school of education · thursday 2 april 2020 11am-1pm asa briggs post-sbt2 briefing friday 3rd...
TRANSCRIPT
School of Education Inspiring learners, enriching communities
Trainee Handbook
BA Hons Primary Education
Year 2
2019/20
Handbook Core Messages
1. Welcome! Our team of passionate lecturers are looking forward to welcoming you into
Year 2 of your education degree course.
2. Attendance at all taught sessions is essential. This year you are completing level
5 work where your marks make up 25% of your final degree. Inputs in your sessions
develop your knowledge and understanding that is assessed in the assessment task.
Theory is also translated into practical application to support you as a teacher.
Expectations are for full attendance both here at the university and on school-based
training (SBT).
3. Your programme. You are on a full-time course and should expect to attend all
sessions at the university, SBT and complete all non-contact tasks. Get organised –
fast! Set up a diary, add all of your taught sessions and assignment dates. The
assignment dates and a yearly overview is available on Studentcentral.
4. Communication. Talk to your personal academic tutor or rep if there is a problem.
Don’t leave it until it’s too late! Set up easy access to your uni email account and check
it daily.
5. Be autonomous! Develop appropriate learning dispositions that enable you to identify
your next steps and be pro-active in achieving them. Level 5 study requires you to
“Act with limited supervision and direction, within defined guidelines accepting
responsibility for achieving personal and/or group outcomes and/or outputs”.
(SEEC descriptors [online] available < www.seec.org.uk> p.12)
6. Continue to develop a learning culture. Discuss subjects covered in sessions with
other students so that you further develop your knowledge and understanding.
Establish respectful, rich, thought-provoking discussion in your seminars.
Our Partnership Vision
The School of Education at the University of Brighton is proud to work in partnership with schools across
the South East of England and beyond. We are:
Committed to the holistic development and well-being of all learners
Underpinned by an enduring commitment to inclusivity and diversity, where all learners are valued, individuality is celebrated and barriers are removed
Built on a collaborative culture of mutual trust and innovation that engages all stakeholders in evaluation, challenge and meaningful change
Centred around a cohesive learning community where professional development is transformational and research-based practice is valued and communicated
Driven by an understanding of local knowledge, regional and national priorities coupled with the agility and capacity to adapt
Contents
1. Welcome Back.............................................................................................................. 1
1.1 Key Dates ............................................................................................................... 1
1.2 Using the Trainee Handbook .................................................................................. 1
1.3 Key Contacts .......................................................................................................... 2
1.4 Explanation of Key Roles ........................................................................................ 2
2. Student Support ........................................................................................................... 3
2.1 Student Support & Guidance Tutors: School of Education ...................................... 3
2.2 Student Central ....................................................................................................... 3
2.3 Student Services ..................................................................................................... 4
2.4 Trainee Voice .......................................................................................................... 6
2.5 References for ITE Trainees ................................................................................... 6
3. Academic Guidance and Support ............................................................................... 8
3.1 Submission of Assignments .................................................................................... 8
3.2 Mitigating Circumstances ........................................................................................ 9
3.3 Academic Misconduct ............................................................................................. 9
3.4 Complaints Procedure ............................................................................................ 9
4. Course Information .................................................................................................... 10
4.1 Becoming a Teacher ............................................................................................. 10
4.2 Expectations ......................................................................................................... 10
4.2.1 School and University Based Training............................................................ 10
4.2.2 Attendance .................................................................................................... 10
4.2.3 Communication .............................................................................................. 11
4.2.4 Appointments ................................................................................................. 11
5. University-Based Training (UBT) Information .......................................................... 12
5.1 Module Overviews ................................................................................................ 13
Appendices ....................................................................................................................... 15
1. Acronyms ................................................................................................................... 15
2. Code of Personal and Professional Conduct for Trainee Teachers ............................. 16
3. Calendar Overview of the Year 2019-2020 ................................................................. 17
Please note: This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes may be made to some of the information during the academic year. The Partnership reserves the right to make changes as necessary.
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1. Welcome Back
Welcome back and congratulations on having successfully completed Year 1 of the BA (Hons) Primary
Education with QTS programme.
This Year 2 Handbook details the key dates in the year. Also available to supplement the handbook is
the University of Brighton Student Contract webpage which explains the regulations, policies and
procedures within the University of Brighton and can help you to find information on the services that
you might need while at the university, including accommodation and financial matters, etc. Please
make sure you are able to access this website as you will need to refer to documents contained within,
throughout your programme.
1.1 Key Dates
Please see below for a list of the programme briefings and other key dates during 2019/20.
1.2 Using the Trainee Handbook
This handbook is designed to provide you with some specific information about the BA (Hons) Primary
Education with QTS programme and a range of more detailed information about being a student and
trainee teacher in the School of Education. As such it complements the University’s regulations,
policies and codes of conduct which together form the University of Brighton Student Contract, the
basis of the contractual relationship between you and the university.
Please make sure that you are able to access this website as you will need to refer to documents
contained within, throughout your programme. We endeavour to include all the information you will
need to support your studies within your handbooks. However, if you cannot find out what you need
to know, do not be afraid to ask a tutor or a member of the administrative staff in the School of Education
Office who will be happy to assist.
Event Date Time Venue
Start of year programme
briefing
Thursday 26th September 2019 9-11am W100
School-based training 2 briefing Tuesday 21st January 2020
9am -12pm
W100
Academic development:
Thinking, reading and writing
critically
Thursday 2nd April 2020 11am-1pm Asa Briggs
Post-SBT2 briefing Friday 3rd April 2020 9-11am W100
End of year briefing Tuesday 21st May 2019 9-11am Asa Briggs
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1.3 Key Contacts
BA (Hons) Primary Education Programme Leader: Keith Beuttell-Triggs [email protected] BA (Hons) Primary Education Assistant Programme Leaders: Joanne Smith [email protected] Polly Herbert [email protected] Faye Worthy-Pauling [email protected] BA (Hons) Primary Education Year Leaders: Year 1: Richard Harvey-Swanston [email protected] Year 2: Lesley Hope [email protected] Year 3: Tim Laing [email protected] BA (Hons) Primary Education Specialist Route Leaders: Mathematics: Mel Bradford [email protected] English: Jane Briggs [email protected] Deputy Head of School: Partnership and Engagement Sarah Fitzjohn-Scott [email protected] Deputy Head of School: Academic and Professional Education Sheridan Denis Le Seve [email protected] The Partnership Office: Partnership Office [email protected] SBT Absence Reporting [email protected]
01273 641041
(24hrs – to only be used for absences from SBT)
1.4 Explanation of Key Roles
Throughout your training you will work with key individuals in roles designed to support your progress:
Professional and Academic Tutors: All teaching trainees have a named PAT tutor to discuss and
review personal, academic and professional progress. Your PAT tutor is the primary point of contact
to discuss any issues or concerns you have.
Programme Leader/Assistant Programme Leaders: responsible for the overall programme and for
meetings where there are specific challenging circumstances or to review progress.
Year Leaders: work with assistant programme leaders to oversee and manage a particular year of
the course.
Course Reps: Every course elects trainee representatives. Course reps play an active role in
developing the programme by gathering the views of the trainees on their programme, ensuring these
are heard by staff and acting as a conduit back to the members of their course. Further details on the
roles of course reps can be found at https://www.brightonsu.com/studentvoice/coursereps/ .
Partnership Team: The Partnership Team are based in Checkland Building room A308 and they work
with colleagues in schools to organise and coordinate school-based training.
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2. Student Support
It is of vital importance to the course team that you feel supported during your training. There may be
times that you feel out of your depth and worried about the workload and at those times there are a
number of avenues of support. While questions and concerns will normally be shared with PAT tutors
and student reps there are a number of services available to help you succeed in and enjoy your studies.
2.1 Student Support & Guidance Tutors: School of Education
The School of Education Student Support and Guidance Tutors, Judith Shard and Steve Ager, are available to provide support, information and guidance on a range of issues. These include: making the most of your course, juggling home life, work, and study, getting support if you have additional learning needs, accessing study skills support, adapting to part-time study. They can provide a listening ear as well as practical and emotional support. Judith and Steve can also refer you on to other services that are able to give you more specialist help. However, they cannot offer counselling advice. The SSGT team is part of the Student Services department, meaning that personal information you disclose to they will not be revealed to others in the School of Education without your express permission. It might be suggested that it is in your interest to share certain information with your PAT tutor or Programme Leader (for example, information that could be used as evidence for mitigating circumstances). However, it is your final decision as to whether this information is shared. Confidentiality will only be broken in exceptional circumstances: for example, where you are deemed to be a danger to yourself or to others, or if there is a legal duty. The Student Services statement of service (pdf) contains more information about confidentiality. For a friendly, informal chat about the issues concerning you, contact Judith or Steve in the Checkland Building, room B112. You can arrange an appointment by contacting them at [email protected] or on 01273 643375. They can also provide support and information via email or over the telephone.
2.2 Student Central
Studentcentral can be accessed at http://studentcentral.brighton.ac.uk. As part of your induction you
will receive a username and password that will give you access to Studentcentral.
Studentcentral is the intranet for all University of Brighton students. It has pages for general programme
information and module materials for individual subject routes. Additionally it also provides links to key
resources such as the online library, Academic Study Kit (ASK) study guide and the Student Life advice
services.
Studentcentral provides a personalised home page to help you manage your studies. There are many
useful links to other areas. For example, you can find the School of Education Partnership Office site
which has e-copies of all school-based pro forma, and general announcements which you should check
regularly.
Additional details relating to your specific course can be found in the ‘my course’ section of
Studentcentral.
All ITE programmes in the SoE operate according to principles found in the UoB’s General Examination
and Assessment Regulations (GEAR). This document is available in full on Studentcentral which can
be found using the following link:
https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx
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2.3 Student Services
Opportunities and support to help you get the most out of your time at university
Student Services is a central department that provides a range of services to support you through university and to help you get the most from the student experience. Our experienced and supportive staff offer advice on a range of issues, including:
- Advice about money worries and how to live on a budget. - Support in finding jobs and volunteering opportunities. - Help accessing academic support if you have a disability, learning difficulty or long-term
medical condition. - One to one support for students with worries or concerns in a safe, confidential space.
Here for you, whatever the issue Below is an outline of some of the ways in which we can help you during your time here.
Careers and Employability Build your employability skills and boost your graduate potential, with careers guidance, enterprise skills, and employment and volunteering opportunities. You can find further information about Careers and Employability at: https://www.brighton.ac.uk/careers/index.aspx
Student Advice The Student Advice Service provides support to students on finance-related issues. These include checking you are getting the correct funding, accessing DWP benefits, how to make your money go further, and additional help if you are facing financial difficulties. They can also help if you are an international student needing immigration advice, or support if you’re experiencing culture shock and homesickness. Get ahead of the game and subscribe to the Money Matters blog which has all the latest money news, advice and tips. You can find further information about Student Advice at: https://www.brighton.ac.uk/current-students/contacts/index.aspx
Student Wellbeing We take a holistic approach to wellbeing and provide a range of wellbeing support services including: Chaplaincy The University Chaplaincy is here to offer pastoral care and support to all students and staff, whatever their faith. There are also a range of activities to get involved with including social events, retreats, worship, and discussions. Childcare Our two Ofsted rated nurseries provide a safe, caring and stimulating environment for children whose parents study or work at Brighton or in the local community.
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Counselling We offer a range of support to students experiencing stress, anxiety and other mental health issues. Your Student Support and Guidance Tutor (SSGT) may be the best person to support you initially. Or counselling may be more suitable for you. Counselling offers you the opportunity to talk about how you feel and to share your concerns. You can register with our service and a professionally qualified counsellor will then call or email you as soon as possible, within two weeks, to determine how best we can help you. Disability and Dyslexia Support If you have a medical condition, physical disability, mental health condition or Specific Learning Difficulty (e.g. dyslexia), please let us know as soon as possible so we can talk to you about the support we can offer. We have a dedicated team who will support you, and we can talk to you about which facilities and equipment may be appropriate to help you make the most of university. Health Services When you arrive at university, it’s important to register with your local health services so you can get help if problems arise. You can register with our Medical Centres on the Eastbourne and Moulsecoomb campuses. Or you may want to register with a doctor and dentist surgery in your city. Residential Life If you’re a student living in halls, you can access a range of wellbeing support from your Residential Life team. We are here to make you feel welcome and help with the transition to university life. We provide wellbeing support plus community building and social opportunities to enrich your student experience. Student Support and Guidance Tutor (SSGT) Student Support and Guidance Tutors (SSGTs) are an invaluable source of information and advice, working to provide relevant and timely assistance on a range of issues that might be impacting your studies. SSGTs are part of the Student Services department but work within schools alongside academic staff, meaning that information is only shared with schools with your permission.
Wellbeing
Our Wellbeing team provide a range of support including: self-help guides, the peer led programme Mood Boost, wellbeing workshops, and coaching. We also have a daily Wellbeing Drop-in that you can access without booking and speak to our Wellbeing Practitioner. Whatever the problem might be, we are here to listen, support and guide you. You can find further information about all our Student Wellbeing services at: https://www.brighton.ac.uk/current-students/my-student-life/my-wellbeing/index.aspx Get in touch You can find further information about our services and answers to your student life queries at: https://www.brighton.ac.uk/current-students/my-student-life/index.aspx
We can help answer your questions in confidence via email, at [email protected] or you can access our services at each campus by visiting our student centres, or call us to find out more or book an appointment. Eastbourne – Trevin Towers, Gaudick Road T: 01273 643845 Falmer – E354, Checkland Building T: 01273 643584 Grand Parade – Student Centre, Ground Floor, main building T: 01273 643187 Moulsecoomb – Manor House, Moulsecoomb Place T: 01273 642895
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2.4 Trainee Voice
Each year our programmes are adjusted in light of feedback from trainees and schools. We are committed to canvassing trainees’ perspectives during the programmes as well as at the end and trainees are offered a number of facilities to share feedback, make their perspectives known and to engage with the process of programme improvement.
Course representatives: Each group is asked to agree on 2 representatives who will liaise regularly with the PAT tutor, course leadership teams and Student Support & Equalities Lead. They are also invited to attend their course Programme Board, which is made up of key stakeholders: Course lecturers/tutors, school representatives, trainee representatives and university tutors. Course representatives enable the views of trainees to be communicated to tutors and the programme board; they are expected to share the course team’s responses to their feedback with their trainee groups.
Module feedback: At the end of each university-based module you should be invited, formally or informally, to complete an evaluation which informs programme and module development. Lecturers regularly review their course content and style of delivery in the light of this feedback. Tutors might also use other informal techniques to elicit feedback about confidence and progress during taught sessions. Do get involved and let us know what is working, as well as what you feel needs attention.
End of school-based training evaluations: These are read by the team as well as analysed by the Academic Standards Office for trends and issues that drive our improvement work in schools.
Focus groups: Trainees are invited to share feedback on aspects of their studies with module/other tutors which we use formatively to shape later provision.
External examiner visits: As part of our quality assurance procedures colleagues from other institutions/initial teacher education programmes are invited to act as critical friends each year. This entails talking with and observing trainees and provides another mechanism to support programme improvement.
We very much hope that you consider that you have appropriate opportunities during your studies to give feedback on the quality of all aspects of your training and that this feedback impacts on the quality of training you receive.
2.5 References for ITE Trainees
Our ITE courses aim to prepare you for an exciting career in teaching. The following FAQ explains the process for requesting a teaching reference when you start applying for teaching posts and for any holiday work or part time employment. Who should reference requests be emailed to and what is the email address for requesting a reference? Reference requests should be addressed to John Smith (Head of School, Education) [email protected] This email address is currently used to provide teaching references for trainees on the following courses:
BA Primary
PGCE / School Direct Tuition Primary
2yr BA / PGCE / School Direct Tuition Secondary
School Direct Salaried [SDS] (Primary / Secondary)
Troops to Teachers (Primary / Secondary) NB. To ensure we are compliant with the General Data Protection Regulation (GDPR) references can only be provided if a trainee has first given permission for us to do so.
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How do I give my consent for SoE staff to provide a reference for me? If you wish to give your consent for us to provide references for you please complete the online GDPR reference consent form available here: https://brighton.onlinesurveys.ac.uk/uob-ite-partnership-trainee-reference-consent-form-19-20
Please note that there is no obligation for you to consent to us providing a reference for you and you are entitled not to do so. What happens if I have not given my consent and a reference request is received? We will send a GDPR reference consent form to your university email address (current trainees) or your listed personal email address (former trainees) to ask if you wish to provide your consent. As this is an opt in process we allow 10 working days for a response, after which time we assume that consent has been refused. We then decline the reference request received. For how long after I finish my course can references be requested for me? There is no cut off point to us providing references for former trainees. References will continue to be sent in response to requests providing the necessary information is available and we have been able to obtain consent to do so. What information does a teaching reference contain? SoE teaching references include: Your name, title and overview of your course, sections written by your tutor(s) on your academic and professional progress to date (SDS references do not include an academic progress section), the location(s) and dates of your school-based training (SBT), the grades from your most recent SBT report, statements about safeguarding and personal and professional conduct, and the date the reference was created. Additional GDPR Reference Consent Information How long does my consent last for the SoE to provide references for me? For current trainees and former trainees who finished their course less than 1 year ago, consent lasts for the duration of their course and for 1 year after they finish their course. For former trainees who finished more than a year ago, the consent form gives the option for consent to be provided as a one off or for up to 6 months following the date that consent is given. Proof of ID (scanned driving licence/passport) will also need to be provided. Can I change my mind about giving my consent? If you complete a GDPR reference consent form and later decide that you wish to withdraw your consent you can do so at any time by emailing [email protected] and asking for your consent to be removed. If we later receive a reference request for you we will email you the GDPR reference consent form again to give you the option of opting back in if you wish to do so.
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3. Academic Guidance and Support
3.1 Submission of Assignments
All assignments must be submitted by 4.30pm on the published submission date (unless specified otherwise for assignments such as presentations). Most assignments will be submitted electronically through Turnitin and tutors will inform you clearly and well in advance where this is not the case. Extensions to Assignment Deadlines: All assignments have a clear submission date and time which will be treated as an absolute deadline. It is realised that very occasionally students may be prevented from completing the set work in time for that date. In these circumstances you must apply in writing to your Year Leader for an extension at least one full working day before the due submission date using the university extension pro forma (available online through studentcentral). The guiding principle is that the granting of an extension must aim to be fair to all students; to those that do not seek extensions as well as to those who do. Extensions can be granted for a range of reasons and each case will be taken on its merits. However, any serious, unforeseen and unavoidable circumstance which disrupts a student's study may represent an appropriate reason. The following are indicative of the kinds of circumstance that will normally be considered valid:
serious personal illness;
serious personal accident or injury or hospitalisation;
death or serious illness of family member or close friend;
significant adverse personal or family circumstance or psychological problem. Please note that your Year Leader must normally see supporting documentary evidence before agreeing an extension. The documentary evidence in support of an application for an extension to deadline should be from an independent, professional source and cover the appropriate period of time. Examples of such evidence include:
a medical certificate or letter from a medical practitioner e.g. a doctor;
other certificate e.g. death certificate;
letter from a counsellor who the student has been seeing;
third party confirmation e.g. police report. A further important consideration is that your time needs to be organised such that minor illness or other delay can be managed and the assignment submitted on time. The following do not constitute grounds for the granting of extensions:
computer or printer failure resulting in the loss of data;
paid employment commitments for full-time students;
commitments in relation to electioneering where a student is standing for election to a Students’ Union position, at the University;
poor time management/pressure of work in other modules;
minor illnesses e.g. a cold;
financial issues;
avoidable personal circumstances or commitments e.g. holiday arrangements.
The above information has been taken from the UoB’s General Examination and Assessment Regulations (GEAR), which can be found on student central by using the following link: https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx Late submissions: If work is submitted past the agreed deadline but within two weeks of the agreed submission date it will be treated as a late submission and the maximum mark that can be awarded is the minimum pass mark. This is subject to the approval of the Board of Examiners.
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Non-submission: If the work is submitted after two weeks it will not be accepted and it will be considered as a non-submission. This will result in a failed module. The consequences of this may be far more serious than a failure for any other reasons as it is likely that the Board of Examiners will require you to repeat the module in full at your own expense. Thus, it is better to submit work late (i.e. within two weeks of the agreed submission date) than not to submit an assignment at all!
3.2 Mitigating Circumstances
If you have serious personal problems or exceptional circumstances that have caused poor performance in any of your modules, these can be taken into account by the Board of Examiners provided that you have submitted a properly completed mitigating circumstances form (available on Studentcentral). On this form you need to explain the nature of the circumstances, how these have affected your performance on particular elements of the programme and you must attach documentary evidence, such as a doctor’s certificate or letter from a relevant professional. If you think you have mitigating circumstances, you are advised to read the detailed guidance on mitigating circumstances on Studentcentral before submitting a claim. Forms and queries should be submitted to [email protected]. All properly submitted mitigating circumstances will be considered by a small sub-group of the Board of Examiners who will ensure that the details remain confidential.
3.3 Academic Misconduct
If you attempt to gain a grade by any fraudulent means you can be severely punished by the Examination Board. Penalties range from being awarded a mark of 0% for the piece of work to exclusion from the university and denial of an award. Academic misconduct includes, but is not limited to:
Plagiarism and collusion: where a student submits work originated in sum or in part by someone else, with or without their consent but without acknowledgement.
Collusion: presenting a piece of work as your own when it is, in fact, the work of a group and this is a form of fraud.
Falsification: fabrication of results, data or references.
Duplication: where a student submits work for assessment that is the same as, or broadly similar to, work submitted earlier for academic credit, without acknowledgement of the previous submission.
Personation: Where one person assumes the identity of another with the intention of gaining unfair advantage for that person.
Ghosting: Where a student submits as their own work that has been done as a whole or in part by another person on their behalf.
Unethical: Conduct which deviates from accepted ethical standards.
3.4 Complaints Procedure
The University recognises that students and members of the public may have legitimate complaints about its provision, facilities, services or staff. The University complaints procedure seeks to ensure that such complaints are treated seriously and resolved as quickly as possible. For full details regarding the University complaints procedure please follow this link: https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx
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4. Course Information
4.1 Becoming a Teacher
The process of becoming a teacher is an exciting and demanding one and central to this is the Partnership which exists between schools and the university: the two strive to work seamlessly together to provide a coherent professional experience. Fundamental to this is the development of you as a professional and all that entails. Your course is designed to prepare you for the realities and challenges of teaching in the twenty-first century. Throughout your training, the university team and school-based partners will help you to prepare for the transition into the teaching profession by developing your understanding of effective practice and your skills as critical, reflective practitioners. We will support you to achieve the Teachers’ Standards necessary to gain qualified teacher status (QTS), and through academic study, help you develop the skills, knowledge and understanding necessary to thrive as informed and critical professionals.
4.2 Expectations
4.2.1 School and University Based Training
School-Based Training: During your school-based training you will be expected to act in a highly professional manner, be organised and reflect systematically on your ongoing teaching experiences. While it is demanding, it is also one of the most enjoyable and rewarding aspects of the course.
University-Based Training: On this full-time undergraduate degree course, the University sessions start promptly and are usually in 2-hour blocks. Most of the time you will be taught in tutor groups of between 20-30 trainees. The university day runs from 9.00am until 6.00pm. You will have time between sessions at points during the day, which can be used to engage with non-contact tasks.
Throughout the programme, you are expected to uphold the professional standards of the teaching profession. Both in university and school, we have high expectations about attendance, punctuality, professional behaviour, and your engagement and contribution to university sessions. Please refer to the Code of Personal and Professional Conduct for Trainee Teachers (see appendix 2). 4.2.2 Attendance
We are required by the University to keep a record of your attendance and in a vocational programme
it is vital that you engage with all lectures including non-contact tasks. Full attendance is expected.
All trainees must sign the Code of Personal and Professional Conduct for Trainee Teachers (see
appendix 2).
Please remember that you are now an adult learner in Higher Education and entering the teaching
profession, and as such you must assume a very high degree of responsibility for your own learning
and professional development. There is of course support available when you need it.
Absence is permitted only for medical reasons or other personal reasons agreed in advance with your programme or year leader. Formal registers are kept for most taught sessions and it is your responsibility to ensure that you have registered your attendance. If there is no formal register kept, this should not be interpreted as meaning that these sessions are optional. All scheduled, self-study and on-going activities contribute to the requirements for the university award and/or the recommendation for Qualified Teacher Status. Poor attendance may also impact upon the decision to allow you to progress through the programme or undertake your school-based training.
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You must follow the procedures below to report any absences. This will enable the university to provide
support during your absence and on your return will ensure that you are treated fairly.
If you are ill or cannot attend a university-based session for some other good reason, you are expected to contact the tutors concerned to explain your absence in advance by email. You should note that it is your responsibility to catch up with any work that has been missed through illness and you should not expect additional tutorial support. Tutors are asked to report all cases of unexplained or frequent absences to year leaders. If you are absent for more than three days or if your absence will make it difficult for you to catch up with missed work or missed assignment deadlines, you must inform your personal academic tutor or year leader and keep in touch with them during your absence. Where your record of engagement is considered unsatisfactory, you will be invited to attend a meeting
to discuss the issue. In the event that you do not attend this meeting, you will receive a further letter
inviting you to a re-arranged meeting. If you do not attend this meeting, then you will be considered to
have withdrawn from the course.
4.2.3 Communication
Email is used extensively. Your Unimail account should always be used when communicating with university staff in preference to personal email accounts. We will always contact you using your Unimail account so please do check it regularly (ideally daily). Tutors will aim to respond promptly to requests during normal office hours (between 8am and 6pm), although tutors are not always on campus and also have other commitments outside of the university. Tutors will place an automatic reply when they are on leave, notifying you of their return date. This includes tutors who work on a part-time basis. They will include details of their normal working days. StudentCentral gives you access to all the modules you will take this year together with key and
important information relating to the programme and the School of Education.
On your StudentCentral home page in addition to your named subject modules, look for: my course: BA (Hons) Primary Education – Year 1/2/3, You will find information for all key Year 3 specific information including presentation slides from PAT tutor sessions and whole cohort briefings. 4.2.4 Appointments
Tutors often teach on many different programmes - on this site as well as on other campuses - as well as leading training in schools both locally and internationally. Also, please note that tutors often share offices and usually cannot have confidential conversations without an appointment. As such, emailing your tutor in a professional manner to arrange an appointment is advised.
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5. University-Based Training (UBT) Information Year 2 of the Programme
Having successfully completed Year 1 of your degree, you have entered Year 2 where all of your modules will be at level 5. All the modules that are graded on a percentage basis will count towards your final degree classification. Your final award classification is calculated on the ratio of 25% level 5: 75% level 6. The weighted mean of contributing marks, calculated to two decimal places, will be used to determine the classification according to the following scale:
Students whose result is within 2% below a classification will be regarded as a borderline candidate and will be considered for the higher class of award. In such cases the Board of Examiners will consider the trainee’s overall profile.
It is important that you consider and act upon the feedback you received from your academic work in year 1. You will be supported in adjusting to working at higher levels of academic expectations via a range of study skills inputs during briefings and seminars. You are also reminded of the importance of taking advantage of the variety of alternative resources freely available to you as a trainee.
70% and above Pass equivalent to First Class Honours
60% - 69.99% Pass equivalent to Second Class Honours Upper Division
50% - 59.99% Pass equivalent to Second Class Honours Lower Division
40% - 49.99% Pass equivalent to Third Class Honours
39% and below Fail
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5.1 Module Overviews
Year 2: Embedding Knowledge & Enhancing Practice
Semester 1 Semester 2
EV507: Education Studies : Creating an Inclusive Learning Environment
20 Level 5 Credits
ET505: School-Based
Training 2
20 Level 5 Credits
EV507 (continued)
EE511: Teaching English, Principled Practice and Current Policy
20 Level 5 Credits EE511 (continued)
EM518: Deepening subject and pedagogic knowledge to impact on children’s mathematical understanding
20 Level 5 Credits EM518 (continued)
EP508: Curriculum Design and Enhanced Practice in Foundation Subjects and RE
20 Level 5 Credits EP508 (continued)
Subject Study 1
EA517: Developing Expertise in Teaching and Learning in Art and Design
EI517: Enhancing Computing Subject Knowledge
EE517: Story: How we use language to Imagine, Entertain and Understand
EH517: Developing Curriculum Expertise in Primary
History and Geography
EM517: Developing Mathematical Thinking
EX517: Developing Expertise in Primary Physical Education
ER517: Developing Expertise in Primary Personal, Social and Health Education (PSHE)
ES517: Science, Scientists and Working Scientifically
20 Level 5 Credits
Subject Study 1 (continued)
14
Year 2
Semester 1 Semester 2
EV507: Education Studies:
Creating an Inclusive Learning Environment
20 Level 5 Credits
ET505: School-
Based Training 2
20 Level 5
Credits
EV507: (continued)
EE511: Teaching English, Principled Practice and
Current Policy
20 Level 5 Credits (Mathematics Specialists Only)
20 Level 5 Credits
Or
EM518: Deepening Subject and Pedagogic Knowledge
to Impact on Children’s Mathematical Understanding
(English Specialists Only)
20 Level 5 Credits
EE511 (continued)
Or
EM518 (continued)
ES514: Effective and Creative Teaching of Primary
Science
20 Level 5 Credits
ES514: (continued)
Subject Specialism 2
EE512:Talk for Thinking and Literacy Learning in the
21st Century
Or
EM519: Enhancing and Embedding the Learning and
Teaching of Mathematics
20 Level 5 Credits
Subject specialism 2
EE512 (continued)
Or
EM519 (continued)
Subject Specialism 3
EE513:Exploring Challenging Texts through Drama and
Writing
Or
EM520: Deepening Understanding of Progression in
Mathematics Learning
20 Level 5 Credits
Subject Specialism 3
EE513 (continued)
Or
EM520 (continued)
15
Appendices
Appendix 1: Acronyms
Acronym / Abbreviation Full Phrase
ASK Academic Study Kit
CEP Career Entry Plan
DfE Department for Education
GDPR General Data Protection Regulation
GEAR General Examination and Assessment Regulations
NQT Newly Qualified Teacher
PAT Professional and Academic Tutor
PiE Partnership in Education
QTS Qualified Teacher Status
RQT Recently Qualified Teacher
SBT School-Based Training
UBT University-Based Training
UoB University of Brighton
16
Appendix 2
Code of Personal and Professional Conduct for Trainee Teachers: Excellence in Professionalism
This Code of Conduct covers school and university-based training for all trainee teachers within the University of Brighton ITE Partnership. It is underpinned by and supplements Part 2 of the Teachers’ Standards (DfE, 2012) and the University of Brighton Student Charter: www.brighton.ac.uk/studentcharter. All trainee teachers within the University of Brighton Initial Teacher Education (ITE) Partnership are expected to demonstrate consistently high standards of personal and professional conduct by:
1. Becoming familiar with, respecting and adhering to all relevant statutory frameworks, university policies and documentation and the policies and practices of Partnership schools in which they teach;
2. Prioritising the health, welfare and education of the pupils in their care;
3. Demonstrating respect for others: including pupils, colleagues, all school and university staff, staff from other agencies, parents and carers;
4. Promoting equality of opportunity, challenging stereotypes, opposing prejudice and respecting individuals regardless of age, disability, gender identity, parental status, marital status, race, ethnicity, religion, sex, social class, or sexual orientation;
5. Acting with honesty and integrity and ensuring that any activity in one’s personal life, including use of any social networking sites, does not risk bringing the teaching profession or the ITE Partnership into disrepute;
6. Maintaining high standards of attendance, punctuality and engagement in both school and university-based training and strictly adhering to procedures for informing the university and Partnership schools of any absences;
7. Maintaining high professional standards of dress and appearance whilst working in schools;
8. Maintaining appropriate professional relationships with pupils, parents, carers and all staff working in schools and to work effectively with colleagues in professional teams;
9. Taking responsibility for their own learning and responding positively to and acting upon advice and feedback from university tutors, mentors and school based staff;
10. Reporting information honestly and accurately on entry on the Suitability Self-Declaration Form and Occupational Health questionnaire and notifying the university promptly if there are any changes to this information during the programme.
_________________________________________________________________________________
Declaration
I have read, understood and agree to abide by this Code of Personal and Professional Conduct for Trainee Teachers. I understand that failure to comply with this Code may lead to the termination or suspension of school-based training and actions being taken under the University of Brighton’s Fitness to Practise procedures.
Trainee Name:
Programme:
Student Number:
Trainee Signature:
Date:
17
Appendix 3: Calendar Overview of the Year 2019-2020
Key
W = Welcome Week
T = Term time
P = School-based training days
BH = Bank holiday
T = Study Week
Semester 1 Semester 2
Sept October November December January February March April May
Ye
ar 2
M T T T T T T T T T T T Xmas Break BH
T T P P P P P P P P P T Easter BH
T BH T T BH
T T T T T T T T T T T T T T P P P P P P P P P T T T T T
W T T T T T T T T T T T T T P P P P P P P P P T T T T T
T T T T T T T T T T T T T T P P P P P P P P P T T T T T
F W T T T T T T T T T T T T T P P P P P P P P P T T T T T
Wk 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45