secondary and secondary school direct@exeter routes 2017...
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Programme Handbook
Postgraduate Certificate in Education
SECONDARY AND SECONDARY SCHOOL DIRECT@EXETER
ROUTES 2017-18
#exeterpartner
© University of Exeter 2017 Graduate School of Education College of Social Sciences and International Studies St Luke’s Campus Heavitree Road Exeter EX1 2LU [email protected] Every effort has been made to ensure that this handbook is accurate at the date of publication. The University of Exeter reserves the right to change this information if necessary. For the most up-to-date information please see ELE http://vle.exeter.ac.uk/ or the ITE Partnership webpages http://socialsciences.exeter.ac.uk/education/partnership/
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INDEX
PROGRAMME AIMS ....................................................................................................................................... 6 1. CONTACT DETAILS & COURSE DIARY .......................................................................................................... 8
1.1 KEY PERSONNEL AT GRADUATE SCHOOL OF EDUCATION ........................................................ 8
1.2 2017-18 COURSE DIARY .......................................................................................................... 11
1.3 PGCE SECONDARY PROGRAMME TERM DATES: 2017-18 ...................................................... 13
1.4 LOCAL AUTHORITY TERM DATES 2017-18 .............................................................................. 14
1.5 TRAINEE REPRESENTATION: STAFF AND STUDENT LIAISON COMMITTEE MEETINGS ............ 14
1.6 SEMINAR DAYS AT ST LUKE’S CAMPUS ................................................................................... 15
1.7 SECONDARY PGCE PROGRAMME MODULES .......................................................................... 15
1.8 STAYING IN CONTACT ............................................................................................................. 16
1.9 iEXETER ................................................................................................................................... 16
1.10 VIRTUAL LEARNING ENVIRONMENT (ELE) .............................................................................. 16
1.11 ITE PARTNERSHIP WEBPAGES ................................................................................................. 16
1.12 UNIVERSITY OF EXETER REGULATIONS ................................................................................... 16
2. PROFESSIONAL LEARNING ....................................................................................................................... 17 2.1 BECOMING A TEACHER ........................................................................................................... 17
2.1.1 DEVELOPING YOUR SKILLS AS A PROFESSIONAL LEARNER IN ACADEMIC WORK ...... 17
2.2 DEVELOPING YOUR SKILLS AS A PROFESSIONAL LEARNER IN YOUR SCHOOL BASED WORK . 17
2.3 PROFESSIONAL CONDUCT ....................................................................................................... 19
2.4 IF THINGS GO WRONG ............................................................................................................ 20
2.5 PROFESSIONAL CONDUCT WARNING ..................................................................................... 21
2.6 SAFEGUARDING: ..................................................................................................................... 21
2.6.1 TRAINEE SELF-DISCLOSURE AND DBS RESPONSIBILITIES ........................................... 21 2.6.2 DEALING WITH A CHILD PROTECTION ISSUE DURING SCHOOL BASED WORK .......... 21
2.6.3 CYBERBULLYING ......................................................................................................... 21 2.6.4 PREVENT STRATEGY ................................................................................................... 22
2.6.5 PROTECTING YOURSELF ............................................................................................. 22
2.7 ETHICS FOR SCHOOL-BASED TASKS & ASSIGNMENTS ............................................................ 23
2.8 DATA PROTECTION ................................................................................................................ 25
3. THE EXETER MODEL OF TEACHER EDUCATION .......................................................................................... 26 3.1 PHASES OF DEVELOPMENT ..................................................................................................... 26
3.2 PROFILE DESCRIPTORS ............................................................................................................ 27
3.3 FRAMEWORK FOR DIALOGUE ABOUT TEACHING ................................................................... 28
3.4 DEMONSTRATIONS ................................................................................................................. 30
3.5 OBSERVATIONS OF YOUR TEACHING ...................................................................................... 30
3.6 WORKING WITH AGENDAS ..................................................................................................... 32
3.7 LEARNING FOCUSES FOR AGENDAS ........................................................................................ 34
3.7.1 LEARNING FOCUSES FOR FOCUSED REFLECTONS IN DEV. INDEPENDENCE PHASE ..... 35
3.8 FOCUSED REFLECTIONS IN THE DEVELOPING INDEPENDENCE PHASE ................................... 36
3.9 WEEKLY DEVELOPMENT MEETINGS ....................................................................................... 36
3.10 SUPERVISORY CONFERENCES ................................................................................................. 36
4. ROLES AND RESPONSIBILITIES .................................................................................................................. 38 4.1 TRAINEE .................................................................................................................................. 38
4.2 ITE COORDINATOR .................................................................................................................. 39
4.3 MENTOR .................................................................................................................................. 40
4.4 PRINCIPAL SUBJECT TUTORS .................................................................................................. 41
4.5 UNIVERSITY VISITING TUTOR .................................................................................................. 42
4.6 UNIVERSITY PERSONAL TUTOR ............................................................................................... 43
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5. SCHOOL-BASED WORK ............................................................................................................................. 44 5.1 INTRODUCTION ............................................................................................................................. 44
5.2 INDUCTION CHECKLIST ................................................................................................................. 46
5.3 FIRST PLACEMENT SCHOOL .......................................................................................................... 47
5.3.1 BEGINNING PRACTICE ................................................................................................ 47 5.3.2 CONSOLIDATING PRACTICE ....................................................................................... 48
5.4 SECOND PLACEMENT SCHOOL ................................................................................................ 49
5.4.1 DEVELOPING INDEPENDENCE ................................................................................... 49 5.4.2 EXTENSION AND ENRICHMENT PHASE ..................................................................... 50
5.5 SCHOOL-BASED DIRECTED TASKS ............................................................................................ 51
5.5.1 EPS TASK: SPECIAL EDUCATIONAL NEEDS ................................................................. 51 5.5.2 EPS TASK: TEACHING PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE ........... 52
5.5.3 PST WORK SCRUTINY EXERCISE .................................................................................. 52
5.5.4 CAREER ENTRY DOCUMENTATION: ALL TRAINEES ..................................................... 53 5.6 SCHOOL-BASED PROFESSIONAL STUDIES PROGRAMME ........................................................ 53
5.7 ASSESSMENT OF PROGRESS DURING SCHOOL-BASED WORK ................................................ 55
5.8 INDIVIDUAL DEVELOPMENT PORTFOLIO ................................................................................ 55
5.9 TEACHING FILES ...................................................................................................................... 56
5.9.1 LESSON/EPISODE PLANNING GUIDANCE ................................................................................ 56
5.10 PERSONAL FILE ........................................................................................................................ 57
5.11 PUPIL LEARNING STORIES ....................................................................................................... 57
5.12 FORMATIVE REFLECTION ON ACHIEVEMENT AND PROGRESS ............................................... 57
5.13 CAUSE FOR CONCERN ............................................................................................................. 58 5.13.1 TRAINEE SUPPORT PLAN ................................................................................ 58 5.13.2 CAUSE FOR CONCERN LETTER ......................................................................... 58
5.13.3 UNSATISFACTORY STUDENT PROGRESS AND ENGAGEMENT .................................... 59
5.14 FINAL SUMMATIVE REPORT (FSR) ........................................................................................... 59
5.15 OFSTED GRADING ................................................................................................................... 59
6. THE PROGRAMME & WORKING AT MASTERS LEVEL .................................................................................... 60 6.1 SPECIALIST SUBJECT KNOWLEDGE AND PEDAGOGY MODULE .................................................. 60
6.2 EDUCATION AND PROFESSIONAL STUDIES (EPS) MODULE .................................................... 60
6.3 PROFESSIONAL LEARNING MODULE ....................................................................................... 61
6.4 WRITTEN ASSIGNMENTS: GENERAL INFORMATION ............................................................... 62
6.5 WORD LENGTH FOR ASSIGNMENTS ....................................................................................... 62
6.6 PLAGIARISM ............................................................................................................................ 63
6.7 PRESENTATION OF WORK ....................................................................................................... 63
6.8 THE HARVARD METHOD OF BIBLIOGRAPHIC REFERENCING .................................................. 63
6.9 WORKING AT MASTERS LEVEL: GUIDANCE FOR TRAINEES ..................................................... 63
7. ASSESSMENT OF MASTERS LEVEL ASSIGNMENTS & MODERATION OF SCHOOL-BASED WORK .............. 64 7.1 ASSIGNMENT SUBMISSION AND FEEDBACK DATES ............................................................... 64
7.2 HANDING IN ASSIGNMENTS ................................................................................................... 64
7.3 REQUESTS FOR AN EXTENSION ............................................................................................... 65
7.4 SUPPORT FOR YOUR STUDIES ................................................................................................. 65
7.5 PGCE GENERIC ASSESSMENT CRITERIA ................................................................................... 65
7.6 FAILED ASSIGNMENTS ............................................................................................................ 68
7.7 FINAL AWARDS ....................................................................................................................... 68
7.8 EXAMINATION OF THE PGCE PROGRAMME: MODERATION OF SCHOOL-BASED WORK ....... 68
7.9 EXTERNAL EXAMINATION OF THE SECONDARY PGCE PROGRAMME ..................................... 68
7.10 RECOMMENDATION TO FAIL SCHOOL-BASED WORK ............................................................. 69
7.11 SSIS COLLEGE ASSESSMENT, PROGRESSION AND AWARDING COMMITTEE (APAC) .............. 69
7.12 RESIT ARRANGEMENTS AND COSTS ....................................................................................... 70
7.13 APPEALS .................................................................................................................................. 70
7.14 AWARDS: THE TED WRAGG AWARD ....................................................................................... 70
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8: TRAINEE SERVICES, SUPPORT AND WELFARE ................................................................................................ 71 EQUAL OPPORTUNITIES ..................................................................................................................... 71
DIGNITY AND RESPECT ....................................................................................................................... 71
RACE EQUALTY ................................................................................................................................... 71
UNIVERSITY OF EXETER STUDENTS’ GUILD ........................................................................................ 72
INTERNATIONAL STUDENT ADVICE .................................................................................................... 72
IT SUPPORT ........................................................................................................................................ 72
LIBRARY & CULTURE SERVICES ........................................................................................................... 72
MEDICAL SERVICES ............................................................................................................................. 72
MULTI-FAITH CHAPLAINCY TEAM ...................................................................................................... 73
PRINT SERVICES .................................................................................................................................. 73
STUDY AREAS AT ST LUKE’S CAMPUS ................................................................................................. 73
STUDY SKILLS SUPPORT: STUDENT ENGAGEMENT AND SKILLS HUB ................................................. 73
DISABILITY SUPPORT (SPECIFIC LEARNING DIFFICULTIES, PHYSICAL DISABILITIES/HEALTH
CONDITIONS) AND WELLBEING SERVICES .......................................................................................... 73
9. CAREERS AND EMPLOYABILITY ..................................................................................................................... 76 9.1 EMPLOYABILITY ....................................................................................................................... 76
9.2 APPLYING FOR A TEACHING JOB ............................................................................................. 76
9.3 APPLYING FOR JOBS RESOURCES ON ELE ............................................................................... 77
9.4 INTERVIEWS ............................................................................................................................ 77
9.5 TEACHER REFERENCE NUMBER .............................................................................................. 77
10. ATTENDANCE, ABSENCE, INTERRUPTION OR WITHDRAWAL FROM THE PROGRAMME ......................... 78 10.1 ATTENDANCE REQUIREMENTS AND MONITORING ................................................................ 78
10.2 LEAVE OF ABSENCE REQUESTS ............................................................................................... 78
10.3 EARLY TEACHING CONTRACTS AND NQT INDUCTION: ........................................................... 79
10.4 UNANTICIPATED ABSENCE: ..................................................................................................... 79
10.5 ABSENCE DUE TO ILLNESS ....................................................................................................... 80
10.6 ABSENCE DUE TO SEVERE WEATHER ...................................................................................... 80
10.7 EXTENDED ABSENCE ............................................................................................................... 80
10.8 UNAUTHORISED ABSENCE ...................................................................................................... 80
10.9 WITHDRAWAL FROM THE PROGRAMME .............................................................................. 80
10.10 REQUESTING AN INTERRUPTION FROM THE PROGRAMME .................................................. 81
10.11 FITNESS TO PRACTISE ............................................................................................................. 82
11. PROGRAMME EVALUATION & QUALITY ASSURANCE .................................................................................. 84 11.1 TRAINEE EVALUATIONS........................................................................................................... 84
11.2 ITE COORDINATOR EVALUATIONS .......................................................................................... 84
11.3 STAFF/STUDENT LIAISON COMMITTEE ................................................................................... 84
11.4 RESOLVING CONCERNS INFORMALLY ..................................................................................... 85
11.5 FORMAL COMPLAINTS PROCEDURE ....................................................................................... 85
11.6 SUPPORT DURING A COMPLAINTS PROCEDURE .................................................................... 85
12. TEACHERS’ STANDARDS ................................................................................................................................. 86 12.1 PROFILE DESCRIPTORS ............................................................................................................ 86
12.2 TEACHERS’ STANDARDS .......................................................................................................... 89
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WELCOME
On behalf of the University, the Graduate School of Education and our
Partnership Schools we offer you a warm welcome. We hope that you will find
your time with us both challenging and rewarding and that you will take away
with you memories of good times, both social and professional.
Initial Teacher Education at the University of Exeter has a long and proud
history of excellence and the Secondary PGCE programme has been judged by
Ofsted as outstanding in all respects. The tutors working on the programme are
excellent practitioners within their field and use research to inform and
develop their teaching. You have been recruited onto the Secondary PGCE
programme because we have already recognised your academic capabilities
and teaching potential. In partnership with schools it is our aim to develop you
as teachers who will have a high impact on students’ learning. We view the
PGCE as the first stage of your professional development as a teacher. Using
the Exeter Model of Initial Teacher Education and with your hard work and
commitment we hope that you will develop into outstanding teachers who go
on to take advantage of further professional learning opportunities and thus
enhance the life chances of the children and young people that you teach over
the course of your career.
Dr Tom Ralph Secondary Programme Director on behalf of the Secondary PGCE team
Dr Annabel Watson School Direct Programme Director
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PROGRAMME AIMS
Education is a complex and intellectually challenging process, the fundamental purpose of which
is to prepare young people to take a full part in a changing, pluralist and democratic society.
Good teaching promotes effective learning. Throughout the PGCE year you will develop a personal
and professional rationale for teaching and learning. The programme enables you to acquire the
values, commitments, knowledge, understanding and skills that all teachers need. It also offers
you opportunities for the development of personal transferable skills (self-management, learning
skills, communication, teamwork, problem-solving and data-handling skills) and will provide you with
the first stages in your profile of continuing professional development as a teacher.
The programme contributes to both your immediate and your continuing professional education. At
the end of the programme you should be an effective classroom teacher, able to demonstrate
your competences and to become an integrated member of the school community wherever you
work. You will be equipped to work collaboratively and independently, with commitment to the all-
round education of children. In the longer term, the PGCE course lays the foundation for lasting
professional development. The PGCE programme leads into the MA Education programme which we
hope most of you will continue to during your first years of teaching. The Secondary PGCE
programme been designed to meet the requirements for Initial Teacher Education as set out in the
Teachers’ Standards (DfE 2012) and ITT Criteria (DfE 2017). Copies of these can be accessed at:
https://www.gov.uk/government/publications/teachers-standards
https://www.gov.uk/government/publications/initial-teacher-training-criteria
You will also find a copy of the Teachers’ Standards in Section 12 of this handbook.
The aims of the University of Exeter Secondary PGCE Programme are to:
enable you to gain 11-16 QTS (Qualified Teacher Status) with post-16 enhancement. This
means whilst you must meet the standards for QTS within the 11-16 age range you will also
have additional experience of post-16.
develop your knowledge and understanding of how children learn and develop, and of the
factors that can impact on their learning
develop and extend your knowledge and understanding of the secondary school curriculum,
effective pedagogies and assessment strategies
support the development of your specialist subject knowledge and pedagogy to enable you
to confidently teach your subject across the secondary age range
provide you with opportunities to engage with current research and debates in your field
and consider the relationship between theory and practice.
develop your knowledge and understanding of the teachers’ roles and responsibilities
enable you to achieve the standards necessary to qualify as a secondary school teacher in
your specialist subject as identified in the Teachers’ Standards (2012)
develop your understanding of how to plan your teaching to ensure progression and
continuity across the secondary age range
enable you to develop the skills of reviewing, monitoring and evaluation, in order to
contribute creatively and confidently as a new colleague in school, and to work successfully
across multi-professional teams
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help you to recognise the importance of continuing professional development to supporting
critical thinking, reflective practice and informed decision-making
develop your ability to teach with imagination, enthusiasm and courage, and respond
creatively to change.It is important to remember that the PGCE at the University of Exeter is
a Masters level qualification and therefore differs in its expectations from other professional
certificates of Education. Your subject tutors will offer further and subject specific guidance
on how to study and write at Masters level, but one of things you can do straight away is
familiarise yourself with what it means to be engaged on a Masters level teacher training
programme. A number of books have been included in the generic reading list below that will
help you, both explicitly and implicitly, in this task.
Capel, S., Leask, M. and Turner, T. (2012) Learning to Teach in the Secondary School: A
companion to school experience 6th Revised Edition. Taylor & Francis Ltd.
Denby, N. (2012) (ed). Training to Teach. 2nd Revised edition. Sage Publications Ltd.
Dymoke, S., and Harrison, J. (Eds) (2008) Reflective Teaching and Learning: A Guide to
Professional Issues for Beginning Secondary Teachers. Sage Publications Ltd.
Ellis V (2013) Learning and Teaching in Secondary Schools, 5th Revised edition. Sage Publications
Ltd. Learning Matters Ltd.
Fisher R (2005) Teaching Children to Think. Nelson Thornes
Hramiak, A., and Hudson, T. (2011) Understanding Learning and Teaching in Secondary Schools.
Pearson Education Limited Longman
Kyriacou, C (2007) Essential Teaching Skills. Nelson Thornes Ltd.
Sewell, K. (2012) (ed). Doing Your PGCE at M-Level: A Guide for Students. 2nd Revised edition.
Sage Publications Ltd
Waring, M., & Evans, C. (2014). Understanding Pedagogy: Developing a Critical Approach to
Teaching and Learning. London: Routledge.
Wells, C.G. (1999) Dialogic Inquiry. Toward a Sociocultural Practice and Theory of Education.
Cambridge University Press
Wilson, E. (2013) School-Based Research: A Guide for Education Students. Second Edition.
London: SAGE
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1. CONTACT DETAILS & COURSE DIARY
1.1 KEY PERSONNEL AT GRADUATE SCHOOL OF EDUCATION
Location Key at St Luke’s Campus BC = Baring Court; NC = North Cloisters; SC = South Cloisters
Dr David Hall Head of Graduate School of Education
[email protected] Room BC116 01392 724708
Dinah Warren Head of Initial Teacher Education and School Direct Programme Director
[email protected] Room: BC 125 01392 724831
Dr Tom Ralph Secondary PGCE Programme Director
[email protected] Room: BC 213 01392 724762
Jocelyn Sumner Partnership Director Responsible overall for all partnership matters
[email protected] Room: SC G.04 01392 724717
Lisa Fripp Initial Teacher Education Programme Manager Responsible for administrative work related to ITE
[email protected] Room: SC G.02 01392 724868
Corinne Greaves Partnership Coordinator Responsible for School-Based work placements
[email protected] Room: SC G.05 01392 722834
Heidi Asman Partnership Coordinator Responsible for School-Based work placements
[email protected] Room SC G.05 01392 724842
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SECONDARY SUBJECT TUTORS: Email addresses are @exeter.ac.uk
Professor Debra Myhill Dr Annabel Watson Dr Ruth Newman
English
English English & Drama
NC 110 NC 129 NC 139
01392 724767 01392 722899 01392 724746
D.A.Myhill A.M.Watson R.M.C.Newman
Bryan Smith History NC 136 01392 724964 B.P.Smith
Dr Thomas Ralph David Lunn
Mathematics BC 213 BC 209
01392 724762 T.Ralph D.Lunn
Dinah Warren Chris Wakely
Modern Languages BC 125 BC 104
01392 724831 01392 724943
D.Warren C.A.Wakely
Will Katene John Whitehead
Physical Education BC 124 NC121
01392 724756 01392 724733
W.Katene J.Whitehead
Dr Karen Walshe Dr Geoff Teece
Religious Education BC 110 BC 110
01392 724983 01392 724983
K.S.J.Walshe G.M.Teece
Dr Lindsay Hetherington Jim Lodge
Science: Chemistry NC 132 01392 724826 L.Hetherington W.Lodge
Dr Keith Postlethwaite Jill Noakes
Science: Physics NC 125 01392 724840 K.C.Postlethwaite
Luke Graham Science: Biology NC 125 Tbc L.Graham
Dr Darren Moore Biology & Psychology NC 135 01392 727405 D.Moore
Dr Alison Black Science Education Special Educational Needs & Disability
NC 134
01392 744938
A.E.Black
Dr Nasser Mansour Dr Pallavi Banerjee
Science Education BC 108 NC 114
01392 724938 01392 724788
N.Mansour P.Banerjee
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ADMINISTRATION
Info at St Luke’s, ground floor of South Cloisters
All taught course queries
Reporting absence
Requests for leave of absence
Assignment submission and queries
Registration issues
Travel claims
First contact for all information
Phone: 01392 724837 Email: [email protected]
[email protected] (to report or request
absence from any aspect of the course)
Open 8.15am – 5pm, Monday to Friday
Student Information Desk (SID), within Info at St
Luke’s on St Luke’s Campus and at the Forum on
Streatham Campus
IT support
Appointments with AccessAbility & Wellbeing
Unicards
Online registration
Fees & funding
Accommodation
Certificates & transcripts
Bank/council tax letters
(see section 8 for more details)
Phone: 0300 555 0444
Email [email protected]
SID online -
http://www.exeter.ac.uk/students/services/sid/
ITE Partnership Office SC G.05
School based work questions
Formative Reports and assessment of School-based work
School-based emergencies
Phone: 01392 724950
Email: [email protected]
Address: ITE Partnership Office, South Cloisters
G.05, Graduate School of Education, St Luke’s
Campus, Heavitree Road, Exeter, EX1 2LU
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1.2 2017-18 COURSE DIARY 1. Please note that FRAPs may be submitted as indicated prior to the deadline if the trainee has made progress such that it’s appropriate to move on to the next phase. This is at the discretion of the school. 2. Also see Section 7.1 for Assignment submission dates. Dates for Supervisory Conferences and UVT visits are for guidance only 3. Some local authorities have different holiday dates, if your placement school has a different dates (eg around Easter) your term dates will be different and you should follow the holiday pattern of your school. 4. SD @ Exeter trainees: the timing and duration of your first and second placements will be decided by the school and may not correspond to the dates included in this calendar.
Week Events Meeting with Personal Tutor/UVT
Meeting with Mentor Assessment Deadlines
AUTUMN TERM 2017 11 September – 08 December 2017 Assignments and Directed Tasks for action this term: Subject Knowledge and Pedagogy Assignment, preparation for EPS Assignment, EPS Task Challenging the Gap, FRAP 1.
Scho
ol
based
w
ork
11-22 Sep
PRELIMINARY EXPERIENCE School Direct@Exeter trainees will start at the beginning of the school term at the direction of the school, the school will arrange “preliminary experience” activities for them.
Un
iversity
based
cou
rse
UNIVERSITY BASED COURSE Anticipating Practice
25 Sep - 03 Nov
Specialist Subject Knowledge & Pedagogy. Education & Professional Studies.
During this time you will meet with your tutor and develop Autumn Term Action Plans 1 & 2
Deadline: Prelim feedback Form: to ITEPO 30 Sep Formative Assignment 1 HAND IN to Tutor 27 Oct
25 Sep– 03 Nov
Prepare FRAP1 Deadline: FRAP 1 TO ITEPO Friday 3 Nov
Scho
ol
based
learnin
g
FIRST PLACEMENT SCHOOL Autumn Experience Beginning Practice:
- 06-10 Nov
Start of Beginning Practice phase
Induction Meeting Take FRAP 1 into school
13-17 Nov
Complete Challenge the Gap EPS Task
Electronic feedback by 13 Nov
UNIVERSITY BASED COURSE
Un
iversity based
cou
rse
20 Nov– 08 Dec
Specialist Subject Knowledge & Pedagogy. Education & Professional Studies. University term ends 08 Dec
11-15 Dec
(School Direct@Exeter trainees will end the school term at the direction of the school)
SPRING TERM 2018 02 January – 29 March* 2018 (*local dates may apply) Assignments and Directed Tasks for completion this term: Submission of Subject Knowledge and Pedagogy Assignment, Data Collection for EPS Assignment, EPS Tasks: SEN and Challenging the Gap (repeat for school 2), FRAP 2 and FRAP 3.
Scho
ol b
ased learn
ing
FIRST PLACEMENT SCHOOL Spring Experience Beginning Practice leading into Consolidating Practice SD@Exeter trainees: the timing and duration of your first and second placements will be decided by the school and may not correspond to the dates included in this calendar.
02–05 Jan
Bank holiday 01 Jan Prepare for Supervisory Conference Prepare FRAP2
Supervisory Conference 1 & SC Action Plan 1. Finalise FRAP2
Summative Assignment 1 HAND IN via eBART Wednesday 03 Jan 2pm Deadline: FRAP2 TO ITEPO Friday 5 Jan (or submit earlier if evidenced before this date)
08–12 Jan
Start of Consolidating Practice phase. Start collecting evidence for FRAP3. Prepare EPS Assignment research design
15-19 Jan
Seminar Day 1 Friday 19 Jan
Bring EPS Research design to Seminar Day 1
22-26 Jan
UVT visit 1 window 2 Jan-23 Feb
Electronic feedback on Assignment 1: 24 Jan
29 Jan- 02 Feb
Prepare for Supervisory Conference
Supervisory Conference 2 & SC Action Plan 2
Formative EPS Assignment EMAIL to Tutor 29 Jan
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05-09 Feb
HALF TERM 12-16 February 2018 (local dates may apply – see section 1.4 below)
12-16 Feb*
Half term Electronic formative EPS feedback by 12 Feb
Scho
ol b
ased
learnin
g
19-23 Feb
UVT Visit 1 window ends 23 Feb
Deadline: UVT 1 report by Friday 23 Feb to ITEPO
26 Feb- 02 Mar
Seminar Day 2 Friday 2 Mar
05-09 Mar
Supervisory Conference 3 & SC Action Plan 3. Finalise FRAP3
Deadline: FRAP3 to ITEPO Friday 09 Mar (or submit earlier if evidenced before this date)
12-16 Mar
Start of Developing Independence phase
Scho
ol b
ased
learnin
g
SECOND PLACEMENT SCHOOL Developing Independence:
19-29* Mar 19-23* Mar (Somer-set only)
Start collecting evidence for FRAP 4. Take FRAP3 into school. Complete Challenge the Gap Framework Task for School 2 Seminar Day 3 Friday 23 March
School 2 Induction
SUMMER TERM 2018 16 April*-29 June 2018 (*local dates may apply) Assignments & Directed Tasks for completion this term: Submit EPS Assignment, EPS Task: EAL, FRAP 4, CEDP.
Scho
ol b
ased learn
ing
SECOND PLACEMENT SCHOOL Developing Independence: SD@Exeter trainees please note: the timing and duration of your first and second placements will be decided by the school and may not correspond to the dates included in this calendar.
09-13 Apr*
Somerset Schools only
16- 20 Apr*
Summer term starts
23-27 Apr*
UVT visit 2 window until 18 May
Supervisory Conference 4 & SC Action Plan 4
Summative Assignment 2 HAND IN via eBART Tuesday 17 Apr
30 Apr- 04 May
08-11 May
Bank holiday 07 May
14-18 May
UVT visit 2 window ends 18 May
Supervisory Conference 5 & Action Plan 5, Finalise FRAP4 and FRAP4 Action Plan
Electronic feedback on assignment 2 by 09 May Deadline: Friday 18 May UVT 2 report to ITEPO Deadline: 18 May CfCL Deadline: 18 May FRAP 4 to ITEPO (or submit earlier if evidenced before this date)
21-25 May
Seminar Day 4 Friday 25 May
HALF TERM 28 May-1 June 2018
Scho
ol b
ased learn
ing
4-8 Jun
Prepare CEDP UVT Emergency visits
11-15 Jun
UVT Emergency visits Finalise FSR Deadline: FSR to ITEPO Friday 15 Jun
18-22 Jun
CEDP meeting Trainees email CEDP to Personal Tutor
25-29 Jun
EE visits 27-28 Jun APAC 29 Jun Seminar Day 5 Friday 29 Jun
CEDP signed University Registration ends 29 Jun 2018
SD@Exeter trainees end the school term in agreement with their school and this should be agreed at the beginning of the year.
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Key to Diary UVT – University Visiting Tutor CfCL – Cause for Concern Letter CEDP: Career Entry Development Paperwork FRAP – Formative Reflection on Achievement and Progress FSR – Final Summative Report APAC – Awarding, Progression and Awarding Committee GSEO – Graduate School of Education Office. ITEPO – ITE Partnership Office The Principal Subject Tutor (PST) meets weekly with the trainee Details of weekly meetings are available on the Quality Assurance Record.
1.3 PGCE SECONDARY PROGRAMME TERM DATES: 2017-18
CORE PGCE PROGRAMME
SCHOOL DIRECT@EXETER PROGRAMME
*Some local authorities have different holiday dates, if your placement school has a different dates (eg
around Easter) your term dates will be different and you should follow the holiday pattern of your school.
Contact the Partnership Office (**or lead school for School Direct @Exeter trainees)if you are unsure
whether this affects you. See 1.4 below for local authority term dates.
After Friday 29 June 2018 Secondary and Secondary School Direct @Exeter trainees cease to be registered at
the University of Exeter. Schools will make individual arrangements with trainees regarding leave of absence to
visit employing schools after the end of University registration. TRAINEES REMAINING IN SCHOOL DO SO
UNDER ARRANGEMENTS DIRECTLY WITH THE SCHOOL (INCLUDING INSURANCE AND DBS ETC)
Autumn Term Monday 11 September to Friday 08 December 2017
Spring Term Tuesday 02 January to Thursday 29* March 2018
Summer Term Monday 16* April to Friday 29 June 2018
Autumn Term Thursday 1 September** to Friday 15 December 2017 (**actual start date will be directed by your school)
Spring Term Tuesday 02 January to Thursday 29* March 2018
Summer Term Monday 16* April to Friday 29 June 2018
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1.4 LOCAL AUTHORITY TERM DATES 2017-18
Local Authority term dates may vary from the table shown below, and from the course diary, and you are advised to check their websites for information.
Authority School Term Dates Half-term
Bournemouth 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Cornwall 04 Sep to 20 Dec 2017 04 Jan to 29 Mar 2018 16 Apr to 24 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Devon 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 27 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Dorset 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Plymouth 01 Sep to 19 Dec 2017 03 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 13 Feb 2018* 28 May to 01 Jun 2018
Poole 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Somerset** 04 Sep to 21 Dec 2017 08 Jan to 23 Mar 2018 09 Apr to 24 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Torbay 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Note 1 * 2 days but individual schools can allocate 'occasional days' so that children return to school on 19 February.
Note 2 ** Somerset term dates vary from other authorities. Trainees in these schools should follow the term dates of their placement.
Note 3 University Term dates 2017-2018 at http://www.exeter.ac.uk/about/facts/termdates
1.5 TRAINEE REPRESENTATION: STAFF AND STUDENT LIAISON COMMITTEE MEETINGS The secondary PGCE Staff/Student Liaison Committee (SSLC) consists of trainee representatives from all
Secondary PGCE subjects along with staff representatives from the Secondary programme, the Library and the
Partnership Office. The Committee meets three times per year and is chaired by one of the trainee
representatives who is elected by the Students’ Guild. Matters arising from the SSLC feed into the termly PGCE
Secondary Management Committee meetings.
The Secondary SSLC meetings will be held between 13:00 -14:00 on:
Friday 27 October 2017, Friday 02 March 2018, Friday 25 May 2018
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1.6 SEMINAR DAYS AT ST LUKE’S CAMPUS
Secondary Seminar Days take place during Spring and Summer term placements and are held at St Luke’s
Campus (see course diary 1.2). Attendance is mandatory. Seminar Days enable you to:
Identify and critically evaluate issues which emerge from practice in school, through reflective
discussions with peers and tutors
Broaden and further develop your understanding of how theory links with practice
Share experiences, examples of practice and teaching and learning resources within your subject
group
Review education and professional studies topics in the light of working in a school context
Develop your understanding of how to conduct educational research in the classroom/school context
1.7 SECONDARY PGCE PROGRAMME MODULES
The programme has three integrated components - Specialist Subject Knowledge and Pedagogy Module,
Education and Professional Studies Module, Professional Learning Module - which together provide coherence
and progression of experience throughout the year. You will be encouraged to reflect on your experiences
and developing professional practice in order to build skills of critical enquiry and reflective learning:
Secondary PGCE 16/17 Module Codes
Secondary Education & Professional Studies EDUM036
Secondary Professional Learning EDUM052
Subject Specialism : One of:
Secondary Biology Subject Knowledge and Pedagogy EDUM037
Secondary Biology with Psychology Subject Knowledge and Pedagogy EDUM038
Secondary Chemistry Subject Knowledge and Pedagogy EDUM039
Secondary English Subject Knowledge and Pedagogy EDUM042
Secondary French Subject Knowledge and Pedagogy EDUM043
Secondary German Subject Knowledge and Pedagogy EDUM044
Secondary History Subject Knowledge and Pedagogy EDUM046
Secondary Mathematics Subject Knowledge and Pedagogy EDUM047
Secondary Physics Subject Knowledge and Pedagogy EDUM048
Secondary Physical Education Subject Knowledge and Pedagogy EDUM049
Secondary Religious Education Subject Knowledge and Pedagogy EDUM050
Secondary Spanish Subject Knowledge and Pedagogy EDUM051
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1.8 STAYING IN CONTACT
It is very important that we have secure and reliable means by which to contact you so you must ensure that
the University Student Records System has up-to-date contact details. You can change your home/term-time
address via iExeter (see Section 1.9) and must remember to do so if you move accommodation during the
course.
Email is the most used form of communication. All students are automatically registered with the University
computer system and have a University email address which can be accessed through iExeter. It is University
policy that communication with students via email can only be conducted via their University email address.
Therefore, it is very important that you check your University email regularly. You may wish to set up a
forwarding service to your personal email account. To assist you the University’s help sheet may be found at:
http://as.exeter.ac.uk/it/email/office365-outofoffice/
1.9 iEXETER
i.Exeter is the University of Exeter’s student portal and is accessed (including via mobile devices) from
https://i.exeter.ac.uk/campusm/home#menu ehub.exeter.ac.uk.
1.10 VIRTUAL LEARNING ENVIRONMENT (ELE)
Exeter’s Virtual Learning Environment (ELE) http://vle.exeter.ac.uk is the repository for course resources where
your tutors and the University’s administrative team upload and maintain resources during the academic year.
Please see the section ‘PGCE Primary and Secondary Core Documents’
(http://vle.exeter.ac.uk/course/view.php?id=2516) and those sections relevant to your course modules. ELE is
accessed with your student login.
1.11 ITE PARTNERSHIP WEBPAGES
Training pro-formas referred to throughout this handbook may be downloaded from http://socialsciences.exeter.ac.uk/education/partnership/ This web-page is password-protected and the username and password will have been emailed to you.
1.12 UNIVERSITY OF EXETER REGULATIONS
You should familiarise yourself with all the information in this Handbook and also refer to these University, College and Graduate School of Education web pages:-
Student Information Desk at http://www.exeter.ac.uk/students/services/sid/
University Calendar http://www.exeter.ac.uk/staff/policies/calendar/
The Teaching Quality Assurance Manual is a resource for staff and students containing the processes which underpin the quality of teaching and learning at the University of Exeter. Further details can be found at http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/
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2. PROFESSIONAL LEARNING
2.1 BECOMING A TEACHER
The journey of becoming a teacher begins formally during your PGCE training programme. During the course of
this year you are going to face challenges which will test all of your resources and faculties. We design our course
on the premise that every trainee is unique and will respond to different demands in different ways. What we
expect of all trainees, however individual, is engagement with all aspects of the course in such a manner that will
maximise the opportunity of personal and professional development that this programme offers you. Some of the
challenges you face will be new to you (e.g. lesson observations, behaviour management); and some will be more
subtle (how to engage with and work alongside colleagues).
2.1.1 DEVELOPING YOUR SKILLS AS A PROFESSIONAL LEARNER IN YOUR ACADEMIC WORK
In many respects it is unhelpful to distinguish between the academic and school based work aspects of your
training year as both are inextricably linked. The reason for distinguishing between them at this point is to
highlight that part of working at Masters Level and part of developing your skills as a professional learner is being
able to see the links between the two. Your academic work will provide you with an understanding of the
theories of teaching and learning in relation to your subject specialism that underpins much of the classroom
practice you will observe in your school placements. Understanding the relationship between theory and practice
is central to becoming an effective and reflective practitioner. Indeed, many of the tools you will use as part of the
Exeter Model of Initial Teacher Education, such as the Framework for Dialogue about Teaching and Agendas, are
designed specifically to help you to make those connections.
Developing your skills as a professional learner means taking responsibility for your own learning. With your
academic work this means making the most of opportunities available to you. These might include attendance at
optional seminars and making the most of the library facilities in particular, online access to electronic journals.
Make sure you know how to access these and how to search online databases for articles that are relevant to your
assignments. Developing your skills as a ‘critical’ reader is essential for working at Masters Level. Make sure you
make the most of opportunities available within your own cohort. Setting up small discussion groups with others
in your cohort is a great way of developing critical reading skills as each of you will understand an article in a
slightly different way.
One of the hallmarks of being a professional learner is the ability to cast your net wide. Make sure that you keep
up to date with the wider contexts for example, current debates in education in general as well as in your subject
discipline.
Seek to make connections at all times between what you have read, what you have seen when observing other
teachers, and your own classroom practice. It is the ability to critique practice in the light of theory and
vice versa that characterises a professional learner and effective practitioner.
2.2 DEVELOPING YOUR SKILLS AS A PROFESSIONAL LEARNER IN YOUR SCHOOL BASED WORK
CUREE (Centre for the Use of Research and Evidence in Education) has done a great deal of work on mentoring
and coaching. Much of the material below is directly based on their findings and on the National Framework for
Mentoring and Coaching which they have developed and which can be found at
http://www.curee.co.uk/resources/publications/national-framework-mentoring-and-coaching
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CUREE terminology (mentoring/coaching/co-coaching) does not fit entirely with our PST and Mentor roles but the
principles described are helpful. Although this is focussed on School-based work it is equally applicable in
University Tutorial sessions.
To gain as much as possible from every Weekly Development Meeting and Supervisory Conference we encourage
you to develop the following professional learning skills:
respond proactively to modelled expertise to acquire and adapt new knowledge
respond positively to questions and suggestions from the PST and Mentor
take an increasingly active role in constructing your own learning programme
observe, analyse and reflect upon you own and the PST’s practice and make this explicit
think and act honestly on your developing skills and understanding.
In addition to these professional learning skills, CUREE offers the following suggestions regarding asking effective
questions of a PST and/or Mentor. As the above terminology has been changed to reflect the Exeter Model.
Please make sure that you couch them in your own phraseology so they don’t appear ‘abrupt’. They are available
online at http://www.curee.co.uk/files/publication/1301587364/TH12R3.pdf.
Identifying and refining a focus for learning:
Could we pause to reflect together on whether I’ve got the right targets here?
How manageable do you think these targets are?
Can you help me clarify the connections between what we’re discussing now and my targets
Is there anything else I need to consider Exploring why things work the way they do:
Why did you think it was important to.....?
What was important to you in exploring ...... ?
Can you see any surprises emerging from that?
What other approaches could I have tried? Exploring alternative possibilities:
What do you think might be achievable in n months?
Have I missed anything important?
Can you see any completely different possibilities to those we’ve mapped out so far?
I’ve got a clear view of X but I’d like more information about Y have you got any ideas, leads, evidence I can look at?
If Z happens how could I improve the situation? Planning the next steps:
I’d like to reach that target but I’m not clear how I get there. Can we split the task up and clarify the different stages I’ll have to go through?
I notice I’m reluctant about .... I wonder what might be holding me back?
Can we identify some success criteria?
I can see the first two or three steps what practical help might I need beyond these? As well as asking effective questions the professional learner may need to ensure that the pace of the meetings allow time to focus on your priorities. The following may help you to do so: Building appropriate pace into your conversations:
I’m really keen to identify what the trickiest issues are... can we focus our time on these?
I understand .... and I’m really keen to tackle .... I wonder if we could spend some time on that now?
You mentioned .... and I can see its important too but I’d really like to clarify..... first. Shall I make a note of it so we can come back to it later?
I’m confident about that. Can we move on to ....?
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2.3 PROFESSIONAL CONDUCT
Maintaining high standards of professional behaviour is an important aspect during your PGCE training year and in
your continuing career as a teacher. The need to maintain positive and respectful relationships with all members
of University and school based staff, and with your peers, is paramount. There are Teachers’ Standards to be met
regarding different aspects of professionalism. Please also see 2.5 Professional Conduct Warning.
Here are some recommendations to help avoid difficult situations and escalating problems, again focussed on
school based work but equally appropriate for the university course.
CREATING THE RIGHT IMPRESSION
Arrive on your first day at school dressed ‘as if for interview’, then assess the school’s dress code for
future reference. Always avoid ‘low cut’ or otherwise revealing clothing and remember that it is
important to appear professional. (Please be aware that professional and appropriate dress is a
requirement of Ofsted inspections relating to trainees and NQTs).
Establish what time you are expected to be in school (lateness always creates a bad impression and
punctuality is one of the professional and personal conduct standards).
Ensure that you have a phone number for the school so that, even on your first day, you can make
contact if there is a problem with your arrival time.
Ensure that you understand the school’s policy about being on-site and follow the appropriate protocol if
you need to leave the school site. This is likely to vary in different schools, so you should check it for both
your placements.
WHAT SHOULD I DO IF.....?
If a parent approaches you out of school about a matter to do with your teaching/disciplining of their
child please ask them to arrange to meet with you and your PST in school to discuss the matter formally.
If a parent (or pupil) is aggressive to you either in or out of school please speak immediately to your ITE
Coordinator (in school) and the Partnership Director (01392 724717 or [email protected]). This is
serious and should not be ignored.
If you encounter discrimination of any sort against you or others, please do not ignore it. Discuss the issue
with your ITE Coordinator and the Partnership Director so that the issue can be appropriately addressed.
Issues of racism can be discussed, confidentially, with the Race Equality Resource Officer. Please see the
section on Race Equality in this handbook for further details.
If you encounter something that you consider to be a child protection issue please refer to the relevant
page in the Safeguarding section of this handbook for details of how to proceed.
If a pupil asks you a personal question then you are entirely at liberty not to answer, but as many are
being inquisitive rather than rude you might try answers such as: ‘Let’s focus on the work.’ ‘No personal
questions, please.’ ‘I know you aren’t being rude, but I don’t answer questions about matters like that.
I’m sure you understand.’ There is a useful article about this at:
www.tes.co.uk/article.aspx?storyCode=6088028&s_cid=NQT_News_RES
THE RIGHT WORD AT THE RIGHT TIME
No matter how annoyed you are, don’t use inappropriate language to, or in front of, a pupil, member of
staff or parent. If this does happen, please be proactive in discussing it with the ITE Coordinator. Please
note that colloquialisms and ‘slang’ are often viewed as inappropriate by schools and pupils.
Never criticise a member of staff in front of pupils, parents, visitors or other colleagues, nor by email or
on Facebook etc. Indeed it would be better if you didn’t do it at all!
Please ensure that the language, images or humour that you use do not convey prejudice or stereotypical
assumptions about people.
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AVOIDING PROBLEMS:
(a) In school
Do not disclose any confidential information that is shared with you and that you follow the school’s code
of practice on data protection, particularly with regard to storing data electronically.
At the end of your time in school please ensure that you have not taken with you any confidential data at
all, including lists containing pupils’ names.
If you are a smoker don’t smoke on school premises nor in the vicinity, nor in any of the pupils’ ‘corners’
Remind yourself of the e-safety and personal conduct advice in the section on safeguarding in this
handbook
(b) Outside school You may be living in the area near to your school. Please avoid potentially unprofessional/embarrassing
situations by:-
Not mentioning pupils/staff by name outside of the school grounds: no matter how ‘funny the story’. You
don’t know who might be listening to your conversation.
Having regard to your alcohol intake if you might encounter pupils on leaving the pub.
Knowing what to do if you find a pupil whom you know to be ‘under-age’ in an age restricted
environment.
2.4 IF THINGS GO WRONG
If you are unhappy with any aspect of your training please contact your Subject Tutor, UVT, Programme Director
or Partnership Director as appropriate so that we can address the issue. Please do not wait until a difficulty
escalates. Problems are invariably easier to deal with at an early stage.
If you feel that you have a major issue related to your training, approaching a teaching union
representative about it is NOT usually the best way to resolve the problem. The representative may not
be versed in the Exeter Model of Initial Teacher Education and such an approach almost always leads to
difficulties between yourself and the colleagues involved in your training in school. We advise that you
follow the routes above, and note that you will have an opportunity to feed back on the quality of
support in your placements and to evaluate the course as a whole. If you feel this is insufficient, there is
guidance on making a formal complaint in the Programme Evaluation and Quality Assurance section of
this handbook. Please note that this comment is not intended in any way to question the professionalism
of teaching union representatives, who you may well find helpful regarding all sorts of issues and
particularly for questions about employment terms and conditions.
Accepting criticism, however constructively given, is always difficult. Please do so as graciously as you can.
The person giving advice to you will want you to become the very best teacher you can be!
If you need additional help please refer to ‘Where do I go to find out about? ’ pages of this handbook. If
you still can’t find what you need please contact the Graduate School of Education Office (GSEO) or SID
and ask for specific information.
Sections 2.3 and 2.4 by no means exhaustive and we encourage you to take careful note of the Teachers’
Standards regarding Professional Attributes to ensure you cover all that is required. Clarification about any
professionalism issues is always available from your subject course leader, programme director, ITE Coordinator or
the Partnership Director. For further information about the role of the trainee teacher, please see the roles and
responsibilities specifically regarding school-based work (Section 4: Roles and Responsibilities).
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2.5 PROFESSIONAL CONDUCT WARNING
The need to maintain positive and respectful relationships with all members of University and school based staff,
and with your peers, is paramount. If you are perceived to be disrespectful to any member of staff then you may
be issued with a professional conduct warning. This will be placed on your file and notified to your personal tutor.
More than two such warnings, or less if the issue is considered to be more serious, will start the University Fitness
to Practise process. Details can be found at
http://www.exeter.ac.uk/students/administration/complaintsandappeals/fitnesstopractice/
If you are perceived to be disrespectful to one of your peers then a member of staff witnessing this or having it
reported to them can issue a professional conduct warning as above. Such warnings may also be issued if you are
not meeting the Teachers’ Standards regarding professionalism.
Part two of the Teachers’ Standards describes the professional conduct expected of teachers and trainees.
Trainees failing to uphold these standards may find their registration at the University and their future ability to
train as teachers in jeopardy. Schools have justifiably high expectations of professionalism and you will need to
seek out, and demonstrate, your school’s expectations of you.
2.6 SAFEGUARDING:
2.6.1 TRAINEE SELF-DISCLOSURE AND DBS RESPONSIBILITIES
The University is intent on doing all it can to proactively safeguard and promote the welfare of children. You will
already have been subject to various rigorous safeguarding processes through self-disclosure, Department for
Education and, through the DBS Disclosure, and it is the University’s judgment that, based on the information we
have received, you do not pose a risk to children and young people. If an incident occurs whilst you are registered
on the PGCE course that may compromise our decision, you are obliged to tell us so we can investigate and
consider accordingly. Failure to inform us of something that we are later told officially may result in your removal
from the course. (Please also see Fitness to Practise guidance for further details).
2.6.2 DEALING WITH A CHILD PROTECTION ISSUE DURING SCHOOL BASED WORK
If you witness an incident that you feel may involve a child protection issue you should report this to the school’s
Safeguarding Officer and the school will deal with the matter. If you remain concerned, you should also send an
email account of it to the Partnership Director who is responsible for following this up with the Headteacher of the
school and/or the Local Authority Safeguarding Team as appropriate.
If a child discloses something to you, you must pass it on to the school’s Safeguarding Officer immediately. Please
never promise confidentiality to a child, you will have to break that promise.
You should familiarise yourself with the Government document ‘Keeping Children Safe in Education’
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_
in_education.pdf. including the additional information about Child Sexual Exploitation (CSE) and Female Genital
Mutilation (FGM) found in Annex A of this document. You should also see the section on Child Protection
Resources on ELE at http://vle.exeter.ac.uk/course/view.php?id=2516
2.6.3 CYBERBULLYING
Make sure that you follow school policies on how to protect children against cyberbullying and that you also know
how to report incidents if you are targeted by cyberbullies. The child protection information and links in section
2.6.2 are also relevant here.
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2.6.4 PREVENT STRATEGY
PREVENT is one part of the government’s counter-terrorism strategy and it aims to stop people becoming
terrorists or supporting terrorism. The University is committed to ensuring that it remains a safe and secure place
of study where debate and free speech can prosper, and safe campus communities can thrive.
It is also the responsibility of all teachers, and trainees, (and included in Part 2 of the Teachers’ Standards) to
promote British values and to ‘prevent’ young people from becoming radicalised. Useful resources and
information regarding this can be found at www.preventforschools.org and on ELE at
http://vle.exeter.ac.uk/course/view.php?id=6743 If you are concerned, however slightly, about a peer or pupil in
this regard you should speak to the safeguarding officer in school, or to the Partnership Director (in the first
instance).
2.6.5 PROTECTING YOURSELF
One particular area that we would draw you attention to is that of your own safety and ways in which you can
ensure that you are not the subject of false allegations of abuse. Adhering to these guidelines is an important way
of protecting yourself and you will receive training on professional classroom behaviour throughout the course.
However we are aware that sometimes pupils may misinterpret your behaviour, or maliciously make an allegation
of abuse against you. If you find yourself in such a difficult situation please contact the Partnership Director by
phone (01392 724717) or by email [email protected]
Teaching Unions offer free membership to trainee teachers and are an excellent source of advice and legal
representation in cases where trainees find themselves accused of misconduct.
A useful source of information about teachers’ statutory responsibilities can be found in the ‘Bristol Guide’,
published by the University of Bristol. This can be previewed and purchased by following this link
http://www.bristol.ac.uk/education/expertiseandresources/bristolguide/.
Some of the ways that you can avoid finding yourself in such difficult situations include:
E-safety
Please ensure that your web presence does not contain any inappropriate material either about yourself
or about the school. Take care to ensure that social networking sites are secure and do not contain
information about you that could compromise you with your pupils. Please be aware that an appropriate
standard of professional conduct, including conduct on the use of social media, is a new requirement of
Ofsted inspections relating to trainees and NQTs. We recommend that you read ‘Social Networking: A
Guide for Trainee Teachers and NQTs’ which can be downloaded by following this link :
http://www.childnet.com/ufiles/Social-networking.pdf
Do not use social media to contact pupils and do not accept ‘friend’ requests from them.
Do not use school networks to access any ‘adult’ sites or indeed for any personal use. They should be used
to check your school and university email accounts and for lesson preparation and PGCE related research.
Do not under any circumstances, however well intentioned, lend your own personal computer equipment
to pupils to use. This applies even within a lesson and under supervision.
If you take your own computer/laptop into school (at your own risk) ensure that it does not contain any
‘adult’ material and that all files are password protected. In the event of theft it is important to safeguard
pupil data. Please make sure that you follow the school’s policy on this.
If you have to take your mobile phone to school please ensure that it is ‘locked’ and on silent at all times.
Ensure that it does not contain any ‘adult’ material and that your ringtone (although on silent) is neutral.
ensure that you are familiar with and implement school policy regarding videoing/
recording/photographing/emailing pupils.
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Body language and physical contact
Avoid physical contact.
Ensure that you respect people’s personal space
Ensure that your eye contact is appropriate.
Be careful regarding ‘leaning over’ someone. Care should be taken not only to ensure their personal
space but also to protect yourself from touching them or ‘looking down their blouse’ etc.
Please talk with the school about their guidelines on physical contact (whether teachers should ever
initiate such contact and if so, in what circumstances and how; also how you should respond if a pupil
initiates contact).
Health and Safety
During your induction into both schools you will be told about health and safety and fire drill procedures. Please
make sure you are clear about them and where to find additional information if necessary.
Alone with classes
Safety regulations require a teacher who would normally be qualified to teach the following lessons to be present
with the trainee if s/he is involved in a Physical Education lesson (even when large apparatus is not being used),
and during practical Design and Technology and Science lessons which involve the use of potentially dangerous
equipment. When teaching other subjects, as you progress through the year, and develop independence, the
teacher may leave you alone from time to time, but should make it clear where they are should you need
assistance. Trainees should not be left with sole responsibility for a group of children. This includes the supervision
of children on out of school visits.
Alone with a pupil
Wherever possible avoid being alone with a pupil. If it is unavoidable then ensure that the door is open and that
you would be in clear sight of anyone passing the room. Make sure you and the pupil have free access to the door.
Using your car to transport pupils – we recommend that you do not use your car to transport pupils.
PLEASE NOTE: As a trainee teacher, you should not be used as a member of staff for the purposes of achieving
required staff:pupil ratios for out of school activities. You should participate in any out-of-school activity as an
additional adult, in a role similar to that of an accompanying parent. This applies to both fee paying and salaried
School Direct trainees (who are ‘unqualified teachers’ in this regard)
2.7 ETHICS FOR SCHOOL-BASED TASKS & ASSIGNMENTS
Many of the directed study tasks that you will undertake during the course of the year will have enquiry based
learning at their heart. Enquiry Based Learning is a term used to describe a method of teaching and learning based
on self-directed enquiry or research. The Education and Professional Studies assignment in particular, has been
designed to provide you with an opportunity to take part in the research practices of your discipline by selecting a
key issue related to teaching and learning in your specialist subject and undertaking a small scale research study in
your first placement school. Your University Subject Tutor will provide further details of this assignment task, but
you should expect that this assignment will require you to:
a) Review academic and professional literature related to your chosen topic
b) Formulate key research questions
c) Design a research study
d) Justify the methods you have selected to conduct your research study
e) Design and implement research tool(s)
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f) Collect and analyse data
g) Present key findings
h) Discuss implications for classroom practice
Most importantly before starting any data collection you will need to be aware of a number of important ethical
issues as outlined in the relevant section below. The university has a clear code of practice in relation to
conducting research. These ethical considerations will apply not only to your Education and Professional Studies
assignment but also to your School-Based Work directed study tasks (SEND and EAL).
The ethical position of the Graduate School of Education is based on the principle that in all research,
teaching/training and professional activity the interests and rights of others must be respected and protected. The
‘others’ whose interests and rights need protection include children, adults, other sentient beings, and institutions
such as schools or colleges with which we have professional contact. The kinds of ethical issues that arise for the
Graduate School of Education usually concern the exercise of power in professional relationships, such as those
between adult and child, or between teacher and student, as well as those arising from privileged access to
confidential information about individuals or institutions. Although such relations and privileged access are
generally conducted with the best of intentions, without proper safeguards they can result in unintentional abuse.
Educational research requires that particular attention is devoted to ethical obligations because it often involves
school children and students, who are in vulnerable positions. In the Graduate School of Education, the key areas
of ethical concern to be monitored, and the guidelines, are as follows:-
Lack of Harm, Detriment or Unreasonable Stress
Any research or teaching procedure carried out should not result in any risk of harm, detriment or unreasonable
stress to participants. Educational interventions should not result in any educational disadvantage or loss of
opportunity. Strong medical guidelines exist where physical risk issues are involved. Where there is any doubt, all
action should cease until full consultation and reassurance is given by the appropriate authorities.
Education and Professional Studies directed study tasks and summative assignment
Before you begin your Education and Professional Studies assignment, you will need to complete a research
proposal which includes careful consideration of ethics. Only once your tutor has provided feedback and given
ethical consent, can you proceed with data collection. Whilst it may be the case that the data you intend to collect
for your assignment does not go beyond ‘normal teaching functions’ (for example gathering data about pupils’
attainment, learning, misconceptions and motivations etc), you will be using it for a different purpose and sharing
it with people beyond the school and so it is good practice to use appropriate ethical systems within the
University. This is also beneficial for those of you who intend to continue with M-Level study. If you have any
questions about the ethical stance of your planned project, please do discuss this with your University subject
tutor.
Informed Consent
An important ethical consideration in undertaking research is that all participants including children should
understand the significance of their role (i.e. be informed) and should consent to their involvement. Informed
consent assumes that consent is freely given with a proper understanding of the nature and consequences of what
is proposed and that undue influence is not used to obtain consent. It must be made clear to participants that at
any moment they are free to withdraw from the research if they wish. In a classroom setting, it may be that the
whole class participates in an ‘intervention’, for example, as that is part of your planned lesson, but pupils have a
right not to take part in an interview or questionnaire in relation to that activity. Particular care is necessary when
the participant has a special relationship to the investigator as in the case of a student to his/her teacher.
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Informed Consent Procedures
If applicable to your study, written consent should be gained by providing participants with a straightforward
statement for them to sign, covering the aims of the research, and the potential consequences for participants.
The language used in such statements must be understandable to the participants. For non-communicative
participants, the efforts to gain consent should be specified in a written description of the procedure for explaining
to participants what is happening. A responsible person should sign this statement (and indicate his/her
relationship with the participant) to indicate that this work has been done. In such cases the onus is on the
researcher to satisfy University tutors and, where necessary, the School’s Ethics Committee, by the provision of
appropriate evidence, that the information/consent requirements have been satisfied. In some cases this may
require a clear justification for the involvement of the most vulnerable people (for example people with disabilities
or in stressed situations) and clarification that the information can be gained in no other way.
Confidentiality and Non-Identifiability
Persons (including children) and institutions that participate in research have the right to anonymity and non-
identifiability unless they are individual adults who have explicitly, and in writing, consented to be identified.
Otherwise all research data and results, in all media, are confidential and must not be disclosed to unauthorised
third parties. Research reports, dissertations, theses and publications must not permit the identification of any
individuals (e.g. children, parents or teachers) or institutions (e.g. schools or colleges).
Please make sure that you avoid using the names of individuals, groups or a school in ALL your assignments.
Pseudonyms may be used if necessary.
2.8 DATA PROTECTION
You should also have a secure place in which you record the attainment data of the classes that you teach
together with any SEN information about pupils in those classes. Please remember at all times that this is sensitive
and confidential data. You should follow the data protection policy and procedures of the school in which you are
working. Please remember that schools are increasingly data-rich environments. Ethically and professionally, you
are expected to treat this data with complete confidentiality; this kind of data should only be discussed in a
professional context. However, you may also have data stored electronically, such as assessment and performance
data, which the school has given to you. In line with the requirements of data protection legislation, you must
delete any electronic data about the children you teach, stored on your own computer, when your placement is
complete.
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3. THE EXETER MODEL OF TEACHER EDUCATION
The process of learning to teach at Exeter is supported by a model of learning which recognises that effective
professionals think critically about their teaching, and evaluate their own performance in order to move forward.
It also recognises that learning to teach is a situated process, influenced by the school context and by your own
values and beliefs. Throughout your training, you will be encouraged and assisted to become a confident,
reflective professional. The University of Exeter’s deliberative approach to learning to teach reflects the view that
teaching is complex and intellectually challenging. All staff, both in schools and at the University, who are involved
in Initial Teacher Education, use the Exeter Model of Teacher Education as a shared framework for their work with
trainees.
A description of the theoretical basis of the Exeter Model and how it relates to the Model’s key tools, can be found
on the partnership webpages at http://socialsciences.exeter.ac.uk/education/partnership
A full description of the roles and responsibilities of trainees, University tutors, Mentors and school tutors is given
in Section 4 Roles and Responsibilities.
NB: see the website for audio Quick Guides explaining how to use the Exeter Model training tools outlined below.
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments This page requires a
user name and password and these will have been sent to you by email
3.1 PHASES OF DEVELOPMENT
We believe strongly that learning to teach is a developmental, incremental process and the PGCE programme
recognises this. Accordingly, we have identified five phases of development to support your learning and
identification of needs. These phases are based on the Teachers’ Standards, as they apply to the training year. The
Teachers’ Standards can be found in full at
www.gov.uk/government/publications/teachers-standards
Anticipating Practice
This is your initial, preparatory period of training, starting with the subject knowledge audit and/or initial needs
analysis related to your interview, pre-course tasks, preliminary observation weeks in school and the taught
course at the University during the Autumn term. At this stage, you will be principally engaged in observation,
induction and familiarisation with school processes and practices, introduction to educational theory and
pedagogy, and subject knowledge development.
Beginning Practice
In this phase you work alongside teachers in your first placement school, observing teaching, assisting in class and
beginning to teach episodes in lessons. At this stage you follow the overall planning and teaching of the class
teacher, but will be expected to plan in detail for your own teaching episodes. This phase begins during the two
weeks in your first placement school in November.
Consolidating Practice
At this stage you move from episodes to teaching whole lessons, with the support of the class teacher. You will
lead the planning and teaching for your lessons. With some lessons, this may involve continued team teaching or
the class teacher teaching an episode from your lesson plan, as a demonstration.
Developing Independence
At this stage, you are leading the teaching over sequences of lessons, taking responsibility for the planning,
teaching and assessment. You will be expected to demonstrate an ability to work with medium term plans.
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Enrichment and Extension
When you can demonstrate to those working with you that you consistently meet the Teachers’ Standards (for
QTS), you will move into the final phase of your training in the Exeter Model. Your focus will be either on
developing your competences in these standards to a higher level, or on negotiating opportunities for enrichment
through alternative educational activities. Not all trainees will reach this phase during their PGCE programme but
it enables faster developers to continue to make progress in their training and to maximise the use of their PGCE
year.
3.2 PROFILE DESCRIPTORS
The Profile Descriptors cluster together those Teachers’ Standards which you are expected to have opportunity to
provide evidence of achievement during each phase of the course. You are formatively assessed against these at
the end of each phase.
The standards, values and behaviours described in the preamble and in Part two are not developmental and thus
need to be demonstrated from the start of course and throughout your career. We will ask you to reflect on them
at various points throughout your training and you should be aware that failure to demonstrate those standards
detailed in Part two is likely to lead to your removal from the course (following due process detailed in the
University Fitness to Practise procedures), prevention of your working with children and young people and
possibly legal action.
Please see the full Profile Descriptors in Section 12.
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3.3 FRAMEWORK FOR DIALOGUE ABOUT TEACHING
At the heart of this process is the Framework for Dialogue about Teaching. This indicates a number of influences
which bear upon and may affect your planning, teaching and assessment. Its purpose is to encourage critical
conversation about your classroom practice and to support you in the process of reflective evaluation.
Framework for
Dialogue about
Teaching
Understanding
LLearning and Development
Theories of learning and development
Progression Assessment
Subject Knowledge
Academic Knowledge
Curricular Knowledge
Pedagogic knowledge
Professional
Knowledge and
Enquiry
Research Theory Aspirational
practice
Teachers’ Standards
Professional values and behaviour
Teaching Standards for professional and
personal conduct
Values and Beliefs
Trainees Pupils
Teachers
School Communities
School and national policies
Attitudes, expectations and
ethos
We hope you will also use the Framework for Dialogue About Teaching to inform your own independent critical reflection and to identify areas which need development, either through practice or through further reading.
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Subject Knowledge
This addresses all aspects of the trainee’s subject knowledge and encompasses:
Academic knowledge – knowledge, understanding and skills of the subject
Curriculum knowledge - the relevant Foundation Stage/National Curriculum, National Strategies, frameworks, and
examination specifications
Pedagogic knowledge - how to teach the subject
Professional Knowledge and Enquiry
This addresses the ongoing pursuit of improving professional practice and might include consideration of:
Research - accounts of research studies, and how these can inform practice
Theory - understanding theories of teaching and learning, for example, theories of motivation or identity
Aspirational practice - best practice, including striving towards ideal practice
School Communities
This addresses the contextualised nature of teaching and learning through considering:
School and national policies - how members of the school community interpret national policies and how the
values of society impact on the school
Attitudes, expectations and ethos - understanding the ethos of the school and the part that pupils, teachers,
governors and parents play in creating this
Values and Beliefs
This addresses the complex ways in which underlying values and beliefs influence approaches to teaching and
learning with respect to:
Trainees – for example, assumptions about expectations according to class or gender
Teachers – for example, assumptions about pupil learning or behaviour
Pupils – for example, assumptions about particular subjects
Teachers’ Standards
These should be exemplified throughout the framework. Dialogue should consider:
Professional values and behaviour- understanding how to be a professional and the requirements of professional
behaviour.
Teaching- Relationships with children and young people, setting high expectations and motivating learners; pupil
progress; Subject and curriculum knowledge and pedagogy; Effective classroom practice; Diversity and Special
Needs; Assessment for learning; Managing behaviour; The wider professional role of the teacher
Standards for professional and personal conduct - Professional attributes and suitability to teach
Understanding Learning and Development
This addresses how children learn and develop and encompasses:
Theories of learning and development - including understanding the significance of personal, emotional, social,
cognitive, linguistic and cultural influences
Progression – helping pupils to broaden and deepen their understanding, including support for individual needs
Assessment - understanding the purposes and application of formative, diagnostic and summative assessment
Using the Framework for Dialogue about Teaching
The Framework for Dialogue about Teaching should be used:
in the discussions about demonstrations by school tutors
in the evaluation of Agendas and lessons
in discussions with the Principal Subject Tutor in Weekly Development Meetings
in discussions with the Mentor in Supervisory Conferences
in discussions with the University Visiting Tutor
The Framework also gives structure to the EPS tasks of EAL..
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3.4 DEMONSTRATIONS
A demonstration is a planned-for modelling of good practice. The focus for a demonstration is selected from the
Learning Focuses for Agendas, or a focus specifically related to your training needs, and should be identified in the
Weekly Development Meeting. You could watch several teachers in one week demonstrating the same thing, such
as ‘involving learners in reflecting on their own learning’: this allows you to see that there are a variety of ways to
achieve the same goals. Alternatively, it might be one demonstration of a particular focus. In the later phases of
your training, the demonstration might involve the class teacher demonstrating a particular focus by taking an
appropriate episode from your lesson plan.
The central feature of a demonstration is that it is planned and both the trainee and the teacher are clear about
the learning focus for the demonstration. You should make notes during the demonstration using the pro-forma
provided http://socialsciences.exeter.ac.uk/education/partnership keeping in mind the learning focus, using the
Framework for Dialogue about Teaching to prompt your thinking about what you are seeing, and to support your
writing of any subsequent Agenda.
3.5 OBSERVATIONS OF YOUR TEACHING
At least three times a fortnight, you will be given written feedback on your teaching, by whoever is observing you,
using the Lesson Observation Form. The form can be found online at:
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
For every three observations the PST will carry out a work scrutiny to help assess the impact the trainee is having
on pupil progress. There is guidance and a proforma for the PST work scrutiny on the Partnership webpages:
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/
Further suggestions about how you may consider the impact of your teaching on pupil learning can be found
below. See also the ‘Impact on Learning’ guidance document available at:
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/
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PROMPT QUESTIONS
TO SUPPORT REFLECTION ON THE IMPACT OF TRAINEES’ TEACHING ON PUPILS’ LEARNING
You may wish to select target pupil(s)/ group(s) for the focus of your observation and use some/all of these prompt questions as appropriate. How well did the pupil(s)/group(s):
Succeed in meeting the objectives of
the lesson?
To what extent did all pupils meet the lesson objectives? Were lesson objectives differentiated? And if so how? To what extent were the lesson objectives appropriate for this lesson? To what extent were all pupils provided with opportunities to show that they had met the objectives?
Apply skills, knowledge or
understanding to meet the lesson
objectives?
How did the pupils use prior knowledge and/or skills/knowledge learnt in the lesson to meet the objectives? How did pupils show that they had understood new knowledge? What evidence is there to suggest that this lesson was pitched correctly? How did the pupils respond to questioning? Did pupils use higher order thinking skills? If so, how?
Engage with the lesson? Were the pupils able to follow instructions? Did the pupils work enthusiastically? Were they active or passive in the lesson? Were they on task? Were pupils keen to ask questions? Comment on the type of questions asked. Did they work independently? Did they work co-operatively? Did the pupils listen intently to the teacher/each other? Did their behaviour meet expectations? Did they maintain an appropriate pace? Could all the pupils engage equally? Comment on how the episode /lesson was differentiated to meet individual pupils’ needs.
Use classroom resources including
adult support to improve their
learning?
How well did the pupils learn from the Interactive Whiteboard? Were they able to choose resources independently? How did they use books, ICT equipment, displays to support their learning? Did they use peer support? How? Were they able to access the teacher or classroom assistant for support? How
Use self/peer assessment to
improve their own learning?
Did pupils have opportunities to assess their own learning? How did pupils use peer or self-assessment to assess their own learning? Did the pupils consolidate their learning during plenaries? Did the pupils have a sense of how the lesson fitted into previous and future lessons? How did pupils show that they had an accurate sense of their achievements and what they needed to do to improve their learning further?
Other
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3.6 WORKING WITH AGENDAS
The Agenda focuses on your learning about how to teach and is a central element of the learning process
embedded in the Exeter Model. It is used to support your thinking about, and reflection upon, a specific aspect of
your classroom practice and it is intended to help you to become an independent critic of your own teaching,
rather than being dependent on others to give you feedback.
An Agenda is not the same as a lesson plan. The Agenda focuses on what you will learn rather than what pupils
will learn; it develops understanding of specific skills involved in teaching. In preparing an Agenda, you should
consider how you will teach, rather than what you will teach or what activities pupils will undertake in the lesson
(this is planned for in your episode or lesson plan).
The focus for an Agenda should always address your learning needs and should always make you think! If you find
writing an Agenda easy, then you have probably not challenged yourself sufficiently or have selected an Agenda
focus which you have already mastered. In your Weekly Development Meeting, you and your Principal Subject
Tutor should identify appropriate Agenda focuses for the coming week which relate specifically to your training
needs. This might be from the list of Learning Focuses for Agendas, or, with support from your Principal Subject
Tutor, tailored specifically to address aspects of your practice you feel would benefit from and Agenda focus.
The Agenda form and audio guide can be found online at
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
TO PREPARE AN AGENDA
First, write your episode or lesson plan, outlining what pupils will learn and do.
Write the focus for your Agenda in the appropriate box at the top of the Agenda form, including the
Teachers’ Standards reference number (the list of Agenda Focuses below will give you some ideas if you
are not sure).
On the left-hand side of the form, note down clearly and carefully your intentions in relation to your
Agenda statement. Include full details of intended words and/or actions. Lists and bullet points may be
useful. Add estimated timings if appropriate.
An observer (usually the Principal Subject Tutor) then makes notes, or annotations, on the right-hand side of the
form, as an objective record of events relating to the chosen Agenda focus. This record should be factual and non-
judgmental. In this way, the sequence of your planned actions in class is matched with a record of exactly what
happens during the lesson. You now have an annotated Agenda. Any evaluative comments that the observer
wishes to make on your teaching should be written on a separate sheet and given to you after you have reflected
on your teaching and written your Agenda evaluation.
EVALUATING YOUR AGENDA
You use an annotated Agenda as the basis for detailed written reflection about your teaching in the episode or
lesson with respect to your chosen focus. You should refer to the Framework for Dialogue about Teaching (see
section 3.2).
Remember to reflect on positive outcomes as well as any problems that arose during your teaching. We all tend to
be very aware of what did not go quite to plan, and sometimes forget to celebrate success. Think not only about
what happened, but also about why this happened. Try to relate this to what you have learned about theories of
teaching and learning. For example, if your Agenda focus was ‘employing interactive teaching methods’, you might
reflect on how well the pupils engaged with their learning? How did you know this? Was their engagement
because you transmitted your own enthusiasm and interest in the topic to them? Was it because you deployed
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tactics specifically derived from literature on interaction? What were the levels of participation in interaction? Did
you follow your Agenda plan? Finally, what effect do you think that your actions had on your pupils’ learning?
The quality of your critical reflection is important and each evaluation should be thorough and detailed. You
should structure your evaluation around the following three headings:
o Description: describe briefly what happened in the teaching episode relative to your Agenda focus.
o Explanation: explain why you think things happened the way they did; here you might find it helpful to
use the Framework for Dialogue about Teaching. Was, for example, anything that occurred related to
your subject knowledge or to the values and beliefs of pupils? How did your teaching affect the children’s
learning and what evidence do you have to support this?
o Reformulation: express what you have learned from this teaching episode and set a target for future
teaching.
In evaluating your agenda you should use the prompts on the second page of the Agenda Pro forma. This can be
found at http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
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3.7 LEARNING FOCUSES FOR AGENDAS
Agenda focuses are designed as a bank of learning focuses from which trainees and PSTs select according to individual learning needs. It is not a required list to work through. Use a different agenda focus from those listed here if it is relevant to a trainee’s individual learning needs.
1. Relationships with children and young people,
setting high expectations and motivating learners
o Using the school reward system to motivate learners
o Encouraging participation and contribution
o Promoting independent learning
o Using inclusive language
o Establishing ground rules and clear expectations
o Using affirmative language
o Sharing realistic and aspirational targets for learning
with the class and/or individuals
o Positive use of names
o Establishing a constructive and purposeful learning
environment
o Demonstrating professional behaviour and respect
o Developing a rapport with a range of pupils
o Modelling good learning habits
2. Pupil progress
o Involving learners in reflecting on their own learning
o Supporting learners in setting targets for
improvement
o Making cross-curricular connections during the
lesson
o Building on prior knowledge in the lesson
o Generating high levels of participation
o Listening to learners’ answers and responding
appropriately
o Making learning objectives clear to learners
o Managing collaborative group work
o Motivating reluctant learners
o Encouraging learner reflection
o Promoting independent learning
o Demonstrating appropriate pupil progress
3. Subject and curriculum knowledge and pedagogy
o Teaching key words via phonics
o Establishing clear literacy strand links
o Establishing clear mathematics strand links
o Introducing ‘thinking skills’
o Addressing subject-specific misconceptions
o Demonstrating secure subject knowledge
4. Effective classroom practice
o Managing distribution, use and collection of
resources
o Managing movement into groups
o Managing transitions between lesson activities
o Managing timing
o Managing pace
o Managing out-of-classroom learning spaces
o Addressing health and safety issues
o Setting homework
o Employing interactive teaching methods
o Using initial episode to set the learning context for
the lesson
o Giving clear task instructions
o Giving clear explanations of concepts and ideas
o Managing whole class discussion
o Using questioning effectively
o Using appropriate subject specific language
5. Diversity and Special Needs: meeting the needs of all
pupils
o Using different tasks or resources appropriately for
all pupils in class
o Using tasks or resources which support pupils with
EAL
o Managing the needs of those with SEN/IEPs
o Managing an appropriate level of challenge for the
gifted and talented.
o Using pupil data to target interventions in lessons
o Using pupil premium data to support pupil learning
6. Assessment for learning
o Assessing learning during the lesson by using
questioning, observation or plenary activities
o Monitoring engagement with learning during
lessons
o Giving constructive oral feedback
o Creating effective contexts for peer and self-
assessment
7. Managing behaviour
o Operating established procedures for starting
and/or ending lessons
o Gaining and holding whole class attention
o Managing learners’ behaviour constructively
o Dealing with low-level disruptions
o Using voice constructively
o Developing an assertive presence
o Promoting self-control and independence
8. The wider professional role of the teacher
o Managing the work of teaching assistants during
whole class input
o Managing the work of teaching assistants during
individual/pair/group work
o Working constructively with other adults in the
classroom
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3.7.1 LEARNING FOCUSES FOR FOCUSED REFLECTONS IN THE DEVELOPING INDEPENDENCE (DI) PHASE
During this phase trainees will select a focus for two weeks and use a range of Exeter Model tools to support your learning. It is not a required list to work through. Use a different focus from those listed here if it is relevant to a trainee’s individual learning needs.
1. Relationships with children and young people,
setting high expectations and motivating learners
Establish and maintain a safe and stimulating
environment for pupils, rooted in high levels of mutual
respect.
Constantly encourage pupils to participate and
contribute in an atmosphere highly conducive to
learning
Demonstrate consistently the positive attitudes,
values and behaviour which are expected of pupils
Promote pupil’s resilience, confidence and
independence
Set high expectations which inspire, motivate and
challenge pupils
Generate high levels of enthusiasm, participation and
commitment to learning
2. Pupil progress
Encourage high quality interactions that build on prior
knowledge
Plan effective teaching and learning activities which
create opportunities for independent and
autonomous learning
Support pupils to reflect on their learning and
identifying their progress and emerging learning needs
3. Subject and curriculum knowledge and pedagogy
Make good use of your secure curriculum and
pedagogical subject knowledge to deepen learners’
knowledge and understanding, addressing common
errors and misconceptions
Have an in-depth knowledge of all relevant curricula,
frameworks and initiatives and use this to stimulate
and capture pupils’ interest
Develop pupils’ conceptual understanding through
appropriate explanations, questioning and discussion
If teaching early reading and/or early maths,
demonstrate a secure knowledge and understanding
of appropriate strategies including systematic
synthetic phonics
4. Effective classroom practice
Show a willingness to try out a range of approaches to
teaching and learning which take account of individual
needs, activities and resources to meet differentiated
learning outcomes
Plan lessons that use well chosen, imaginative and
creative strategies
Plan for and set homework and other out of class
activities to consolidate and extend pupils’
knowledge and understanding where appropriate
5. Diversity and Special Needs: meeting the needs of
all pupils
Demonstrate your understanding of how a range of
factors can inhibit pupil’s ability to learn by
personalising learning, using and evaluating
distinctive teaching approaches to engage and
support the strengths and needs of all pupils
including those of high ability, with special needs or
EAL
Show good understanding of the challenges and
opportunities of teaching in and for a diverse society
6. Assessment for learning
Use your accurate records of pupils progress and
other data to inform planning, to evaluate the
effectiveness and impact of your teaching, to
monitor progress of those you teach and to raise
levels of attainment
Assess pupils’ attainment accurately against national
benchmarks
Make accurate and effective use of assessment and
give pupils regular feedback, both orally and
through accurate marking, and encourage pupils to
respond to that feedback
Systematically and effectively check learners’
understanding throughout lessons anticipating
where intervention may be needed
7. Managing behaviour
Have consistently high expectations and understand
a range of strategies to promote positive behaviour
Work within the school’s framework for behaviour
management, with appropriate use of praise,
sanctions and rewards and apply rules and routines
consistently and fairly
Manage pupil behaviour so that learners display
very high levels of engagement, courtesy,
collaboration and co-operation.
8. The wider professional role of the teacher
Work constructively as a team member and deploy
support staff effectively
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3.8 FOCUSED REFLECTIONS IN THE DEVELOPING INDEPENDENCE PHASE
Having previously used Agendas to focus on very specific aspects of your practice, in the Developing Independence
phase you will start to think about your classroom practice in a more holistic and challenging way and begin to
make stronger connections between theory and practice. We expect you to broaden and deepen your focus and
widen the evidence you gather to inform your critical evaluation.
You will select one of the ‘Learning Focuses for Focused Reflections in the DI phase’and this will become the focus
of your attention for two weeks. There will be one focused observation each week in which a teacher observes
you. Alongside this you should choose between two and four other training tools each week to develop the focus
area of practice (Demonstration and Agenda*, Work Scrutiny , additional observation, Framework for Dialogue). At
the end of this period you will write one synoptic evaluation, drawing on all the training tools that you have used
as well as your academic reading on the selected theme.
The Focused Reflection will follow the same structure as an Agenda evaluation, but the Explanation and
Reformulation sections should be the principle focus of your attention and should integrate some academic
citations. We would expect this evaluation to be approximately two pages of A4 in length.
* Note: Demonstrations and Agendas are tools that should be used together - i.e., an Agenda needs to be informed
by a Demonstration.
There is a Focused Reflection proforma available on the Partnership webpage.
3.9 WEEKLY DEVELOPMENT MEETINGS
In addition to regular daily contact, you will meet with your Principal School/Subject Tutor once a week to discuss
progress and planning ahead. The weekly meetings are dedicated, timetabled time of approximately one hour in
which you and your Principal School/Subject Tutor:
review targets achieved since the previous weekly meeting
after a Supervisory Conference, discuss the targets set in the Action Plan and note any points
discuss the demonstrations, Agendas and evaluations completed in the previous week using the
Framework for Dialogue about Teaching
discuss your observation(s) feedback and work scrutiny if applicable
discuss your progress in relation to your practice and include subject specific contexts where appropriate
identify weekly targets that focus on an aspect of your practice, some of which are subject specific
decide which episode(s) /lesson (s) will be the subject of the written observation in the week ahead
agree appropriate demonstrations and Agendas to be carried out in the week ahead, or if you are in the
DI phase decide which Exeter Model tools will be used for the Focused Reflection
record the outcomes of the meeting on the Weekly Development Meeting record.
3.10 SUPERVISORY CONFERENCES
Your Mentor will meet with you for scheduled supervisory conferences during your placements (each of at least
one hour) to assist you in your reflective development: the ability to think explicitly about and reflect upon your
teaching.
37
The Supervisory Conference will be used to:
discuss one or more Agendas (Focused Reflection in the DI Phase) and their evaluations using the
Framework for Dialogue about Teaching
review progress by looking at the Weekly Development Meeting Records and other documentation in
your IDP and Teaching Files
discuss the impact of your teaching on pupil learning using the Pupil Learning Story (section 5.11)
review targets from previous Action Plans or needs identified in Formative Reflection on Achievement and
Progress reports
set a new Action Plan
at assessment points, discuss the evidence in the Formative Reflection on Achievement and Progress Part
1 prior to completing Part 2
draft the CEDP in the final Supervisory Conference.
These are in-depth discussions involving you and your Mentor. You will submit to your Mentor, at least 24 hours in
advance, written evidence in the form of two annotated Agendas (Focused Reflections in the DI Phase) together
with the lesson plans and other relevant materials, and your own evaluation. The Mentor will select the Agenda(s)
to be discussed and lead you in critical thinking. The conference aims to support you in articulating and reflecting
upon your own teaching in order to help you realise the steps which need to be taken to progress. The Mentor will
model the process of critical reflection through using the Framework for Dialogue about Teaching. The Mentor will
also want to discuss your Teaching File/s and Individual Development Portfolio which you should have with you,
completed fully up to date.
A useful framework for the conference is:
DESCRIPTION – What have you been doing?
Together with your Mentor, you review your previous Action Plan and evaluate whether the targets have been
met. You provide evidence of achieving the targets. You also review the targets on the Weekly Development
Meeting records.
You will be asked to describe what happened in the teaching episode/s related to the Agendas (Focused
Reflections in the DI Phase) selected for discussion, referring to the lesson plan and the written evaluation (plus
any examples of children's work) as evidence.
In the Supervisory Conferences preceding FRAP 2, 3 and 4, you will be asked to describe your achievement against
the Profile for that phase.
EXPLANATION - What does this mean?
You explain and justify what you did in the Agendas (Focused Reflections) under discussion, using the Framework
for Dialogue about Teaching and Teachers’ Standards. Present your pupil learning story, explaining how your
teaching has had an impact on pupil learning and justifying your reflections.
In the Supervisory Conferences preceding FRAP 2, 3 and 4, you explain and justify your self-evaluation, offering
evidence for your arguments.
The Mentor will probe your understanding by referring to the Framework for Dialogue about Teaching.
REFORMULATION – What have you learnt and where do you need to go next?
You should articulate what you need to work on as a result of analysing the teaching episodes and what Agenda
statements (Learning Focuses for Focused Reflections in the DI Phase) it would be useful to focus on for the next
Agendas/ Focused Reflections and/or Supervisory Conferences. This discussion should be fully informed by the
Framework for Dialogue about Teaching. Together at the end of the Supervisory Conference, you set targets for
improvement in an Action Plan or identify needs in a Formative Reflection on Achievement and Progress report.
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4. ROLES AND RESPONSIBILITIES
It is the responsibility of all involved in the trainee's professional development to follow the principles and
requirements of the Exeter Model of ITE.
The Headteacher is responsible for the welfare of pupils at all times. Trainees should not be left
with sole responsibility for a group of children.
Safety regulations require the class teacher to be present with the trainee if s/he is involved in a Physical
Education lesson (even when large apparatus is not being used), and during practical lessons which
involve the use of potentially dangerous equipment.
A copy of all written evidence must be given to the trainee.
Documents noted throughout this chapter can be found at http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
4.1 TRAINEE
The trainee must be familiar with all the requirements of the PGCE programme outlined in this Handbook,
and must engage fully with the programme.
It is the responsibility of the trainee to:
follow the advice on expectations of professional behaviour as outlined in this section of the Handbook
discuss with the Principal Subject Tutor how demonstrations and modelling of teaching are to take place
prepare plans for episodes, lessons and sequences of lessons (depending on phase)
submit episode/lesson plans to Principal Subject Tutor in advance allowing sufficient time (usually around
48 hours) for the plans to be reviewed by the PST and for suggested changes to be made.
write Agendas for Subject Tutors to annotate
evaluate annotated Agendas and other classroom work
write Focused Reflections in the Developing Independence Phase
develop ‘Pupil Learning Stories’ (one per term in school) to demonstrate the impact their teaching is
having on pupil learning over time
prepare for the weekly meeting with the Principal Subject Tutor and complete a Weekly
Development Record Meeting form during each meeting
prepare for Supervisory Conferences with the Mentor, including the FRAP and submitting paperwork
at least 24 hours in advance of the meeting
follow the Supervisory Conference Action Plans generated at Supervisory Conferences
accept constructive criticism professionally and act on advice and help from the tutors
maintain an Individual Development Portfolio, following the guidance provided by the University
file the Quality Assurance Record in the Individual Development Portfolio so that the Principal Subject
Tutor can complete and sign it during the Weekly Development Meeting
discuss with the Tutor/Mentor/Coordinator/University Tutor any problems they encounter
inform the school and University of absence and follow appropriate absence procedures
contact the ITE Coordinator at the second Placement School to make arrangements for induction when
advised to do so by the Partnership Office (or your Lead School if School Direct @Exeter)
take the Individual Development Portfolio - including a copy of Formative Reflection on Achievement
and Progress Report 3 (and any Cause for Concern letters with action plans) - for the Mentor and PST to
see during the induction period in the Second Placement school
set appropriate work for classes during absences from school for whatever reason (illness, attendance at
job interviews, etc
complete the EPS tasks and liaise with the SENCO and EAL Coordinator as directed
discuss completion of the EPS summative assignment (small-scale research study) with the PST and other
39
staff as appropriate.
set appropriate work for classes for absences from school for whatever reason (illness, attendance at job
interviews etc)
4.2 ITE COORDINATOR
The school’s ITE Coordinator is responsible for managing the school’s involvement with the University of Exeter in
Initial Teacher Education, overseeing communication with the University and monitoring the quality of in-school
provision for trainees.
The ITE Coordinator should ensure that the Secondary Partnership Coordinator receives an evaluation of the
quality of University support for the school, in partnership, by completing the ITE Coordinator school-based work
evaluation form at the end of the academic year. The Coordinator may combine his/her role with that of Mentor.
It is the responsibility of the ITE Coordinator to:
be familiar with the National Mentor Standards for ITT
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_stand
ards_report_Final.pdf
identify, manage and advise all school personnel designated to work with trainees
quality assure the work of teachers responsible for Exeter trainees, including an annual observation of the PST giving feedback to the trainee
ensure that all school personnel have been properly prepared to work with trainees
ensure that the programme of professional development is provided for all trainees
negotiate an appropriate timetable and workload for each trainee, including work with post-16 courses
provide access to appropriate resources for planning and teaching
ensure opportunities to use ICT in subject teaching are available, with access to ICT equipment and advice
oversee the school’s contribution to formal assessment and moderation procedures
provide advice on travel and accommodation for trainees who need to move to the area and to give
pastoral support as necessary
monitor and evaluate the school’s provision for school-based work
liaise with the University through the Partnership Director, Secondary Partnership Coordinator or
University Visiting Tutor, as necessary
provide support for trainees in preparing for job applications and interviews, and in writing references.
quality assure the work of the teachers responsible for Exeter Trainees, including an annual
observation of the PST giving feedback
Arrangements should also be made to ensure that trainees:
Induction: ensure that the trainee has been welcomed into the school and provided with appropriate
information about key people and roles, details of the class and duties assigned (e.g. break times), details
of teaching responsibilities, curriculum and timetable, safeguarding information (see induction checklist
for specific requirements) and health and safety codes of practice.
are attached to a tutor group and participate in the group's activities
have opportunity to teach PSHE, however it is taught in your school
have access to SEN provision and advice (to facilitate completion of the SEN EPS task in the Spring term)
have access to pupil data and know how to safeguard it
have opportunities to work with EAL pupils where possible (to facilitate completion of the EAL EPS task in
the summer term)
have the opportunity to complete a small scale research study in their second school placement (EPS
summative assignment)
have opportunities to work with A level, AS level, GNVQ or other post-16 courses in the spring term
placement. If the opportunity is not available within your school please assist the trainee by arranging
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such an opportunity locally. If the trainee’s second placement is in an 11-18 school you may assume that
the opportunity will exist there
take part in school and departmental staff meetings
take part in the cross-curricular and extra-curricular life of the school (e.g. sports days, visits)
take part in parents' evenings as available.
The ITE Coordinator should ensure that trainees are using their time fruitfully. This does not mean that trainees
should be in the classroom for all their time; 12 hours per week of contact time is required in both school
placements (this may be increased to 15 hours for secure trainees in placement 2). Trainees need opportunities to
prepare lessons, to reflect on their teaching, to discuss their progress and to carry out tasks set by the Mentor and
Tutors. In addition they will have preparation for Seminar Days and written assignments. They should be directed
to appropriate facilities for carrying out this work, such as a staff workroom. Timetabling trainees for blocks of
lessons, where possible, rather than just single lessons, gives them time to work uninterrupted on these other
tasks. When not teaching, trainees should remain on school premises, as the school would expect of its full time
teaching staff.
4.3 MENTOR
Each trainee has a Mentor (not from the trainee's own subject area) who is responsible for the overall professional
development of the trainee, with particular reference to the evaluative features of the programme. The Mentor
does not observe the trainee in the classroom as the role is about developing the trainee’s reflective ability rather
than that of classroom training. The Mentor is responsible for completing Formative Reflection on Achievement
and Progress Reports 2, 3 and 4 and the Final Summative Report on the trainee. The Mentor may combine the
role with that of ITE Coordinator.
It is the responsibility of the Mentor to:
be familiar with the National Mentor Standards for ITT
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_stan
dards_report_Final.pdf .
meet with the trainee during the induction period to prepare for the placement ahead
conduct three Supervisory Conferences (of at least 1 hour each) during each term and agree Supervisory
Conference action plans
ask that trainees submit two evaluated Agendas (Focused Reflections in DI phase) and any related
paperwork (including ‘Pupil Learning Story’) for specific attention in each Supervisory Conference at
least 24 hours in advance
ask that trainees submit their FRAP at least 24 hours in advance when appropriate
provide pastoral support and communicate regularly with the trainee
Discuss trainee’s progress towards completion of the EPS tasks and EPS summative assignment
discuss the impact that the trainee is having on pupil learning using the trainee’s ‘Pupil Learning Story’ as
a prompt
discuss the progress of the trainee regularly with the Principal Subject Tutor
check and sign the trainee’s Quality Assurance Record as required
check the trainee's PGCE Individual Development Portfolio
be responsible for assessment procedures, including the completion of the Formative Reports of
Achievement and Progress
provide critical and constructive guidance for future development including a discussion with the
trainee towards the end of the training period to support the completion of any Career Entry
paperwork
inform the ITE Coordinator immediately of any concerns.
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ensure all tasks are timetabled
monitor trainee’s teaching file(s)
contact the University Visiting Tutor if there is any cause for concern about the trainee’s progress, as
early as possible
Contribute to school-based references.
be familiar with the National Mentor Standards for ITT
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_stand
ards_report_Final.pdf .
4.4 PRINCIPAL SUBJECT TUTORS
Each trainee has a Principal Subject Tutor (PST) who has responsibility for arranging and managing the trainee's
work. This will require specific and regular opportunities for sitting down together without distraction. The
Principal Subject Tutor will need to inform other Subject Tutors who are working with the trainee about the
partnership requirements.
It is the responsibility of ALL Subject Tutors to:
be in classroom with the trainee at all times until the trainee is confident and competent to work
independently
demonstrate short episodes of teaching based on the trainee’s development needs and the Teaching
Standards’ (for QTS) for the trainee to model
conduct focused observations of the trainee and annotate Agendas
complete fortnightly PST work scrutiny
provide regular feedback (written and oral) offering guidance for further development (for advice and
guidance on giving feedback please see the resources on the Partnership webpages)
It is the responsibility of the Principal Subject Tutor (PST) to:
become familiar with the National Mentor Standards for ITT
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_stand
ards_report_Final.pdf
coordinate that part of the programme related specifically to the subject department and to begin the
programme of induction into the subject department, during the Induction week on both placements
prepare and monitor other Subject Tutors working with the trainee
agree an appropriate timetable with the trainee
ensure that the requirements for using ICT in subject teaching are met (the following website may
be helpful: http://www.ncaction.org.uk/subjects/ict/inother.htm/)
provide a Weekly Development Meeting with the trainee for one hour to discuss progress and
plan further development opportunities
sign the Weekly Development Meeting record during the weekly meeting
set up teaching demonstrations with good and outstanding teachers, and look for appropriate
opportunities for team- teaching in negotiation with the trainee to match individual training needs based
on the Teachers’ Standards
negotiate episodes of focused observation, check that Agendas are annotated and provide regular
written and oral feedback as appropriate
in Developing Independence phase assist trainees with deciding which Exeter Model tools to select for
their Focused Reflections
regularly check the trainee’s Individual Development Portfolio and Teaching File/s, and assist and advise in
all aspects of the programme, including coursework and formal assignments
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complete and sign the trainee’s Quality Assurance Record, including a weekly record of absence
maintain a documentary file of the training provision and feedback given to the trainee
discuss the progress being made by the trainee with the Mentor and follow up Action Plans
discuss the trainee’s progress with the University Visiting Tutor
Support the trainee, where appropriate, to facilitate their completion of a small scale research study in
the Summer term. Further details will be available at the Subject Development and Consultation meeting
in the Autumn term held at the university.
monitor the quality of teaching, including trainees’ subject-specific knowledge and pedagogical
understanding, and maintain the level of provision for pupils
Understand and implement the assessment procedures provided by the University.
4.5 UNIVERSITY VISITING TUTOR
The University Visiting Tutor (UVT) will make visits to trainees usually during the timeframes indicated in the
course diary. The purpose of these visits is to monitor and support trainees’ progress, support school-based staff
and monitor school provision. There will be one visit in the Spring term, and one visit in the Summer term, and
additional visits may be made if there is a concern.
Before the placement
The UVT is responsible for contacting the ITE Coordinator (using the correct pro-forma) in good time before a
scheduled visit to make arrangements to see the trainee. The ITEC should check that all school staff involved
with school-based work have been informed of the UVT visit. The UVT should send the ITEC a copy of the ‘PST
Checklist for UVT Visit’ for the PST to complete and give to the UVT when they visit.
During each placement it is the responsibility of the University Visiting Tutor to support and monitor the
trainee’s progress by:
discussing the trainee’s progress with Mentor/Tutor(s)
jointly observing the trainee with the PST, then observing the PST giving the trainee feedback
formally commenting on the pupils’ learning in the lessons observed and over time by examining and
discussing with the trainee the trainee’s Pupil Learning Story
discussing the Individual Development Portfolio with the trainee
meeting with the trainee to discuss progress and monitor school provision, including facilitation of EPS
Tasks and other directed tasks as well as support for the trainee’s development of subject-specific
knowledge and pedagogical understanding
providing a formative progress report at each visit, using the UVT Visit Record
calling a conference of trainee and school tutors in the case of significant difficulties and to support and
monitor the school’s provision by:
o checking and signing the trainee’s Quality Assurance Record to ensure that the agreed support is
being given by the Mentor/Tutor(s)
o ensuring that the timetable is appropriate and that post 16 experience and PSHE teaching is available
o ascertaining that the partnership ITE programme is being implemented and dealing with any reported
difficulties, following partnership quality assurance procedures
o ensuring that the Partnership Director is informed of the quality of the school’s provision,
including specific trainee concerns and in relation to other partner schools’ provision, by
completing a University Visiting Tutor evaluation form at the end of the placement and/or by
email/phone during the a placement.
o Discussing the ‘PST checklist for UVT visit’ with PST
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4.6 UNIVERSITY PERSONAL TUTOR
You will be allocated a Personal Tutor in your specialist subject who is responsible for monitoring your overall
progress while you are registered at the University, including academic work and any pastoral issues that may
arise. It is important for you to keep in regular contact with your Personal Tutor. Your Personal Tutor will help you
to complete an initial needs analysis at the start of the course, prepare Autumn Term Action Plans, complete your
first Formative Reflection on Achievement and Progress Report, review academic work and progress during
teaching placements, and so on. S/he will contribute to the writing of an academic reference for you when you
apply for a teaching post. Personal Tutors are also in a position to refer you to other agencies within and outside
the University if this would be helpful.
Your Personal Tutor may also act as your UVT. Where this is not the case, Personal Tutors will liaise with your UVT
during school-based work. Your Personal Tutor has responsibility for supporting and marking your University
coursework during school placements and will write an academic reference for you when you apply for a teaching
job.
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5. SCHOOL-BASED WORK
In the sections below School Direct @Exeter trainees should note that School 1 refers to your home school and
School 2 to your contrasting placement school. Although timings may differ, the information and tasks are the
same and you should apply your own context to the information below. Please ask if you’re not sure! School
Direct @Exeter trainees should ensure that they know the dates and duration of the second/contrasting
placement. It is likely to be shorter than 12 weeks and can either be in the Spring or Summer terms. This may
mean that you need to plan your time around your assignment deadlines carefully.
5.1 INTRODUCTION
Your PGCE course includes two long block placements that give you experience of working in different school
contexts over an extended period of time. The contrast between the two is important; every school has its own
particular ethos and ways of working.
During school-based work (SBW), you will be able to apply the knowledge and understanding acquired during
University elements of your PGCE course to your developing practice in the classroom. The school and University
elements of your training are designed to be complementary and interconnected. Together they offer you a
balance of practice and theory so that you develop classroom skills alongside the knowledge and understanding
that underpins these skills and supports your development as an informed and reflective teacher.
Your work in school will be supported by a Principal Subject Tutor (PST) - a teacher in your subject department
who is responsible for arranging your timetable and discussing your progress with you in Weekly Development
Meetings. You will also be assigned a professional tutor, your Mentor, who has an overview of your professional
development as a teacher in training. Your Mentor will normally work in a different subject department and will be
an experienced, often a senior, teacher. You meet your Mentor for three Supervisory Conferences during each
placement when you will discuss your professional development, focusing on chosen aspects of your practice,
and will agree medium-term targets to maintain progress. In addition, a University Visiting Tutor (UVT) will visit
you in school. Normally one visit is made in the Spring term and another visit in the Summer term, but should any
difficulties occur then extra UVT visits may be arranged to support your progress. In school, an ITE Coordinator
(ITEC) is responsible for managing the training experience of all trainees, including a programme of Professional
Studies meetings that will connect with and extend your learning about educational issues first encountered in the
lectures and subject sessions of your University taught course.
During the Autumn term, (see course diary), you will spend two weeks in your first placement school. Further
information about this period is given later on in this section of the handbook. Whilst it will necessarily include a
short induction into your first placement school, these two weeks form part of the Beginning Practise Phase which
concludes shortly after Christmas with the second Formative Reflection on Achievement and Progress (FRAP2)
report. You return to the University for the last three weeks of the Autumn term, before Christmas. From January,
you will be based in school, in your first placement until just before Easter, when you have a short induction
period in your second school. You will then continue your training in your second placement.
During the Spring and Summer terms, you return at intervals to the University for Seminar Days. These are an
important element in your training when you meet with your subject group and University tutor(s) to review and
reflect on your experiences. They provide an excellent opportunity to share examples of good classroom practice,
to exchange teaching resources and ideas that you have used successfully in school, and to refresh important
theoretical aspects of teaching. Dates of the Seminar Days are given in Section 1.
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Induction into your placement schools is a vital part of your training. For each of your school-based work
placements you will spend a short period of induction in the school at the start of each placement. You will meet
the ITE Coordinator (ITEC), your Mentor and your Principal Subject Tutor (PST) who will support your learning in
school. You will have scheduled time to discuss your training needs. There is an Induction Checklist to support this.
The school’s ITE Coordinator arranges the programme of induction into the school. Your PST will coordinate
that part of the programme which relates specifically to your subject department work.
You should use the induction period to find out all you can about the structure and ethos of the whole school and
the subject department where you will be working. Each school will arrange your induction programme in a
slightly different way but you can expect to spend some time looking at the whole school, perhaps with other
trainees, and some time working with your subject department and meeting the classes that you will be teaching.
Be proactive; ask questions and get involved as and when it is appropriate to do so.
Induction time will be brief as you will be working within the Beginning Practice phase and needing to
demonstrate the standards described in that profile descriptor.
University subject tutors may also ask you to collect particular subject-specific information or to do specific
subject- related tasks.
You should take your Individual Development Portfolio into school to show to your ITEC, Mentor and PST. Working
with your PST, you should:
Establish your teaching timetable for the November fortnight and next term
During the first week undertake at least one teaching episode with an Agenda and related written
evaluation, and from then on, the usual two agendas
Receive appropriate schemes of work
Use the Induction Checklist to make sure that all necessary information and arrangements have been
addressed
Many schools will give you a handbook which covers much of the information that you need to know.
Take some time to read this carefully during your induction period and raise any queries or concerns with
your PST or Mentor.
Please remember to take your Quality Assurance Record with you and ask your Mentor/PST to sign it.
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5.2 INDUCTION CHECKLIST
School Information And Procedures:
Academic & pastoral structure, student numbers, feeder schools, role in the community Routines, rules, uniform, homework policy Registration, attendance, truancy Discipline and behaviour; use of rewards and sanctions SEN policies and procedures Health and safety Safeguarding and child protection training introduction as a minimum all trainees must be informed of the name of
the Child Protection Officer, be given a copy of the school’s Safeguarding and Child Protection Policy, be given a copy of the school’s Staff Behaviour Policy/ Code of Conduct, and be given access to the Government document ‘Keeping Children Safe in Education’
Data protection procedures Methods of communicating with parents Community links and the school’s role in the community
Expected Standards for:
Your own personal and professional conduct Appropriate boundaries between staff and students
Provision of:
Access to ICT facilities for lesson preparation, University work (including access to e-mail and the Internet)
Access to photocopying AV/ICT support (cameras, video recording/editing, computer hardware, software, systems) Subject resources and technical support (if applicable) Study facilities Personal storage facilities (if available) Post 16 experience (Spring term)
Roles:
People that you should meet with:
o Staff responsible for working with you o Senior management and departmental teams o SENCO (note that the SEN task needs completing in the Spring term) o EAL Coordinator (note, that the EAL task should be completed during the Summer term) o Pastoral teams o Teaching assistants, ancillary and technical support staff
Teaching: Teaching timetable (including post-16 contact in Spring Term) Access to performance related data Plan for addressing needs arising from most recent Action Plan Timetable and location for Professional Studies programme Extra-curricular opportunities
47
Other: Schedule of meetings in school that you are expected to attend (e.g. daily/weekly briefings,
department/year meetings, training days, parents’ evenings) Tutor group allocated and expectations for involvement (e.g. assembly days, registration times and
methods, PSHE input required and whether that is through tutorial or a timetabled lesson) QAR completed and signed Previous Formative Reflection on Achievement and Progress reports (and Cause for Concern letters if
applicable) read by PST and Mentor Coffee arrangements/Parking/ other domestic information. Discuss the Challenge the Gap Framework Task and gather appropriate information to enable you to
complete it with respect to your placement school.
This checklist is equally applicable to both your schools.
5.3 FIRST PLACEMENT SCHOOL
Beginning Practice : See course diary for dates.
Consolidating Practice: See course diary for dates.
(followed by second placement school induction and Seminar Day 2)
School Direct @Exeter trainees will complete their contrasting placement at a time set by the Lead School. This
could be in the spring or summer term and must be for a minimum of 6 weeks. During this time School Direct
trainees should continue to follow the Exeter Model, complete any EPS tasks and assignments and submit any
FRAPs due. FRAPs can be completed at either the home or contrasting school and must be submitted by the
deadline.
5.3.1 BEGINNING PRACTICE
provides opportunities for you to:
address the standards detailed in this phase descriptor
learn about the school as an educational institution and to examine how schools match your own
philosophy with regard to community needs and the needs of the children
develop an understanding of whole school policies, for example safety, discipline, assessment and
special needs in the context of your first placement
observe experienced, good and outstanding teachers demonstrate teaching in their main subject,
and start to engage in dialogue with teachers about professional issues such as teaching methods,
class management and discipline
observe pupils learning and develop an awareness of the individuality of children and the need to make
professional judgements about their learning accordingly
have direct experience of working with pupils, teach some short episodes and work with the teacher
concerned to commence the demonstration and modelling phase of development
generally familiarise yourself with both the school as a whole and with the particular context of
your subject department.
From November, you will have twelve contact hours a week of classroom-based work in your first
placement school. You are also required to carry out other tasks and assignments during school-based work and,
where the school timetable permits, it is recommended that you are given a whole day or two half days out of
the classroom in order to work on these activities in school. If you wish to leave the school premises you should
follow the procedures in place for full-time members of the school staff.
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During the Beginning Practice phase you will be working within your Subject Tutors’ lessons and the Subject
Tutors must be in classrooms with you at all times. You should plan to complete two annotated and evaluated
Agendas per week, based on targets set during your Weekly Development Meeting. You may take on more
responsibility with some classes than with others. Tutors will use their professional judgement and negotiate the
best ways of implementing this phase with you. Demonstration of teaching should take place throughout the
school placement but as you gain in confidence you should be given greater responsibility. You will prepare a
Formative Reflection on Achievement and Progress using the form provided and will discuss your progress
and the evidence for it with your Mentor during your the first Supervisory Conference. Please see the course diary
for phase dates and deadline dates for FRAPs to be submitted to the University. It is possible to submit FRAPs
before the deadline date if appropriate.
5.3.2 CONSOLIDATING PRACTICE
leads on from Beginning Practice. During this phase, you continue to work in classes alongside teachers, who will
be reducing their role as you take on increasing responsibilities. You will start to plan independently and teach
whole lessons. Tutors are also required to continue with demonstrations of teaching episodes, to observe you
teach and provide you with appropriate feedback, at least twice per week using the lesson observation form
related to the Teachers’ Standards. You will continue to work on two annotated Agendas per week and to prepare
for Supervisory Conferences.
Consolidating Practice provides opportunities for you to:
take increasing responsibility for planning, teaching and assessment for learning in whole lessons, as and
when your tutors judge that you are ready
continue to observe experienced teachers demonstrate teaching strategies and approaches on which
you can model your own practice
develop an increasing awareness of the individual needs of pupils and their learning achievements
begin to learn about methods of assessment both of and for learning
take increasing responsibility for your own professional development
Towards the end of the Spring term, you will prepare a Formative Reflection on Achievement and Progress
(FRAP3) using the form provided and discuss your progress and the evidence for it with your Mentor during your
third Supervisory Conference.
If you, your PST and your Mentor are all satisfied that you are exceeding the expectations of the Consolidating
Practice phase and having a higher impact on pupils learning with respect to the expectations of this phase, you
may submit your FRAP 3 ahead of the final deadline and begin working in the Developing Independence phase
The progress of any trainee who is not working consistently in the Consolidating Practice phase and is not yet
ready to move on into Developing Independence towards the end of their first placement must be discussed
between all tutors concerned, including your University Visiting Tutor, and yourself. You should be fully aware
of any Teachers’ Standards (for QTS) in which you need to make further progress that you may need to carry
forward into your second school.
FRAP 3 deadline dates are shown on the course diary.
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School-Based Professional Studies Programme
A programme of Professional Studies sessions will be provided in your first placement school. The ITE
Coordinator is responsible for organising this. Additionally there are EPS tasks to be completed.
For School Direct @Exeter trainees Professional Studies is coordinated by the Lead School. Trainees should speak
to their Lead School to find out how the sessions will be delivered and record this on their QAR.
5.4 SECOND PLACEMENT SCHOOL
See the course diary for dates.
You will have a short induction period at your second placement school. You should contact the school’s ITE
Coordinator at when directed to do so by the Partnership Office to arrange a convenient time for arrival on the
first day. You must take your PGCE Individual Development Portfolio, including your Formative Reflection on
Achievement and Progress 3, to show to your Mentor and PST in your second placement. You will be introduced to
your new teaching groups during the induction period.
School Direct @Exeter trainees will be informed of their contrasting placement by their Lead School. They will
inform you when to contact them.
Use the Induction Checklist to ensure that you obtain all the information you need about your second school
placement. Please take particular care to ensure that specific training needs identified in your FRAP 3 and
Action Plan 5 are addressed.
School Direct @Exeter trainees may go to their second school before FRAP 3 has been completed. They should
take any documentation they have completed to that point and continue working as per the QAR.
5.4.1 DEVELOPING INDEPENDENCE
leads on from Consolidating Practice. The Developing Independence phase will usually start during the last week of
the spring term and into the summer term.
This phase is essentially about establishing your independence in the classroom, but this should not mean that
you are left alone in the classroom until tutors feel you are both confident and competent to be so (in some
subjects such as PE, D&T Science health and safety regulations require a qualified teacher to be in contact with
the class at all times and you should not be left entirely on your own). Demonstrations of teaching continue to be
an essential aid to your development at this stage as you work to improve specific competencies.
Developing Independence provides opportunities for you to:
plan, teach and assess pupils’ learning in whole lessons and sequences of lessons
continue to observe experienced teachers demonstrate teaching strategies and approaches on which you can model your own practice
develop higher levels of teaching skills in areas where you have already shown proficiency such as question-and- answer techniques, approaches to formative assessment, managing group work or using ICT to enhance learning
develop a pro-active and independent approach to your own professional development
use the Exeter Model Tools in a more personalised way through Focused Reflections.
You will be engaged in a minimum of 12 hours and a maximum of 15 hours of classroom-based work per week
in your second placement. The increased timetable of 15 hours contact time should be given only to those trainees
who are making secure and confident progress at the end of their first placement. You should be planning
independently and teaching sequences of whole lessons. Annotated Agendas and lesson evaluations should still be
used as a basis for your critical reflection but as part of the Focused Reflections where you select the Exeter Model
tools most appropriate to you . You will meet with your Mentor for three Supervisory Conferences during the
Summer term.
50
Formative Reflection on Achievement and Progress 4 will be sent to the University by the school by the deadline
shown on the course diary Section 1.2. At this point, you may have already accumulated a range of evidence
to show that you have achieved all the Teachers’ Standards (for QTS), and are working consistently and
independently. In this case, you will be able to progress into an optional Enrichment Phase. Please note that not all
trainees will move into enrichment.
If you have not yet accumulated sufficient evidence to show that you are consistently meeting the requirements
of all the Teachers’ Standards (for QTS), then you remain in the Developing Independence phase. Your Formative
Reflection on Achievement and Progress 4 will indicate which areas of practice require further attention. You will
continue to plan the Exeter Model Tools that you will use each week for your Focused Reflections, with your PST
helping you select areas of focus to help you meet the standards.
If your tutors judge that your rate of progress is a concern at this stage a Cause for Concern Letter will be issued
with a related Action Plan to help you to address the areas that need attention. In this case, your UVT must be
kept informed of the situation and be fully involved in the process.
5.4.2 EXTENSION AND ENRICHMENT PHASE
If you have shown that you are working comfortably, consistently and independently and have sufficient evidence
of achievement of all the Teachers’ Standards (for QTS), then you should discuss with your PST and Mentor how
you can use your remaining training time in school most productively. These discussions should consider your own
individual training needs and interests and any opportunities that may be available to address these. You may
have areas of practice that will benefit from further extension and/or you may have specific teaching skills or
interests that you would like to develop further in a specific context. The programme arranged for you by your
mentor will depend on the opportunities available in school or locally and must be set alongside any
constraints that there may be on timetabling or teaching in order to ensure continuity of learning for the
classes for which you are responsible. It is essential that your UVT is kept fully informed of any proposed
enrichment activities that are arranged for you. If the enrichment plan includes working in a non-school setting
please contact the Partnership Office ([email protected]) to check the insurance implications.
Enrichment should be instead of, not in addition to, your workload. It may be that you reduce your
teaching commitments slightly in order to create time for enrichment. You may, of course, decide to
pursue enrichment activities whilst continuing to teach all or the majority of your classes.
It is expected that your training continues to follow the Exeter Model while in Enrichment and Extension,
including Weekly Development meetings and Focused Reflections. You should choose your focus to fit
with the targets on your Enrichment Action Plan.
You can choose to participate in a ‘Lesson Study’ in which you collaborate with two other teachers on a
particular aspect of teaching. Lesson study is an increasingly popular practitioner research and
development tool. If you are interested in working in this way, please contact your University Subject
Lead, who will direct you to appropriate supporting material.
For trainees undertaking enrichment activities in another school you will have no commitment to your
school for the period of your placement elsewhere, which should be for no more than a week.
Please make sure that you are in your placement school during the External Examination visits (see
course diary 1.2)
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5.5 SCHOOL-BASED DIRECTED TASKS
Opportunities will be available for you to complete these tasks in school during the Spring term. Your
completed reports should be filed in your Individual Development Portfolio by the end of the Spring term. All
schools have pupils with Special Educational Needs and the task is broad enough to cover those found in selective
schools as well as those found in other partner schools.
5.5.1 EPS TASK: SPECIAL EDUCATIONAL NEEDS
When to do this: During the Spring Term: This task will be introduced during the Autumn Term through the
Education and Professional Studies handbook.
“When starting the SEN task I initially believed it to be 'another bit of paper work', however, whilst carrying out the task I soon realised that it was a fantastic task which made me really think about the needs of SEN students, and all students in my classroom”. [Secondary PGCE, 2011-12] “If the task was not set I would have almost certainly not have looked at SEND in so much detail. The task allowed me to ask the right questions of both specialist staff and pupils alike.” [Secondary PGCE, 2014-15]
This Task provides an intensive learning experience about special educational needs and disabilities (SEND) as part
of your wider learning about special educational provision during the PGCE. It requires you to focus on a specific
pupil with SEND over an extended period during the spring term placement. It involves observing others working
with the pupil, conferring with those who know the pupil, consulting the pupil, reading, planning and recording as
well as direct teaching.
“It was useful to focus in upon one SEN need in depth and discover how to personalise the learning for this student. Learning to identify strengths and weaknesses in my own subject was particularly useful, moving on from the generic information supplied in the IEP.” [Secondary PGCE, 2014-15]
Although the focus is an individual pupil, this does not generally mean individual tutoring; you may focus on the
pupil during your whole class teaching or in small group work. The task enables you to build a closer teaching and
learning relationship with one pupil, develop a depth of understanding and some practical knowledge and skills,
and build understanding about personal learning needs. Such pedagogic knowledge is less likely to be learned
from only whole class teaching experience and what you learn about teaching pupils with SEND is strongly
interlinked with what you learn about teaching in general.
Detailed information about carrying out the task and other information and links about SEND can be found on the
EPS ELE page. There are information sheets for you and your school as well as a reporting template. UVTs may
check for this task when examining your IDP on any visit.
“The whole process of seeing how a pupil learns in a very different way to many of their peers was
enlightening, and certainly made me pause for thought when lesson planning”. [Secondary PGCE, 2012-
13]
“It was useful in making me think more about what I could do in my lessons to meet the needs of students with SEN and help them to get the most out of the lesson”. [Secondary PGCE, PE, 2012-13]
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5.5.2 EPS TASK: TEACHING PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE
When to do this: During the Summer Term: This task will be introduced during the Autumn Term though the
Education and Professional Studies handbook
During the PGCE course you will develop your understanding of how to support pupils with English as an
Additional language. EAL input includes lectures, seminars, school-based work activities, optional EAL experiences
and reflection using the “Exeter Model”. The EAL directed study task is a requirement of your school-based work
programme.
The EAL elements of the PGCE course are carefully underpinned by theories of bilingualism and recent research in
the area of second language acquisition. The activities are designed to support you in making clear links between
theory and classroom practice so that you become a confident teacher of learners with EAL.
You can access information about EAL lectures, and a step by step guide to the EAL directed study task in the
Education and Professional Studies section of ELE. For further information about teaching pupils with English as
an Additional Language, including a wealth of video material, please look at www.naldic.org.uk. Examples of last
year’s tasks are also available on ELE.
“The recording method is very visual, quickly enabling me to identify gaps in my knowledge and refer back to prior research. Because it is so visual, I was able to work on it when I had time, without having to spend ages reading what I'd already done.”
“This task was adaptable for the placement school - we only had one EAL learner in school, but the videos and articles available allowed me to fill in the gaps in my knowledge. I now feel very confident working with pupils with EAL”
5.5.3 PST WORK SCRUTINY EXERCISE
Every two weeks PSTs will complete a work scrutiny so that they may assess the impact of the trainee’s teaching
on pupil progress.
Trainees can also use the guidance to complete their own work scrutiny, to help compile their Pupil Learning
Stories and as one of the tools available for their Focused Reflections in the Developing Independence phase.
The detailed guidance and proforma can be found at:
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
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5.5.4 CAREER ENTRY DOCUMENTATION: ALL TRAINEES
Objective: To develop the ability to be a critical and reflective practitioner
The Teachers’ Standards Preamble says trainees:
are accountable for achieving the highest possible standards in work and conduct
keep their knowledge and skills as teachers up-to–date and are self-critical.
Task: At your final Supervisory Conference, discuss your strengths and areas to develop with your Mentor using
your Career Entry Development Profile (CEDP) which you will find on the website at
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
The University of Exeter’s CEDP will encourage you to focus on achievements and goals early on, and discuss your
professional development needs. It is designed to help you make the transition from ITE to your first teaching
post. It helps schools understand your strengths and experiences at the end of ITE, and helps them make
connections between your induction, professional development and performance management. This will help the
school support you as your career progresses.
5.6 SCHOOL-BASED PROFESSIONAL STUDIES PROGRAMME
The school-based component of the Education and Professional Studies programme will be coordinated by the
school's ITE Coordinator, who may choose to share these responsibilities with other colleagues. The Education
and Professional Studies programme has been limited to ten main topics to allow schools flexibility in patterns of
delivery and the opportunity to add topics particularly appropriate to the school context. These training sessions
should focus on policy and practice within the school and will be delivered through seminars and structured
activities. The ITE Coordinator must ensure that a seminar programme or other appropriate opportunities are
provided to cover the areas listed below. Many schools provide a regular weekly Professional Studies meeting,
and schools are encouraged to use local expertise and specialist teachers to introduce further topics not outlined
below. Materials to support delivery of the Education and Professional Studies programme in schools are
available at: http://education.exeter.ac.uk/pspitt/. These include activities that may be used individually if
for any reason a Professional Studies has been missed during the programme.
Trainees should ask their ITEC for session dates and add these to the QAR. School Direct @Exeter trainees should
ask their Lead School for details of Professional Studies arrangements and add dates to QAR.
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PROFESSIONAL STUDIES PROGRAMME: Spring Term Schools may add topics appropriate to their school context; specifically a session on safeguarding may be appropriate during the November placement.
Sessions run between January and Spring half-term.
INCLUSION: Policies for Meeting Individual Needs [S5, Part 2]
The implications for schools of the Equalities Act 2010 Equality in practice
INCLUSION: Meeting Individual Needs in Practice [S5, Part 2]
The implementation of the SEN Code of Practice in the school Provision for pupils with EAL and for Gifted and Talented pupils Working with teaching assistants and other adults in the classroom
PROFESSIONAL DEVELOPMENT: Employment [S8, Part 2] Job applications and interviews The role of governors in recruitment procedures
THE CHANGING FACE OF EDUCATION Academies, free schools, alliances, chains, federations Role of the Local Authority
Sessions run between Spring half-term and Easter.
SAFEGUARDING AND PASTORAL SYSTEMS [Preamble, S1, S5, S7, S8] SCHOOLS MAY DECIDE TO D0 THIS MUCH EARLIER Note: This session is in addition to the compulsory Safeguarding Requirements listed in the induction checklist and on the QAR
Safeguarding and Child Protection training (Tier 1) to ensure all trainees o understand safeguarding and child protection legislation o have accessed and engaged with the Children’s Safeguarding Board for their
county and the NSPCC website o understand the policies in their school, including: child protection;
safeguarding and whistle-blowing (concerns over members of staff) policies. This will include: the use of social media; personal email contacts; socialising; professional conduct outside school
o understand the role and know the names of safeguarding officers in their school
o understand the role of the Local Authority Designated Officer (LADO) o have an understanding of the signs of child abuse, what to look for and what
to do if they have suspicions about a child that they teach o understand how the DBS service works and the significance of this on future
employment Role of the Tutor and PSHE within your school Tackling truancy Dealing with Bullying (including cyber bullying and all types of homophobic bullying)
Communicating with Parents and Carers and Parental Involvement
BEHAVIOUR AND CLASSROOM MANAGEMENT [S7, Part 2]
Classroom presence School policies Strategies for practical implementation in the classroom
ASSESSMENT FOR LEARNING [S4, S6] Variety of assessment strategies and requirements School policy and its implementation in the classroom
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PROFESSIONAL STUDIES PROGRAMME: Summer Term Schools may add topics appropriate to their school context Schools may add topics appropriate to their school context
Sessions run between start of Summer Term and half-term.
CURRICULUM: The 14-19 Curriculum [S3, S6]
Liaison and transition from KS4 to post-16 education 14-19 Curricular Issues
CURRICULUM: The Key Stage 3 Curriculum [S3, S6]
Numeracy, Literacy and ICT in the classroom and across the curriculum Teaching and Learning at KS3 Transition from KS2- KS3, and KS3- KS4 CURRICULUM: Across the curriculum [S3, S6]
The school’s PSHE programme Citizenship Education Spiritual Development Thinking Skills
Session to run between Summer half -term and end of placement
EXPECTATIONS AND TARGET SETTING [S6]
Use of statistical data to describe and set targets for individual, subject and school performance Closing the gap Analyse School Performance ASP (previously RAISE online) and the School Development Plan The use of Ofsted’s Comparison Tool to understand the data for your placement school:
https://www.compare-school-performance.service.gov.uk/
CONTINUING PROFESSIONAL DEVELOPMENT [S8]
Career Entry preparation The NQT period Early Career Development post NQT Work/Life Balance and Teacher Workload – see government reports
https://www.gov.uk/government/publications/reducing-teachers-workload/reducing-teachers-workload
CONTRACTUAL AND LEGAL RESPONSIBILITIES [Part 2]
Teachers’ contractual obligations Legal liabilities Professional Associations
Materials can be found at http://education.exeter.ac.uk/pspitt/
5.7 ASSESSMENT OF PROGRESS DURING SCHOOL-BASED WORK
The process of assessing your progress aims to engage you in critical reflection to promote professional
development. At the heart of this is your classroom practice and the wider development of professionalism within
the curriculum, whole school community and physical contexts. Assessment of your competence is shared by the
school and the University Visiting Tutor. No trainee can qualify for QTS status until they fulfil all the requirements
of the Teachers’ Standards (for QTS).
Assessment is based on performance in the classroom and engagement as a teacher, supported by evidence in the
Individual Development Portfolio, Teaching Files and Personal File.
5.8 INDIVIDUAL DEVELOPMENT PORTFOLIO
The Individual Development Portfolio (IDP) is a record of progress and development and is a key document. It
should be a progressive collection enabling reflection on, and the documentation of, achievements and training
needs.
It should be maintained on a weekly basis.
The index provided for the IDP should be used as an active organisational tool to ensure that the IDP is
well-sectioned and presented.
The IDP should be maintained according to this index so that everyone involved in the training can
identify and monitor progress.
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5.9 TEACHING FILES
As soon as you know which class/es you’ll be working with, you should set up a teaching file with separate sections
for each class or subject. This should include:
Data and contextual information (subject to school procedures: data must be kept securely)
Medium term plans or units of work
Lesson plans for each episode or lesson that you teach, with accompanying resources
Evaluations of every episode or lesson
Assessment records.
For the two episodes or lessons which are formally observed each week, you should file lesson plans, observation
records and evaluations written using the ‘lesson evaluation pro-forma’ together in your IDP.
You should refer to the advice and planning templates at:
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
You may find it useful to designate specific files for background information, planning and for assessment. Many
find it useful to develop a separate system to build up storage at home and carry and use only current materials.
Teaching files are public documents, open to inspection by the school and University personnel. All files should be
available for inspection at Supervisory Conferences, University Visiting Tutors conferences and at External
Examinations where applicable. It is important that you keep all items relating to each lesson together; you should
not separate the lesson plan from its learning materials or evaluation. Methodical paperwork is essential for a
teacher!
5.9.1 LESSON/EPISODE PLANNING GUIDANCE
Lessons and episodes must be planned and evaluated using our Exeter 3-part format:
context sheet (set format)
lesson plan (using the form given to you by your subject tutors)
evaluation (set format)
The context sheet and evaluation form are available on the Exeterpartner webpages:
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
You will maintain a ‘context sheet’ for each class. This should include prior attainment data, information about
individual students’ SEND/EAL/Pupil Premium status, notes on pupils who need additional support or stretch and
challenge, information about prior learning and any other useful context for an observer to know. This does not
need to be updated for every lesson but should be kept up to date and relevant.
Individual lesson plans should sit within the context of a medium term plan or scheme of work. Your planning may
refer to the scheme of work but there is no need to repeat information contained there in each individual plan. As
you move into the Developing Independence phase, the expectation is that your planning will begin to focus on
sequences of lessons and the links between them rather than individual lessons. Your subject tutor may provide
you with an alternative planning form for this.
Each lesson you teach should be evaluated using the Exeter evaluation form. This is a place to briefly record any
immediate reflections following a lesson. This can be done with bullet points, to save time.
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5.10 PERSONAL FILE
This is the place to store all documentation which is not part of the Individual Development Portfolio or your
teaching files. In particular, it will contain evidence of your pre-course tasks and act as a repository for key policy
or curriculum documents. It is likely to include:
Precourse tasks
Documents such as Curriculum documents or Government policy documents
Bibliography.
You will also be expected to keep notes from lectures and seminars for your Univesity based work. These notes
will not form part of the evidence base.
5.11 PUPIL LEARNING STORIES
As well as ensuring your files are available for your UVT or Mentor to look at during UVT visits/supervisory
conferences, you will also need to prepare a ‘Pupil Learning Story’ in which you pull out from your files key
evidence to demonstrate the impact your teaching has had on pupil learning. Please prepare these learning stories
by selecting a class (or a few pupils) you have been working with and compiling evidence in line with the guidance
on the partnership website ‘Handbooks, Reports and Documents’ page. You will need to describe and show the
progress that the focus pupil/s have made with their learning, and explain how your input facilitated this. You
should prepare a Pupil Learning Story for each term in school and have it ready for your UVT visit/ Supervisory
Conference.
5.12 FORMATIVE REFLECTION ON ACHIEVEMENT AND PROGRESS
http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
FRAPs 1 to 4 and the Final Summative Report are the five assessment points where you are assessed against the
Teachers’ Standards, using the appropriate Profile Descriptor for that phase. Prior to each FRAP, you write a
critical self-assessment of your progress against the appropriate Profile Descriptor using the Formative Reflection
on Achievement and Progress form to prompt your thinking. This is an important part of the assessment and is a
key indicator of your commitment to your own professional development.
You will also be asked to set targets for your development in negotiation with your Personal Tutor or Mentor and
record them on Action Plans throughout the programme. For progress to be considered satisfactory at each
Formative Reflection on Achievement and Progress you should be working comfortably and consistently in the
classroom, with appropriate progress in respect of the relevant phase descriptor. Opportunities within schools
vary, as do rates of learning, and it is not essential for you to have completed every aspect of each phase by the
time that the related FRAP is completed. Areas for further development should be clearly indicated on each FRAP
form so that you are given support and suitable opportunities to make further progress.
Your Mentor, in consultation with your PST, will be asked at each FRAP to assess how fully you have met
requirements of the relevant phase descriptor, and to give a grade for the impact of your teaching on your pupils’
progress. At the end of the year, the University will use all assessment data to calculate an overall grade as
described in paragraph 5.14. If your mentor (in consultation with the PST) feels that you have met the
requirements of a particular phase in advance of the FRAP deadline, it may be submitted earlier (see course diary)
and you can progress on to the next phase.
Please note that you should sign, and retain in your IDP, a copy of all FRAPs before they are returned to the
Partnership Office. It is in your interest to remind the Mentor that Reports must be returned by the due date, as
failure to do so can lead to your completion being delayed. FRAPs 1-4 and the FSR should be returned to the
Partnership Office at [email protected] by the deadlines indicated on the course diary
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5.13 CAUSE FOR CONCERN
If your progress towards meeting the standards or your engagement with any aspect of the course is not as
expected then either or both of the following process might be used to support you.
5.13.1 TRAINEE SUPPORT PLAN
Some trainees benefit from some targeted support particularly if they have been absent for several days or have a
recurring target on their WDM record. The Trainee Support Plan (TSP) is a short term action plan, lasting for a
maximum of two weeks, which describes what needs to be done and what additional support is going to be put in
place to help you to achieve this. The additional support normally will be resource neutral and might include
things such as opportunities to observe additional demonstrations, direction towards further reading, teaching
from existing lesson plans, joint lesson planning, team teaching etc. The Trainee Support Plan is drawn up by the
UVT and Mentor with involvement from the PST, and in discussion with you.
At the end of the specified time frame the Mentor, in discussion with the PST, evaluates the targets against the
evidence and if they have been met the TSP is concluded. If they have not been met then your progress will be a
cause for concern and the CCL process should be initiated.
A TSP will not normally be used for issues of professionalism as these are an immediate cause for concern
and will be addressed through that process.
A TSP cannot be issued less than two weeks before the Summer Term Half term break. Any such issues
occurring then will indicate a concern about achieving the standards and so a CCL letter will be issued.
A Cause for Concern letter can be issued without a preceding TSP and for any reason, including absence.
It should also contain details of the support that will be offered to assist the trainee in addressing the
issues raised.
5.13.2 CAUSE FOR CONCERN LETTER
It is essential that you demonstrate evidence for all Teachers’ Standards in order to be awarded Qualified Teacher
Status. A Cause for Concern Letter (CCL) may be issued if you are failing to make expected progress at any stage
during your training. The CCL identifies concerns about your progress under the following four headings and sets a
supportive and constructive action plan with targets that are related to the Standards and are Specific,
Measurable, Achievable, Realistic, Time-related.
Absence of more than 10 days from the programme
Failure to meet deadlines for University directed tasks or assignments
Insufficient progress towards meeting the Standards
Professional engagement with the course.
The CCL is usually issued by either:
your University Personal Tutor (during University-based work)
your Mentor and University Visiting Tutor jointly (during School-based work).
You must sign one copy of the CCL and return it to your Mentor/Personal Tutor, who will ensure that this is sent to
the Partnership Office and you should retain a second copy in your IDP.
The final deadline for issue of a CCL is indicated in the course diary and is set to give you time to address the
concerns and to improve before the Final Summative Report. Should issues come to light after this deadline you
may still be issued with a CCL and so fail to reach the Teachers’ Standards.
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5.13.3 UNSATISFACTORY STUDENT PROGRESS AND ENGAGEMENT
Trainees who fail to address the issues in the Cause for Concern letter and its action plan or fail to maintain their
progress with those issues will be issued with a further Cause for Concern letter as described above. In addition
the Programme Director will consider whether the issues fall under ‘Unsatisfactory Student Progress and
Engagement’ and may initiate this procedure, which might ultimately lead to the trainee being withdrawn from
the programme. Details of this can be found at https://as.exeter.ac.uk/academic-policy-standards/tqa-
manual/lts/unsatisfactoryprogress and will be given to any such trainee if the need arises.
5.14 FINAL SUMMATIVE REPORT (FSR)
The Final Summative Report indicates whether or not you have evidence of achievement of all the Teachers’
Standards so that a Pass for school-based work can be recommended to the final awarding committee. The Final
Summative Report must be sent from school to the University by the date indicated in the course diary.
If your FSR indicates that you have not achieved all the Teachers’ Standards you should still continue to address
those standards so that if you are offered an additional placement you will have more experience to draw on. If
you meet all of the Teachers’ Standards between the FSR and the awarding committee, your ITEC should phone
the Partnership Office for advice.
5.15 OFSTED GRADING
The award of QTS is based on meeting the Teachers’ Standards and is on a pass or fail basis only. However, we are
working towards training you to be outstanding teachers and Ofsted requires us to assess trainees against Ofsted
grades (outstanding, good, requiring improvement, inadequate). This grade is used internally but it is also an
Ofsted requirement that trainees know and understand their grade at the end of the course and take this with
them to their NQT post.
Details of how this grade is decided can be found in the flow chart on ELE and is based on the impact you have on
pupil progress (assessed by your school based trainers and UVTs on the FRAPs) and on progress that you make
beyond the minimum Teachers’ Standards. The language used in the Profile Descriptors indicates that by meeting
the requirements of the Developing Independence phase, you can expect to be graded as at least good by the end
of the course.
See http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/
Further guidance to support the assessment for Qualified Teacher Status can be found on ELE.
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6. THE PROGRAMME & WORKING AT MASTERS LEVEL
6.1 SPECIALIST SUBJECT KNOWLEDGE AND PEDAGOGY MODULE
Your Specialist Subject Knowledge and Pedagogy module forms a major component of the programme
throughout the PGCE year. It is accredited at Masters level (30 credits). The module will develop the content,
structure, progression, learning and teaching of your subject in Secondary schools. This enables you to interpret
your own subject expertise in the school context in two different placements. Teaching in your main subject is
developed in the context of the Teachers’ Standards.
The main subject module will develop your knowledge and understanding of:
National Curriculum requirements and awarding committee specifications for your subject frameworks,
policies and guidance relevant to your subject
the concepts and skills of your specialist subject
current issues, debates and research in your specialist field
how pupils’ progress and well-being in your main subject is affected by their physical, intellectual,
emotional and social development, including religious, ethnic, cultural and linguistic influences
how development of pupils’ numeracy, literacy and Information and Communication Technology
skills are managed within your subject
the contribution made by Information and Communication Technology to your specialist subject and
to your wider professional activities
cross-curricular links with other subject areas
subject-specific health and safety requirements
planning, teaching and class management in your specialist subject marking, assessment, recording and
reporting
recent inspection evidence and relevant classroom research in teaching Secondary pupils in your
specialist subject and how to use this information to improve your teaching
other professional requirements specific to teachers’ professional duties as set out in the Teachers’
Pay and Conditions document; legal liabilities and responsibilities specific to your specialist subject
This module is assessed through completion of a 6,000 word summative assignment task to be submitted
electronically through e-Bart by 2pm on Wednesday 3 January 2018. Your university subject tutor will provide
further details in the Autumn term. To help you to prepare for this summative assignment, you will be required to
submit a formative assignment to your University tutor on Friday 27 October (also see section 7.1).
6.2 EDUCATION AND PROFESSIONAL STUDIES (EPS) MODULE
The Education and Professional Studies module is accredited at Masters level (30 credits) and is delivered by
blended learning. It takes place both in the University and in school and is concerned with classroom issues, whole
school issues and the role of education in wider society.
This module introduces you to educational theories, policies and pedagogical frameworks that apply to all
teachers in secondary education. You will also learn about how to conduct small-scale, classroom-based
educational research. The module is predominantly lecture-based with some topics being followed up in a subject
context in seminars. There will be directed tasks that will enable you to engage with literature and theoretical
frameworks to extend and deepen your understanding of important aspects of education including research
methodology. The content of the module is strongly inter-dependent with other modules in the secondary PGCE
programme including the professional studies element of school-based work.
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The principal aims of the module are:
To enable you to gain an understanding of a range of contemporary education policies and issues, theory
and practice;
To support you in reflecting critically on children’s learning and development, pedagogy and teachers’
roles and responsibilities;
To support you to meet the Standards for Qualified Teacher Status.
A series of lectures in the Autumn term introduces key issues with reference to theory and research. Reading and
follow up directed study tasks related to the lecture topics are provided. Each week, in addition to the two EPS
lectures, you will attend a two hour seminar led by your specialist subject tutor. This seminar will provide you with
an opportunity to examine a key EPS topic through the lens of your subject specialism. Each subject brings its own
issues to bear on the topic at hand. Assessment in RE, for example, will look quite different to assessment in
Maths, or assessment in PE.
An integral part of the programme is the Introduction to Research Methods lectures, most of which will be held on
selected seminar days. These lectures will provide you with the knowledge, understanding, skills and expertise
that you will need to complete your EPS assignment.
Further information about the Education and Professional Studies module and an outline of the Autumn term
lecture series is available in a separate handbook.
A programme of seminars throughout school-based work in the Spring and Summer terms develops education and
professional studies topics in a school context. This programme is supported by a comprehensive web-based
resource that provides reading, links and individual study activities which can be found at:
http://education.exeter.ac.uk/pspitt/
In addition to a number of directed study tasks in the Autumn term, there are two key tasks to be completed
during your school placements:
SEN (Spring Term)
EAL (Summer Term)
This module is assessed through completion of a 6,000 word summative assignment to be submitted on
electronically through e-Bart by 2pm on Tuesday 17 April 2018. To help you prepare for the summative
assignment, you will be required to bring a research plan to Seminar Day 1 on Friday 19 January and submit a
formative assignment to your University tutor on Monday 29 January 2018 (also see Section 7). Further details
about both formative and summative requirements can be found in the Education and Professional Studies
Module Handbook, and will be discussed by your tutor in the Autumn term.
6.3 PROFESSIONAL LEARNING MODULE
This non-credit bearing module links with the two level 7 credit bearing modules: Specialist Subject Knowledge &
Pedagogy and Education & Professional Studies.
The aim of the module is to enable students to provide reflection on their professional development and
demonstrate evidence of achievement of the range of essential knowledge, skills and experience listed in the
Standards required by the National College for Teaching and Leadership (NCTL) for Qualified Teacher Status (QTS).
This module begins in the Autumn term and continues in your two placement schools. The module consists of a
portfolio, the Individual Development Portfolio (IDP) that contains evidence of achieving the Standards required by
the NCTL for recommendation for Qualified Teacher Status (QTS).
Successful completion of all three modules leads to the award of Secondary PGCE with QTS.
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6.4 WRITTEN ASSIGNMENTS: GENERAL INFORMATION
The Specialist Subject Knowledge and Pedagogy and the Education and Professional Studies modules are each
assessed by a written summative assignment. These general principles will also apply:
Both written assignments contribute to the award of PGCE (60 Masters credits)
To obtain a pass for each module, you must achieve a grade of 50% or above.
Assignments are seen as part of the learning process and provide opportunities for you to engage in
critical reflection. This involves competence in the enquiry skills of selecting evidence, analysing,
evaluating and presenting the material in a coherent and systematic way. The focus of each assignment is
designed to ensure that aspects of the programme are integrated. Work may be undertaken in schools, at
the University, or elsewhere.
You are expected to respond to programme requirements in a conscientious manner and
submit all assignments by the stated submission date.
In addition, you will also be required to submit formative assignments of 1,500 words for each module. These
formative assignments will help you to prepare for your summative assignment and will provide tutors with an
opportunity to provide formative feedback at an early date that will inform your writing of your summative
assignments. Your Subject tutors will provide further details of both assignments in due course.
6.5 WORD LENGTH FOR ASSIGNMENTS
Different assessments have different word lengths specified for them; it is important that students keep to the
word length specified for each assessment on the following grounds:
to encourage succinct and clear writing by students.
to ensure equity between all the students doing that particular assessment.
Words within the list of references, the bibliography and/or the appendices (if necessary) are not included in the
word count. You should state the word count on the front cover sheet of each assignment. Failure to be honest in
this respect will itself be penalised under the University’s cheating and plagiarism regulations
https://as.exeter.ac.uk/academic-policy-standards/student-cases-and-
conduct/academicmisconductincludingexaminationmisconduct/
If you are found to have exceeded the specified word limit for a written assessment you will be subject to the
following penalties:
Up to 10% over length: No deduction off final mark
Between 10% and 20% over length: Deduction of 5% off final mark
20% or more over length: Maximum mark of 50%
Below specified word limit No deduction off final mark
Where penalties have been applied, the tutor responsible for marking the work will clearly indicate, on the
assignment feedback form, that a reduction in the mark has been enforced. If you are in any doubt about the
implications of exceeding the word length of a given assignment, you should ask your tutor for clarification.
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6.6 PLAGIARISM
You could face a possible charge of plagiarism (i.e. substantial use of another’s work without acknowledgement) if
you do not acknowledge sources meticulously in the preparation of reports, assignments and projects. Direct
(verbatim quotation) and indirect references to other people’s work must be acknowledged. You are expected to
give a complete reference list within a bibliography so that any reader can obtain the works for reference
purposes. Quoting passages verbatim from the work of others and presenting them for assessment as if they are
your own ideas would constitute a clear case of plagiarism for which your work may be failed and you may be
asked to leave the programme - see https://as.exeter.ac.uk/academic-policy-standards/student-cases-and-
conduct/academicmisconductincludingexaminationmisconduct. The use of essay bank material for University
assessment purposes is not permitted and, if discovered, will be severely punished.
To avoid uncertainty about what plagiarism means we require that you complete the online activity, entitled
Academic Honesty and Plagiarism, in ELE:
http://vle.exeter.ac.uk/course/view.php?id=1973.
There are a several sections to this activity; please ensure that you complete all of them.
6.7 PRESENTATION OF WORK
Due care should be taken over grammar, punctuation and spelling. Since ICT is regarded as a basic competence,
assignments should, whenever possible and appropriate, be word-processed. Please make sure your assignments
are presented using the following:-
Size 12 font
1.5 line spacing
Include page numbers
Have your name on Formative Assignments but only your Student Number on Summative Assignment.
The Harvard System of bibliographic referencing should be used, as outlined below.
6.8 THE HARVARD METHOD OF BIBLIOGRAPHIC REFERENCING
When you are writing academic assignments, it is important to pay attention to correct and consistent referencing
of your reading. There are several methods of referencing, but the one adopted by the Secondary PGCE
Programme is known as the 'Harvard' method. Please log on to the Primary and Secondary Core Documents page
on ELE (http://vle.exeter.ac.uk/course/view.php?id=2516) and go to the Assignment Submission section - Guide to
Harvard Referencing System. Please note that whilst you might find other ‘versions’ of the Harvard system, the
one described here is the one you should use.
6.9 WORKING AT MASTERS LEVEL: GUIDANCE FOR TRAINEES
There is guidance for working at Masters Level on ELE at http://vle.exeter.ac.uk/course/view.php?id=2516
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7. ASSESSMENT OF MASTERS LEVEL ASSIGNMENTS & MODERATION OF SCHOOL-BASED WORK
The aim of the PGCE Secondary programme is to facilitate you in achieving a PGCE with QTS. The Educational and
Professional Studies module and your Specialist Subject Knowledge and Pedagogy module are at Masters level and
you need to pass both these modules at a pass mark of 50% to gain your PGCE. The Professional Learning module
is designed for you to meet the Teachers’ Standards (2012) as required for QTS. The assessment of your
achievement of the Teachers’ Standards for QTS is shared by schools and University tutors.
The process of assessment aims to engage you in critical reflection to promote professional development. At the
heart of your Initial Teacher Education is your classroom performance and the wider development of
professionalism within the subject, curricular, whole school, community and physical contexts. No trainee can
qualify for the award of PGCE with QTS unless they fulfil all requirements of the programme; as follows:
Successful completion of written assignments
Successful achievement against the Teachers’ Standards
Attendance at all elements of the programme
7.1 ASSIGNMENT SUBMISSION AND FEEDBACK DATES
SPECIALIST SUBJECT KNOWLEDGE AND PEDAGOGY MODULE
SUBMISSION DATE FEEDBACK AND MARKS GIVEN
Formative Assignment (1,500 words or equivalent)
27 October 2017 (to tutor)
Electronic feedback by 13 November 2017
SKP Summative Assignment (6,000 words or equivalent)
03 January 2018 Electronic feedback by 24 January 2018
EDUCATION AND PROFESSIONAL STUDIES MODULE
Formative Assignment (1,500 words or equivalent)
29 January 2018 (to tutor)
Electronic feedback by 12 February 2018
EPS Summative Assignment (6,000 words or equivalent)
17 April 2018 Electronic feedback by 09 May 2018
7.2 HANDING IN ASSIGNMENTS
Your summative assignments must be submitted to the Graduate School of Education Office, by 2 pm on the
deadline date; however before you submit your assignment there are important processes for you to follow.
Failure to do this will result in the office being unable to accept your submission and could lead to your work being
recorded as a late submission. An electronic submission system (e-BART) is used by the University and you will
need to submit your assignments via this system.
You will also be asked to upload your assignments to Turnitin – an online package which will help you avoid
plagiarism and support you to ensure your assignments are referenced correctly (see section 6.6 for more details
on plagiarism). Your work should be submitted to Turnitin which will automatically check your work for text that
matches material stored in the Turnitin database. As well as checking against previously submitted work from UK
and international institutions, Turnitin looks for text matches on current and archived web pages, and electronic
journals. Turnitin then produces an ‘originality report’. The percentage given in the report indicates how much of
your work matches text found elsewhere. Turnitin highlights in different colours parts of the document that match
text from other sources. Your tutor will examine each instance of matching text for full and correct referencing.
For detailed information on successfully submitting your coursework through e-BART and Turnitin please log on to
http://vle.exeter.ac.uk/ and go to the PGCE Primary and Secondary Core Documents.
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Please note: Formative assignments are usually submitted to tutors in hard copy or by email. Please check with
your tutor for details. Summative assignments are submitted electronically via e-BART and must also be uploaded
to Turnitin. Failure to do both may result in your work being penalised.
7.3 REQUESTS FOR AN EXTENSION
Extensions may be granted in exceptional circumstances and only where the extension has been requested in
advance of the assignment deadline. The guidance document, detailing the circumstances in which an extension
can be requested, and the process for requesting an extension is available on the Primary & Secondary Core
Documents section on ELE. All requests for extensions should be submitted using the process detailed on ELE,
not sent to your subject tutor (the Programme Director and ITE Programme Manager will consult with your tutor
where necessary before making a decision). If the extension is agreed, your mark will not be capped at 50%.
Any assignment handed in up to 2 weeks late without an agreed extension will be capped at 50%.
Any assignment handed in more than two weeks late without an agreed extension will not be marked and
will be given 0%. This will be classed as a non-submission and no further opportunity to submit will be
given. In consequence, achievement of the PGCE academic award will not be possible.
Investigation into the reasons for non-submission may result in Unsatisfactory Student Progress and
Engagement or Fitness to Practise procedures being implemented.
7.4 SUPPORT FOR YOUR STUDIES
Please see section 8.7 for details on the different ways you can access support for your studies from the
AccessAbility team, Wellbeing Services team and University Medical Officer. Also see section 10.10 for more
information on the University’s Fitness to Practise policy.
7.5 PGCE GENERIC ASSESSMENT CRITERIA
The University of Exeter Masters’ level generic assessment criteria for NQF Level 7 are shown below. The
assessment criteria below are those for all Masters’ level programmes at the University of Exeter. Not all
assignments will assess all of these categories, and your module study guide will identify which of the criteria
below will be assessed in the assignment for that module. For example, your subject knowledge and pedagogy
module assignment is unlikely to assess your research skills, whereas this is a key focus of your EPS assignment.
In this way the assignments will provide you with an opportunity to demonstrate your understanding of the
relationship between theory and practice.
Specifically, assignments will provide you with opportunities to demonstrate the following requirements of a level
7 (Masters’ level) programme at the University of Exeter:
a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights
much of which is at, or informed by, the forefront of your academic discipline, field of study, or area of
professional practice;
a comprehensive understanding of techniques applicable to your own research or advanced scholarship;
originality in the application of knowledge, together with a practical understanding of how established
techniques of research and enquiry are used to create and interpret knowledge in the discipline;
conceptual understanding that enables you:
to evaluate critically current research and advanced scholarship in the discipline; and
to evaluate methodologies and develop critiques of them and, where appropriate, to propose new
hypotheses.
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Typically, successful students at this level will be able to:
I. deal with complex issues both systematically and creatively, make sound judgments in the absence of
complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
II. demonstrate self-direction and originality in tackling and solving problems, and act autonomously in
planning and implementing tasks at a professional or equivalent level;
III. continue to advance their knowledge and understanding, and to develop new skills to a high level; and
will have the qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility;
decision-making in complex and unpredictable situations; and
the independent learning ability required for continuing professional development.
The academic assignments that you will complete during the PGCE year should be seen as the first step towards
your MA Education, a journey that you are able to continue during your NQT year and the first few years of your
teaching career.
A copy of the Masters Education Assessment Criteria is shown overleaf and can be downloaded from
http://vle.exeter.ac.uk/course/view.php?id=2516
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Please note: Some criteria may not be applicable to all assignments - your module tutor will inform you of the relevant criteria for each assignment. The table is indicative, a guide rather than a prescriptive mechanical aid to grading.
Masters Education Assessment Criteria These criteria are based on the
University Generic Criteria for Assessment for Masters programmes. Marks 0-39 (Fail)
40-49 (Fail) (may be condonable in some
programmes)
50-59 (Pass)
60-69 (Merit)
70-85 (Distinction)
86-100
Assessment categories
Knowledge of subject
~ very limited knowledge of the topic
~ some knowledge of the topic and awareness of relevant issues, but with notable gaps
~ adequate knowledge of the topic and awareness of relevant issues
~ good knowledge of the topic and sound awareness of relevant issues
~ excellent and comprehensive knowledge of the topic and critical awareness of relevant issues
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Understanding of subject
~ very limited understanding of the topic
~ limited understanding of the topic ~ adequate understanding of the topic
~ a good depth and breadth of understanding of the topic
~ detailed, holistic and insightful understanding of the topic
Critical analysis ~ very limited or no critical analysis ~ limited critical analysis ~ adequate analysis, with some
evidence of critical evaluation ~ sound and consistent critical analysis
~ excellent and complex critical analysis
Argument ~ argument absent, or lacking any clarity and/or logic
~ argument is attempted, but is limited in clarity and/or logic
~ evidence of the development of relevant argument
~ clear development of relevant argument
~ excellent construction of argument with aspects of originality
Use of literature/ sources
~ inadequate range of literature/ sources
~ narrow range of literature/ sources ~ adequate range of sources
~ good range of sources
~ excellent range of sources
~ failure to select and use appropriate examples from relevant sources
~ limited selection and use of appropriate examples from relevant sources
~ satisfactory selection and use of appropriate examples from relevant sources
~ a good selection and use of appropriate examples from relevant sources
~ excellent selective and focussed use of examples from relevant sources
~ no critical engagement with literature
~ little critical engagement with literature
~ some critical engagement with literature
~ critical engagement with literature is evident throughout
~ substantial and insightful critical engagement with literature
Organisation and presentation
~ no evidence of organisation or appropriate structure
~ limited organisation and appropriate structure
~ content is adequately organised and structured
~ content is well-organised and structured
~ excellent organisation and structure
~ very poor style of writing ~ in general, poor academic style of writing
~ an appropriate academic style of writing
~ in general, a good academic style of writing
~ very good academic style of writing
~ conventions for referencing and appendices do not conform to standard requirements
~ limited ability to employ the conventions for referencing and appendices
~ an ability to employ the conventions for referencing and appendices
~ employs the conventions for referencing and appendices with a few minor errors
~ successfully employs the conventions for referencing and appendices throughout
~ use of English is very difficult to follow and/or very poor spelling, punctuation and grammar
~ use of English is difficult to follow and/or spelling, punctuation and grammar unsatisfactory
~ generally clear English used, and spelling, punctuation and grammar generally correct
~ good, clear English used, and spelling, punctuation and grammar generally correct
~ fluent and correct use of English throughout
Professional skills
~ few, if any, links between theory and practice
~ unsatisfactory or insufficient links between theory and practice
~ satisfactory links between theory and practice
~ theory and practice are well integrated
~ theory and practice are very well integrated
~ inability to work flexibly, independently and/or as part of a team
~ ability to work flexibly, independently and/or as part of a team, but with areas of weakness
~ ability to work flexibly, independently and/or as part of a team
~ good ability to work flexibly, independently and/or as part of a team
~ very good ability to work flexibly, independently and/or as part of a team
~ very limited or no reflection evident
~ limited reflection evident ~ some evidence of reflection ~ good evidence of reflection, with some criticality
~ excellent reflection with significant criticality
~ very limited communication skills ~ limited communication skills ~ satisfactory communication skills ~ effective communication skills ~ very effective communication skills
Research skills
~ little or no skill in selected techniques applicable to own research
~ some skill in selected techniques applicable to own research, but with some areas of weakness
~ adequate skills in selected techniques applicable to own research
~ good skills in techniques applicable to own research
~ advanced skills to conduct own research
Understanding of research processes
~ very limited or no understanding of research processes
~ limited understanding of research processes
~ some understanding of how established research processes are used to create and interpret knowledge
~ good understanding of research processes
~ excellent understanding of research processes
Ethics ~very limited or no reflection on ethics evident
~limited reflection on ethics evident ~some evidence of reflection on ethics
~good evidence of reflection on ethical dimensions and complexities
~excellent reflection on and analysis of ethical dimensions and complexities
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7.6 FAILED ASSIGNMENTS
If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to
bring the assignment to a satisfactory standard and one opportunity for resubmission will be allowed. The revised
mark will be capped at 50%.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Programme Assessment, Progression
and Awarding Committee (APAC) in July). Alternatively, you may opt for your mark to go to the Programme level
APAC with the fail mark. You will then be referred to the College level APAC who will confirm the conditions for
resubmission of the work. You should discuss these options with your tutor. Note: if you choose the second
option, the award of PGCE will be delayed until the next award meeting following any successful resubmission
(normally held in December).
If after submitting a revised assignment, you have still failed to gain an overall pass mark for the module, you will
have been deemed to have failed the PGCE with no further opportunity for resubmission. If, however, you have
passed all other elements of the programme you can leave the programme with QTS only and can gain
employment as a Newly Qualified Teacher (NQT).
All assignments are marked anonymously except where not possible e.g. in the case of presentations
A sample of assignments and all fail and borderline assignments are double-marked.
To ensure fairness and moderation of standards, if the assignment marking sample is only double marked
within the subject team, a small sample is also moderated by staff from another subject.
External Examiners moderate standards of marking and assessment.
7.7 FINAL AWARDS
In summary you may be awarded the following:
o PGCE with Qualified Teacher Status (QTS) on successful completion of all four primary modules. The PGCE
is worth 60 credits at a Masters level (level 7).
o QTS only if you pass the non-credit-bearing Professional Learning Module, but fail one or more of the
Level 7 modules (i.e. Specialist Subject Knowledge and Pedagogy module and/or the Education and
Professional Studies module). This means you can be recommended to the Department for Education for
QTS and are therefore able to teach, but have not gained the academic award of the PGCE.
o PGCert in Professional Studies in Education if you pass both of the Level 7, 30-credit modules but fail the
Teachers’ Standards. The PGCert is worth 60 credits at a Masters level (level 7).
7.8 EXAMINATION OF THE PGCE PROGRAMME: MODERATION OF SCHOOL-BASED WORK
To ensure fairness and moderation of standards, school-based work is subject to moderation by UVTs who work
across a range of schools. ITE Coordinators in schools have a moderation role across the subjects within a school
where trainees are from a range of specialist subjects.
7.9 EXTERNAL EXAMINATION OF THE SECONDARY PGCE PROGRAMME
The External Examination process examines the PGCE course and makes recommendations for future
developments. External Examiners also provide useful moderation of the judgements made about trainees and so
usually visit a selection of highly successful trainees and those trainees at risk of failing, but they do not overrule
pass/fail decisions.
A full list of PGCE external examiners can be found at:-
http://www.exeter.ac.uk/staff/policies/calendar/part2/examiners/
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The contacting of external examiners by students regarding any aspect of their programmes of study is prohibited
and will be treated as an offence under the University's Disciplinary Procedures. External Examiners are
requested to inform the University's Examinations Office should such an occurrence take place.
External Examiners will visit a sample of trainees in a range of schools during the External Examination week.
Occasionally it may be necessary to arrange an examination visit during the previous week to fit in with the
working schedule of the External Examiner. All arrangements for a visit of an External Examiner are made by the
Partnership Office with the school’s ITE Coordinator. The arrangements will be confirmed by the Partnership
Office. If the school is unable to accommodate the visit at the date and time requested then they will make
arrangements for a lesson to be video recorded and the External Examiner will view and discuss this with the
school staff and trainee.
The External Examiner will be accompanied by a member of the University staff and will wish to see:
you involved in classroom-based activity, unless the school is advised otherwise
a lesson plan, scheme of work and other relevant materials related to the lesson to be observed
your PGCE Individual Development Portfolio and teaching file, with provisional details of the Career Entry
and Development Profile
your Principal Subject Tutor and Mentor
your ITE Coordinator.
The External Examiner will wish to discuss:
the classroom activity observed
your PGCE Individual Development Portfolio and teaching file
the impact your teaching is having on pupil learning as evidenced in your files and ‘pupil learning stories’
matters beyond the immediate activity observed, concerning quality of provision and outcomes.
More details about the work of the External Examiners can be found in the handbook provided for them and
available at http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/
7.10 RECOMMENDATION TO FAIL SCHOOL-BASED WORK
If you fail to meet the Teachers’ Standards then the relevant Assessment, Progressing & Awarding Committee
(APAC) will receive a recommendation that you fail the school-based work element of the programme, and you
will not be awarded QTS. You will know if you are at risk of this by any or all of the following. You will have:
been given early indication and notification of weakness
received a written warning, in the form of the Cause for Concern Letter, of continuing poor performance,
unprofessional behaviour or extended absence, likely to lead to a fail recommendation
been given specific advice for improvement
been visited by an External or Internal Examiner
received the Final Summative Report (FSR) stating that you have not met the Teachers’ Standards
Fail decisions will be confirmed at the Programme Level APAC and the implications of the failure will be decided at
the College APAC a few days later. Following the SSIS College APAC, these trainees will be informed of the outcome
by their UVT or Personal Tutor and this will be followed up with a formal letter confirming the outcome and next
steps.
7.11 SSIS COLLEGE ASSESSMENT, PROGRESSION AND AWARDING COMMITTEE (APAC)
In the case of trainees who have received a fail decision, the Programme Director will collect relevant information
and submit it to the College Level APAC. The College APAC decides whether, in the light of all known factors, a
trainee should be referred in one or all areas. Normally, an additional opportunity to demonstrate achievement of
the Teachers’ Standards in school-based work will be recommended except in cases where any of the following
apply:
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the trainee would be a danger to children
the trainee’s classroom/behaviour management is so unsatisfactory that serious disruptive problems in
the classroom are likely to arise
the trainee’s progress towards achieving the Standards is demonstrably so limited that a 10-week
additional placement is deemed to be insufficient to enable achievement of the Standards
the trainee has withdrawn from school-based work
the trainee has absented themselves from the programme without leave
the trainee has behaved unprofessionally and the case has been referred to the University of Exeter
Fitness to Practise procedures. Until there is a decision from this panel the consequences board will not
make a re-sit decision.
A trainee who is unsuccessful in demonstrating achievement of the Teachers’ Standards and/or fails in one or
more assignments may normally be resit/resubmit the relevant element on not more than one occasion.
7.12 RESIT ARRANGEMENTS AND COSTS
A trainee who is unsuccessful in school-based work will be recommended for QTS only at the end of a further
successful 10 week period of supervised practice in an appropriate school, normally in the Spring or Summer term.
This re-sit opportunity is subject to a re-sit fee of £1200. You will be required to provide evidence of fitness to
teach on your return, and apply for another Disclosure and Barring Service (DBS) Enhanced Disclosure.
Important: A penalty fee of £300 may be incurred if a trainee requests and subsequently declines a placement
that has been arranged for him/her.
All re-sit trainees must return for their re-sit placement within two years of the initial course. Details about how
this is arranged are similar to those described for trainees returning from interruption and will be send to the
trainee following the SSIS College APAC.
7.13 APPEALS
A trainee may appeal against failure by following the University procedure laid down if any of the following apply:
Circumstances affecting the trainee’s performance of which the APAC had not been aware before
reaching its decision, only if the trainee can present reasonable grounds why such circumstances had not
been presented to the Committee in advance of its meeting
Procedural irregularities in the formal conduct of an assessment or in reaching another academic decision
Evidence of prejudice or of bias on the part of one or more examiners.
Notice of appeal should be lodged quickly, and no later than ten working days after the publication of the
provisional results. Full details of the Academic Appeals Procedure are available on the web
http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/appeals/#two. Any enquiries regarding
examination of the Secondary PGCE Programme will be dealt with by the ITE Programme Manager, Lisa Fripp
(email: [email protected]).
7.14 AWARDS: THE TED WRAGG AWARD
The Ted Wragg Awards for Outstanding Trainees are in honour of Professor Ted Wragg, a nationally recognised
advocate of the teaching profession and a man who inspired a great many of today’s best teachers and teaching
practices. These awards have been developed to recognise, encourage and financially reward our best PGCE
Students. All PGCE students are eligible and will be considered for this competitive award. Further details of these
can be found at http://socialsciences.exeter.ac.uk/education/pgce/feesandfinance/tedwraggawards/
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8: TRAINEE SERVICES, SUPPORT AND WELFARE To access most of the services below, your initial contact should be through the Student Information Desk (SID) http://www.exeter.ac.uk/students/services/sid/ 0300 555 0444. There is a Student Information Desk within Info at St Luke’s on the ground floor of South Cloisters at St Luke’s Campus and in the Forum at Streatham Campus. SID services are available Monday-Friday from 0800 to 2200 and Saturday-Sunday 1000-1500 during term time and Monday-Friday 0830 to 1800 during vacation periods.
ACCOMMODATION For Exeter-based accommodation, please see Studentpad http://www.exeter.ac.uk/accommodation/privatehousing/studentpad/ For accommodation during school-based work, the Partnership Office holds an online list of rental accommodation (which is not inspected or checked by the University) at http://vle.exeter.ac.uk/mod/url/view.php?id=110012
CAMPUS MAPS St Luke’s http://www.exeter.ac.uk/visit/directions/stlukesmap/ Streatham http://www.exeter.ac.uk/visit/directions/streathammap/
EQUAL OPPORTUNITIES
The Graduate School of Education and the University of Exeter as a whole are committed to a policy of equality of opportunity and aim to provide a working and learning environment which is free from unfair discrimination and will enable staff and students to fulfil their personal potential. http://www.exeter.ac.uk/staff/equality/. The Graduate School of Education Equal Opportunities statement can also be found at http://socialsciences.exeter.ac.uk/education/support/equalopportunities/
DIGNITY AND RESPECT
The University of Exeter’s Dignity and Respect Policy statement can be found at http://www.exeter.ac.uk/staff/equality/dignity/policy/ Dignity and Respect Advisors are a network of members of staff from across the University who have volunteered and are trained to undertake the role. They provide a confidential and informal service for anyone involved in cases of harassment or bullying. They can listen, talk through available options and signpost to other sources of support and advice. Contact through SID
RACE EQUALTY
Race Equality Resource Officer, Ruth Flanagan: 01392 724871 [email protected] The RERO is available to work closely with students from ethnic minorities. She is not part of the student assessment process and offers: - a safe, confidential and non-judgmental place to discuss issues and concerns - practical support to manage issues such as housing and finance - referral to appropriate agencies for specialist advice, information and support. Further resources and contacts are at http://www.exeter.ac.uk/staff/equality/resources/
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UNIVERSITY OF EXETER STUDENTS’ GUILD
http://www.exeterguild.org/. 01392 723528 The Students’ Guild is the University’s Student Union. It is a non-profit making organisation that provides representation, support, social activities and trading services for all students.
G47 in South Cloisters is the Students’ Guild facility at St Luke’s
Campus
Sabbatical Officers for the current year are announced at http://www.exeterguild.org Please see http://www.exeterguild.org/advice/ for up-to-date times for visiting the Advice Unit at either the Forum at Streatham, at St Luke’s Campus or Penryn Campus.
The GUILD WELFARE AND OPPORTUNITIES OFFICER can be contacted through SID or at 01392 723562
INTERNATIONAL STUDENT ADVICE
Please see www.as.exeter.ac.uk/support/international/ to see details about drop-in appointments during term-
time but we suggest that you book an appointment through SID
IT SUPPORT
IT support is available from 8am to 8pm in term time – either online or on the phone, or by visiting the desks on campus. SID online, which includes all IT support, is available 24/7.
LIBRARY & CULTURE SERVICES
http://as.exeter.ac.uk/library Library & Culture Services is a single institutional service, with primarily digital content and services which can be accessed at anytime, anywhere. Haighton Building at St Luke’s Campus contains the principal Education and Sports Science holdings of
approximately 120,000 books and subscribes to over 400 journal titles. Journals are available in print and/or
electronically depending on the title. Whether you are able to come to campus or need to request electronic
documents please see http://as.exeter.ac.uk/library/usingthelibrary/ You will need your log-in details to use the
online e-resources http://as.exeter.ac.uk/library/resources/e-resources/elibrary
Library Registration: Your Unicard functions as your library card and is required to enter and exit buildings, and to
borrow items. It is not transferable. Library users are asked to check their email daily. Please ensure that you keep
the Library informed of your current postal and email addresses.
MEDICAL SERVICES
The Student Health Centre for St Luke’s students is based at The Heavitree Practice, Heavitree Health Centre, South Lawn Terrace, Heavitree, Exeter, EX1 2RX, 08444 773 486 or 01392 222099 (press 1) www.theheavitreepractice.co.uk Urgent out-of-hours problems should be directed to the Devon Doctors on Call Answering Service on 0845 6710 270 or 01392 824600 www.devondoctors.co.uk/ For full Student Heath Centre information see www.exeterstudenthealthcentre.co.uk/
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MULTI-FAITH CHAPLAINCY TEAM
The Chaplaincy is a team of people from different faiths working together to serve the whole University community of students and staff www.exeter.ac.uk/chaplaincy. Chaplains are available to discuss any matters in confidence. The St Luke’s Assistant Chaplain (Anglican) is the Rev’d Hannah Alderson and her office is at St Luke’s Chapel. Please see http://www.exeter.ac.uk/chaplaincy/ourchaplains/
PRINT SERVICES
Print Services are based at Streatham Campus in Northcote House. Please see https://as.exeter.ac.uk/it/printing/studentprint/
STUDY AREAS AT ST LUKE’S CAMPUS
The study area at Haighton Building is open 24/7 and is accessed by your Unicard. The Giraffe House study space
in South Cloisters is open 7 days a week from 0800 to 2130 and is accessed by your Unicard. There are 120
student study spaces, 37 PCs and print/copy/scan facilities, a quiet study area and lots of power sockets for your
own devices. Three group study rooms are bookable in advance through iExeter.
STUDY SKILLS SUPPORT: STUDENT ENGAGEMENT AND SKILLS HUB
http://www.exeter.ac.uk/student-engagement-skills/
WELLBEING
The University Wellbeing Services team is made up of counsellors and mental health practitioners who are all highlight skilled and experienced. The service is confidential. http://www.exeter.ac.uk/wellbeing/contact/makeanappointment/ All students must book into a telephone referral appointment with a clinical practitioner before accessing any of the services or therapies available within Wellbeing. To book an appointment, please see the options available at the link above which include using SID or you can also call the Wellbeing Centre on 01392 724381.
Wellbeing provide a ‘walk in’ service at St Luke’s available by asking in Info at St Luke’s or by using the email address above.
DISABILITY SUPPORT (SPECIFIC LEARNING DIFFICULTIES, PHYSICAL DISABILITIES/HEALTH CONDITIONS) AND WELLBEING SERVICES If you declared a disability, specific learning difficulty or mental health difficulties on your UCAS application form,
the University’s AccessAbility team will have contacted you before the start of your course to ask you to complete
a prospective student questionnaire. If you didn’t declare any disability, specific learning difficulty or mental health
difficulties on your application form but feel that you might benefit from support from the AccessAbility team or
Wellbeing Services during your studies, you can contact them at any time during the year.
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Once registered with AccessAbility/Wellbeing Services, they will, where appropriate, draw up an Individual
Learning Plan (ILP) with you. This is an important document as it will inform the Graduate School of Education of
any particular adjustments we need to make for you (for example, if you have dyslexia and want this to be taken
into consideration when your assignments are marked or if you have a physical disability and require assistive
equipment or software). It can also be used as supporting evidence for extension requests.
What is an Individual Learning Plan ILP?
An Individual Learning Plan (ILP) is a document that informs Colleges within the University that a student has
declared a disability and sets out the reasonable adjustments that need to be considered. For a student to have an
ILP in place, the student will have a health issue or disability which fits the criteria to be classified as a disability
under the Equality Act 2010. The legislation affects all HEIs in the UK and all are expected to provide reasonable
adjustments in response to assessed needs.
Why do students have ILPs?
Reasonable adjustments are put in place in order to remove barriers that may prevent students from participating
at University, and to minimise the impact that their health condition or disability may have on their ability to
study.
How does a student get an ILP?
Students make contact with Wellbeing Services (AccessAbility/Mental Health Pathway) and following an in-depth
assessment an ILP is set up. This requires the student to provide independent evidence of their health condition.
When are ILPs set up or updated?
ILPs can be set up or updated at any point throughout the academic year in agreement with the student and you
will receive an automatic notification.
Student responsibilities
It is your responsibility to contact Wellbeing Services (AccessAbility and Mental Health Pathway) if you have any
queries about the details contained within your ILP, if you would like it reviewed or if your situation changes at any
time.
Please contact the Info at St Luke’s Team if you have any queries about the implementation of your reasonable
adjustments.
Please note: requests for extensions due to an ongoing disability/specific learning difficulty/mental health
difficulties are unlikely to be granted if an ILP is not in place. Also, due to the anonymous marking policy used
by the University, tutors marking summative assignments from dyslexic trainees will not be able to apply
dyslexia marking guidelines to an assignment if an ILP is not in place. It is therefore important to get an ILP set
up as early in the year as possible if you want your disability/specific learning difficulty/mental health
difficulties to be taken into consideration during the University-based taught elements of the PGCE programme.
For further information on the services provided by AccessAbility and Wellbeing Services please go to
http://www.exeter.ac.uk/accessability/ and http://www.exeter.ac.uk/wellbeing/
To book an appointment with an advisor, please use http://www.exeter.ac.uk/students/services/sid/
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FITNESS TO TEACH
Alongside the support provided by AccessAbility/Wellbeing Services, every PGCE trainee is assessed, as part of the
admissions process, to ensure that they are fit to teach. This assessment is done by a company external to the
University, currently Exeter Occupational Health Service, part of Royal Devon and Exeter NHS Foundation Trust. In
certain circumstances adjustments can be applied to school placements for PGCE trainees where the Exeter
Occupational Health Service recommends that the trainee is only fit to teach if this adjustment is made. The
Partnership Office manage the reasonable adjustment process and work with the schools to provide any such
recommended adjustments, as far as they are possible and ‘reasonable’.
The Partnership Office will also seek permission, if you have declared a disability/specific learning difficulty/mental
health difficulties on your application (or during the year), to disclose your declaration to your placement schools,
UVT, personal tutor and subject leader. You have the right not to give your permission but we encourage trainees
to do so as it enables school and university staff to provide appropriate support.
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9. CAREERS AND EMPLOYABILITY
9.1 EMPLOYABILITY
Professional development training is interwoven throughout the PGCE course. Taking time to reflect on your
practical experiences in the classroom is encouraged. Further careers skills training, such as application form
writing or interview skills can be accessed through the Career Zone http://www.exeter.ac.uk/careers/
The College of Social Sciences and International Studies Employability team usually hold a small “teacher
recruitment fair” and details will be emailed to you. This is your opportunity to speak to agencies and other
recruiters. It’s quite useful to go prepared with cards made up with your name and contact details to pass to the
recruiters as the event gets very busy! We also organise occasional one-off talks for special guests such as
international schools.
Job adverts and other useful information is posted in the Careers section of the PGCE Primary and Secondary Core
Documents page on the e-learning environment (ELE). We also tweet job vacancies via: #exeterpartner
9.2 APPLYING FOR A TEACHING JOB
You should start to look for your first teaching post early in December, especially if you wish to remain in the
South West since jobs in this region turn over more slowly than in other areas of the country. Recruitment
websites and The Times Educational Supplement are good sources of job opportunities.
If you don’t already know the school, do your homework about it and the area it is in. Read the job specification
carefully and look at the school’s website. You should write your personal statement/letter of application to match
as closely as possible the requirements of the school and subject department. Be positive, but honest – it is no
good claiming that you have interests or skills that the school may appear to be looking for if you can’t deliver
these effectively at interview or when you are in post. You may feel that you have had relatively little classroom
experience when you apply. Don’t worry about this. Your tutor will make the position clear in the reference that
they write for you and schools are good at seeing potential in applicants. None of the trainees applying for the job
will be a ‘finished product’.
Your University tutor will discuss job applications with you, but staff in schools are in the best position to give you
advice and support about the process.
As soon as you start applying for jobs, make sure that your University Visiting Tutor has up-to-date information on
which to base your reference. Normally you will be asked for two referees. Include the Head Teacher of your
current placement school as one referee (check that this is the expectation of the school – it usually is) and
give the name of your University Tutor as the other referee.
It is good professional practice to keep referees informed of your job applications as references are often
requested at extremely short notice.
Please note that the correct address to give for University contact for a reference is:
<name of tutor> Graduate School of Education Reference Request Info at St Luke’s University of Exeter Heavitree Road Exeter EX1 2LU Or by email using [email protected]
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9.3 APPLYING FOR JOBS RESOURCES ON ELE
There are a number of useful resources such as PowerPoint lectures in the Applying for Jobs section on
http://vle.exeter.ac.uk/course/view.php?id=4055. These resources may be updated during the year so please do
check the page regularly.
9.4 INTERVIEWS
You are entitled to take time off from placements to attend interviews but you should travel outside working hours
whenever possible in line with customary professional practice. A balance must be struck between attending
interviews and taking time away from placement which may jeopardise your training progress.
Many partner schools run mock interviews for trainees to give them an introduction to the way that schools select
staff.
Bear in mind that each school is likely to have its own version of the interview process. It is now the norm for
applicants to teach a lesson to a group of pupils. Many schools take into account the feedback from pupils in
coming to a decision about who to appoint. You should be briefed fully well in advance by the school about
the topic, age range and capability of the group that you will teach, but keep some flexibility in your plans so that
you can respond to the situation on the day. Don’t try anything too ambitious. If you plan to use ICT make sure
that you have an alternative non- computer-based task in case the system fails. If possible, base your lesson on
teaching approaches and strategies that you have already used successfully. It will boost your confidence to
know that what you plan to do has already worked with one class (but remember that every group of pupils will
respond in a different way, so flexibility is important).
9.5 TEACHER REFERENCE NUMBER
This will be given to you during the Autumn term.
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10. ATTENDANCE, ABSENCE, INTERRUPTION OR WITHDRAWAL FROM THE PROGRAMME
10.1 ATTENDANCE REQUIREMENTS AND MONITORING
To be awarded the PGCE you must attend and contribute to all parts of the programme including both M level
modules and all placements for School-based Work. Therefore, your Attendance Record on the Quality Assurance
Record in your Individual Development Portfolio is an important document. Maintaining an excellent record of
attendance is an important element of professional behaviour.
o University regulations www.exeter.ac.uk/calendar make clear that you may not start term late, finish
term early, or be absent from the programme, classes or other assigned academic activities without prior
permission.
o The half terms in the Autumn, Spring and Summer terms are part of the course, not vacation, and these
weeks should be dedicated to University work.
o Mentors are asked to record the number of days’ absence from school-based work on each Formative
Reflection on Achievement and Progress (FRAP) report.
o International students should note that attendance monitoring is now a statutory requirement of the
Points Based visa system and unauthorised absence from 10 compulsory academic activities will be
reported to the UK Border Agency and will result in termination of your student visa.
o School term dates do not coincide exactly with the University PGCE term dates. Trainees are not required
to be in school when the school term continues after the end of the PGCE course in July. You are required
to be in school for the dates publicised even if they do not coincide with University of Exeter standard
term dates. If you arrange with the ITE Coordinator to remain in school outside of these dates then the
school is responsible for your insurance and DBS disclosure.
10.2 LEAVE OF ABSENCE REQUESTS
The PGCE is an intensive course with high expectations of professional behaviour. Trainees are not normally
granted leave of absence although exceptions may include compassionate grounds, occasional BUSA sporting
fixtures, and national representation.
You are entitled to leave of absence for interviews and you do not need to request permission for these. You must
inform the lecturer for any teaching sessions you will miss from the University course. During school-based work
you must inform your ITE Coordinator and your UVT. As is professional practice you are expected to take the
minimum time required for attending interviews, especially where pre-interview visits are involved. If the school
feels that you are having excess time out at interview it may call into question your ability to meet the Teachers’
Standards consistently. In such a situation the school will advise you to concentrate on meeting the Standards
rather than on securing a job.
As is professional practice you are expected to arrange medical appointments outside school hours where
possible.
Leave of absence is granted by the School/University Partnership:
Absence from University-based work requires the permission of the Partnership Director (who will
consult with the Director of Secondary Programme Director as necessary).
Absence from school-based work requires the agreement of both the ITE Coordinator in school and the
Partnership Director in the University
Trainees must be in good standing with the partnership to be granted leave of absence.
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To Request Leave of Absence go to the Primary & Secondary Core Documents page on ELE
http://vle.exeter.ac.uk/course/view.php?id=2516 and download the ‘Request for a leave of absence’ form.
The form must be completed to request intended absence (excluding interviews) and must be sent to
[email protected] in time for a decision to be made. Where the form is submitted via email to request
absence from school-based work, please ensure that it contains the ITE Coordinator’s signature or is from the ITE
Coordinator’s email address, which will be accepted in lieu of signature.
Leave of absence from the final seminar day is only granted if your employing school requires you for a ‘transition’ day. A letter/email from your new school requesting this must be attached to your leave of absence request form.
10.3 EARLY TEACHING CONTRACTS AND NQT INDUCTION:
As a general rule no absence can be sanctioned in the final week(s) of the summer term as you must be available for
moderation and examination visits if necessary. Requests to begin teaching posts before the PGCE term ends will be
refused as it is a requirement of the National College for Teaching and Leadership (NCTL) that you are provided with
120 days of training in school and your commitment to your PGCE training is a priority. It is a contractual obligation to
remain a student until the last day of the course for trainees in receipt of a training bursary (unless you interrupt your
studies or withdraw from the programme during the year).
School Direct@Exeter trainees may be asked /make alternative arrangements with their schools to stay beyond the
end of the PGCE course. This is a matter for the school and their trainees to negotiate and agree together. The school
should note that after university registration has ended, the school is responsible for DBS, insurance and all other such
matters.
10.4 UNANTICIPATED ABSENCE:
Where last minute absence is unavoidable (eg. if you are unwell) it is your responsibility to ensure that relevant
parties are informed. It is an expectation that teachers communicate their absence to their school well before the
start of the school day; it is our expectation that you will do likewise for any absence from University work.
For University-based work, send a message by phone or email to your University Personal Tutor AND inform Info
at St Luke’s on 01392 724837 or [email protected]
For School-Based Work you must immediately:
o Inform your placement school
o Inform Info at St Luke’s (01392 724837) or [email protected]
o Inform your University Visiting Tutor, if a visit is scheduled
o Set work as detailed below
It is an important part of professional practice to set appropriate work for any classes that you miss through
illness, attendance at job interviews or for any other reason. To set such work, it is not sufficient to send a text
message nor to leave messages on a school answering machine. For unanticipated absence, you should at the very
least make direct contact with your PST who will be able to pass on work to other teachers.
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10.5 ABSENCE DUE TO ILLNESS
Up to 6 consecutive days See Unanticipated Absence and also send a Self-Certification Form available
from the Primary & Secondary Core Documents section of ELE
http://vle.exeter.ac.uk/course/view.php?id=2516 to:
7 or more consecutive days As above. In addition a Medical Certificate signed by a doctor must be sent to:
10.6 ABSENCE DUE TO SEVERE WEATHER
In the event of severe weather, local radio stations normally provide details of school closures and whilst you will
be expected to attend school if it is open, you should consider your own safety regarding travelling. The University
will email all trainees via their University e-mail address with guidance as soon as practicable and you should
report any absence from university or school-based work in the usual way.
10.7 EXTENDED ABSENCE
If you accumulate more than 10 days’ absence, this may raise concerns about your personal welfare, your ability
to meet the professional requirements of the programme and your ability to achieve the Teachers’ Standards (for
QTS). Extended absence for illness or for personal reasons may lead to an inability to meet the Teachers’
Standards (for QTS) by the end of the course, and would therefore lead to a Fail result. If you accumulate more
than 10 days’ absence on your attendance record, it becomes important to address the situation. Accordingly, a
Trainee Support Plan and/or a Cause for Concern letter may be issued by your personal tutor (if during the
University taught course) or by the ITE Coordinator/Mentor (if during school-based work), who will discuss the
situation with you. If there are doubts about your ability to complete the programme satisfactorily, a Review
Meeting will be arranged with the Programme Director.
10.8 UNAUTHORISED ABSENCE
If you absent yourself from the programme (taught course or school-based work) without
consultation/authorisation then you will automatically be deemed to have withdrawn from the course.
10.9 WITHDRAWAL FROM THE PROGRAMME
If you feel unable to continue your PGCE, you are strongly recommended to discuss this with your Personal Tutor
or UVT before making a decision. It might also be appropriate to discuss it with a school-based Mentor if you are
contemplating this decision during a school placement. We can help you make appropriate decisions, and if
necessary, direct you to further careers guidance. Once you have informed the school of your decision and left
your placement you cannot change your mind.
You should also talk to the University’s Guild Advice Unit (https://www.exeterguild.org/advice/) to clarify any
financial implications. There are cut off dates near the beginning of each term whereby if you withdraw after that
date, you will be liable for that term’s fees; please see
http://www.exeter.ac.uk/staff/policies/calendar/part2/finance or contact the Guild Advice Unit on 01392 723520
or [email protected]. They can also confirm whether you will need to pay back any bursary payments.
WITHDRAWAL PROCEDURE
You will need to complete an online Withdrawal Form (details available from Info at St Luke’s). The
Graduate School of Education is required to complete your last date of attendance on the Withdrawal
Form and this date is used by Student Fees, Student Records, Student Finance England etc when
calculating any tuition fee refunds.
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Your last date of attendance is provided to the Graduate School of Education Office by your tutor if you
withdraw during the university-based course and by your school if you withdraw during a school
placement and in both cases is defined as the last date you were physically in attendance. It is not the
date you sign the withdrawal form. The only exception is if you have been signed off by your doctor for a
period of time leading up to your withdrawal, in which case the date you indicate your intention to
withdraw to your tutor will be used instead.
It is essential to complete the Withdrawal paperwork quickly so that the financial implications can be
dealt with appropriately.
Once the withdrawal form has been completed it is not possible to recommence the course.
10.10 REQUESTING AN INTERRUPTION FROM THE PROGRAMME
Occasionally trainees have to interrupt their studies for very good reasons such as serious medical or extreme
personal circumstances. Interruption is not an automatic entitlement and normally not allowed if you are failing to
make normal and satisfactory progress or because you are experiencing stress or anxiety as a consequence of your
training. If you feel that stress is hampering your progress on the course, please discuss this with your Personal
Tutor and seek expert help from the University Medical Centre or your own doctor.
You should make sure you understand any financial implications of your request to interrupt by discussing this
with the Guild Advice Unit (https://www.exeterguild.org/advice/) on 01392 723520 or [email protected].
INTERRUPTION PERMISSION
You will need to submit an ‘Interruption Request form’ to the head of Initial Teacher Education for
consideration, including any medical evidence if the reason for the request is medical. The ‘Interruption
Request form’ is available from http://vle.exeter.ac.uk/course/view.php?id=2516 - PGCE Primary &
Secondary Documents.
The decision to allow an interruption is made by the Head of Initial Teacher Education, after consultation
with your Personal Tutor, and the Secondary Programme Director will inform you of the decision. Once
you have received confirmation that your request has been approved, you will need to complete a
University Interruption form, available from Info at St Luke’s. The Graduate School of Education is
required to complete your last date of attendance on the interruption form and this date is used by
Student Fees, Student Records, Student Finance England etc. when calculating any tuition fee refunds.
Your last date of attendance on the programme is usually the date your request for an interruption is
formally approved by the Head of Initial Teacher Education. The only exception to this is if there has
been a lengthy delay in submitting the Interruption Request form to the Head of Initial Teacher
Education, in which case, an earlier date may be decided upon.
If you are requesting an interruption during a school placement, you should continue to attend your
placement until the outcome of your request has been communicated to you. The only exception to
this is if you have been signed off by your doctor.
It is essential to complete Interruption paperwork quickly so that the financial implications can be dealt
with appropriately.
An interruption will only be permitted if, at the point of requesting an interruption, you are in good
standing with the University and are making normal and satisfactory progress within the programme.
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RETURNING TO THE COURSE AFTER INTERRUPTION:
If you are granted an interruption the College level Assessment, Progression and Awarding Committee (at the end
of the term in which you interrupt) confirms the conditions under which you can return. We will keep a place
open on the course for you for a maximum of two years as detailed:
A letter is sent to you confirming that we will provisionally plan for you to return in the following year to
the same placement pattern you left, eg: if you interrupt in the autumn term you will return in the
following autumn for 3 terms, if you interrupt in the spring you will return in the following spring for 2
terms and if you interrupt in the summer term you will return in the following summer term for 1 term.
The Partnership Office will contact you again in July (for those who have interrupted in the autumn or
spring term) or December (for those who have interrupted in the summer term) giving you the details of
the placement(s) allocated to you and asking you to confirm you return to the course.
If you are not sure whether you will be able to return, a further deadline will be given, after which it
won’t be possible to return that year. The offer of returning in the second year will still be available.
o Important - a penalty fee of £300 may be incurred if you confirm your return and subsequently decline a
placement that has been arranged for you
o You will be required to undergo another fitness to teach assessment on your return, and apply for
another Disclosure and Barring Service (DBS) Disclosure Certificate.
10.11 FITNESS TO PRACTISE
The University recognises that in conferring appropriate academic qualifications, where these lead to a
professional qualification, admission to a professional body, and/or statutory registration, it must be satisfied that
the trainee will be a safe and suitable entrant to the given profession. For teaching, Fitness to Practise refers to
your physical and mental health and to your professional behaviour. University of Exeter Fitness to Practise
Procedures, www.exeter.ac.uk/students/administration/complaintsandappeals/fitnesstopractice/ govern this area.
If you feel you need further information or are in any doubt about your own position, please refer to the
procedures and arrange a meeting with the Secondary Programme Director.
Trainee Medical Fitness to Teach and DBS Responsibilities
Your Disclosure and Barring Service (DBS) Disclosure Certificate and Medical Fitness to Teach are checked as part of the formal process of admission and remain important during your PGCE. You have a responsibility to inform of us of any change in your medical well-being or of any incidents which might alter the standing of your Disclosure Certificate.
All trainees who interrupt their training or who are offered an additional school-based work placement
will be required to undergo a Medical Fitness to Teach assessment and another DBS check before
returning to the programme.
Declared Mental Health, Specific Learning and/or Physical Difficulties
Trainees who have a declared mental health, specific learning or physical difficulty and require additional
support whilst studying should refer to the Support and Welfare Contacts section of this handbook for
details. We strongly encourage you to make the appropriate contacts so that you can receive appropriate
support.
For trainees who have significant health issues that prevent them from fully engaging on the course the
University may refer them back to Occupational Health for assessment under Fitness to Teach as per the
ITT criteria C1.3
https://www.gov.uk/government/collections/initial-teacher-training#initial-teacher-training-criteria
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When a trainee declares that they have a difficulty the University of Exeter has a responsibility to provide support
and advice to allow you the opportunities required to help you succeed, providing the matter does not result in
you being deemed ‘Unfit to teach’ by the Fitness to Teach process. In declaring a difficulty you will not be
discriminated or labelled in an unhelpful way.
The Partnership Director has the right to request a further Medical Fitness to Teach assessment if she believes that
your circumstances have significantly changed.
Professional Conduct
At all times you should behave in a manner appropriate to the professional conduct expected of a teacher; this
includes professional conduct in how you speak to or about children in your school, school colleagues, parents or
University staff.
It is important to be aware that failure to observe any aspects of Fitness to Practise may lead to the termination
of your training.
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11. PROGRAMME EVALUATION & QUALITY ASSURANCE
11.1 TRAINEE EVALUATIONS
The Graduate School of Education uses an on-line evaluation system called ACCELERATE to conduct trainee
evaluations. At various points in the year, you will be asked to complete anonymous evaluations of the following:
o End of Autumn Term Taught Course Evaluation
o School-based Work Evaluation – Autumn/Spring Term Placement (not for School Direct @Exeter trainees)
o School-based Work Evaluation – Summer Term Placement (not for School Direct @Exeter trainees)
o End of Year Evaluation (including school-base questions for School Direct @Exeter trainees)
During the summer term, the ACCELERATE system is also used to collect information on your employment into
teaching at the end of the year.
The responses gathered from the various evaluations are collated and fed back to tutors, the Programme Director,
and the Partnership Director to inform and improve the services and processes relating to the Secondary PGCE
programme. Although you are encouraged to give honest and constructive feedback, please remember to word
this carefully and sensitively; we take them seriously and read every comment carefully.
Information from these evaluations in turn feeds into the University’s Annual Programme Monitoring process
where all programmes have to consider student evaluation as part of their annual review process.
In addition, the NCTL (National College of Teaching and Leadership) will ask you to complete the NQT Survey
during the spring term following your completion. This survey is a national survey of all newly qualified teachers. It
is both important and helpful if you ensure that you complete the NQT survey.
Ofsted also ask for your comments on the course and you may be sent a link to their survey and an email from
them about it. If we are inspected during your course we will ask you to complete this survey for them.
11.2 ITE COORDINATOR EVALUATIONS
In addition, the school ITE Coordinator is asked to complete an evaluation of the provision by the University for
School-Based Work placements in their school, at the end of each academic year. All evaluative data is returned
to the Partnership Director who is responsible for monitoring the quality of provision for school-based work in all
partner schools.
11.3 STAFF/STUDENT LIAISON COMMITTEE
Matters arising and feedback from the Staff/Student Liaison Committee (SSLC) meetings are fed into and appear
as a standing agenda items at each of the termly Programme Management Committee meetings.
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11.4 RESOLVING CONCERNS INFORMALLY
First, tell the member of staff involved about your concerns. This should always be the first step and it
will normally solve the problem.
If you consider the response inadequate, you could approach the Programme Director and tell the
member of staff concerned that you are taking matters further. In exceptional circumstances, if you are
unable to mention the matter to the member of staff first, then you can still approach the Programme
Director.
If several trainees share the same concern, one trainee can speak to the member of staff concerned on
behalf of the group, but the member of staff should be told the precise number of trainees involved. It is
unhelpful for one trainee to indicate that, say, ‘over half’ the group are concerned. This can lead to
misrepresentation and misunderstanding.
If the concern is about School-Based work you should talk to your school (PST, Mentor or ITEC) in the first
instance. If this does not resolve the concern please contact the Partnership Coordinator or your UVT.
If these suggestions fail to resolve your concerns, you can follow the formal complaints procedure as
detailed in 11.5 below. The Students’ Guild can provide advice and support.
11.5 FORMAL COMPLAINTS PROCEDURE
We hope that most situations can be resolved without recourse to the formal complaints procedure. However,
the University of Exeter Senate has issued guidelines where a trainee wishes to pursue a formal complaint. Full
guidelines are published in the University Calendar at:
http://www.exeter.ac.uk/students/administration/complaintsandappeals/complaints/
Please first be sure that it is a matter of complaint rather than one of poor communication or misunderstanding. It
is important for all concerned that you follow the procedure and that you are thoroughly professional in your
actions and utterances.
11.6 SUPPORT DURING A COMPLAINTS PROCEDURE
All trainees are responsible for their own learning. It is the University’s policy to discuss trainees’ progress with
them only and under no circumstances with their parents, spouse or partner and we cannot enter into any
conversation with them, nor can we allow them to be in attendance at meetings. Should the trainee want the
support of another person at a meeting, details of appropriate people can be found in para 7.2 of the procedure
accessed from http://www.exeter.ac.uk/students/administration/complaintsandappeals/complaints/
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12. TEACHERS’ STANDARDS
12.1 PROFILE DESCRIPTORS
The standards, values and behaviours described in the preamble and in Part Two are not developmental and thus need to be
demonstrated from the start of course and throughout your career. We will ask you to reflect on them at various points
throughout your training and you should be aware that failure to demonstrate those standards detailed in Part Two is likely to
lead to your removal from the course (following due process detailed in the University Fitness to Practice procedures),
prevention of your working with children and young people and possibly legal action.
PREAMBLE: There are certain professional values and behaviours that you must demonstrate throughout your career including your training. You must make the education of your pupils your first concern and are accountable for achieving the highest possible standards in work and conduct. You must act with honesty and integrity. You must have strong subject knowledge, keep your knowledge and skills as a teacher up to date and be self-critical. You must forge positive professional relationships and work with parents in the best interests of your pupils.
PART TWO: STANDARDS FOR PROFESSIONAL AND PERSONAL CONDUCT (taken directly from the Teachers’ Standards)
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school.
They do this by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions o showing tolerance of and respect for the rights of others o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual
respect, and tolerance of those with different faiths and beliefs o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to
break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
ANTICIPATING PRACTICE In the Anticipating Practice phase you should demonstrate the expectations of the preamble and Part Two standards.
You are effective in building good professional relationships with various colleagues and demonstrate the skills required to work collaboratively (S8). You review and reflect on your planning and (peer) teaching, including its impact on learners, to prepare future activities and tasks (S4). You show awareness of how children and young people develop and the significance of social, religious, ethnic, cultural, linguistic influences and disposition on development (S1, S5, S3). You demonstrate very high standards of literacy, articulacy and the correct use of standard English (S3). You are critically aware of the need to extend and update your subject and pedagogical knowledge and know how to employ appropriate professional development strategies to do so (S3).
Opportunities for demonstrating other Teachers’ Standards (particularly those involving classroom practice) in the Anticipating Practice phase may be limited, but might be evidenced through peer teaching or directed study tasks (S3, S4, S6, S7).
BEGINNING PRACTICE In the Beginning Practice phase you should continue to demonstrate the expectations of the Anticipating Practice phase, the preamble and Part Two standards.
You consistently demonstrate professional behaviour, respect for pupils and colleagues and support for the ethos of the school and you demonstrate enthusiasm for working with children and young people and for teaching and learning (S1). You work well collaboratively with school staff, through shared planning and teaching of episodes. You are proactive in relation to your own professional learning and both value and use the feedback you receive from more experienced colleagues. In reflecting on and evaluating your teaching episodes and agendas you identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets, using your IDP effectively to evidence this. You are proactive in identifying opportunities to contribute to the wider life and ethos of the school (S8).
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You demonstrate well developed subject knowledge in teaching episodes, and appropriate choices of activities and tasks to foster and maintain interest, deepen learners’ knowledge and address misconceptions, with support from the class teacher (S3). You can explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for the choices you make (S2). You are astutely aware of your own development needs in relation to extending and updating your subject, curriculum and pedagogical knowledge and are being proactive in doing so (S3). You plan and teach episodes which maintain pace and respond flexibly to what is happening in the classroom in order to arouse the children’s intellectual curiosity (S4), structure teaching episodes which build on prior knowledge, select resources and encourage pupils to participate and contribute in an atmosphere conducive to learning (S2, S1) .
If you are taking a primary teaching route you will demonstrate a developing understanding of appropriate strategies for the teaching of early reading and early maths including systematic synthetic phonics (S3).
CONSOLIDATING PRACTICE In the Consolidating Practice phase trainees should continue to demonstrate the expectations of the previous phases, the preamble and Part Two standards.
You work collaboratively with school staff, through shared planning and teaching (S1). You deliberately seek out opportunities to develop your professional learning and respond positively to all the feedback you receive You are proactive in seeking out opportunities to contribute to the wider life and ethos of the school through attendance at departmental and school meetings, through the teaching of PSHE and/or pastoral care of a class or tutor group and in other appropriate and significant ways (S8).
You have high expectations and use an increasing range of strategies for teaching, learning and behaviour management in order to create an environment that is supportive of learning (S7).You manage behaviour effectively so that learners demonstrate positive attitudes towards you, their learning and each other and you exercise appropriate authority and act decisively, seeking additional support when necessary (S7). You use a range of formative and summative assessment strategies and deploy these effectively in lessons to monitor progress and to inform future planning (S6). You have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases you are preparing to teach and are able to assess pupils’ attainment accurately against national benchmarks (S6). You have well developed knowledge and understanding of your subject/curriculum areas across the ability and age ranges available and use this effectively to maintain and develop pupils’ interest (S3). You have met with the SENCO and know how vulnerable students are identified and referred to colleagues for specialist support. You communicate with and direct any support staff deployed in your lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. You take responsibility for seeking information and advice from specialist staff about individual pupils with specific needs (S8). You model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in your lessons (S3). You plan and teach engaging lessons and (increasingly) sequences of lessons using a range of teaching strategies and resources (S4), taking into account awareness of learners’ capabilities and prior knowledge (S2). You show secure subject/curriculum knowledge and high expectations in planning for progression and setting goals that stretch and challenge all pupils (S1).
You seek opportunities to address and take account of diversity in your planning and promote equality and inclusion in lessons where opportunities arise. You know when and how to differentiate appropriately and have a range of effective strategies that you can apply to reduce barriers and respond to the strengths and needs of pupils of all abilities (S5). You reflect systematically and critically on the impact and effectiveness of lessons and approaches to teaching and use this to inform planning (S4). Your teaching will develop pupils’ conceptual understanding through appropriate explanations, questioning and discussion (S3); you use an appropriate balance of individual, pair, group and whole class work (S4), and plan for and set homework and other out of class activities to consolidate and extend pupils’ knowledge and understanding where appropriate (S4). You regularly design and provide opportunities for learners to reflect on their learning and progress (S2). You establish a clear framework for classroom behaviour and promote good and courteous behaviour throughout the school in accordance with the school’s policy, creating an environment that is supportive of learning (S7). You communicate very effectively with parents regarding pupils’ achievements and well-being (S8).
DEVELOPING INDEPENDENCE In the Developing Independence phase trainees should continue to demonstrate the expectations of the previous phases, the preamble and the Part Two standards. Achievement of this phase means achievement of the Standards for the Award of QTS.
You establish and maintain a safe and stimulating environment for pupils, rooted in high levels of mutual respect. You constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning (S1). You work collaboratively with school staff, sharing planning and teaching as appropriate, drawing on and responding to advice, feedback and specialist support from them; and you develop a rapport with a range of individuals and groups (S1). You are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school (S8). You demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils and are very effective in promoting their
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resilience, confidence and independence (S1). You communicate very effectively with parents regarding pupils’ achievements and well-being (S8).
You make good use of your secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in your teaching (S3). You have an in-depth knowledge of all relevant curricula, frameworks and initiatives and use this to stimulate and capture pupils’ interest (S3). You show a willingness to try out a range of approaches to teaching and learning which take account of individual needs, activities and resources to meet differentiated learning outcomes (S4). You regard yourself as responsible for pupils’ attainment, progress and outcomes (S2). You have an astute understanding of how a range of factors can inhibit pupils’ ability to learn and how to overcome these; and demonstrate this by personalising learning, using and evaluating distinctive teaching approaches to engage and support the strengths and needs of all pupils including those of high ability, with special needs or EAL (S5). You show good understanding of the challenges and opportunities of teaching in and for a diverse society (S5).
You maintain accurate records of pupil progress, using them, and other data, to inform planning, to evaluate the effectiveness and impact of your teaching, to monitor progress of those you teach and to raise levels of attainment (S6). You are familiar with the summative assessment demands of the relevant curriculum and/or examination syllabuses and are able to assess pupils’ attainment accurately against national benchmarks (S6) and you set high expectations which inspire, motivate and challenge pupils (S1).
In the classroom, you work within the school’s framework for behaviour management, with appropriate use of praise, sanctions and rewards and apply rules and routines consistently and fairly (S7). Your teaching encourages high quality interactions that build on prior knowledge (S2) and you plan effective teaching and learning activities which create opportunities for independent and autonomous learning and you support pupils in reflecting on their learning and identifying their progress and emerging learning needs (S2). Your teaching develops pupils’ conceptual understanding through appropriate explanations, questioning and discussion (S3); and you plan lessons that use well chosen, imaginative and creative strategies (S4). You plan for and set homework and other out of class activities to consolidate and extend pupils’ knowledge and understanding where appropriate (S4). You work constructively as a team member and deploy support staff effectively (S8). You make accurate and effective use of assessment and give pupils regular feedback, both orally and through accurate marking, and you encourage pupils to respond to that feedback (S6). You systematically and effectively check learners’ understanding throughout lessons anticipating where intervention may be needed (S6).
If teaching early reading and/or early maths you demonstrate a secure knowledge and understanding of appropriate strategies including systematic synthetic phonics (S3).
ENRICHMENT AND EXTENSION In the Enrichment and Extension phase there will be evidence that you are both consolidating and moving beyond the threshold of the Teachers’ Standards for the Award of QTS and increasingly striving for more of the characteristics of outstanding teachers.
You demonstrate the highest possible standards professional values and behaviour and independently identify priorities for professional development and a willingness to be creative and innovative. You show a commitment to broadening and deepening professional knowledge and understanding through enquiry, independent reading, research and scholarship. You demonstrate full engagement with identifying and developing aspects of professional practice which would benefit from further attention and you critically evaluate and reflect on professional practice with reference to professional or academic education literature and/or theoretical frameworks.
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12.2 TEACHERS’ STANDARDS
PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING : A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils • establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2. Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study. 3. Demonstrate good subject and curriculum knowledge • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of
scholarship • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the
correct use of standard English, whatever the teacher’s specialist subject • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4. Plan and teach well-structured lessons • impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5.Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6. Make accurate and productive use of assessment • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements • make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7. Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise,
sanctions and rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
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8. Fulfil wider professional responsibilities • make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist
support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development, responding to advice and
feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside School.
They do this by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. Further information about these standards can be found at https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf and at www.exeter.ac.uk/education/partnership/teachersstandards