FACULTY OF EDUCATION Department of Children, Education and Communities
PGCE Primary Programme Handbook September 2015
Programme Leader: Susan Shaw [email protected] 01606 6
PGCE Administrator:
PGCE Primary with QTS
Programme Handbook 2018 – 2019
Programme Leader Susan Shaw [email protected]
Professional Support Team [email protected]
Academic Support Team [email protected]
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WELCOME FROM YOUR PROGRAMME LEADER
Welcome to the Primary PGCE at Edge Hill. This is an innovative programme, which has been developed by primary experts ensuring the programme is at the cutting edge of educational developments. It provides an exciting opportunity to train to teach in Key Stage 1 and Key Stage 2 with a specialism. The PGCE Primary Education, Mathematics Specialist and Physical Education Specialist Pathway and School Direct are part of the Department of Children, Education and Communities within the Faculty of Education.
You are going to have a very busy but exciting year. You will need to put a great deal of effort in but you will reap the reward at your graduation next summer.
At the centre of the PGCE Primary are resilient trainees who personify the “Edge Hill University Primary Trainee Identity” (further information in this booklet). You will be supported in your understanding of the importance of focusing on pupil outcomes, including their progress, achievement and well-being by our outstanding tutors. Practice based research and deep reflection both on professional practice and in university will enhance your academic and professional development. Extensive input and focused engagement with subject specialists will enable you to be highly confident and competent across the whole national curriculum. Evidence based research will prepare you to become future leaders of learning. The PGCE Primary should be one ‘episode’ in your life long journey as a professional teacher researcher.
This handbook is designed to provide you with a range of information that will guide your understanding of the Primary PGCE programme. It will guide and support you in undertaking your studies during the year. Please ensure that you take some time to read the documentation which is provided for you carefully.
The professional practice lead and I are both looking forward to working with you and celebrating your successes.
Susan Shaw TBC
PGCE Programme Leader Professional Practice Lead
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Contents
PROGRAMME LEADER WELCOME
SECTION 1: ROLES AND RESPONSIBILITIES 6 Department of Children, Education and Communities Leadership Team 6 Programme Leader 6 Year Leader 6 Subject Leaders 7 Professional Support Team (Administration Staff) 7 Module Leaders 7 Personal Tutor 9 Visiting Tutor 10 Lines of Communication 12 Communication via Email – A Guide for Trainees 15 Library and Learning Services 17 Inclusion Team 18 More Useful Contact Information for Trainees 19 Equality and Diversity – Policy Summary 20
SECTION 2: GETTING STARTED, ATTENDANCE AND ABSENCE 21 Student Number 21 Student Identification (Library Card) 21 Change of Address or Name and Change of Circumstances 21 Attendance 21 Sickness 21 Reporting Absence 21 Holidays 22 Code of Conduct 23
SECTION 3: PROGRAMME DETAILS 28 Programme Aims 28 Learning Outcomes of the Programme 28 Structure of the Programme 30 Timetable (XX Grid) 32
SECTION 4: PROFESSIONAL PRACTICE 34 Initial Teacher Training (ITT) Professional Practices 34 Teaching Unions 40 Newly Qualified Teacher (NQT) Programme 41 Employability, Including References 42 On Programme Self Declaration Procedure 44 Safeguarding – Management of a Cause for Concern 46 Teachers’ Standards (DfE 2013) 47
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SECTION 5: TEACHING, LEARNING AND ASSESSMENT 49 Teaching, Learning and Assessment 49 Quality Assurance and Quality Enhancement (Including External Examiners) 50 Assessment Schedule 51 Assignment Extension Policy 51 General Assessment Information 52 Exceptional Mitigating Circumstances 54 What Constitutes Malpractice 54
SECTION 6: THE STUDENT VOICE 55 Listening to your Voice 55 Mechanisms for Listening to the Student Voice 56 Mechanisms for Responding to the Student Voice 57 Student Guidance – Staff Student Consultative Fora (SSCF) 58 Students’ Union 59
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Department of Children, Education and Communities
Vision Statement
The Department of Children, Education and Communities includes students, academic and professional support staff, teachers and practitioners in schools and wider children’s workforce settings and the children that are the focus of all of our work. Our programmes and research foci are built on a clear vision and set of values:
Advocacy for children is at the heart of our philosophy. We are a learning community which champions social justice for children in the middle years through value-driven, research-informed provision to promote excellence in the children’s workforce.
We value: • embracing the challenge of lifelong learning for all; • engaging with learning as an experience which transforms us as individuals, learners and professionals; • resilience, collaboration and independent intellectual curiosity; • valuing and engaging with all our diverse communities; • generating knowledge as a catalyst for change; • an inclusive approach which challenges bias and celebrates individuals’ culture and identity; • upholding children’s rights and listening to their voice; • developing flexible and aspirational individual career narratives.
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Section 1: ROLES AND RESPONSIBILITIES
Leadership of the Programme and Key Contacts
Programme Leader PGCEPrimaryProgrammes@e 01695 Susan Shaw School Direct dgehill.ac.uk 650821 Leader
Professional PGCEPrimaryProgrammes@e TBC TBC Practice Leader dgehill.ac.uk
Department of Children, Education and Communities Leadership Team
Head of Dr Liesl 01695 Department of [email protected] Children, Conradie 657674 Education and Communities.
Assistant Head of Department of Nichola.Grimshaw@edgehill. Nichola 01695 Children, ac.uk Grimshaw 650819 Education and Communities
Assistant Head of Department of 01695 Children, Dawn Warren [email protected] 650928 Education and Communities
ITT Partnership 01695 David Boorman [email protected] Lead 650864
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Subject Leaders
English Subject Leader Mary Weston [email protected] 01695 584401
Mathematics Subject David Boorman [email protected] 01695 650864 Leaders
Science Subject Leader Frith Murphy [email protected] 01695 584135
Computing Subject Carol Darbyshire [email protected] 01695 584647 Leader
Foundation Subjects Ian Shirley [email protected] 01695 650998 Subject Leader
Academic Professional Development (APD) Martin Ford [email protected] 01695 657362 Subject Leader
Professional Support Team
01695 584556 Partnership Development Team [email protected] 01695 650834
01695 650801 Academic Support Team [email protected] 01695 650938
Module Leaders
[email protected] Academic and Professional Wendy Dixon PGP4100 Development
Evidence based practice and Tracy Robinson [email protected] PGP4101 subject leadership
Evidence based practice and Mike Goulding [email protected] PGP4107 subject leadership Physical Education Specialist
Evidence based practice and Bethan Garrett [email protected] PGP4102 subject leadership Maths Specialist
[email protected] Claire Norcott English
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Debbie Hooton [email protected] Mathematics
Elaine Sumner [email protected] Science
Carol Darbyshire [email protected] Computing
Chris Russell [email protected] Foundation Subjects
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The Role of the Personal Tutor
What is a Personal Tutor?
The Personal Tutor sits at the centre of the trainee ‘goal setting process’, linking together all aspects of a programme to ensure that each trainee is supported and challenged rigorously throughout their training within the Edge Hill University Partnership, in order to achieve their full potential.
The Personal Tutor, will ‘own’ the progress and training of each trainee they work with, and be responsive and accessible when issues arise. They will report on their work at regular intervals throughout the year, demonstrating how each of their trainees is developing into a highly reflective and critical practitioner who evaluates his or her own practice and the impact this has on pupil progress and achievement, thus ensuring that each trainee makes outstanding progress.
This is a personalised role for each trainee dependent upon their prior experiences, achievement and individual training needs.
What does a Personal Tutor do?
The role of the Personal Tutor will vary depending upon the year of the programme a trainee is in.
All Personal Tutors will receive training before they undertake the role and will receive staff development in this area as required.
Their focus will include:-
Undertaking scheduled tutorial meetings with tutees (a minimum of 3 plus CEDP during the year)
Tracking and monitoring of trainee progress and logging this centrally, and intervening when required
Being available to offer advice and guidance during Professional Practices.
Offering support when required regarding training; and communicating with trainees regularly
Guiding trainees in relation to personal employability.
Granting EMCs and extensions.
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The Role of the Visiting Tutor
What is a Visiting Tutor?
During your Professional Practice you will usually have three visits from your Edge Hill University Visiting Tutor. Your Visiting Tutor works for Edge Hill University and may be a full time member of the Primary Team or an Associate Tutor. All Visiting Tutors are highly skilled Primary practitioners.
What is the focus of each visit?
• Visit one: Mentor training and training updates. This is your first meeting with your Visiting Tutor. This meeting will allow you to reflect upon your experience to date and to review your targets and progress. It will also allow the Visiting Tutor to provide update training for your Mentor. During this time, the Mentor and Visiting Tutor will be able to discuss any changes to the observation process as well as any changes to paperwork. This meeting will usually last up to one hour.
• Visit two: Learning Evaluation and Interim Report Form. Your Visiting tutor will conduct a joint Learning Evaluation, this will include an observation of a section of a lesson (no longer than 30 minutes) as well other evaluation techniques (see your Professional Practice Handbook for more details). This is your opportunity to have a professional dialogue with your Visiting Tutor addressing how you have helped the pupils in your class make progress. After the Learning Evaluation. a triangulation meeting will take place. This is a three way meeting, the focus of the meeting is to address how well you are meeting the Teachers’ Standards at the mid-way point of your Professional Practice.
• Visit three: Learning Evaluation and End of Professional Practice report Form. Your Visiting tutor will conduct their final joint Learning Evaluation, this will include an observation of a section of a lesson (no longer than 30 minutes) as well other evaluation techniques. After the Learning Evaluation a final triangulation meeting will take place, the focus of the meeting is how well you are meeting the Teachers’ Standards as you approach the end of your Professional Practice. You must complete the trainee reflection section at least one week before the triangulation meeting in order to provide your mentor will sufficient time to reflect upon their section. The final grading and target setting will occur during the triangulation meeting.
Who do I contact whilst on Professional Practice?
Please also refer to the lines of communication diagram on page 12 in this booklet
If you are experiencing any difficulties whilst on Professional Practice, these difficulties can be discussed with your Personal Tutor and/or your Visiting Tutor. At times if more advice and support is needed, your Personal Tutor and/or your Visiting Tutor may also share any difficulties with the Professional Practice Leader. The outcome of such difficulties will be bespoke to suit the individual needs of every trainee.
What should you as a trainee do?
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Whilst on Professional Practice you must remember you are technically a member of the school staff, therefore you should engage fully in the wider life and ethos of the school. This could include:- • break duty, • schools trips, • attendance at staff meetings (in agreement with the school), • supporting out of hours activities and clubs • staff development sessions • any other activities you are offered the opportunity to be part of
You should ensure that all your relevant teaching files, subject knowledge folders and Teachers’ Standards Portfolio are maintained and up to date and always ready for inspection. These should be in school with you at all times.
You should ensure that your Visiting Tutor has all your current contact information, at the very least this should be you Edge Hill University e mail address.
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Lines of Communication: Who do I ask if I have a query or a concern?
If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your year group, including booklets and notices on Learning Edge? Have you checked with your members of your peer group?
If you have a personal concern or an If you have a concern or query in relation to If you have a query relating to a particular module academic query (e.g in relation to your your professional practice. (including the content, tasks or assignment) academic writing)
Please contact the who Please make contact with your Personal If your professional practice has not yet started individual module tutor teaches you for that module in the first instance. Tutor initially via email to arrange a time to please contact your personal tutor meet or contact a Student Academic Mentor. If your professional practice has started then Your personal tutor will usually be able to please contact your Mentor (school based Your module tutor will usually be able to resolve your resolve your issues or direct you to the most trainer) or your Visiting Tutor (Edge Hill based issues, however, if necessary they may be referred to appropriate point of contact. trainer). the Module Leader.
If necessary your personal tutor, visiting tutor or module leader will refer your queries or concerns on to your Programme Leader. NB: Due to data protection we cannot discuss your training with anyone other than you.
NB: You should not make contact with the Dean of Education or the Head of Department, Children, Education and Communities.
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Student Support in the Faculty of Education
The Faculty of Education at Edge Hill University is committed to providing students with high quality, effective and appropriate guidance and support during their studies to contribute to their effective transition into higher education and excellent student experience.
Personal Tutor Support
Students may have different requirements in terms of support but can all expect Departments to provide a baseline of pro-active continuous pastoral and academic support from programme start to graduation. This support includes being allocated a personal tutor (PT) within the first 2 weeks of term and having timely interventions designed in anticipation of student’s potential needs, throughout their time at Edge Hill University.
Students are responsible for their own participation with the learning and teaching on their programmes of study and for engaging with the support which is offered. Support includes any tutorial sessions and interventions designed to guide and support students, whether pastoral or academic. This means students must attend, prepare for and contribute to all PT meetings. It also means students must let their PT know in advance if they are unable to attend.
It is important that all students keep in touch with their PT, so that PTs are aware of their tutees progress through the programme. Students should provide their PTs with relevant information when asking for help so that PTs can identify the most appropriate support.
As a minimum students can expect four PT sessions per academic year at key milestones in their learning journey. These sessions might be face to face, by phone or email as agreed between the student and their PT. Students on Initial Teacher Training Programmes will have as a minimum an additional 3 visits from their visiting tutors while on placement. You may be offered group tutorial sessions.
It is very important that students act on the advice and guidance provided by their PT, including accessing other support they recommend which may be provided by Student Services, Learning Services, Academic Registry or other services at Edge Hill University.
Further Support
For most issues or challenges which students may face, the PT is able to help, advise and guide. Any issue which poses an extreme or serious risk to the student concerned or to the wider university community may be referred for further support via a Departmental Progress Meeting (DPM). Students will be informed in advance if such a meeting is required and the reasons for the need for further support, advice or guidance.
The DPM meeting may include relevant members of staff from Learning Services, Students Services or Academic Registry as appropriate to the issue. At the DPM meeting, after the issue has been identified, the focus of the meeting will be to agree SMART objectives which will help the student resolve the issue and/or get back on track and progress with their studies. Objectives should be time limited, and a follow up review of objectives meeting (DPRM) will be scheduled for normally no longer than 2 weeks’ time. The student will receive a copy of these mutually agreed objectives. The student can be accompanied by a member of the Edge Hill community, in many cases this will be a member of the Students Union Advice Team.
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In the unlikely event that the student has made no significant progress towards the agreed objectives, revised SMART objectives will be set. If such supportive intervention fails to help the student get back on track, or if a concern is raised either about an individual student’s fitness to study on any FOE programme, or behaviours which may render the student unfit to be admitted to the teaching profession (FOE teacher training programmes only), the student may be referred to Faculty Progress Meetings (FPM) for additional support, which may result in a recommendation of referral to the disciplinary, fitness to study or fitness to practise procedures.
Please note that programme staff (academic and administrative support) can be accessed for support during normal office hours. Please note that that emails and phone calls will be responded to within 2 working days.
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Communication via Email – A Guide for Trainees
Our Promise to You All staff will respond to incoming e-mail and telephone messages directed for their attention at the earliest opportunity. However, the Primary Education Tutor Team follow these guidelines: • Tutors will only respond to email within working hours. Acceptable hours for email communication are 8 am – 6 pm Monday to Friday. Please do not expect email communication from tutors outside of these working hours or at the weekend • We will endeavour to respond to your emails within two working days (not including weekends) • All tutors will indicate, via an out of office message, if the two working day turnaround is not likely. In this instance, the tutor will indicate in their out of office message another contact who will be able to help you with your enquiry
Please take the following action if you do not receive a response within two working days: • Resend with a polite reminder – wait one more day • If no reply has been provided, resend copying in your Personal Tutor and Year Leader who should pick this up with you and your tutor • During absence staff should provide an auto reply to their emails with details of an alternative contact
What We Expect From You • Only use your EHU email account for EHU related communication • Endeavour to respond to tutor emails within two working days (not weekends) • Please do not send the same message to multiple tutors • Carefully follow the communication flow chart on the previous page in this booklet • Always remember that sending email from your University account is equivalent to sending a letter on the University letterhead • Make sure that you use the ‘subject’ line in every message, and that it is meaningful. Where someone receives many messages, it helps to be able to judge the subject matter correctly from its subject line • Try to restrict yourself to one subject per message, sending multiple messages if you have multiple subjects. This helps recipients to use the ‘subject’ line to manage the messages they have received • Try to keep email messages fairly brief • Reply, even if a brief acknowledgment is all you can manage in the meantime • When you use the ‘reply’ option, ensure that the subject field (automatically filled in for you) still accurately reflects the content of your message • Be careful when using ‘cc’ and ‘bcc’. Only copy the email to those people who need to see it • When replying include a relevant chunk of the original message – replying to a message with just ‘I don't think so’ can be confusing even with a relevant subject line • Think twice before forwarding to someone else an email you have received. Would the author expect or be willing for this to happen?
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• The laws of copyright must be respected. It is not, in general, legal to forward material without permission from the copyright owner • Be careful how you express yourself. Email can easily convey the wrong impression • Remember that people other than the person to whom it's addressed may see your message • At the start of an email conversation always use a salutation (eg Dear Tony, Hi Tony, Good Afternoon Tony etc…) and sign off (Many thanks, Tony, Kind regards, Tony etc…) • Never email something you wouldn't say to the recipient's face • Always put your full name and group number at the bottom of any email as tutors teach many trainees often with the same name
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Library and Learning Services
Library and Learning Services are responsible for the management of libraries and information resources, IT user support, learning technology and media services, academic skills development (UniSkills) and dyslexia support.
The University Library housed in Catalyst gives access to books, eResources and PCs, and is open 24/7 during the academic year. There are extensive social learning areas and study spaces along with resources, equipment and support.
UniSkills – ehu.ac.uk/uniskills
UniSkills is a package of workshops, hands-on support and online resources created to help you develop a range of essential academic skills and to enable you to produce high quality University assignments. These resources include support for; assignment planning, academic writing, presentations, finding books and eResources, referencing, dissertations, learning support apps and digital footprint.
UniSkills Workshops - ehu.ac.uk/workshops
UniSkills workshops are a series of small group sessions, focussing on a particular set of academic skills or techniques. Workshops are run regularly throughout the academic year on a wide range of topics including academic writing, exam preparation, Harvard referencing and presentation skills. The workshops are advertised via the UniSkills webpages and look out for a UniSkills Workshop Timetable handout for each semester. Students can self-book online up to two weeks in advance of a workshop - please visit ehu.ac.uk/workshops for full details of the current workshops available.
My Library - www.edgehill.ac.uk/services/learning-edge
The ‘My Library’ tab (accessed via Learning Edge) provides quick links to all of your digital learning resources. This includes the library catalogue, Discover More full text online journals, booking a study room or finding a PC, UniSkills online toolkits, booking a UniSkills workshop or 1-to-1 appointment and subject specific resources.
Subject Resources – ehu.ac.uk./subjectresources
The Subject Resources pages provide a link to your subject specific resources including useful websites and recommended research, journals, databases and newspapers.
Help & Support - students can access Library and Learning Services help and support physically and virtually via:
• Catalyst Helpdesk, ground floor of Catalyst (Ormskirk campus) • Learning Services webpages ehu.ac.uk/ls • Ask Us online enquiry service ehu.ac.uk/askus
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Inclusion Team Based in Catalyst, we provide information, advice and guidance to students who may need additional support with their studies. If you have a physical or sensory impairment, mental health diagnosis, long-term medical condition, Autism or Asperger’s Syndrome, we can advise on:
• Disclosure and confidentiality • The support available from the team and other services • What is meant by “reasonable adjustments” and how you might benefit from them • Information related to exam modifications • Guidance about alternative forms of assessment • Advice about eligibility for Disabled Students’ Allowance (DSA) • Our approach is friendly yet professional and you can discuss your requirements in complete confidence, our contact details are below.
In Person: Catalyst helpdesk Email: [email protected] Tel: 01695 657568 www.edgehill.ac.uk/studentservices/inclusive/
We look forward to hearing from you.
SpLD Support Team The SpLD Support Team is based in Catalyst and we support learners with Specific Learning Difficulties (SpLD) including Dyslexia, Dyspraxia, Dyscalculia and ADHD.
The team offer advice and guidance including:
• Informal assessments - explores if you have any indicators of SpLD • Diagnostic assessments • Advice and guidance on applying for Disabled Students Allowance (DSA)
The team of specialist study skills advisors are able to provide one to one support to enable students to develop strategies to help them with their studies.
If you have any concerns or would like further information about SpLD please visit our website at www.ehu.ac.uk/spld . Here, you will find detailed information about the informal and diagnostic assessments and a helpful Dyslexia checklist.
Alternatively please call into Catalyst (1st floor) for a confidential chat.
For further advice contact the SpLD Support Team: In Person: Catalyst Helpdesk Tel: 01695 657526 Email: [email protected] Web: www.ehu.ac.uk/spld
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University Contact Information
For further information about each service, please visit the relevant website.
Website Email Telephone Student http://www.edgehill.ac.uk/students General enquiries: Services ervices 01695 studentservices@edgehill. 650800 ac.uk
Inclusion team: 01695 [email protected] 584190 c.uk SpLD Support Team: 01695 [email protected] 584372
Money Advice Team: 01695 [email protected] 657250 .uk
Counselling: 01695 studentwellbeing@edgehi 650988 ll.ac.uk
Accommodation: 01695 accommodation@edgehill 584200 .ac.uk
Careers 01695 http://www.edgehill.ac.uk/careers [email protected] Service 584866
Learning 01695 http://www.edgehill.ac.uk/ls [email protected] Services 650800
Academic https://www.edgehill.ac.uk/registry/ See website for different teams Registry student-information
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Equality and Diversity – Policy Summary
Edge Hill University aims to provide a safe, supportive and welcoming environment for its staff, students and visitors, where equality is promoted, and diversity is valued and the rights and dignity of all is respected.
The University seeks to identify and eliminate discrimination, including harassment and bullying regardless age; disability; ethnicity (including race, colour and nationality); sex; gender reassignment; religion; belief or non; sexual orientation; marriage and civil partnership; pregnancy and maternity or socio-economic background.
The University will apply the Equality and Diversity Policy to all areas of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities.
The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Contravention of the policy will be considered a serious disciplinary matter. Any breaches will be considered under the relevant and most appropriate policy or procedure
The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any Inequitable Policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them.
Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University.
Making Contact Students are encouraged to make any concerns known. The first point of contact for this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student [email protected]). The Student Information Officer will refer you on to an individual member of staff as appropriate.
A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.
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Section 2: GETTING STARTED, ATTENDANCE AND ABSENCE
Student Number When you register you will be allocated a Student Number, which you retain for your studies at the University. This number will operate as your Edge Hill email account username. Your student number will also serve as your login ID when accessing the Go Portal and Blackboard area. Please always use your number as a reference in any correspondence.
Student Identification (Library Card) When you register at the University Library you will be provided with your library card. This will carry your photograph and act as a combined identity and library card. The card should be kept with you at all times when you are in the University and will be required if you wish to borrow any books.
Change of Address or Name and Change of Circumstances It is your responsibility to provide us with up to date information regarding your contact details. If you change your name, address, contact details or employment, please advise the university using the online process, by following the instructions through Student Central, which can be accessed here: https://go.edgehill.ac.uk/wiki/display/academicregistry/Changing+your+personal+details
IMPORTANT: Please also advise the Professional Support Team to ensure that your Professional Practice details are updated [email protected]
Attendance Your programme has a very high number of contact hours with the taught lectures, seminars, workshops and tutorials designed to support your on-going academic development. In addition, the sessions in each of your modules contribute directly towards your achievement and demonstration of the Teachers’ Standards (DfE, 2013) and are a vital part of your preparation for Professional Practices. The schools and settings that you will be working in have a legitimate expectation that you will have prepared yourself adequately for each placement, not only by planning for the particular lessons that you will teach but also by attending and studying through your university-based modules to build up your knowledge of the curriculum and of techniques of planning, teaching, assessment and class management. Our decision to recommend you for Qualified Teacher Status at the end of your training with us will be partly influenced by the level of professionalism you have shown through every aspect of your programme. Full attendance and punctuality are a significant part of that professional attitude to your education and training and as such are reflected in the Initial Teacher Training (ITT) Code of Conduct to which you are required to adhere throughout your training.
Sickness If your doctor has signed you off from work, it may still be possible for you to attend University; however a doctor’s letter confirming your fitness may be required. This includes students commencing maternity leave. Reporting Absence
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Any absences from timetabled sessions should be reported by email to the appropriate Module Leader.
Holidays You will be informed of term dates for your programme well in advance. Mirroring the professional expectations of teachers, permission for absence to take holidays will not be given under any circumstances.
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Faculty of Education Initial Teacher Training (ITT) Professional Code of Conduct
Please note: This Code of Conduct should be read in conjunction with the Edge Hill University Student Charter
Introduction
1. All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are programmes of professional training and education. As a trainee studying on an ITT programme you are expected to conduct yourself at all times in an appropriate professional manner.
2. You are entitled to expect that your placement settings mirror the professional experience of a teacher, and settings are entitled to expect that you will present and conduct yourself in a way that is consistent with the professional expectations of a teacher and to adhere to their own policies and regulations. This could mean, for example, attendance at start of day staff meetings, or attendance at an after-school club.
3. The Professional Code of Conduct is additional and complementary to the Edge Hill University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary Procedures for all students, and the Student Charter. Each trainee on an Edge Hill University ITT programme is a student of Edge Hill University and you are therefore both bound by, and protected by, the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web.
4. The ITT Professional Code of Conduct is additional and complementary to both the Edge Hill University Student Charter and a setting’s own policies and practices.
5. This code has been drawn up in collaboration with the ITT partnership. The code takes into account the relevant and current policy and legislative frameworks including the Teachers’ Standards for Early Years (2013), Teachers’ Standards in England (2013), the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and Safeguarding legislation.
6. This code sets out the Faculty’s expectations of you as you engage with a professional programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and as a representative of the university, from the point of enrolment onwards.
Approved by Faculty Compliance and Monitoring Sub-Committee on 25th April 2017
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Behaviour and attitude:
As a trainee following an ITT programme at Edge Hill University, Faculty of Education, you are expected to demonstrate consistently high standards of personal and professional conduct. You will maintain and model the highest standards of ethics and behaviour.
For all aspects of the programme you are following, you will:
1. Demonstrate high standards of honesty and integrity
2. Treat pupils/learners in all settings, and others, including fellow trainees and all staff in the Edge Hill University Partnership, with humility and dignity
3. Show respect for the rights of others including individual liberty and mutual respect and tolerance of those with different faiths and beliefs
4. Show due regard for the ethos and values of the university and any other setting in which you are placed. You will follow the policies, procedures and codes of practice and conduct, including safeguarding pupils’ well-being, in accordance with statutory provision
5. Demonstrate professional behaviour and relationships towards all staff, pupils/learners and trainees in both formal and informal contexts, including via social media. You will observe boundaries in line with a teacher’s professional position and responsibilities
6. Take responsibility for your own learning and development, ensuring a professional and accountable approach to all aspects of the programme
7. Take responsibility for managing the demands of the profession by looking after your personal well-being and actively developing resilience strategies
8. Show an active willingness to engage with, listen to and act on feedback and advice from Mentors across the Edge Hill University Partnership
9. Actively reflect on your learning and teaching experiences in order to target set, action plan, improve, achieve and attain highly
10. Participate and actively engage in all learning and teaching experiences, and activities; and engage with the full range of feedback mechanisms, such as trainee surveys, trainee consultation and focus groups
11. Ensure that the requirements of all elements of the programme are carried out in line with the guidance in module, course and programme documentation, and at briefings. This includes subject specific codes of practice
Approved by Faculty Compliance and Monitoring Sub-Committee on 25th April 2017
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Professional responsibilities:
In addition, this will mean that you are required to:
1. Complete, adhere to, retain and keep updated all compliance-related documentation in an appropriate manner. This will include: • DBS Enhanced Disclosure • Relevant safeguarding checks • Good health declaration (medical clearance)
2. Commit to attend all training sessions. You will reflect an exemplary attendance record that can be reported within your completed reference from the Edge Hill University Partnership. You will follow the procedures for notifying absence which are clearly set out in the programme documentation and avoid last minute cancellations of meetings wherever possible
3. Complete, and keep up-to-date, The Student Allocation Profile
4. Fully engage with the programme that you have enrolled upon, as required by the teaching and learning strategy for your programme; including attendance at all Personal Tutor meetings
5. Take responsibility to access, read, fully understand and engage with the policies, procedures and practices across your training programme; and ensure all safeguarding procedures are fully adhered to
6. Maintain a professional approach to all communications, including e communications and social networking, ensuring that comments made do not bring yourself, your family, your colleagues, or the Edge Hill University Partnership into disrepute
7. Use the Edge Hill University email system to communicate professionally with staff, to maintain an appropriate approach to e-safety and to comply with the university’s and setting’s policy1
8. Use the relevant support networks to raise any issues/concerns you may have with your training
9. Maintain an appropriate standard of professional dress and appearance, particularly whilst on professional practice and in relation to special activities
10. Ensure that all assessed work relevant to your training programme is available if requested
11. Take full advantage of the range of professional development opportunities, including the NQT/Former Trainee programme, in order to support your ongoing training and development
Approved by Faculty Compliance and Monitoring Sub-Committee on 25th April 2017
1IT Acceptable Use Policy http://ehu.ac.uk/aup
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Breaches of the Professional Code of Conduct
When at Edge Hill University:
1. Code of Behaviour/Misconduct
The Edge Hill University Student Regulations, incorporating the Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct2.
You must comply with all rules and regulations of the university. The current versions of all university polices are housed on the Edge Hill University intranet and it is your responsibility to make yourself aware of these. Some rules and regulations may be supported by sanctions, including fines, or exclusion from facilities and services.
2. Academic and Professional Requirements
The academic and professional requirements of each ITT programme are specified in the Programme Handbook.
The handbook sets out what is expected and required of you in relation to academic performance and professionalism and specifies the procedures to be followed in the event of:
• Academic failure • Malpractice • Failure to meet the academic and professional requirements of the programme.
Within the Edge Hill University Academic Regulations, please also refer to Appendix 17: Fitness to Practice Procedures
3. Student Support Policy
The Student Support Policy acts as a necessary first stage in the tracking and monitoring of trainees’ progress on their programme. The process is designed to be supportive of you in outlining clear actions to support your success, progression and achievement. In addition, the procedure allows decisions to be made with regard to your suitability to teach and/or remain on the programme.
Approved by Faculty Compliance and Monitoring Sub-Committee on 25th April 2017
2 Student Support & Regulations - - http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html 26
Whilst on placement:
12. Minor breaches of the Code of Conduct will be dealt with initially by discussion with the mentor and/or visiting tutor, an informal warning, and/or improvement targets set through the normal training process. Provided that you act on such warnings and/or targets, and comply with the Code of Conduct, there will be no further consequences. Failure to act on such warnings and/or targets is likely to constitute a serious breach of the Code of Conduct and the procedure outlined below will apply.
13. If you commit a serious breach of the Code of Conduct and your behaviour gives rise to concern about professional standards, the head, manager or principal of the setting will follow normal procedures in relation to staff discipline as appropriate. Relevant Edge Hill University tutors will also be notified, and appropriate action will be taken. This may include the triggering of the Student Support Policy.
14. Behaviour that is regarded as a grave breach of the Code of Conduct will normally result in your immediate removal from the school/setting/college and serious disciplinary/Fitness to Practice consequences.
Approved by Faculty Compliance and Monitoring Sub-Committee on 25th April 2017
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Section 3: PROGRAMME DETAILS
Programme Aims
The aims of the Postgraduate Certificate in Education are:
• To foster and develop an independent, systematic and enquiry based approach to creative problem solving within professional learning and the development of pedagogical awareness, subject knowledge and teaching skills.
• To develop critical, analytical and reflective classroom practitioners who are confident to explore, and underpin their skills and knowledge through research to become outstanding at learning and teaching.
• To ensure the trainees accept responsibility, and take the initiative, for their progress and development as professional learners and have a commitment to maintaining this throughout their career.
• To develop, with rigour: subject knowledge, advanced pedagogical and evidence based practice which promotes classroom based practice that is inclusive and resilience; valuing the wider needs of the pupils and the promoting personal achievement.
• To ensure that trainees can demonstrate in their theoretical work and their practice appropriate moral values in relation to entitlement, inclusion, safeguarding and diversity.
• To sustain a seamless transition between school and university based training; partnership to ensure effective integration that develops the complex knowledge and skills required of the trainees.
• To monitor and systematically track the ability to excel in relation to the required professional standards for Qualified Teachers Status (QTS).
Learning Outcomes of the Programme
Knowledge and Understanding:
• Demonstrate depth and systematic understanding of subject knowledge throughout the Primary curriculum through theoretical and research-based evidence; including the definition and scope of the subject, why the subject is important and the concepts which underpin it. • Demonstrate, critically and analytically an approach to reflection on the phases of progression within the subject; common misconceptions in the subject; links between
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subjects; and how to make it accessible and meaningful to learners at different abilities and stages of development • Demonstrate depth and systematic understanding of their specialist subject in Primary education, including a critical, analytical understanding of issues and developments in the subject through evidence based research. • Demonstrate a substantial knowledge and understanding of child and adolescent development, including emotional and social development, which will underpin understanding of pedagogy, assessment, behaviour, mental health and SEND. • Demonstrate substantial knowledge, systematic understanding and critical reflection of evidence based planning, teaching, managing and assessing in such a way as to meet the needs of individual learners and be accountable for learners’ progress. • Demonstrate a secure awareness and an ability to discriminate key issues which enable establishment of working proactively and purposefully with others, with critical, analytical consideration of ethical issues and professional codes of conduct; including the need for resilience and time management.
Intellectual Skills:
• Investigate and critically evaluate their own values and educational philosophy and their impact on their educational practices. • Demonstrate critical evaluation of current research in Primary education, understanding the importance of engaging with research and that teaching is an evidence based profession. • Demonstrate synthesis of information in an innovative manner, utilising knowledge or processes which are at the forefront of Primary education, showing critical, analytical awareness. • Self assess and evaluate thoroughly their subject knowledge and the importance of this in developing their own capacity in order to enhance children’s learning and achievement. • Demonstrate critical analysis and evaluation through synthesised reflection on practice, being able to not only analyse a lesson critically but use this in the development of professional practice.
Practical Skills:
• Demonstrate and apply the Teachers’ Standards in a full range of contexts. • Critically evaluate their potential for influencing change, either personally or within the school. • Demonstrate an understanding and awareness of what is ‘good practice’ in Primary education showing critical awareness and evidence based research. • Demonstrate flexibility, resilience and time management. • Demonstrate the ability and critical awareness to exercise initiative and personal responsibility in professional contexts which may be both complex and unpredictable. • Demonstrate use of evidence based research to show good knowledge and examples of the implementation of policies and plans in practice.
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Programme Structure
Strands taught across the 2 semesters (3 terms) Level Curriculum Reflection on Evidence - Based Research and Professional academic and Leadership Practice professional development Level 7 PGP4100 PGP4101* Evidence - Based Reflection on Research and Leadership Academic and 30 credits Professional (*not Maths/PE Specialists) Development 30 credits PGP4102 Evidence - Based Research and Leadership for Mathematics Specialists 30 credits
PGP4107 Evidence - Based Research and Leadership for Physical Education Specialists 30 credits Other Core Curriculum Professional activity Practice Phase 1 Foundation Professional Curriculum Practice Phase 2
Reflection on Academic and Professional Development: This module aims to enable you to develop as a resilient, reflective, critically analytical, proactive primary practitioner. In combination with experience during Professional Practice this module will support you in developing a range of skills, knowledge and understanding which will support you in positively impacting the learning, progress and well-being of the children you work with.
Evidence-based Research and Leadership: Through this module you will develop the ability to critically 'consume' current research, theory and policy documents in relation to primary mathematics using the knowledge of research methodology, validity and ethics that you develop.
Curriculum Subject Knowledge: Curriculum Subject Knowledge sessions of the PGCE Primary programme support you to acquire the subject knowledge that underpins successful primary teaching at the level that is required for recommendation for Qualified Teacher Status (QTS). The balance of the time spent on each subject in university-based sessions will vary but always reflect current government policy priorities.
Professional Practice: Phase 1 is the first of two assessed Professional Practice and will be undertaken in a Key Stage 1 or Key Stage 2 class. You will develop your approach to all aspects of the role of the teacher, initially with small groups and, as the practice develops, with whole classes. By the end of phase one you will be teaching 45% - 50% of the timetable. The practice gives you the opportunity to devise a personal development plan and undertake a range of training experiences as well as setting targets for your own particular needs.
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Additional educational experiences will enhance your learning for example: Special Educational Needs and Disabilities, Early Years and Key Stage 3.
Phase 2 is the second assessed Professional Practice and will be undertaken in a Key Stage 1 or Key Stage 2 class. You will continue to enhance your approach to all aspects of the role of the teacher and will lead the teaching and learning within the class, taking responsibility for approximately 80% of the planned timetable. The practice provides the opportunity to refine your personal development plan and undertake a range of school led training experiences linked to the requirements of the placement and your own particular needs, which will be used as the basis for establishing a Career Entry and Development Profile.
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2018/2019 PGCE Primary
Week Week Monday Tuesday Wednesday Thursday Friday Notes beginning Module CURR CURR AM PM CURR CURR
27 Aug 18 1 APD SPEC 3 Sep 18 2 Induction Induction x x x x 10 Sep 18 3 x x x x x x 17 Sep 18 4 Enhancement 10 days x x x x - SD as required by the 24 Sep 18 5 x x x x cluster 1 Oct 18 6 x x x x 8 Oct 18 7 x x x x 15 Oct 18 8 x x x x 22 Oct 18 9 x x x Tutorials Half Term for Schools 29 Oct 18 10 x x x Assess Assess Presentations 5 Nov 18 11 Phase one window opens 12 Nov 18 12 19 Nov 18 13 26 Nov 18 14 3 Dec 18 15 10 Dec 18 16 17 Dec 18 17 School Christmas Closure 24 Dec 18 18 - holidays according to school 31 Dec 18 19 7 Jan 19 20 PGP4101/2/7 Assignment 14 Jan 19 21 21 Jan 19 22 28 Jan 19 23 4 Feb 19 24 11 Feb 19 25 18 Feb 19 26 Half Term for Schools 25 Feb 19 27 x x x 4 Mar 19 28 x x x 11 Mar 19 29 Phase two starts 18 Mar 19 30 25 Mar 19 31 1 Apr 19 32 Easter - 1/4 -15/4 OR 8/4 - 8 Apr 19 33 22/4 - holidays according 15 Apr 19 34 B/H to school 22 Apr 19 35 B/H PGP4100 Assignment 29 Apr 19 36 6 May 19 37 B/H 13 May 19 38 20 May 19 39
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27 May 19 40 B/H Half Term 3 Jun 19 41 10 Jun 19 42 17 Jun 19 43 Module 24 Jun 19 44 CEPD Board CONF Emergency week ONLY 1 Jul 19 45
8 Jul 19 46 Award Board 15 Jul 19 47 22 Jul 19 48 Graduation week 29 Jul 19 49 5 Aug 19 50 12 Aug 19 51 19 Aug 19 52 26 Aug 19 53
Key dates:
Liverpool Lancashire Schools start Monday 3 September 2018 Monday 3 September 2018 Half Term Monday 22 - Friday 26 October 2018 Monday 22 - Friday 26 October 2018 Term Ends Thursday 20 December 2018 Friday 21 December 2018 Term Starts Monday 7 January 2019 Monday 7 January 2019 Half Term Monday 18 - Friday 22 February 2019 Monday 18 - Friday 22 February 2019 Term Ends Friday 5 April 2019 Friday 5 April 2019 Term Starts Tuesday 23 April 2019 Tuesday 23 April 2019 Half Term Monday 27 May - Friday 31 May 2019 Monday 27 May - Friday 31 May 2019 End of Term Wednesday 24 July 2019 Tuesday 23 July 2019
As you are a student studying on an Initial Teacher Training programme, the delivery of the academic content of your programme and timing of placements is designed to replicate the requirements of teachers in practice and runs over a typical school year, rather than a University academic year. The start and end dates of placements will vary depending on the school you are allocated to for your placement. On occasions, placements may need to be changed or the start of placements may be delayed at short notice due to external factors, such as availability of placements, or changes in schools settings which provide placement opportunities. You therefore need to ensure that you are available until the end of July to complete the placement phase of your training.
This timetable was correct at time of printing and subject to change. Trainees will be placed in schools/settings on or after the first date specified. Please be aware you may be required to undertake further Professional Practice days after the identified last date of term if you have not completed the required number of days during the year.
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Section 4: PROFESSIONAL PRACTICE (subject to update )
Initial Teacher Training (ITT) Professional Practices
Whilst on Professional Practice, a trainee’s first point of contact with the University will be their designated Edge Hill University Visiting Tutor. This tutor will contact the trainee in advance of the Professional Practice and provide their contact details. In the event that the trainee is unable to contact their Visiting tutor, they must contact their Professional Practice Leader, who will direct the trainee to an appropriate member of staff.
Sourcing of Professional Practice Offers For the purpose of this document where it states ‘school’ it refers to all schools, colleges and settings. There is a dedicated team whose role it is to source Professional Practice offers for each programme and across every area in the Faculty of Education, and schools are supported by the team in submitting offers, often a year or more in advance of the Professional Practice start dates. Whilst this is necessary and helpful, it also means that sometimes circumstances change at the school such as: • Ofsted-either pressures of an inspection looming or if an inspection alters the school grade, particularly if a school goes into a specific category • Changes in staff e.g. maternity leave, jury service, absences, new head teacher • School Direct students allocated from an external school partner • Newly Qualified Teacher appointed-a trainee cannot be in a class with an NQT
The schools, colleges and settings in our partnership do not have to engage in ITT if they chose not to, which is why the relationships we have with them are important and there are key contacts from the Faculty of Education who liaise with each school, college and setting. It is damaging for the relationship if trainees contact the school, college or setting directly, which is why we ask you to provide any details of schools, colleges or settings and the relationship you have on the BOS with all other personal details needed for the team to source and allocate Professional Practices appropriately.
The Faculty of Education has to ensure the quality of the Professional Practice and we take into consideration previous Ofsted reports, feedback from trainees and tutors and feedback from the team of Partnership Quality Officers, whose role it is to Quality Assure each school, college and setting and each Professional Practice. There is an Accreditation Policy that is followed particularly with new schools to the partnership and it is Edge Hill University’s responsibility to Quality Assure all settings where a trainee undertakes their Professional Practice.
Contact Details for Professional Practice All trainees will complete a Student Allocation Profile. This profile will be the information used to allocate a trainee an appropriate Professional Practice for their training. It is the trainee’s responsibility that this is completed in full and that the Faculty is kept up to date with any changes to the trainee’s circumstances. If a Professional Practice is allocated based on the information the Faculty holds and the trainee notifies the Faculty after allocation that there has been a change in the information, this may result in a delay to the start of the trainee’s Professional Practice. Any change in a trainee’s address or contact details, or
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change in personal circumstances, a trainee must ensure that they update Academic Registry and the Faculty as appropriate, to ensure all information at the time of allocation is correct.
Professional Practice Allocations Professional Practices are normally secured on behalf of all trainees by the Faculty team. However, if a trainee is aware of a school, college or setting which they feel might provide a Professional Practice for them, as they have previously undertaken voluntary work there, a trainee can identify this setting on their Student Allocation Profile. The Faculty team will follow up the suggestion and in due course the Programme Leader will notify the trainee of the result of the suggestion. Please note, this may not mean that this is where the trainee undertakes their next Professional Practice as a Quality Assurance check needs to be undertaken to ensure the training the trainee will receive is of high quality and that the setting has the capacity to provide a high quality experience and meet the expectations of that particular phase of training. All allocations will be based on the trainee’s training needs. Geography will be taken into consideration so that a trainee is normally travelling no more than 1hour 30minutes to get to their Professional Practice. Edge Hill University recommend using Google Maps to calculate the journey.
Notification of a Professional Practice Trainees are requested to access the Go Portal on a regular basis and also to check their Edge Hill email accounts, which will be used for urgent communications. This is where a trainee will be notified of their Professional Practice allocation. Trainees will be expected to contact the school within 48 hours of notification of their professional Practice.
After Allocation If a trainee has any concerns or personal issues regarding the allocation of their Professional Practice, e.g., medical conditions, personal issues, financial issues, etc., the trainee should be report this within one working day of the notification of the Professional Practice by completing a Professional Practice Rejection Form (on the VLE). This will then be scrutinised by both the Professional Practice Leader and Programme Leader who will need to support the submission, and the Assistant Head of Area who will make the final decision. Please be aware that, in some cases, further documentary evidence, e.g., a doctor’s note, may be required. All trainees should have considered all other options, e.g. submitting a Transport Request Form (when required travel is very difficult), as the refusal of a Professional Practice Rejection Form could result in failing the Professional Practice on a technicality, i.e., a trainee has been offered a suitable Professional Practice but has declined it.
Number of days in school, college or setting All trainees need to complete a minimum number of days/hours in school/college/setting, a total of 120 days across their training programme or for QTLS at least 100 hours (for FET trainees it is 100 hours at Professional Practice in a trainee’s specialist subject and a separate 30 hours enhancement). If a trainee does not complete the requisite amount of time their training will not be compliant and they cannot be recommended for QTS/QTLS at the end of the Programme. Trainees may need to make up extra days at the end of the Professional Practice. A training programme lasts a full school year so a trainee should not book any holidays until they have had their Professional Practice allocated, as each school has different
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half terms and depending on the number of days a trainee has undertaken in school, their programme may last until the end of July.
Timing of Professional Practices Due to the large variety of schools, colleges, settings within our extensive partnership we need to be flexible. This means that a trainee may start or end their Professional Practice at different points, within a specific window of time. Please refer to the timetable in the programme handbook. There are also occasions where schools withdraw their offer of a Professional Practice (adverse Ofsted inspection, poor exam results, changes in staffing, illnesses and maternity covers etc.). If, for any of these reasons, the trainee begins their Professional Practice later than other trainees in their cohort, the trainee will continue to progress and develop through the delivery of an enhanced training programme. The trainee will continue as a full time trainee and have the opportunity to experience other aspects of the programme that their peers will engage with later on in the programme, for example, a short placement at an SEND school. The programme is designed to be flexible so that aspects can be moved around in order to ensure that differences in Professional Practice dates and training needs can be accommodated.
Deferred Professional Practices A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw from a Professional Practice after its commencement for reasons beyond their control or if they cannot commence the Professional Practice. In this situation, the trainee will need to contact their Edge Hill University tutor and arrange to submit an application for acceptance of Exceptional Mitigating Circumstances (EMC). Once an EMC has been accepted, the Faculty team will work towards securing a repeat Professional Practice, when it is appropriate. This requires special negotiation with schools, colleges, settings because of the unusual timing of the Professional Practice. The trainee will be informed as soon as possible, but we ask the trainee to maintain contact with the Programme Leader and engage in some voluntary work whilst awaiting confirmation. The trainee must ensure that their contact details are up to date and known to both Academic Registry and to the Programme Leader.
Referred Professional Practices A Professional Practice is termed ‘referred’ when a trainee has failed a placement and been granted a second attempt. In this situation, it is necessary to find a suitable Professional Practice to match the trainee’s needs and provide very specific support. Obviously, this requires special negotiation and a careful choice of setting. The trainee will need to be patient throughout the process. Normally this will take place the following academic year at the same time as the identified phase of training the Professional Practice is due to begin. A trainee is not automatically entitled to a ‘referred’ Professional Practice; this will be offered at the discretion of a Faculty Reassessment of Professional Practice panel. If a trainee is referred there will normally be additional costs incurred, which may have to be met by the trainee.
Travel and Accommodation If costly travel is incurred travelling to a Professional Practice, then support towards your expenses may be claimed for, any distances over and above that which equates to your normal journey from your term time address to the university. Claim forms (known as Trainee
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Expense Forms) are available from the Faculty of Education Information Desk. The entire travel policy document can be found on the VLE.
Occasionally there may be opportunities for trainees to complete a Professional Practice at a location that is an unreasonable distance from the home or term time address and in these instances accommodation will be provided by Edge Hill University. Full details can be found in the Travel and Accommodation policy on the VLE. Additional support with other expenses, whilst on a Regional Opportunity Professional Practice can be found in this policy.
There will also be opportunities for trainees to identify either their home address or an alternative address in which they may reside whilst undertaking their Professional Practice. If this is the case a trainee can indicate this on the Student Allocation profile, please do not indicate an alternative address if you are unable to undertake a Professional Practice in that geographical area. If a school is sourced near to the alternative address you have identified financial support may be provided to support costs living at this alternative address. Please see Travel and Accommodation policy on the VLE for further details.
External Examiners Some trainees and schools/colleges/settings will be visited by External Examiners during the final week of the Professional Practice. Details of External Examiner visits will be shared nearer the time. The role of the External Examiner is to act as critical friend to Edge Hill University and to offer views about how we can develop and improve our provision. Their role is not to visit trainees and schools/colleges/settings in order to make judgements about their performance.
Disclosure and Barring Service (DBS) Checks and Safeguarding Checks relating to Initial Teacher Training (ITT) and Work-based Learning
All providers of Initial Teacher Training (ITT) and Work-based Learning (WBL) in educational settings have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. In addition, statutory guidance, Safeguarding Children and Safer Recruitment in Education, requires providers to ensure that entrants on all routes, including salaried schemes, have been subject to an enhanced Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s barred list, a check of the Prohibition List; and, for trainees/students working with children under the age of 8, the Childcare Disqualification Declaration must have been made; Edge Hill University maintains records showing that trainees/students have obtained these.
Every trainee is DBS checked and where appropriate, considered by a panel of professionals including representatives from partner schools, colleges, settings. A trainee/student embarking upon a professional practice/WBL in a setting will need to carry with them an ID card showing their photograph and a letter from the University confirming their suitability and for ITT trainees their suitability to train to teach. Please be aware that the enhanced DBS check, which is undertaken, lasts the length of a trainee’s/student’s programme of study, including cases where the programme lasts longer than three years.
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If there are any changes in circumstances whilst on a programme leading to the award of Qualified Teacher Status (QTS) or on a Work-based Learning route a trainee/student must inform their Head of Area without delay, of any issues relating to their health and physical capacity to teach; and any change relating to a criminal record, which arise after enrolment on a programme.
It is an offence under the 1997 Police Act, and a breach of the DBS Code of Practice, for registered bodies (i.e. Edge Hill University) to share copies of DBS checks or any information contained in a trainee’s/student’s disclosure with a third party. Accredited providers must not therefore share this information with schools, settings and colleges, and trainees/students should not be asked to produce this documentation for their Professional Practice/WBL settings.
Please note for employment based trainees it is the responsibility of the school or college to ensure these checks have been satisfactorily undertaken.
Health and Safety The University, Professional Practice providers and WBL settings have a duty of care towards the student whilst on the Professional Practice/WBL. In order to fulfil this duty of care the University will: -
Prepare the trainee/student for the Professional Practice/WBL and ensure they are aware of general health and safety aspects. However, this is of a general nature and does not include the specific information needed for any particular job or workplace. Give the trainee/student an opportunity to feed back to the University on any problems experienced with regard to health and safety whilst on Professional Practice/WBL. Respond to any negative feedback received from trainees/students in relation to health and safety practices during Professional Practice/WBL by informing the Professional Practice provider/WBL setting.
It is therefore the University’s expectation that Professional Practice providers/WBL settings will:
Provide the trainee/student with information on the workplace health and safety arrangements, including fire precautions, specific hazards and health and safety precautions. Include the trainee/student in the risk assessment programme as it affects activities undertaken by them. Provide appropriate instruction and training in working practices and in the particular control measures identified in the risk assessments. Provide ongoing supervision and training for the student in the performance of their duties. Have a system of recording and investigating accidents and incidents. Providers will notify the University of Accidents and incidents involving the trainee/student.
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Trainee ‘at risk’ Trainees can face difficulties and challenges within a Professional Practice for many reasons. A trainee is deemed “at risk” if they are not achieving the minimum standard required for the Professional Practice.
Phase 1a (undergraduate year 1 only): requires a “Pass” to progress onto Phase 1b. (This means the trainee is Requires Improvement or better). Phase 1b: the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2. Phase 2: the trainee must achieve a “Requires Improvement” or better to progress onto Phase 2.
If during a Professional Practice a trainee is deemed to be at risk of not meeting the minimum requirements the relevant Year/Professional Practice Leader should be informed and they will make a decision along with the mentor about the most appropriate strategies to implement.
These may include:-
- Monitoring the situation and the trainees progress - Arranging a meeting or phone tutorial with the trainee - Gaining further information from the school, previous Visiting Tutor, personal tutor etc. - Arranging for additional visits from the Visiting Tutor, this will be arranged in agreement with the Professional Practice Leader and the Assistant Head of Primary Education (School based training) - Arranging for additional input from a Professional Practice support tutor - Arranging for a reduction in teaching timetable - Extending the Professional Practice beyond the scheduled end date - Implementing specific strategies according to the nature of the issues
As soon as any intervention is put into place a form will be completed and signed to inform the trainee that they are at risk of failing the placement and that additional support has been put in place. Throughout the process time limited targets will be set to support the trainee in making progress. These will be reviewed regularly.
If, at any point in the Professional Practice the Mentor and or Visiting Tutor consider the trainee is still not making sufficient progress towards the targets that have been set or that it is not likely the trainee will achieve the minimum requirement for the Professional Practice the trainee will be informed the Professional Practice has been unsuccessful and the practice will be terminated. All trainees are then invited to attend a compulsory APRM (Academic and Professional Review Meeting) to meet with the Professional Practice/Year Leader and the Assistant Head of Area to discuss the next steps.
If a trainee considers their ability to complete the Professional Practice successfully has been impacted by Exceptional Mitigating Circumstances then they should consider submitting an EMC application. The Professional Practice/Year Leader can advise if such a case arises.
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Teaching Unions
We strongly advise you to join a union. The three listed below all offer similar general benefits:
• legal support and advice (this is particularly important in case you become involved in an accident in school) • general advice and information for members • professional representation • free membership for trainees • online application process
To help you decide which one to join, you could:
• study their websites • talk to teachers in a setting, school, or college • take out multiple free student memberships, before choosing one union to subscribe to as an NQT/Former Trainee
Union Website
National Education Union https://www.teachers.org.uk/neu
The National Association of Schoolmasters https://www.nasuwt.org.uk Union of Women Teachers
Union representatives are normally invited to give a brief introductory talk to trainees during the course of their programme.
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Edge Hill University Primary Newly Qualified Teacher Support Programme
During your final year of studies, or throughout your PGCE year, we will help you to prepare for the transition into your NQT year. You will be supported with job applications and helped to develop interview skills and techniques through APD sessions, tutorials, enhancement opportunities and drop in sessions. We will gather information about your employment status before you graduate to ensure we can tailor our provision to suit your needs. Once you begin your career as a NQT we will ensure you have clear and relevant targets to discuss with your NQT mentor and continue to support you using a range of strategies such as:
• An annual Primary NQT Conference • A termly newsletter • Dedicated email address - [email protected] • Online support sessions • Access to 1:1 bespoke support • Support and guidance from subject tutors • Opportunities to be involved with University modules for your own professional development • Ongoing career advice • Support and guidance with further study • Invitations to attend subject network meetings at Edge Hill University
We very much welcome you to be a part of the Edge Hill University alumni community once you graduate.
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Employability, Including References
Employability is at the heart of all programmes in the Primary Partnership and activities to develop a trainee’s employability begin as soon as trainees are enrolled for their programme. Employability has an enhanced focus within the PGCE year and the final years of the BA (Hons) Primary Education with QTS (full and part time) with involvement from across the EHU Partnership.
Examples of Programme activities: • Careers Team - Trainees receive regular advice and guidance from the Careers Team from
the beginning of their programme in how to enhance their CV • Professional Practice- Trainees engage in the whole school duties of the class teacher when appropriate during professional practice and are encouraged to lead or participate in after school activities
• Professional Practice – Trainees work with their EHU School Based Trainer to prepare for job
applications and micro teaching activities as part of preparation for recruitment. • APD support – All trainees receive o Lectures and seminars, led by expert practitioners from across the partnership relating to constructing a letter of application and the interview process. Signposted reading in relation to employability and CV building. o • All trainees receive the Primary Area Employability guide.
The Primary Area offers a number of enhancement opportunities to our trainees to ensure that they are as employable as possible by the end of the training.
Enhancement opportunities: • All trainees are offered a range of opportunities by the Faculty and University including volunteering and paid employment e.g. Open Events, Taster Days, working for the Education Liaison Team, opportunities to work abroad via the careers service, academic mentoring roles • All trainees are offered the opportunity to nominate themselves to be a Group Representative within the Faculty consultative and committee process. • The Faculty and University offer trainees the chance to be part of a range of enhancement opportunities including – the cultural placement project, Technology for Teaching and Learning projects in schools and Science enhancement activities in partnership with particular schools • Faculty of Education Employment Event presenting trainees with a range of opportunities to engage with future employers. • Attendance at conferences and events within the PEYS Area e.g. National Curriculum 2014 Computing conference and National Curriculum 2014 Primary and Early Years Conference. • Opportunities to apply for University Awards and Scholarships.
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You will be given advice on job applications within your Academic l and Professional Development module. Further written advice is available from the Careers Office in the Student Information Centre; you should visit it regularly from February onwards to check for details of vacancies. During your developmental school placement, you may need to contact the Careers Office to find out details of local authority ‘pools’ and closing dates, if they were not available before your block began; several authorities have closing dates in January or February but only publish the details a few weeks beforehand. During your Phase 2 Professional Practice, it is a good idea to contact the office every week to find out about vacancies which have been notified directly to Edge Hill University without being advertised in newspapers or local authority lists. You can contact the Careers Office by telephone or on the web at: http://www.edgehill.ac.uk/careers
References
When applying for teaching jobs, you should give your first referee contact as: [email protected]
This will ensure that reference requests from potential teaching employers will be answered as quickly as possible by the ITT Programmes Administration Office, where all references are stored. Do not name your personal tutor or programme leader; this only slows down the process.
Your reference will be compiled, updated regularly and forwarded to the office by your personal tutor. It will be confidential, containing: • a description of your programme • a summary of course tutors’ comments on your attendance and attitude in University - based training • a summary of key points made in written feedback to you on your coursework • a summary of key points made in written feedback to you at the end of your school placements • a provisional/final overall assessment of pass or fail • information regarding our NQT Development and Enhancement Programme
Most application forms will require you to name a second referee. This may be: • a teacher or head teacher in one of your placement schools, if s/he has already agreed to give you a reference • someone who can comment on your suitability for teaching from their experience of you before you began this course (e.g. a teacher in a school where you worked voluntarily)
If you intend to apply to a church school it will be helpful, and sometimes essential, for you to obtain an open testimonial to your church membership from your vicar or priest. You should do this in good time so that you can attach it to any relevant applications.
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On Programme Self-Declaration
All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. In addition, statutory guidance requires providers to ensure that entrants on all routes, including salaried schemes, have been subject to a Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s barred list, a prohibition order check, and, for those trainee undertaking Early Years or Primary programmes, a check that the candidate, or, to the best of their knowledge, any member of their household, is not disqualified from working in childcare settings. These checks are undertaken prior to enrolment.
If any changes occur whilst on programme in a trainee’s circumstances relating to their health and physical capacity to teach; or relating to a criminal record, or safeguarding check, the trainee must inform their Head of Department without delay in order that appropriate support can be put in place.
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Self-Declaration Procedure
Health Issue During programme Character issue (i.e. a criminal disclosed - Faculty trainee declares a offence) disclosed at enrolment - Assistant Registrar character issue Faculty Assistant Registrar (FAR) (FAR) requests (following DBS organises Disclosure and Barring further information clearance) OR the Services (DBS) panel and results to be and informs Head University are made passed to Academic Registry of Area (HoA) aware of an offence
HOA to make initial decision related to trainee's ability to undertake a Professional Practice
HoA to report issue to ITT Leadership Trainee not Trainee completes Team, maintaining Trainee cleared cleared - Self-Declaration anonymity, for and proceeds trainee is Form and submits decision to be with supported in form to Academic confirmed - ILT to programme leaving the Registry make decision as programme to next steps
Team Leader produces DBS letter and HoA to report DBS Panel confirms with outcome to trainee arranged FAR that letter has been produced
DBS letter produced and passed to CL/PL to distribute to trainee
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Teachers’ Standards (DfE 2013)
PART 1 - TEACHING TS1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS Indicative prompts: • 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 TS2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS Indicative prompts: • 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 TS3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE Indicative prompts: • 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 TS4. PLAN AND TEACH WELL STRUCTURED LESSONS Indicative prompts: • 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 & 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) TS5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS Indicative prompts: • 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
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• have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them TS6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT Indicative prompts: • 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 TS7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT Indicative prompts: • 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 TS8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES Indicative prompts: • 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 professional development, responding to advice & feedback from colleagues • communicate effectively with parents with regard to pupils’ achievements and well-being PART 2: PERSONAL & PROFESSIONAL CONDUCT Uphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school. • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions • showing tolerance of and respect for the rights of others • not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law 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. Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
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Section 5: Teaching, Learning and Assessment
The Faculty of Education’s approach to teaching, learning and assessment is built around a concept of a high quality learning entitlement for all students/trainees that:
• includes programmes that provide academic and professional challenge, underpinned and informed by recent and relevant research
• addresses learners’ academic and professional needs and develops the relevant skills and knowledge required to successfully achieve their programme of study which includes developing their employability skills
• has a focus on learner centred approaches to teaching, learning and assessment
• provides a wide range of creative and innovative pedagogies, including the integration of appropriate technologies, designed to enhance the learning potential of students within their programmes of study
• uses assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely aligned with aims and learning outcomes
• uses comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement- both formatively and summative
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Quality Assurance and Quality Enhancement
External Examination
Degree‐awarding bodies are responsible for the quality of their educational programmes and the standard of the awards to which they lead; and the external examination system within UK higher education is one of the principal means for assuring both.
Within the Faculty of Education we work with External Examiners who are experts in their subject, or field of work. The External Examiner is a colleague from another Higher Education Institution, and an independent expert with no significant prior working relationship with the programme team.
Our externals are valued partners at Edge Hill University and the work they undertake allows programme teams to be assured of the quality of the programmes delivered and, at the same time, supports programme teams in identifying enhancement opportunities in order to continue to improve programmes.
All external colleagues visit a sample of students on placement, observe them teaching, and may look at students’ files. They may also talk with school colleagues. All of these activities allow externals to judge the quality of the programme being delivered.
External Examiners review samples of assessments in order to judge the accuracy and fairness of marking being undertaken; and, they often meet with a group of students at the university to discuss all aspects of their studies.
At the end of the year externals attend the relevant assessment boards in order to confirm that the marks and awards being made are made fairly and rigorously.
At the end of the examination process external colleagues write a report which outlines their findings, observations and judgements. This is a significant document which allows programme teams to celebrate strengths and identify areas to develop. The reports are located in the relevant area of the VLE for you to read; along with the programme team’s response to the report.
The External Examiners for your programme are:
Dr. Miranda Dodd Senior Teaching Fellow University of Southampton Emma Powell Senior Lecturer Newman University Robert Heath Senior lecturer University of Wolverhampton
It is not appropriate for students to contact externals individually, however, many of you will have chance to talk with them as outlined above.
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Assessment Schedule
Module Submission Date Return date PGP4101/02/07 Presentations November 1st/2nd PGP4101/02/07 Assignment January 7th February 4th End of Placement form and February 16th attendance record for Phase 1 PGP4100 Assignment April 24th May 23rd End of Placement form and June 22nd attendance record for Phase 2
Overview of practice relating to the tracking of assessment extensions
All students should submit their work by the published hand-in date. However, there may be occasions where students’ experience serious difficulties that may adversely affect their ability to submit work for assessment by the published hand-in date. Under such circumstances students are advised to contact their Module Tutor as soon as possible.
It is recognised that, in some cases, timely submission of assessments is not possible and in these circumstances, following discussions with your Module Tutor, it may be appropriate to grant a single one-off extension. The maximum extension period is for a maximum of two weeks.
An Extension Request form is available for students to complete and submit following the meeting with the Module Tutor. The form should contain clear details of the reason for the extension together with supporting evidence where appropriate.
Extension requests should be submitted no later than one full week, and no earlier than 3 full weeks before the published submission date, although unforeseen circumstances may be considered on an individual basis.
Students should be advised that this is an application based process and not an automatic right. If the request for an extension is not approved by the tutor and the student fails to submit work they will be awarded a zero.
Students are reminded that serious and on-going personal circumstances may require the submission of an Exceptional Mitigating Circumstances request rather than an Extension Request form. The Personal Tutor will be able to offer guidance as required.
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General Assessment Information
Assessment of Academic Modules
Your programme’s Learning Outcomes are detailed above. Each of the modules that carry academic credit also have their own set of intended learning outcomes which will be shared with you by the module team. The assessment strategy of each module is designed to provide you with the opportunity to demonstrate the level of your achievement of those learning outcomes.
You will be given information about the design of the assessment at the beginning of each module. Some of the content of your module sessions may contribute directly to your assignment but there is an expectation that your will take an appropriate level of responsibility for developing your own knowledge and understanding through wider reading, research and study. Your tutors’ focus is on developing your ability to reflect, to think analytically and to identify and use sources critically and effectively as appropriate to your level of study.
Submission of Assessments
You will be given clear guidance from each module team as to how to submit your assessed work. This guidance will include deadline dates and times which must be adhered to unless you have an agreed extension. Work which is not submitted by the deadline will be recorded as a non-submission and will fail with a mark of 0.
Marking and Feedback
You will receive your mark for each assessed piece of work and formative feedback within 4 working weeks of the submission date. Your feedback is designed to ensure that: • you understand how a tutor has arrived at your mark; • you understand what you have done well and what you can do to improve your mark in future assessments; • you are supported in developing as a learner and continuing your developing research journey; • you feel confident that marking is fair and consistent; • assessment at each level is consistent with national quality benchmarks (QAA, 2008)
You will be provided with a set of performance indicators for your level of study which tutors will annotate as part of your feedback and which will help you to self-assess before you submit work. You will also receive feedback against the module learning outcomes and annotations in your text to indicate where you could have developed your analysis and where you have made errors with written English.
Undergraduate: Harvard Referencing
An ability to identify, select, use and acknowledge references is an important part of your academic development. By the end of your programme you are expected to:
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• demonstrate your understanding of the purpose of referencing, the concept of intellectual property and its ethical basis in a wide range of situations and the Harvard referencing system used by Edge Hill University; • include a wide range of appropriate and high quality references and citations in your work from a variety of reference types; • cite all sources correctly and include all appropriate information in references in a consistent way, with full adherence to the Harvard referencing approach used by Edge Hill University at a high standard.
You will be directed to the detailed guide to the form of Harvard referencing used at Edge Hill University by your programme team but it is also available on the University Library website.
The impact of inaccurate use of referencing on your mark is made clear on the performance indicator grid for your level of study.
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Exceptional Mitigating Circumstances (EMC)
The Faculty follows the University guidelines on Exceptional Mitigating Circumstances. The guidelines can be found on the Academic Registry wiki
https://www.edgehill.ac.uk/registry/assessment-and-results/difficulties/
If you have questions about the content please discuss these with your Programme/Course Leader who will advise you on the best course of action.
What Constitutes Malpractice
Academic malpractice, such as cheating, plagiarism and collusion, are taken very seriously by the Faculty and the institutional and procedures are in place to deal with such occurrences. Malpractice is defined as an attempt to gain an advantage over other students by the use of unfair and unacceptable methods.
• Cheating: is an infringement of the rules governing conduct in examinations or other time-constrained assessment.
• Plagiarism: is where a student attempts to pass off work as their own, which is not their own.
• Collusion: is where a student knowingly collaborates with another student to submit a piece of work.
A case of academic malpractice or other dishonest practice, such as forging signatures, will be dealt with severely according to the university’s regulations, which may include:
• Reducing the mark of a specific element of assessment; • Deeming you to have failed the assessment; • Deeming you to have failed the programme; • Deeming you to have failed the programme and bar you from further study at the institution.
Further information and the academic regulations relating to academic malpractice, can be found on Academic Registry online student information area:
https://go.edgehill.ac.uk/wiki/display/academicregistry/Academic+Malpractice
Poor Practice (as identified in student work)
Please be aware that assignments or examination answers which contain evidence of unsafe, harmful or discriminatory practice may be awarded a fail mark.
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SECTION 6: THE STUDENT VOICE
The Faculty of Education Approach The Faculty has a strong commitment to excellence in learning and teaching and enhancing this for the benefit of its students. To ensure that the Faculty maintains high standards it is essential that all students have an opportunity throughout their study to reflect on and evaluate their experience of academic life and their overall time at University. To this end, the Faculty and wider University engages with students through a variety of mechanisms with a view to learning from and responding to the student voice from students individually, collectively or through their representatives. Students are actively encouraged to participate in providing their feedback and opinions
The wider University’s commitment to working in partnership with students is articulated in the Edge Hill University Student Charter3 and incorporated in the University’s Strategic Plan4. The aim of this policy is to outline how the Faculty of Education applies these approaches at a local level. We aim to ensure that we use the voices of our students and their feedback to:- ▪ inform all aspects of the student experience that have scope for enhancement; ▪ help improve the quality of learning, teaching and assessment; ▪ ensure that our quality management takes full account of student views
We believe it is necessary to ‘close the loop’ and tell students what has happened in response to their feedback. It is imperative that appropriate action or a response is provided in relation to legitimate concerns and issues raised through student feedback.
3 https://www.edgehill.ac.uk/documents/files/student-charter-2017-18.pdf 4 https://www.edgehill.ac.uk/documents/files/strategic-plan-2013-2020.pdf 55
Mechanisms for Listening to the Student Voice
1. Student Representation
The University’s student representation system provides multiple opportunities for the student voice to be heard. The Students’ Union facilitates the student voice through the Student Representative system at all levels of the committee structure and within Staff Student Consultative Forums.
2. Staff Student Consultative Forum
Staff Student Consultative Forum (SSCF) process is a pivotal part of the Faculty of Education’s commitment to enhancing and listening to its’ student cohort. These provide a formal mechanism (at least twice per year) for communication and discussion between academic and administrative staff and representatives of the student body, on all matters related to improving degree programmes (at all levels of study including undergraduate, postgraduate taught and postgraduate research) and the student experience.
3. Student Surveys and Course/Module Specific feedback opportunities
Student surveys are a key element in seeking feedback from students and obtaining information to improve services and the student experience. Results are analysed and recommendations for change made based on the findings. Some of the findings may prompt further research (via focus groups) to gain more of an understanding of how students feel about particular issues. Important student surveys include: the National Student Survey; the ITT Ofsted Survey; Postgraduate Research Experience Survey and Course Enhancement Questionnaires.
4. Student Participation in Periodic Reviews and Validation Events
Student views are gathered as part of the University’s internal periodic review and validation procedures. Student voice is also captured at the point at which new degree programmes are being proposed.
5. Edge Hill University Student Charter
The Charter summarises the responsibilities students and Edge Hill University have to each other and what they mean in practice. It is focussed on working together to develop:- • An educationally rewarding experience • A welcoming, community experience • A positive experience in a supportive environment • An enhanced experience that extends beyond study A central theme of this is listening to each other’s views and seeking to act upon feedback, to ensure there is a mutual approach to making Edge Hill an outstanding place to learn, live and work.
6. Focus Groups
The Faculty uses focus groups for a number of reasons including:- opportunities to unpick particular issues with students that have been raised via the SSCF process, collecting feedback regarding new course proposals, meeting with External Examiners and seeking feedback on specific developments and enhancements. These can be arranged at any time in the academic year.
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7. Informal and ongoing feedback
Faculty colleagues value ongoing dialogue with students regarding their experiences while in the Faculty and informal opportunities at the end of seminars, lectures, tutorials or via email are always welcomed. These can then be responded to and actioned, where appropriate and feedback provided to the student.
Mechanisms for Responding to the Student Voice
It is extremely important that student feedback is acted upon or a response is provided if action cannot be taken and this is clearly and effectively communicated to students. This ensures that students feel their feedback is valued, shared, reflected upon and used for enhancement and they are clear on the action taken by the University in response to their feedback.
1. All SSCF minutes are posted on Learning Edge for students to read and review along with actions and next steps.
2. Student representatives feed back to their tutor group following each SSCF meeting or at other points if necessary.
3. Where appropriate, students receive feedback in their programme handbooks, indicating any programme amendments or changes made due to student feedback.
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Student Guidance – Staff Student Consultative Fora (SSCF)
The Faculty of Education is always eager to engage the opinions of its students and convenes SSCFs during the academic year to help facilitate this. These meetings serve as only one aspect of our attempt to consistently draw upon our students’ thoughts and opinions about their programmes and courses. The University has a Terms of Reference detailed in Chapter 8 of the Quality Management Handbook,5 it is worth familiarising yourself with this document as it explains the remit and nature of the SSCF. The Faculty will also have further guidance notes on your SSCF schedule and relevant contacts, these are available via Blackboard.
The focus of the SSCF is feedback primarily relating to the Learning and Teaching aspect of your University experience. This means areas relating to your direct academic experience, examples may include the quality of your teaching, methods of assessment and administration and organisation of your programme. The Faculty and University is committed to its students providing feedback on all elements of their experience and making sure issues that are raised are dealt with and acknowledged. Students are encouraged to raise any concerns or issues they have, certain areas may not always be resolved directly through an SSCF, staff however, will signpost relevant contact details and information for students in order for them to be resolved quickly and efficiently.
Please remember the Faculty wants your opinions to better understand and where possible enhance its provision, your feedback is a vital part of this ongoing process.
5 Chapter 8 Quality Management Handbook https://www.edgehill.ac.uk/documents/files/08-academic- governance.pdf 58
Everything we do at Edge Hill Students’ Union is shaped by students, and we’re here to represent ALL students at Edge Hill University, including YOU!
We’re here to ensure ALL student voices are heard, valued and acted upon.
Our vision is to create the best student experience we can for as many Edge Hill students as possible.
How do we do this?
• We’re here to ensure you enjoy the highest quality academic experience by supporting you, challenging the University, and changing the things you need to make your life better. • We support and encourage you to develop your interests and shape your future, by creating great events including skills sessions, workshops, masterclasses, and social events including crafternoons, society and sports tasters, trips and nightlife. • We want to inspire you to develop new ideas, be creative, and campaign for change – if there is something you are passionate about, we can help you to create a campaign to promote it to others, and help you to achieve great things!
We are here to make sure that all decisions the university makes are in the best interest of students. Every year edge hill students elect a team of sabbatical officers and students reps to be the student voice.
YOUR 2018/19 SABBATICAL OFFICERS ARE:
• SU President – Joe Bradford • Vice-President Academic Representation – Luke Myer • Vice-President Activities – Dan Bocharnikov • Vice-President Welfare – Molly Houghton
Alongside our Policy department, they sit on academic and faculty boards to voice student opinions and concerns.
The officer team are supported by a team of full and part time staff, as well as Part-Time Officers and Reps who are elected to represent LGBQ+ students, BME students, Mature/Part Time students, Post Graduate students, Women, Students at our Manchester campus, International students and Trans & Non-Binary students.
Your Officers carry out research to find out what is really important to Edge Hill Students, and seek to change things for the better by running campaigns (Remember that time Edge Hill turned into a giant rainbow? That was us!), highlighting issues, and lobbying the University.
We also recruit and train Course Reps each year - these students are a point of contact for you to talk to about any concerns, issues, or changes needed on your course. Over the past year, our Course Reps have managed to achieve real impact for other students with changes including microphones for lecturers, moving of deadlines to better-suit placement students, and asking lecturers to release lecture material prior to lectures so students can prepare.
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WE OFFER FREE, INDEPENDENT, CONFIDENTIAL ADVICE
Our hugely popular Advice Centre is also on campus to offer you support and guidance in key areas such as academic issues, welfare benefits, housing, money and debt... last year we saw over 600 students! We’re always here for a cuppa and a chat if you’re feeling stressed, worried or lonely, so PLEASE get in touch with us if you need help. We offer both face to face and phone appointments to help make the service accessible for all students on and off-campus, and it’s really easy to book an appointment at edgehillsu.org.uk/advice.
WE LOOK AFTER SOCIETIES
Joining a society is one of the best ways to get involved in student life at university, meet like-minded people and most importantly, have fun! We currently have around 70 active societies with more being created all the time – you can even start your own, and our team can help you to run it, recruit members and sort out the money stuff too.
EVENTS??! YEP, WE DO THAT TOO!
EHSU prides itself on creating fantastic student events, with a jam-packed Welcome Week schedule and a better-than-ever ‘Give it a Go’ calendar for 2018/19, with crafternoons, trips, masterclasses, workshops, socialising and more. We hold special events for mature and commuting students too, to help you find friends and settle. We also organise the epic Grad Ball, and run the SU Bar and VENUE, with events on nearly every night on campus.
WE’RE THE ON-CAMPUS SELLERS OF HOODIES, NUS EXTRA CARDS AND EVERYTHING IN BETWEEN!
The SU Bar also serves a fabulous food menu, and our SU Shop has a great range of vegan, veggie and halal choices. We are the official Edge Hill merch sellers on campus, and even have a hugely popular online shop when walking to the SU building is just too much effort! We’re also licensed sellers of TOTUM (NUS Extra) cards – a must for students to get amazing local, national and international discounts and deals. AND we brought a SUBWAY™ to campus (you can thank us later).
IT’S SO MUCH BETTER WHEN WE’RE TOGETHER…
We want you to want to be involved in everything we do, so follow us on Social Media (don’t forget to like, share, tag and comment!) and get in touch with your thoughts, feelings, views, and ideas. You can also register to receive our weekly newsletter by creating an account on our website, and you can also order your official merchandise here too!
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