Y3 course introduction
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The document provides an overview of the Secondary Professional Year courses at Nottingham Trent University's School of Education, including the Postgraduate Certificate in Education (PGCE) and related programs. It outlines the vision for teacher training, the modules involved, assessment strategies, and the standards that trainees must meet to become qualified teachers. Additionally, it details the roles of mentors and tutors, course documentation, and resources available to trainees.
Y3 course introduction
- 1. School of Education Nottingham Trent University Secondary Professional Year: Introduction Monday 10 September 2012 Alison Hardy/ Beverley Lawe
- 2. School of Education Contents •Courses •Vision, Standards and Aims •Modules, Assessment and Awards •Course Overview •Roles •Course Documentation •Questions 10 September 2012 2
- 3. School of Education Secondary Professional Year Courses Postgraduate Certificate in Education (PGCE) BA (Hons) Secondary Design and Technology Education (BA) Graduate Teacher Programme (GTP) School Direct (SD) 10 September 2012 3
- 4. School of Education Our Vision of a Teacher Over 50 years of teacher training at NTU has led to a clear and unambiguous vision of a teacher. •adaptable and resilient; •critically aware and reflexive; •empathetic, thoughtful and a good communicator; •inspirational, dynamic and exciting; •knowledgeable, innovative and forward thinking; •proactive, self-directing and collegial. 10 September 2012 4
- 5. School of Education Standards ITT Criteria All accredited providers must meet the ITT criteria. The criteria ensures that all courses provide trainees with the environment, opportunities, training and support to fulfil the Teachers’ Standards. The Teachers’ Standards Training to become a teacher is underpinned by the Teachers’ Standards set by the government’s Teaching Agency. The Secondary Professional Year is designed to provide trainees with all the opportunities to develop and demonstrate their competence against the Teachers’ Standards. 10 September 2012 5
- 6. School of Education Course Aims 10 September 2012 6
- 7. School of Education Modules There are five modules which are core to all trainees: Secondary Professional Practice Module (Level 3 only) 0 credits (Pass/Fail) Learning and Teaching in the Subject Module (Level 3 or M Level) 20 credits (Graded) Skills of Enquiry Module (Level 3 or M Level) 20 credits (Pass/Fail) Learning and Teaching in the Wider Context Module (Level 3 or M Level) 20 credits (Graded) Secondary Education Independent Study Module (Level 3 or M Level) 60 credits (Graded) 10 September 2012 7
- 8. School of Education Secondary Professional Practice Module Aims •Develop you as a teacher in your subject and the wider context •Provide you with opportunities to put your knowledge and understanding, skills, qualities and attributes into practice in school •Enable you to critically evaluate and consistently improve your practice 10 September 2012 8
- 9. School of Education Secondary Professional Practice Module Content •National Curriculum, frameworks and specifications •Knowledge, skills and understanding in the subject and the wider school curriculum; •Teaching the subject at KS3 and KS4 (KS4 and KS5 for Business Studies) •Learning objectives, strategies to monitor learning, lesson evaluation and feed forward into planning; •Assessment strategies •Individual needs: •Managing pace, environment, resources, relationships and behaviour; •Use of teaching assistants and others who contribute to learning; and •Professional responsibilities, conduct and development. 10 September 2012 9
- 10. School of Education Secondary Professional Practice Module Assessment •continuously assessed through the use of a Professional Development Record and the development of a Portfolio of Evidence. •Weekly progress meetings with mentors and regular progress meetings with tutors; •Formative observations and feedback by mentors and tutors; •Formative three-way meetings with mentors and tutors leading termly progress reports 10 September 2012 10
- 11. School of Education Learning and Teaching in the Subject Module Aims •Develop your understanding of the frameworks, curricula and specifications relevant to your subject •Develop your subject knowledge, your understanding of subject pedagogy and your ability to apply this to your professional practice •Develop your ability to critique research and resources relating to your subject •Develop your ability to use reflection as a tool for improving your practice 10 September 2012 11
- 12. School of Education Learning and Teaching in the Subject Module Content •The development of relevant subject knowledge; •The investigation of a range of current issues and innovation relating to subject pedagogy; •The discussion of subject frameworks, curricula and specifications; •The development of practical skills associated successful teaching and learning in your subject; •Independent study and work-based practice supported by tutorials/e-tutorials tailored towards individual contexts and needs; •The implementation of appropriate subject pedagogy that effectively responds to relevant subject curricula and specifications; and •Reflection upon your developing professional practice. 10 September 2012 12
- 13. School of Education Learning and Teaching in the Subject Module Assessment •Subject specific assignment brief •A portfolio submission evidencing the devising, delivery and critical evaluation of subject based practice. •Assignment work is discussed and formative feedback given as part of the module delivery model, through tutorial support and through practice-based observation feedback. 10 September 2012 13
- 14. School of Education Learning and Teaching in the Wider Context Module Aims •Develop your deep understanding of the fundamental principles of schools, learners and the learning process •Develop your critical awareness of the factors that enable learning for the individual •Develop your personal and professional skills and knowledge required to teach •Develop your team-working and communication skills required to forge positive relationships 10 September 2012 14
- 15. School of Education Learning and Teaching in the Wider Context Module Content •Professional role of the teacher; •Different types of schools and the wider corporate life of schools; •The curriculum; •Learning theories and Learning styles; •Behaviour management; •Role of assessment; •Inclusive classrooms, personalisation and differentiation; •Citizenship; •Safeguarding & child protection; •Use of statistics and data in schools; •Legal requirements and constraints 10 September 2012 15
- 16. School of Education Learning and Teaching in the Wider Context Module Assessment •submission of a contextualised practitioner enquiry into one of the current national priorities for teachers: – Creating the inclusive classroom; – The effect of pupil behaviour on learning; and – The impact of literacy strategies within the classroom. •Aided by the completion of a number of formative tasks that might include: – Interrogation of a school policy document; – Personal reflection on experience; – Analysis of academic articles; – Defence or challenge to a controversial proposition; – Response to an article or post an online comment on the discussion board; – Evaluation of trainee led seminar; – Response to a lecture; and – Evaluation of your own teaching. 10 September 2012 16
- 17. School of Education Skills of Enquiry Module Aims •Develop your ability to identify, review and critically assess appropriate sources •Develop your ability to synthesise and articulate your approach to teaching and learning •Enable you to use enquiry to improve your professional practice •Enable you to develop and deploy transferable skills as a basis for your continuing professional development 10 September 2012 17
- 18. School of Education Skills of Enquiry Module Content •Theories, knowledge, concepts, research and debate; •Skills of enquiry: literature review, methodology, research methods; and •Academic writing: synthesis, drawing conclusions, referencing. 10 September 2012 18
- 19. School of Education Skills of Enquiry Module Assessment •module supports the development of processes and skills required of the Wider Context and Subject Modules •Assessed through the assessment processes of the other two modules 10 September 2012 19
- 20. School of Education Independent Study Module Aims •Develop your research and professional enquiry skills •Enable you to reflect on your own practice and implement changes based on your reflections •Provide you with opportunity to use professional and academic sources within your own practice 10 September 2012 20
- 21. School of Education Independent Study Module Content •Skills in using resources to understand about current themes; •How research is conducted; •How research is used in your specialist subject; •Research skills and enquiry skills; and •Presentation skills for a professional audience. 10 September 2012 21
- 22. School of Education Independent Study Module Assessment This module is assessment through a combination of a presentation, associated materials and a written report. 10 September 2012 22
- 23. School of Education Awards 10 September 2012 23
- 24. School of Education Course Overview/Calendar of Professional Practice 10 September 2012 24
- 25. School of Education Roles School-based: University-based: •Subject Mentor •Subject Tutor •ITE Coordinator •Professional Tutor •Class Teacher •Subject/Strand Leader •Other Colleagues •Wider Context Tutor 10 September 2012 25
- 26. School of Education Core Course Documentation The Course Guide The Course Guide contains information and guidance for trainees, mentors and tutors about the Secondary Professional Year. The Professional Development Record (PDR) The PDR constitutes an ongoing record of trainees’ professional development, including Subject Knowledge Audit, Action Planning, the Training Plan and Reflections. It acts as a record of the weekly Progress Meeting between the trainee and their Subject Mentor. The Professional Practice File (PPF) The PPF will hold all information relevant to the trainees’ Professional Practice Placements, including information about the School, Department, Learning and Teaching in the Subject and Wider Context and Classroom Observations 10 September 2012 26
- 27. School of Education Other Course Documentation The Portfolio of Evidence The Portfolio of Evidence is trainees’ final evidence that they have met the Teachers’ Standards and are ready to be recommended for QTS. It is compiled from their PDR, PPF and Module Assessments. Contains information and guidance for trainees, mentors and tutors about the Secondary Professional Year. QTS Skills Tests All trainees are required to pass Skills Tests in numeracy and literacy before they can be recommended for the award of QTS. The NTU Online Workspace (NOW) NOW is a unique and comprehensive VLE. Every course and module has its own NOW Learning Room that brings together all the information trainees need. The NTU Partnership Website The Partnership Website gives access to trainee, mentor and tutor support information. 10 September 2012 27
- 28. School of Education Questions? 10 September 2012 28
Editor's Notes
- #5: Links to Section 1 of PGCE/BA Course Guide
- #6: Links to Section 1 of PGCE/BA Course Guide
- #8: Links to Section 2 of PGCE/BA Course Guide The Secondary Professional Year is designed to be as flexible as possible. All trainees will complete 120 credit points by studying five modules full time over the year. But all credit-bearing modules operate at both Level 3 and M Level.
- #9: Links to Section 3 of PGCE/BA Course Guide
- #10: Links to Section 3 of PGCE/BA Course Guide
- #11: Links to Section 3 of PGCE/BA Course Guide
- #12: Links to Section 3 of PGCE/BA Course Guide
- #13: Links to Section 3 of PGCE/BA Course Guide
- #14: Links to Section 3 of PGCE/BA Course Guide
- #15: Links to Section 3 of PGCE/BA Course Guide
- #16: Links to Section 3 of PGCE/BA Course Guide
- #17: Links to Section 3 of PGCE/BA Course Guide
- #18: Links to Section 3 of PGCE/BA Course Guide
- #19: Links to Section 3 of PGCE/BA Course Guide
- #20: Links to Section 3 of PGCE/BA Course Guide
- #21: Links to Section 3 of PGCE/BA Course Guide
- #22: Links to Section 3 of PGCE/BA Course Guide
- #23: Links to Section 3 of PGCE/BA Course Guide
- #24: Trainees on the undergraduate route will be assessed at Level 3 in keeping with their progression to date and on successful completion will be awarded the BA(Hons) SD&TE . All postgraduates will be registered on the M Level PGDE in order to instill the highest expectations and aspirations through the year. At module assessment points trainees ’ work will be assessed at both Level 3 and M Level. Trainees who miss out on achieving at M Level will then have the opportunity to re-submit at M Level or Level 3. Those trainees who gain 120 credit points at M Level (i.e. all modules at M Level) will be awarded the PGDE . Those trainees who gain 80 credit points at M Level and 40 credit points at Level 3 (i.e. who gain the Secondary Education Independent Study module and either the Learning and Teaching in the Subject or Learning and Teaching in the Wider Context modules at M Level) or who gain 60 credit points at M Level and 60 credit points at Level 3 (i.e, who gain just the Secondary Education Independent Study module or the Learning and Teaching in the Subject, Learning and Teaching in the Wider Context and Skills of Enquiry modules at M Level) will be awarded the PGCE . Those trainees who gain 20 credit points at M level and 100 credit points at Level 3 (i.e. who gain either the Learning and Teaching in the Subject or the Learning and Teaching in the Wider Context module at M Level) or who gain 120 credit points at Level 3 (i.e. no modules at M Level) will be awarded the ProfGCE . Trainees can elect to exit before completing the full qualification. Exit awards have been designed for trainees who, for whatever reason, need to end their studies and still wish to claim an academic award. Trainees can, however, choose to transfer any credit points gained to another university and continue their study at the new institution.
- #25: This is found in the appendices of the PDR. Links to Section 6 of PGCE/BA Course Guide *The timing of observations is a suggestion only and may vary depending on mentor/tutor availability. Joint observations are encouraged. **Placement reports are written by the Professional Tutor on their first visit of each placement. Progress reports are written by the ITE Co-ordinator as a result of three-way meetings that involve the trainee, Subject Mentor and Professional Tutor. Since they undertake an observation visit in week 38 (beginning 15/04/13) the Professional Tutor is likely to feed into the three-way meeting rather than being present in person. The Transition to Teaching/Summative Report is written by the Professional Tutor at the end of the course.
- #26: Links to Section 4 of PGCE/BA Course Guide
- #27: Links to Section 7 of PGCE/BA Course Guide
- #28: Links to Section 7 of PGCE/BA Course Guide