be in a mainstream and/or specialist setting or nursery and may take place in PGA in 2021, due to restrictions imposed by the Covid-19 pandemic. The range of tasks that you will undertake will be differentiated according to the setting you are in. You will not be attached to a base class and will not be expected to undertake class teaching. This is an opportunity to observe good practice so make the most of conversations with SENCOs and other experienced colleagues.

The placement will enhance your understanding of catering for children with SEND, although it will not be assessed, your engagement will be noted through completion of appropriate tasks in your Inclusion placement handbook. In this way, it will contribute to your overall programme final summative assessment.

8.6 Overview of PGA2 Final Placement

You will return to your main school from the end of April to the end of the course in June. You may return to the same class as at the start of the year, or you may be allocated an alternative class; this is up to the school. You will build up to teaching 70% of the timetable. In Early Years or key stage 1, this may involve leading ‘whole group/class’ time such as story time or register, circle time, focus group teaching, planning for and overseeing learning in continuous provision.

Your Progression and Achievement Document (PAD) will be completed by your Class Mentor and Personal Tutor (after discussion between student, Professional Mentor and Class Mentor). It will be written in the week beginning the 14th June. During the final weeks, if you have obtained a teaching post in your alliance or elsewhere, then your main school may, at their discretion, allow you to spend some time in your new class or school.

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9 Supporting Students on Teaching Experience – Mentors and Tutors

It is essential that students receive good quality feedback and support in schools in order to develop into excellent practitioners. The School Direct Programme relies on the undoubted expertise of our partner schools and mentors (supported by University Visiting Tutors) to make sure that students have a quality experience. What follows is a reminder of agreed roles and responsibilities.

9.1 Record of Lesson Observation (ROLO)

In order to make progress, a student needs regular written and verbal feedback to help them to reflect on his/her teaching and target areas for development. This should take place once a week as a bare minimum. Students on the School Direct Programme have a wide range of previous experience in classroom settings; therefore there will be a small number of students who are capable of exceeding individual Standards, even in their first placement. The Record of Lesson Observation form (ROLO), should be used to provide written feedback whenever the student has been observed (see Teaching Experience Handbook for this proforma). The observation should be based around an agreed focus and feedback should comment on evidence provided of progress towards the Standards.

The ROLO has spaces for comments, which might refer to specific aspects of the Teachers’ Standards and identify positive achievements within the lesson. A separate section is provided for targets and development points. The completed ROLO should be copied for the student, mentor and if appropriate, the University Visiting Tutor.

Focus of ROLOs

The focus of each observation should be agreed with the student in advance and will generally be related to previous targets set, however we require that at least one observation on each of the following be completed before the end of each placement:

The teaching of phonics and early reading - feedback from teachers is given within each student’s Phonics/Reading Professional Development Activities.

Subject and pedagogical knowledge in mathematics Overcoming barriers to learning SMSC, including British values.

For example:

i. Focus: Subject and pedagogical knowledge in mathematics

Every child:

is given the opportunity to think, explore, explain, answer and ask questions in relation to the learning objective

feels secure about asking for clarification and support.

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The student:

demonstrates secure subject knowledge related to the learning objective, i.e. can explain appropriately

recognises and/or anticipates children’s misconceptions addresses misconceptions as/when they arise during the lesson models appropriate terminology.

ii. Focus: Overcoming barriers to learning 'Response to individual difference including, class, ethnicity, safeguarding issues, EAL and SEND'

Every child:

is given the opportunity to think, explore, explain, answer and ask questions in relation to the learning objective

is actively encouraged to do things for themselves, without continuous adult support is valued and their background, culture and language acknowledged and respected and

represented positively e.g. in displays, books, resources has appropriate support, if learning using English as an Additional Language (EAL), or have

Special Educational Needs and Disabilities

The student:

is able to identify and plan for children who may potentially face difficulties in the lesson and is able to relate provision to EHCs

uses resources, people and time creatively in relation to the learning objectives.

iii. Focus: SMSCThe student should demonstrate:

secure knowledge of what is meant by British values (DfE (2014) SMSC Guidance for Schools) and safeguarding

in planning and delivery, provision of opportunities for children to discuss and pose questions, provide answers and think creatively, in the context of their own experiences, beliefs and views

awareness of the range of diversity (identity, heritage and belonging) in the UK and in their own classroom, through the choice of themes, resources and appropriate display

respect for difference (including difference in faith and beliefs) and the rights of others; treating pupils with dignity rooted in mutual respect.

All other observations should have similar, specific targets identified and recorded at the top of the ROLO.

9.2 Targets during placement

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Part of a student’s development as a professional is to learn how to set and work towards specific targets. In some instances, a student will identify his/her own targets. At other times, the targets will emerge through joint discussion. It is better for the student if targets are set and regularly monitored.

Placement Review of ProgressRecord of Lesson Observation (ROLO)

PGA First

Weekly review and feedback

Interim

See key dates

Final

See key dates

1 ROLO per week

Plus feedback given on mathematics and phonics activities if based in KS1

PGB Alternative


Interim

See key dates

1 ROLO per week

Plus feedback given on mathematics and phonics activities if based in KS1

PGA2 Final


Final Summative Assessment

See key dates1 ROLO per week

This table outlines minimal requirements for observation and feedback. In the case of students who are experiencing difficulties, it is advisable that observation, feedback and target setting are carried out more frequently in order to support the student and to provide evidence of a clear audit trail. If a student is not making progress/failing the teaching standards/conducting themselves in an unprofessional manner, this will trigger the Cause for Concern procedure (see Teaching Experience Handbook).

9.3 Reflection, Evaluation and the Learning Journal

Part of the professional development of a student involves them in evaluating teaching and learning and requires them to reflect on their experiences. Students are expected to make regular entries (every two weeks) in a Learning Journal – this is a space for personal reflections. It does not need to be shared with anyone and is not formally assessed (although students will probably use extracts

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from it for their Professional Studies assignment). Students can take time to digest the experiences they have on placement and record what they have learnt from challenges and successes. Mentors can play a valuable role in helping students to reflect and evaluate, to begin to identify their own philosophy and develop into the ‘teacher they want to be’. Discussion may also help a student to recognise progress or identify reasons for lack of progress and suggest a course of action that will inform and improve future practice, ensuring they have an impact on children’s learning. See Teaching Experience Handbook for the Weekly Review and Reflection proforma.

9.4 Cause For Concern

In a very few cases a student may be judged to be a cause for concern. If there is any doubt about whether progress is satisfactory it is essential that the University Visiting Tutor is notified and the student has a copy of the Intervention Support Plan (ISP), which indicates CLEARLY in writing, why they are a cause for concern and in which areas. There must be a clear audit trail of ROLOs, which provide evidence that areas of concern have been identified, targets have been set and have been carefully monitored.

An Intervention Support Plan will be drawn up by the mentors in school, once the student has been identified as not meeting the Teachers’ Standards. In this way clear targets, action points and a defined timescale can be identified and shared by the student, school and University Visiting Tutor and monitored on a regular basis. The Intervention Support Plan MUST be completed with the student present. A student must also receive written targets and actions for the rest of the placement that are designed to enable him or her to make satisfactory progress towards the Standards.

Important things for mentors and University Visiting Tutors to note:

1. If there is any doubt about whether a student’s progress is satisfactory then they should be placed as a cause for concern in order to ensure that they receive the support to which they are entitled. Please contact the University Visiting Tutor by telephone or email as soon as you have any concerns.

2. The student must have time to work on the set targets before the end of the placement. Normally, late judgements to put a student as a Cause for Concern are not acceptable within the University Regulations.

3. In order to ensure that sufficient time is available for this process to take place, the Progression and Achievement Document (PAD) must be completed by the date specified in the handbook.

10 References and Employability

The employability rate for School Direct students is high and it is usual for students to start applying for jobs from about February half term.

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The University reference is written by the Lead School, usually well informed by information provided by the Professional and Class Mentor in the main school. Completed references need to be sent by email to [email protected]

Second references may be obtained by a student from their PGB class mentor, or from another school that has knowledge of their capabilities. Staff from the University, should not be approached directly by students for personal references.

11 Programme AimsThe programme reflects the University's General Educational Aims.

The programme enables students to become effective teachers by developing their:

intellectual and imaginative powers understanding and judgement knowledge and understanding of diversity and the social contexts in which they teach decision taking and problem solving skills ability to communicate ability to see relationships within what they have learned ability to perceive their professional preparation as a teacher in a broader perspective, including

that of democratic and ethical values ability to engage in enquiring, analytical and creative activities ability to exercise independent judgement and critical awareness ability to engage in analysis of their own professional practice in a multi-professional context.

The programme seeks to ensure, through its structures, content and conduct, that student teachers:

can achieve with their peers and their pupils the aims for the curriculum set out in The National Curriculum Handbooks for primary teachers in England

can develop pupils’ creativity and cultural understanding are confident in teaching in diverse settings and children from diverse social and cultural

backgrounds acquire and can continue to develop the knowledge, understanding and skills necessary for

achieving high academic standards in their areas of study; including literacy, numeracy and computing

demonstrate the knowledge, understanding and skills involved in a wide range of teaching methods

understand the varieties of ways and contexts in which children learn are sensitive to the social and emotional dimensions of interaction with children and adults are able to work independently but also collaboratively with colleagues, other professionals and

parents in the interests of children are able to think openly, critically and imaginatively about teaching, learning, curriculum and

assessment can engage with other professional perspectives can use evidence-based research with discrimination to inform their practice have a commitment to career-long professional development can promote high standards of pupil achievement in intellectual and wider skills, including the

world of work, citizenship and British values

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are capable of responding to, and managing, change and its consequences in the context of teaching, learning and welfare, including safeguarding in its entirety; building resilience to grooming and radicalisation.

11.1 Programme and Professional Outcomes

In order to be awarded the Postgraduate Certificate of Primary Education successful students will have achieved the Teachers’ Standards (May 2012), as defined in the Standards https://www.educa-tion.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf

Final Award - Learning Outcomes

Those to be awarded a Post Graduate Certificate in Education should when assessed, demonstrate evidence of the ability to:

a) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks professionally

c) continue to advance their knowledge and understanding, and to develop new skills to a high level

d) formulate appropriate enquiries into classroom practice and carry them out, either individually and/or by making a contribution to an enquiry carried out by a group of practitioners (including peers, mentors and tutors)

e) apply the transferable skills necessary for employment, such as, exercise initiative and personal responsibility, decision-making in complex and unpredictable situations, and the independent learning required for continuing professional development

These will be demonstrated by professional engagement with the programme at the university and on placements and through:

Participation in practitioner enquiry (including collaborative enquiry with other students, tutors and mentors)

Critical discourse on matters of education principle and policy (including professional discourse in the review process)

Formulation of thoughtful and critical written and spoken discourse to justify their own work as a practitioner.

11.2 Professional Values and Practice

The Faculty of Education has in place a Code of Professional Conduct for primary and secondary students. It requires the student to ‘make judgements about appropriate standards of personal responsibility and professional accountability’. The Code will form part of the Induction session for students, it will be discussed with the Personal tutor prior to the student’s first placement in school

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and the student will sign a copy. By doing this the student will acknowledge their commitment to the Code. Partnership schools can also be confident that their individual policies can be contextualised within the over-arching Code.

Any serious breaches of the Code of Professional Conduct will result in a student attending a Progress Review and may ultimately lead to a student being required to leave the programme.

Physical Contact with Children

It is helpful at an early stage for teachers and mentors to discuss with the student issues of appropriate behaviour/physical contact with children. All students are advised that they should never ask to see one child alone. If there is a very strong reason why they might want to talk to one child without others around they must ask for another colleague from the school to be there.

Students should note that under no circumstances must they use any kind of physical force with a child. Clarity of procedures at this point will prevent any potential problems from occurring in school. The school mentors should ensure the student has been given all relevant information regarding child protection/safeguarding vulnerable children; school procedures; name of relevant colleague to whom issues should be reported etc. Students are advised that if they have any concerns they should raise these with their Class or Professional Mentor immediately.

11.3 Observance

All who teach on the programme intend to ensure that all members of staff and students are valued. Differences in age, ethnicity, gender, disability, sexual orientation, socio-economic background or religion will not be the basis of any form of discrimination. Such differences will not only add to the body of experience, but will also contribute to the development of positive attitudes and experiences.

In addition to Manchester Metropolitan University guidelines it should be noted that students work in schools which also operate equal opportunities policies. Students are expected to become familiar with these policies and their operation within the school environment. In schools, they should create an inclusive classroom and provide a ‘safe and secure’ environment in which all pupils feel valued and able to contribute to the work of the classroom.

Students will learn how to support the different needs of pupils, including those with special educational needs, understanding that all pupils have the right to develop at the rate of which they are capable. Students on all ITE programmes have to fulfil national standards with regard to equal opportunities.

Following University equal opportunities policy, the Faculty seeks to go beyond the minimum standards imposed by law and is committed to best practice in the area of equality. We have a responsibility as an educational institution to recognise and value diversity as a source of strength and enrichment for all. All students and staff at the Faculty are entitled to equality of opportunity and treatment regardless of age, disability, race, gender, religion or belief, sexual orientation, marital status, caring responsibilities, or any other unjustifiable grounds. It is the intention of the Faculty to uphold these values in all its work on and off the site and to ensure students become familiar with these policies and their operation within the school environment.

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11.4 Academic Ethical Procedures

Work undertaken in school in order to complete University and school-based tasks and assignments will involve working with children. You are reminded that the University’s Ethics Procedures must be followed at all times.

One of Manchester Met’s aims is to ‘behave professionally and ethically in all [its] activities.’ The university therefore requires that its staff and students are mindful of the ethical implications of activities with which they engage and remain committed to discharging their responsibilities to the university in an ethical manner, conforming to the highest professional standards of conduct. Issues of morality, safety and personal and institutional liability affect the university at many levels. The university must be seen to be acting with propriety and care for the welfare of its staff and students (Quality Manual November 2005:23.1.1).

11.5 Evaluation of the Programme

Formal and informal evaluation of the programme occurs at regular intervals. Several strategies are used for evaluation including:

Ongoing feedback from representatives of each group of students through the Student Voice meetings,

Written feedback at the end of each unit including Teaching Experience, and at the end of the programme. Students are required to engage with evaluations.

Formal representation of students on the Programme Committee, Informal monitoring by tutors and mentors involved in the programme.

Student Voice

Staff and students meets once a term and consists of the following membership:Programme Leader (chair)

Student representatives for each allianceUnit leaders and lecturers teaching on the programme

The Programme Leader will request items for the agenda from all members and minutes will be recorded.

Responsibilities

• To ensure that students' concerns are considered and addressed as appropriate• To ensure that lecturer concerns, relating to the programme, are considered and addressed

as appropriate• To identify strategies for responding to staff and student concerns• To ensure that changes in policy and other information relating to the programme are

discussed and disseminated via the group representatives• To identify issues for programme development• To consider strategies to improve the student experience

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• To evaluate programme quality• To identify issues to be presented at the Primary Programmes Committee.

11.6 General Guidelines for Responding to Concerns

It is rare for serious concerns to be raised, but the University has clear guidelines in place, in the event that there are concerns. The way that concerns are dealt with makes an important contribution to the ethos of the Faculty of Education. Policies and procedures make statements about beliefs and values, both personally and collectively.

Concerns may be raised by any of the people who work on site, including students, tutors, teachers, administrative and support staff, as well as schools, visitors and applicants for courses. The range of issues about which they may express concerns is very wide. It is therefore very unlikely that any single set of procedures would provide an adequate basis for dealing with concerns which are raised. However the existing Policy for Professional Preparation of Teachers does give an indication of the values, beliefs and practices which should inform professional dialogue and relationships. It notes, for example: the need to promote equal opportunities and social justice the need to respect the professional beliefs and values of others that dialogue should be based on mutual trust and respect.

From this policy it is possible to derive a number of principles which can inform any action which is taken in response to a range of concerns. These principles are set out below.

Principles for Informing Action in Response to Concerns

Any concern which is expressed should be treated with respect Personal communication, ideally face to face, between the people who are involved is preferable

to communication through a third party Any response should be kept on an informal level where possible; lengthy and formal

documentation should be avoided in the first instance where possible If concerns are expressed about any individuals then they should normally be informed about

the nature of those concerns The minimum number of people should be informed about the details of any concerns which are

raised, consistent with responding properly and managing any wider implications of the concern Any response to a concern will involve an element of professional judgement rather than

following a prescribed procedure These professional judgements will take factors such as the seriousness of the concern, the scale

of the concern and the context in which it arises into account in formulating a suitable response The nature of any response to concerns which are raised will take into account whether they are

based on evidence or solely on feelings All parties who have contact with the Faculty of Education have the right to express any

concerns which they may have, but they also have a responsibility to act in a responsible and professional manner.

Responding to Student Concerns

Within the University, Programme Leaders have a formal responsibility for ensuring that courses are of high quality and they are required by the university to take account of student concerns. Students’ views are significant in internal quality assurance procedures and course validation arrangements.

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The purpose of these guidelines is:

to ensure that students and staff are able to register their views within the primary courses to ensure that communication between students and staff teaching on the primary courses is

effective and contributes to improved course quality to ensure that students have access to a clearly-defined system for dealing with any concerns

that they may have about their courses and its procedures to ensure that systematic and consistent procedures are in place across the primary courses.

Students should expect to be able to register any concerns with their Programme Leader. They should expect their concerns to be treated seriously and for action to be taken where this is appropriate. They should have access to well-defined communication systems, including the Primary Programmes Committee, where their concerns can be expressed. They should elect student representatives to ensure that their views can be registered effectively as part of normal programme procedures.

Any response to student concerns should be based on the principles outlined above and in addition:

a) a balance needs to be struck between enabling students to have their concerns noted and ensuring that staff do not feel that any procedure is prejudiced against them

b) any response to student concerns should be judged against the criteria of enhancing effective communication between staff and students and improving programme quality

c) Students are entitled to request that any concerns are passed on anonymously, but in most circumstances direct contact between students and staff will be the most effective course of action

d) any discussion about individual staff will normally be seen as confidential.

Student teachers need to recognise that they are on a professional programme and that they have a responsibility to act in a professional manner. They are actively discouraged from criticising individual lecturers or class mentors in any public forum and expected to handle any possible concerns about individual staff with sensitivity and due regard for confidentiality. The primary programme encourages students to make use of Student Voice meetings to take up their concerns and act in a representative manner. This can enable concerns to be depersonalised and programme procedures to be clarified across the whole student body.

A further issue is that of academic judgement. Students may be disappointed with the grades that they receive in those aspects of the programmes that are formally assessed. However, they do not have the right to challenge the academic judgement of lecturers or senior moderators. They may be concerned about the procedures by which they have been prepared for assessment and these procedures certainly can be challenged. The guidelines above also apply to school placements. Should you feel you need to register any concerns regarding a school placement, and it would be inappropriate to do so with the Headteacher or Professional Mentor, please contact your University Visiting tutor or Personal tutor.

11.7 Student Support Strategy

Students come from a variety of academic, professional and vocational backgrounds and bring with them a wide range of prior experience and learning. This diversity of the student teacher population is seen as a valuable resource for teaching and learning. The diversity of the student population also

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mirrors the diversity of cultures, backgrounds and abilities of the pupils and schools that students will experience during their placements.

Prior to commencement of the programme, you will have received pre-course activities. In common with all students at Manchester Met, students on this programme will benefit from the induction activities offered during the first week of the programme and the related printed and web–based support material, e.g. those provided by Student Services, the Library, and the Faculty.

Information about each unit is on Moodle, including an outline of content, learning outcomes, assessment, submission dates, a reading list and details of how to contact unit leaders.

Computing support is available for all students on the Primary Programme. Your use of written English will be monitored and advice will be provided about support both within the Faculty and centrally. This is provided by dedicated support programmes and electronic and paper-based resources. Support is also available for students’ spoken/ presentational skills.

You will benefit from timetabled meetings with your Personal Tutor who will have responsibility for a group of students throughout their time on the programme. Personal Tutors will:

discuss with you all matters affecting the programme and act, where necessary, as an academic adviser

support you to develop the ability to evaluate, analyse and reflect upon your teaching discuss with you any difficulties or problems you may be experiencing and refer you, where

necessary, to the appropriate University service advise you, should you be subject to discrimination or harassment undertake a general oversight of your progress

The University has several full-time counsellors based at the All Saints campus and they operate an appointment system and have drop-in sessions on a daily basis from 12.00-2.00pm. The University Chaplaincy seeks to provide personal counselling and pastoral care for all students.

Student Hubs The go-to place for all of your questions

Digital Hub https://studenthub.mmu.ac.uk/

0161 247 1000 [email protected]

Academic and Study Skills support


Online resources, writing courses and workshop listings at mmu.ac.uk/studyskills

Counselling, Mental Health and Wellbeing Services


Self-help resources, opening hours and workshop listings at mmu.ac.uk/studentwellbeing

Disability support

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https://studenthub.mmu.ac.uk/



Opening hours and services at mmu.ac.uk/disabilityservice

Chaplaincy

Manchester Met Muslim Chaplain Mohammed Ullah 0161 247 3501 [email protected]

St Peter’s House 0161 275 2894 [email protected] stpeters.org.uk

Support is also available for students’ presentation skills, spoken English, written English and study skills. If you feel you would benefit from support from any of these services, please contact your Personal Tutor.

And Finally…………

A handbook like this can make it all seem a little overwhelming and there is no doubt about it the School Direct year is challenging and very hard work, but it is well worth it!

Students enter their NQT year with a wealth of experience and an extensive repertoire of strategies to facilitate effective teaching, embedded in sound pedagogy and with a well-developed personal philosophy.

The School Direct team at Manchester Met are here to help and support if necessary and our partner schools have considerable expertise in preparing new colleagues to enter the teaching profession ahead of the game. It is in their interests to help educate competent, thinking practitioners, well versed in the complexities of the 21st century school context and ready to join their dynamic settings. Your success is their success.

Enjoy your PGCE School Direct year. The adventure is just beginning!

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Appendix 1 Record of subjects you have taught whilst on placement

Please tick which subjects you have taught during each placement, aiming to have taught (or co-taught) them all by the end of the programme.

Subject* PGA PGB PGA2

Mathematics

English

Science

Art & Design

Computing

Design & Technology

Geography

History

Languages

Music

Physical Education

Other Subjects/Areas

Religious Education

Personal Social Health Education

SMSC (woven through the curriculum)

Drama activities

* For students with a placement in EYFS – see record of EYFS areas covered in Teaching Experience Handbook p.35

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Appendix 2 PGCE School Direct Teaching Experience week-by-week guidancePGA

% teaching and activities are suggestions for each week and flexible depending on contextWeek Week

beg.%

TeachingStudent activity Mentor activity

Preparation for placement Access school website and gather as much relevant information as possible, e.g. holidays/calendar, timings of school day, latest Ofsted report, staff list etc.

Begin contextual analysis. Begin OneDrive Teaching Experience

folder.

Establish expectations, time of arrival and departure, dress code, school routines and expected role in classroom.

1 5/10/20 InductionNo

teaching

If possible, visit classes in different key stages and areas of school (e.g. corridors, playground, continuous provision in EYFS), observe classroom ethos and organisation; inside/outside learning; moving between spaces. Note how support staff, time and physical resources are used.

Reflect on your 1st week in school in your (personal) Learning Journal.

Start researching the topics you will teach later this term.

Discuss which Professional Development Activities you can complete during this placement e.g. phonics, maths, bilingual learners, behaviour management.

Go through Induction checklist and make sure student has all essential information e.g. fire drill/evacuation plan. Provide student with medium term plans for the term.

Prepare a week-by-week timetable for your student that clearly shows which lessons they will be teaching over the next few weeks, when they will be working with a group, observing you or other classes (CPD time) and ½ day PPA time.

Discuss which Professional Development Activities the student can complete during this placement.

2 12/10/20 20 Carry out a joint lesson observation with you mentor and discuss what you noticed.

Find out about the individual learning needs of children – SEND, Pupil Premium, EAL etc. This information will support you with personalising learning to enable children to make progress.

Make sure you adhere to the school’s data protection policy in terms of what information you store about children.

Research upcoming topics. Follow teacher’s plan when teaching.

Carry out a join lesson observation and help student to pick out pedagogy and children’s learning in lesson observations.

Help student understand planning process.

Complete Weekly review. Share your planning for subjects the

student will teach. Plan when student will observe and

later teach a PE lesson during this placement.

3 19/10/20 30 Investigate oral and written feedback to children. Observe how your mentor carries out individual and group assessments. How do children assess their own progress?

Begin planning own lessons, with support and preparing resources. Continue planning/preparation during half term.

Observing an expert colleague teaching a subject you are interested in.

Reflect on your 3rd week in school in your (personal) Learning Journal.

Discuss how you use assessment to inform your future planning and how you engage children in self-assessment.

ROLO + Weekly review. Provide student with support to

begin to plan lessons more independently, especially differentiation.

Arrange for your student to observe a similar class after half term with a focus on behaviour management.

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Week Week beg.

% Teaching

Student activity Mentor activity

4 2/11/20 30 Discuss behaviour management strategies with your mentor and how they provide a purposeful learning environment.

Planning, teaching and assessment in base class.

Observing a similar class focusing your observation on behaviour management.

(Students in Uni all next week)

Discuss the nuances of behaviour management.

ROLO + Weekly review Support student to plan and assess

a sequence of English or Maths lessons for week 5.

Arrange for your student to observe a class in a different key stage and a subject they are interested in.

5 9/11/20 40 Planning, teaching and assessment in base class.

Observing a contrasting class in a different key stage and a subject you are interested in.

Reflect on your 5th week in school in your (personal) Learning Journal.

ROLO + Weekly review Support student to plan sequences

of lessons on a weekly planning format.

Give student some wider responsibilities – taking register, break duty etc.

6 16/11/20 40 Prepare for weekly review and discussion about Phase 1 of the Progression and Achievement Document (PAD) + update Appendix 1.

Virtual visit from University Visiting Tutor (date flexible)

ROLO + Weekly review - Discuss draft of Phase 1 of PAD and student’s responses to Next Steps.

7 23/11/20 40 Spend a week in EYFS (flexible when this takes place)

Observe and teach Phonics and Early Maths.

Planning, teaching and assessment in base class.


Lesson observation of phonics + maths + Weekly review – record what took place in EYFS.

Support student to organise additional observations in response to targets.

Finalise 50% timetable for remainder of placement.

8 30/11/20 50 Planning, teaching and assessment in base class – with increasing independence.

Contact your PGB school.

ROLO + Weekly review Support student to plan lessons

more independently.


Respond to next steps from ROLO. Prepare for weekly review and discussion

about Phase 2 of the PAD. Reflect on your 9th week in school in

your (personal) Learning Journal.

ROLO + Weekly review – discuss draft of Phase 2 of the PAD.

Support student to contribute to school’s assessment records.


Update Appendix 1. Begin preparing for PGB. Continue

planning/preparation during Xmas holidays.

Email PGA PAD to University Visiting Tutor (no ROLO this week unless one was missed earlier)

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PGB

Week Week beg.

% Teaching


Preparation for placement Access school website and gather as much relevant information as possible, e.g. holidays/calendar, timings of school day, latest Ofsted report, staff list etc.

Begin contextual analysis. Begin OneDrive Teaching Experience

folder.

Establish expectations, time of arrival and departure, dress code, school routines and expected role in classroom.

1 4/1/21 InductionNo

teaching

If possible, visit classes in different key stages and areas of school (e.g. corridors, playground, continuous provision in EYFS), observe classroom ethos and organisation; inside/outside learning; moving between spaces. Note how support staff, time and physical resources are used.

Reflect on your 1st week in a contrasting school in your (personal) Learning Journal.

Start researching the topics you will teach later this term.

Go through Induction checklist and make sure student has all essential information e.g. fire drill/evacuation plan. Provide student with medium term plans for the term.

Prepare a week-by-week timetable for your student that clearly shows which lessons they will be teaching over the next few weeks, when they will be working with a group, observing you or other classes (CPD time) and ½ day PPA time.

Share your planning for subjects student will teach next week.

2 11/1/21 20 Carry out a joint lesson observation with you mentor and discuss what you noticed.

Find out about the individual learning needs of children – SEND, Pupil Premium, EAL etc.

Make sure you adhere to the school’s data protection policy in terms of what information you store about children.

Research upcoming topics. Follow teacher’s plan when teaching.

Carry out a join lesson observation and help student to pick out pedagogy and children’s learning in lesson observations.

Provide student with support to begin to plan lessons more independently, especially differentiation.

Plan when student will observe and later teach a PE lesson during this placement.

3 18/1/21 30 Investigate oral and written feedback to children. Observe how your mentor carries out individual and group assessments. Note what provision is made for children on the SEND record.

Plan which Professional Development Activities to carry out in this placement.

Begin planning own lessons, with support and preparing resources.

Reflect on your 3rd week in school in your (personal) Learning Journal.

Discuss how you use assessment to inform your future planning and how you engage children in self-assessment.

ROLO + Weekly review. Arrange for your student to observe

a class in a different key stage and a subject they are interested in.


Observing a contrasting class, focusing your observation on behaviour management.

(Students in Uni for next two weeks) Continue planning/preparation during

half-term holidays.

ROLO + Weekly review Give student wider responsibilities –

taking register, break duty etc.

35


Week Week beg.

% Teaching



Observing an expert colleague teaching a subject you are interested in.

Look for opportunities to contribute to wider life of school e.g. a lunchtime club.


ROLO + Weekly review Support student to plan and assess

a sequence of English or Maths lessons for week 6.

6 1/3/21 40 Planning, teaching and assessment in base class – with increasing independence.

Virtual visit from University Visiting Tutor (date flexible)

ROLO + Weekly review Support student to plan sequences

of lessons on a weekly planning format.


Prepare for weekly review and discussion about Phase 3 of the PAD.


ROLO + Weekly review - Discuss draft of Phase 3 of the PAD and student’s responses to Next Steps.

8 15/3/21 50 Planning, teaching and assessment in base class

Respond to next steps from PAD.

ROLO + Weekly review Email PAD to University Visiting

Tutor. Support student to organise

additional observations in response to targets.


Observing an expert colleague teaching a subject you would like to improve on.

Reflect overall on your experiences in PGB in your (personal) Learning Journal.

ROLO + Weekly review Support student to contribute to

school’s assessment system.


Update Appendix 1. Begin preparing for PGA2. Continue

planning/preparation during Easter holidays.

ROLO + Weekly review – discuss student’s progress since Interim and targets to focus on in PGA2.

PGA2

Week Week beg.

% Teaching


1 26/4/21 20 Research upcoming topics. Plan a small number of lessons, based on

the teacher’s planning, towards the end of the week.

Look for opportunities to contribute to wider life of school e.g. a lunchtime club

Reflect on your 1st week returning back to your PGA school in your (personal) Learning Journal.

Complete Weekly review. Design weekly timetable for next

few weeks showing which subjects student will teach or observe + half day PPA time. Make sure to include any subjects not yet taught (especially PE).

2 3/5/21 35 Plan which Professional Development Activities to carry out during this

ROLO + Weekly review. Provide student with support to

36


placement. Plan sequences of lessons, with support

and preparing resources. Seek out wider responsibilities – taking

register, break duty etc.

plan sequences of lessons more independently.

Give student wider responsibilities – taking register, break duty etc.

Discuss with you student how best to make use of CPD time during this final placement (e.g. speaking to subject leaders, observing particular teachers or preparing for job interviews).


Reflect on your 3rd week of PGA2 in your (personal) Learning Journal.

ROLO + Weekly review.

4 17/5/21 60 Planning, teaching and assessment in base class. This includes teaching any subjects you have not yet taught (which you may need to arrange to teach in a different class) – complete Appendix 1.

ROLO + Weekly review– discuss student’s progress since Interim and plans for the remaining 3 weeks of placement.


Plan how to spend enrichment days. Reflect on your 5th week in school in

your (personal) Learning Journal.

ROLO + Weekly review. Discuss what student could do

during enrichment days.


Prepare for weekly review and discussion about Phase 4 of the PAD.

ROLO + Weekly review – discuss draft of Phase 4 of the PAD.


Reflect on your 7th week on placement in your (personal) Learning Journal.

Email PAD to University Visiting Tutor (no ROLO this week unless one was missed earlier)

21/6/21 Enrichment 4 days

Participate in events in other classes (flexible when this takes place).

Reflect on what you have gained from the enrichment days in Learning Journal.

Student may not be in class. Weekly review – record what took

place in enrichment days. (no ROLO this week)

Must we keep strictly to these percentage teaching requirements?

No, it is important that you respond to the needs of your student, for example, if you identify a need to spend more time observing you modelling a particular strategy in mathematics, then reduce the % teaching in order to allow for this. Alternatively, if your student wants to plan a sequence of English lessons in week 5, then increase the % teaching slightly.

What does 50% teaching actually look like in practice?

For example, in week 10, students have one day in University, so 50% teaching is based on the remaining time and would be 2 days (or 4 half days). Teaching can be whole class or group work.

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