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QTS Programme Annual Evaluatory Report

Reporting on Programmes delivered in 2009/10

Please refer to the University’s guidance notes on annual monitoring (available on Academic Office website). Actions taken/planned should be detailed in each section and cross-referenced in the attached action plan.

Title of Programme(s) covered by this BA/BSc (Hons) with QTS (secondary) Report

Programme Leader Fiona Lawton

Quality Group Secondary Programmes

1. Progress on achieving actions/outcomes identified in previous year’s report Please comment and attach last year’s updated Action Plan as Annex 1. If this is the first year of operation please list the recommendations made by the validation panel and your response to them.

See evaluation of Action Points 1 – 17 below (Annex 1)

Action 4 (Recruitment to science) The Head of School took a strategic decision to allocate the TDA numbers to other subjects more likely to recruit to target for 2010 entry. This decision has been revisited for 2011 entry (see Action 9 for 2010-2011).

Action 16 (ICT infrastructure) is on-going but is being actively addressed by the University. The issue will therefore not be rolled forward into Programme Level actions for 2010-2011 but the situation will be monitored by the Programme Team and issues arising will be reported at the appropriate level.

Action 17 (Rose and Williams Reviews) The Programme will continue to engage with and respond to initiatives in the teaching and learning of reading and mathematics in primary education.

2. Changes to the Programme Please provide detail of any changes made to the programme during the year (eg content, delivery, assessment) If the course is accredited by a professional body, please indicate that any changes continue to meet PSRB requirements.

The Programme was revalidated in 2010 for a September 2010 start. The overall aims of the revalidated programme are:

 to enable trainees to develop their practical and professional skills, knowledge and understanding as relevant to the 21st century classroom and in relation to the learning and teaching of their chosen subject;  to develop their understanding and critical awareness of the wider role of a teacher and how this is situated within the socio-political and historical context of education;  to provide an academically rigorous framework within which they can develop their knowledge of a school curriculum subject and its pedagogy such that, they are able to teach the subject effectively across the relevant age and ability range;  to enable them to reflect on their own and others’ learning within their chosen subject, on the nature of the subject and on its place in the school curriculum and in the world so that they can develop an advanced perspective on the subject in the school curriculum.

3. a) Programme Statistics 1 Referring to the statistical report provided by your Faculty Office, please comment on the patterns in recruitment, entry profile, progression, attrition and completion rates (including comments on students entering from articulated/franchised routes). Are there any continuing trends? Please also attach the statistical report provided by your Faculty Office as Annex 2.

Recruitment over the whole programme has been consistent with some buoyancy in 2009- 2010 for mathematics compared with 2008-2009. This may be explained by the economic down-turn and consequent increase in applications across the whole of the HE sector. TDA allocations were exceeded by 10 in mathematics leading to a recruitment bonus for each additional student. Applications to PE far exceeded the TDA allocation. Science did not attract sufficient applicants and therefore the decision not to recruit for 2010-2011 was taken. A strategic decision was taken not to offer ICT on the revalidated programme.

Student Attrition Rates Attrition rates for the programme are shown below

Year 1 Year 2 Year 3 Y1-Y2 % Y2-Y3 % Total % Y1 - 2007/8 2008/9 2009/10 Attrition Attrition Y3 Attrition 66 63 55 4.55% 12.70% 16.67%

Year 1 Year 2 Y1 -Y2 2008/9 2009/10 Attrition 59 52 11.86

A greater attrition rate can be noted between Year 1 and Year 2 for those commencing the course in 2008-2009 than those commencing in 2007-2008. This corresponds to the increased Y2-Y3 attrition rate for 2009-2010. The expected Benchmark for the University of Cumbria is 10 4 % (Source: Higher Education Statistics Authority). The attrition rate for the Programme was therefore above the University Benchmark for 2009-2010. This could b ein part because 2008-2009 entry students applied to the course for pragmatic rather than vocational reasons due to the current economic climate.

Student achievement

2010 % of 2009 2008 English Maths ICT PE Science all Cohort Cohort Cohort (N=12) (N=1) (N=5) RE (N=11) (N=19) (N=7) (N=55) Results Results 1st 25.00% 40.00% 9.09% 5.26% 14.29% 14.55% 7.14% 10.10% 2:1 41.67% 100.00% 20.00% 36.36% 57.89% 42.86% 45.45% 32.14% 29.10% 2:2 33.33% 40.00% 27.27% 36.84% 14.29% 30.91% 32.14% 36.70% 3rd 9.09% 1.82% 8.93% 3.80% Other 18.18% 28.57% 7.27% 19.64% 20.30%

The proportion of First and 2nd (Upper division) class honours degrees is increasing with 60 % of students achieving either a 1st or 2:1 in 2010 compared with 39 % in 2009. Additionally, the proportion of Firsts doubled from 2009 to 2010. Thus academic achievement is improving year on year.

Student Profiles The proportion of ethnic minority students remains small with the average for the last 3 years of around 5 %. This is approximately the same as the Northwest population demographic of

2 5.56 % (Source: Office for National Statistics) though it should be noted these data are from the 2001 census.

The overall ratio of males to females on the course is approximately 1:2 for the three years reported. There does however appear to be a decreasing proportion of males on the course. This trend may need to be monitored.

3. b) (QTS only) Outcome data Where possible you need to engage with outcome data especially on placement grades and progress of students in relation to your programme. You must identify actions that arise from this analysis in your action plan.

The QTS Grades for the 2009-2010 cohort and comparison with previous years are given below:

2010 Overall 2009 2008 2007 cohort Cohort Cohort Cohort English Maths ICT RE PE Science percentage Results Results Results (N=11) (N=1) (N=4) (N=11) (N=19) (N=4) (N=50) (N=55) (N=58) (N=43) Grade 1 36.4% 54.5% 31.6% 32 % 47.3% 55.2% 30.2% Grade 2 54.5% 75.0% 36.4% 52.6% 100.0% 54 % 40.0% 44.8% 55.8% Grade 3 9.1% 100.0% 25.0% 9.1% 15.8% 14 % 12.7% 14.0%

The data suggest a ‘fall-back’ towards the 2007 position which could be explained by the cohort demographic. Recruitment in the shortage areas, in particular science and mathematics was challenging when these students commenced their course in 2007 and this may have led to recruitment of students with less commitment to teaching. Evidence of this statement may be substantiated in future years where recruitment has been more buoyant, in particular in mathematics. The Faculty now has clear monitoring and tracking procedures which will enable early intervention for students achieving below their potential, or for those who need additional support.

Referring to the data supplied, evaluate the effectiveness of the recruitment and Cross reference to selection procedures in promoting equality of opportunity. Action Plan The data for ethnicity are consistent with the national demographic as outlined above. The University actively seeks to ensure equality of opportunity by running “Teaching Taster Courses” for BME and Older Adults. Staff from this programme are involved in these and evaluations of the course are overwhelmingly positive. As a route into teaching, this course predominately attracts school leavers with just over half the students falling into that category. Older Adults represent 14.13 % of the intake. Offering Flexible or Distributed Learning (FDL) routes in the future may help to address the balance of age profiles. In the Revalidated Programme all modules except the placements are available as Stand Alone modules, so it may be possible for students to take a part-time route to BA/BSc followed by a PGCE. Some subjects have or are producing FDL materials to support learning at a distance.

3 Evaluate the effectiveness of the recruitment and selection procedures in Cross reference to recruiting students from under-represented groups and cross reference any Action Plan actions arising from this. See Action Point 4 See under 3 above for 2009/10 and Point 3 above.

Referring to the interview grading data and the Final Block Placement grade Cross reference to data, evaluate the appropriateness of the criteria and procedures for selecting Action Plan students with the qualities and attributes required to achieve high-quality outcomes and identify any trends and cross reference any actions arising from this. For over-subscribed subjects, in particular PE and RE, it is evident from the QTS Gradings that tutor assessments of candidate potential are secure. For both these subjects, the number of Grade 1 and 2 results is well above the cohort mean, both standing at 90.1%. For those subjects having low recruitment figures in 2007 i.e. mathematics and science no student obtained a Final QTS Grading greater than 2. Thus the data evidence demonstrates the overall effectiveness of the selection procedure where other factors are not at play Please analyse attrition and completion rates and cross reference any actions Cross reference to arising from this. Action Plan

See under 3 above See Action Point 5

What were the outcomes for your students last year? Cross reference to Action Plan See under 3 above See Action Point 6

Were the outcomes what you expected? Cross reference to Action Plan Yes. See Action Point 6

Additionally, it is noted that by the end of May 2010, 42 % of trainees had obtained a teaching post compared with 37 % of the PGCE students.

What aspects of your training of the students contributed to the outcomes that Cross reference to you have identified? Action Plan Examples include: Successful  Grading students early on and setting targets in PAT sessions. completion of Action Points 1, 2 &  Building in more opportunities into the course for students to peer 4 will enhance the teach and work with local school pupils, for example working with training. GCSE C/D borderline pupils.  Ensuring students have a good practical grounding before going in to placement, in particular in PE.  Having modules which improved trainees’ critical awareness and contributed significantly to their developing professionalism.  Consistency of training – only one tutor available, therefore all input (school visits) and most subject modules covered by one person, in particular in ICT.  The focus on developing students’ Subject and Pedagogical Knowledge (Q14) has been effective in terms of improving student grades for “In lessons 1”.

4 How do you know that the aspects of your training that you have identified Cross reference to actually contributed to the outcomes? Action Plan

Examples include: Professionalism  Feedback from mentors on school visits. overall is still an issue. See Action  Subject knowledge was not explicitly raised as an issue by either Point 1 Subject Tutors or University Tutors following lesson observations.  Student module evaluations.  The quality of student discussions during seminars.  Students on placement demonstrated considerable improvements in confidence and classroom presence. Professionalism was improved, in particular in science.  Discussions with students.

Using the information above, identify and analyse key strengths and areas for Cross reference to development in the recruitment/selection of students. Action Plan Strengths Tutor assessment of potential is secure. Use of Faculty tracking and monitoring procedures, starting from interview will ensure early and rapid intervention where students are under-performing for whatever reason.

Areas for development Cross reference to With greater buoyancy in mathematics applications, greater Action Plan discrimination will be possible thus it may be possible to recruit only See Action Point 1 those candidates with clear potential to succeed, and a definite desire to be teachers.

Place greater emphasis on the concept of professionalism both in University and school at interview and from the first day of the course. Maintain momentum in relation to this issue throughout the course.

4. Modules with high failure rates (Modules with a fail rate of 20% or more). Module Module No of Pass Reasons for high failure Action taken Code Title Student mark rate s failed (1st Attemp t) Maths Number 7 40 % Of the 7 fails for MTH Students found the new MTH Systems student 102, five were non- concepts challenging to 102 s submissions (heavy grasp. They were snow at time). Two of provided with a 35 % of these were the tutorial/workshop cohort students identified in as session at end of the ‘weak by tutors’. One module to attempt to student who failed was address this issue, experiencing personal however, this impacted difficulties at the time. upon the previous Four students passed taught session as more the reassessment, two content needed to be failed and one did not covered in order to 5 submit. ensure the syllabus was completed.

ICT 40 % Students' lack of The failure rate across Severa commitment many of the year 2 l Year modules was down to 2 the same three students modul who were deemed es weak. Despite drop in assignment support being offered, those three students did not participate in those drop in sessions; nor did they act on feedback on previous assignments (e.g. take up LISS support) EED191 Literature 3 40 % Poor attendance by two Students given support via for Young students students the Student Progress People 23 % of Review System cohort EAL195 Working 3 40 % Poor attendance by same Students given support via with Texts: students two students as above the Student Progress Identities 23 % of Failure to attend tutorial for Review System and cohort student three Changing Worlds EAL291 The English 4 40 % 1 student failed 6 modules Students given support via Language: students in Year 2 the Student Progress change and 28 % of Failure to attend tutorial for Review System diversity cohort student two and three Student four –poor time planning EAL294 Victorian 4 40 % 1 student failed 6 modules Students given support via Writing students in Year 2 as above the Student Progress 28 % of Reported pressure of close Review System cohort deadlines at submission time

5. Student Feedback What were the outcomes of module and programme evaluations? What were the outcomes of staff- student liaison meetings and Programme Committees? What were the outcomes of the NSS and NQT survey? What were the main issues raised by students (eg assessment, student support, placement)? Has there been any alumni feedback?

Programme Evaluations See ANNEX 5 Final Course Evaluation. Overall responses to the course are overwhelmingly positive. These are in contrast with the NSS Survey which recorded only a 65 % overall student satisfaction. Where whole cohort data are available, unlike the NSS survey, a considerable increase in student satisfaction is evident.

The Year 2 placement data (see ANNEX 6) demonstrate the commitment of our partnership schools to the training of students. There is clear evidence of outstanding support for students and student awareness of how schools have contributed to their professional learning. This also contradicts the NSS Survey results, possibly once again because whole cohort data are available.

The main issue arising at the Course Consultative Committee was in relation to the GED modules. However, this was not cohort-wide as discussion with student focus groups following this committee meeting showed considerable student support for the GED

6 modules. Student suggestions have been taken forward into 2010-2010, especially in relation to the assessment tools where minor revalidation of module GED 212 from an examination to an essay will help to address a major student concern. Students also cited communication between Faculty and students as an issue. Similarly, clear steps to address this issue have been put in place for the forthcoming year. The GED co-ordinator is to be praised for her pro-active approach to addressing this issue and for her responsiveness to student concerns. The situation is to be monitored for 2010-2011. See Action Point 2 below.

Subject module evaluations show that students have been satisfied or better with all the modules taught. The main issues raised were:

1. Late allocation of placements (See Action Point 4 below) 2. Preferring face-to-face teaching over more innovative and flexible methods designed to develop students’ independent learning strategies. 3. Preferring hard rather than ‘soft’ copies of materials (linked to point 2 above) 4. IT infrastructure (see Section 1 above) 5. Offside access to subject specific software (mathematics students). This has been addressed via TDA Recruitment and Retention funding being made available for students for 2010-2011. 6. Understanding and valuing the links between GED modules and subject studies

6. Programme Team Feedback How does the programme team consider that the programme has operated this year in relation to teaching and learning, placement, assessment, student support? Please state the evidence that this is based on.

Subject tutor teams’ feedback reports that overall the programme operated well this year. This is evidenced by:

 Student attainment both in University and School  Module evaluations

Concerns raised by tutor teams include:

 Some students taking a surface approach to learning.  The potential impact of the structure of the revalidated degree on subject knowledge.  English tutors had a challenging year due to unforeseen changes in the staffing capacity during the year. It should be noted however that despite this, student outcomes were very good and the English team is to be commended for its level of commitment and professionalism.  The challenges of securing placements in particular for mathematics and RE students.

QTS programmes only

a) Evaluate the effectiveness of the systems for tracking trainees’ progress and the extent to which they lead to accurate final assessments

b) Evaluate the extent to which evidence from tracking trainees’ progress leads to effective intervention and support for individuals and groups.

c) Evaluate the quality and impact of training in relation to trainees’ starting points, progress and attainment.

7 d) Using the information provided in this section, identify key strengths in the training and assessment of trainees.

e) Using the information provided in this section, identify areas for improvement in the training and assessment of trainees.

(a) Student progress is tracked and monitored by Personal Academic Tutors and Subject Leaders. This is effective because tutors ‘know’ the students well and are able to quickly respond to and issues arising both in University and School. The introduction of the Key Assessment Point (KAP) forms for school-based assessments of progress was successful overall and once linked to the University’s SITS systems will further improve the effectiveness of Faculty level monitoring.

(b) Subject tutors review student KAP forms and, where intervention is evidently needed, act upon this in order to support students. Where serious concerns arise, and the difficulties continue despite a series of intervention steps, students may be advised to take the non- QTS route. Student progress along with intervention strategies is also discussed at Module and Faculty Assessment Boards. These structural systems lead to effective intervention.

(c) Value added data are now being recorded at Faculty Level and for 2011 onwards at University Level. Currently Subject Tutors track progress and respond as outlined in (a) above.

(d) Key strengths are:

 Tutor knowledge of individual students  Subject tutors undertaking school visits  Tutor capacity to rapidly intervene

See also the External Examiners’ comments below.

(e) Areas for improvement are:

 Ensuring the KAP forms are used to record ‘actual’ QTS grades rather than ‘potential’ grades across the whole of the partnership.  Systems for recording data by the Faculty and University are fully embedded.

7. Positive and Negative feedback from External Examiners Please summarise feedback from External Examiners and provide details of your response to them. What action was taken or not taken in response to any issues raised? Where students are being assessed for ‘fitness to practice’, please comment on any relevant issues. In the case of cross-site or collaborative provision please comment on External Examiner views on cross-site parity.

Positive feedback comments include:

 Assessment feedback is timely and enhances student learning (See Impact Study, Annex 7)  Students are well-placed to meet the relevant subject benchmarks and the stated aims and learning outcomes.  The use of ‘oral presentation’ is praised as good practice in relation to the positive relationship between this and teacher training.  Academic standards are comparable  The modules are applied in interesting and challenging ways to practice.  Students are given the opportunity to examine the very latest education initiatives.

8  A strength of the Programme is the ‘educational’ philosophy that underlies the teaching and learning.  Trainees are motivated and are well supported in academic and school-based work.  Trainees are supported effectively towards the intended learning outcomes  There is opportunity to engage with enquiry-based learning supporting trainee’s confidence and competence in providing evidence to meet the standards for QTS  The content of modules is relevant, current and linked clearly to the National Curriculum.  Highly satisfactory’ relationships developed between the University and partner schools (English)  Field study visits, which make full use of direct experience and encounter with faiths in the local community (RE)

Areas for improvement, with commentary, include:

 Avoid annotation of script (maths) – on-going review as students want annotations  Reduce length of reading lists (maths) - done  An overview document for Education Studies is needed – done for 2010-2011  Clearer assessment guidance required for GED modules – done and incorporated into overview document. Minor revalidation of one module from Examination to Essay.  Record Personal, Academic and Professional Development in electronic rather than paper-based format – all Year 1 students will be using PebblePad to track their progress and development. Years 2 and 3 will continue with the current method to avoid duplication of work.  Relate feedback more clearly to the QTS standards and produce SMARTER targets (PE subject mentors) – to be addressed during Mentor Training in January 2011.  Assessment burden is heavy for both students and staff (English) – revalidated programme should address this issue.  Assignments could be linked more closely to specific QTS standards, then could be included in the Standards File (RE)

8. Learning resources: How successful were the [a]) physical/material resources, [b] electronic resources and [c] human resources deployed to support student learning? Please consider library, IT, teaching accommodation, specialist facilities and staffing, including, where relevant, those in placement situations. Please comment on cross-site parity [if appropriate].

(a) Extremely effective and creative use was made of the physical/material resources available to students. This means the Programme will be well placed to deliver a quality programme within the constraints of any future government funding strategy.

(b) Tutors make effective and use of the available ICT and some innovative practice is evident (see Section 13 below). The University is committed to providing ‘State of the Art’ technological solutions and there is evidence of progress in this respect, for example staff and teaching room computers are being replaced.

(c) For this programme, human resources were deployed effectively which is evidenced by student comments in relation to their perceptions of the level of support they received by University and School-based tutors via Programme Evaluations. Given the considerable upheaval associated with the re-organisation of the University last year, this demonstrates considerable tutor commitment to providing students with a high quality experience. The Faculty has developed a clear staffing strategy to ensure parity of workload, and tutor workload is being continually scrutinised and monitored. Furthermore, under or over- deployment of staff is being actively addressed.

9 9. Collaborative arrangements (regional/overseas) If your programme is also offered at or has articulation arrangements with a partner institution, please comment on the operation of the collaboration. In the case of formal collaborative agreements, please refer to the partner programme leader’s annual evaluatory report and provide detail of any issues or actions.

Not Applicable but the English course offers some modules to Hong Kong Semester Abroad and Erasmus programme students whilst they are in Lancaster. We are pleased to welcome these students and their international perspective. Additionally, the programme offers a bespoke suite of modules to international students training to be teachers in their own country. It also provides pastoral support for them whilst studying with the University.

10. Summary of Regulatory Body Reports [eg QAA, OFSTED, PSRBs)

Not Applicable for 2009-2010

11. Inter Professional Learning If your programme includes elements of inter-professional learning please comment on this, considering content and delivery and provide a summary of student and tutor feedback (as appropriate).

Although the programme does not include formal inter-professional learning, Year 3 provision for GED included lectures by professionals from school based contexts, professional associations and the Police in order to enable students to appreciate whole- school issues.

12. Summary of Good Practice Authors are encouraged to share good practice worthy of dissemination and if this is the case, it should be added as an action on the rolling action plan to ensure that it is disseminated appropriately.

Please group good practice, to distinguish between commendations, which are to be noted and congratulated, and those activities which are innovative**. Where innovations may be transferable internally and/or externally please put a brief description of the activity and a contact name.

**The LTSN definition of “innovative”……is a deliberate change. Innovators take initiatives in their circumstances, adopting something new [or new to them] and adopting it to their needs. For innovations to be seen as enhancing quality, these must result in improvements in teaching and learning.

Innovative use of online materials to support student learning: during modules, for directed study, for private study (individual target setting), personalised learning and for support during school placements (mathematics). See Action Point 7 below.

Encouraging collaboration through use of Web 2.0 tools is now an integrated part of the ICT subject courses. Students are encouraged to share delicious accounts and contribute to group WIKIs on Blackboard. Students are encouraged to team teach and film short teaching episodes. (ICT) See Action Point 7 below.

TDA funded SEN placements for Trainees. Four Year 2 trainees were placed in a Special School environment. Extend this opportunity to more students.

A successful development in 2009-2010 was the collaboration between RE, History and Geography tutors to broaden students’ understanding of Humanities subjects. RE have also developed a more substantial expertise and input on Citizenship and PSHE. Students responded well, some choosing to develop their own expertise in these areas. This

10 collaboration has been decimated to the Secondary Programmes Quality Group (September 2010)

13. Has any RSKT activity been identified and has this impacted on the Programme?

English

RSKT is a strong area for members of the English team, for example two tutors are undertaking PhD study and academic papers have been produced and presented at conferences. In terms of impact on the student experience, this is reflected in the strengths noted by the External Examiner (see ANNEX 8). The External Examiner also commented that the emphasis on action research informing practice is highly commendable.

ICT Currently working on presentation for TEAN about subject knowledge (Expert Knowledge, pedagogical Knowledge, School ‘good enough’ knowledge) and the perceptions of students with regards to mapping their knowledge to instructional design techniques used to motivate pupils’ learning.

The models resource http://ictedusrv.cumbria.ac.uk/flash/models/models.html has impacted significantly on students work in the learning and teaching modules and also in perfecting and questioning their own strategies for teaching.

Mathematics For 2010-2011, the mathematics team intend to focus upon explicit unpacking of mathematical skills and concepts this year with a view to writing a book as there appears to be a need to this type of book for secondary mathematics teaching.

RE Attendance at conferences and collaboration with external organisations has benefitted students by keeping their training current and highly relevant. The integration of a greater citizenship component and community cohesion strand is well grounded in research carried out in 2008. Proposals have been made for future academic output.

Science The Year 3 students have contributed to some small scale pedagogic research on Independent Learning. This has been disseminated through the Faculty Research Fest.

14. Any other information Please comment on any other issues of relevance e.g. student achievements, induction, placement issues, employer/professional body liaison and opinion, and staff development

The Programme was revalidated in 2010 for a September 2010 start. The number of modules on the programme was reduced from over 200 to 18. The revalidated programme will be considerably more cost effective and both students and tutors will have a clearer understanding of the structure of the new programme. It will provide a more coherent experience for students and less replication of content will result.

The following webpage provides an overview of the revalidate programme. http://ictedusrv.cumbria.ac.uk/maths/SecUGintinfo/index.htm

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11 Report completed by: Fiona Lawton (Acting Programme Leader) Date: October 2010

Glossary: Please provide a glossary of acronyms

BME Black and Minority Ethnic CCC Course Consultative Committee FDL Flexible or Distributed Learning GED General Educational Studies ICT Information and Communications Technology KAP Key Assessment Point NSS National Student Survey RSKT Research, Scholarly and Knowledge Transfer

12 Annexes attached:

ANNEX 1 Rolling Action Plan

ANNEX 2 (course statistics)

ANNEX 3 NSS results 2009 and 2010

ANNEX 4 Key issues arising from the NSS to be addressed by the Faculty

ANNEX 5 Year 3 Final Course Evaluation Qualitative Data

ANNEX 6 Year 2 Placement Data (whole cohort)

ANNEX 7 Impact Study (Mathematics Team)

ANNEX 8 Impact Study (English Team)

ANNEX 9 Summary of Mid-Programme Evaluation undertaken by Year 3 students Autumn Term 2010

ANNEX 10 Minutes of the Course Consultative Meeting (30th March 2011)

13 ANNEX 1: (Rolling Action Plan) PROGRAMME : BA/BSc (Hons) with QTS (secondary) PROGRAMME LEADER: Fiona Lawton (Acting)

ACTION PLAN 2009/10 (review of programme operation in 2009/10) (NB: Actions listed below should be in line with those identified in the body of the report. More than 6 issues may be identified but try and prioritise a small number of the most significant issues) ESC – Education Studies Co-ordinator FCA – Faculty Campus Admin.; MTC – Mentor Training Co-ordinator PL – Programme Leader; PT – Programme Team; SL – Subject Leader : e n Issue Target/success Action t Means by Does this Update/evaluation against success criteria o a i t

Cite evidence – criteria linked (How you will D which need (as actions are completed)

c t

eg External to improved achieve a progress flagging e

r g r

Examiners student target) o will be for: f a

report, student outcomes T monitored y t i

feedback, (What you want l Programme i b

OFSTED report to achieve) i (s) s

) n Quality

n o a p Group

e s

D e Faculty

e R t University a i c

o s s

A

/

r e

d 1 Enhance To ensure that To organise PT &a MTC Sept Secondary Quality Tutors are familiar with grading criteria and can use e confidence in we have good staff L them confidently. Mentor training and school 2010 Programmes Group development e reliability of reason to believe s Quality group Faculty moderation visits have been used to introduce the around new r judgements that judgements u criteria to school-based tutors. assessment o will continue C against the against the to monitor processes g standards standards are as e KAP judgements have been moderated. ( this issue. (Raised by reliable as they To organise SED) can be. mentor training September 2010 around new assessment processes

To ensure UoC staff moderation of all KAP2 and KAP4 judgements

To consider

14 systems for cross subject and within subject moderation

2 Improved use All data are Ensure that Subject July Faculty Faculty All KAP forms were received and grades sent to of data for received and all KAP Leaders 2010 Manager to FCA. tracking centrally collated forms are monitor September 2010 (Raised by in order to returned by receipts of SED) monitor student students and data. progress.. are held centrally

3 To enhance in All in school Audit current PL Sept Programme Quality Auditing done school training training moves in -school 2010 Leader will Group Oct 2009 for closer to the best training monitor via Final Assessed Block Placement Student evaluations undergraduate examples. guidance Student show a marked quantitative increase in student students given by Placement satisfaction between 2009 and 2010, and as (Raised by Student subjects Evaluations compared to PGCE results. SED) Placement within the ESC Evaluations show programme. For example for the question: How well prepared satisfaction or for the placement did your Subject Mentor appear better in relation Explore how to be? to placements. in school education Extremely well prepared studies training can 2009 (15 %) apply equally PT 2010 (44 %) to the UG programme Not well prepared as well as the 2009 (25 %) PGCE 2010 (2 %) Enhance in September 2010 -school activities in school placement booklets

15 4 Recruitment to Science recruits To identify Science Sept Admissions to Faculty Whilst Applications were up 40% on this stage last Science to target strategies for Subject 2010 report to year (Feb 2010) The HoS took a strategic decision (Raised by increasing Leader Head of to allocate the numbers to other subjects more SED & TDA) science School likely to recruit to target. Science candidates were recruitment offered interviews in related subjects, e.g. and mathematics. implement There is no 2010 science entry. them Science will be offered again in 2011. Sept 2011 (See Action 9, 2010-2011) 5 Placement Students do not Revise PL Sept Via student Quality Revised placement booklet produced. booklets are raise this as a placement 2009 placement Group repetitive significant issue. booklets to evaluation Year 3 FAB Student evaluation data state for: (Raised at give greater data PCC) progression How helpful was the placement and documentation you received from coherence the University? Extremely/very helpful 2009 20 %, 2010 37 %, PGCE 39 %

Not helpful 2009 30 % 2010 17 % PGCE 15 % July 2010 6 Difficulties with Establish ESC to work ESC July PCC and/or Quality New group assessment processes have been group processes for with students 2010 student Group trialled. assessments ensuring that to agree feedback (Raised at PCC) difficulties with processes Issue not raised at during the Secondary group Undergraduate Student Focus Meeting (Feb 2010) assessments can July 2010 be effectively resolved

16 7 Bunching of Bunching SLs to review SLs July Student End Quality Year 3 2010 end of course data show for the Assessments avoided timing of 2010 of Course Group question: (Raised at assessments evaluations. PCC) and to Please rate the overall quality of stagger where assessment and feedback you possible received during your training.

Good/very good 87 % Poor 0 % Suggesting that this was not an issue in 2009-2010

For students commencing in Sept 2010, the programme has been revalidated and students will take 6 x 20 credit modules per year instead of 12 x 10 credit. Additionally, the PL will set the assessment dates since all modules are common. This will ensure the assessment load is more evenly spread. September 2010 8 Make more use Students to To use PL July PL records Quality Examples to date are: of students as support one students as a SLs 2010 examples. Group a resource another and in resource for  Interview days via the student ambassador within the doing so develop example: programme programme professional skills  Interview  Inclusion of current student commentaries about (Raised by of providing days their experiences on the course placed on the PQC) support to  First year Interview Candidate website. colleagues students  Year 3 input in 2010 Welcome week prior to  Student peer groups set up in mathematics. arrival September 2010  Welcome week  Placement briefings  Key skills Support  Subject support

17 9 On-line All students Link PL July PL or Faculty All students bar 1 completed the year 2 placement placement complete online completion to 2010 representative evaluation. evaluation programme placement monitors completion evaluations completion completion All eligible Year 3 students completed the End of (Raised by Course online evaluation. SED) June 2010 10 On-line To secure Address PL July Scrutiny of Faculty Quantitative data show an overall reduction in the placement reduction in the issues with a PT 2010 student number of negative responses. See particular evaluation proportion of high ESC placement examples above (points 3, 5 & 7) negative negative percentage of evaluation June 2010 responses responses for negative data. (2009 Year 3) each question responses. (Online Evaluation)

11 NQT Survey – To increase use survey PL July PL to University There has been a small increase in NQT survey satisfaction satisfaction for results with MTC 2010 scrutinise and Faculty satisfaction and gap between UoC and Sector significantly relevant prompts programme NQT Survey average has narrowed: below sector team and average mentors to UoC Sector Difference (Raised by identify Faculty) improvement 2007-2008 78% 86% 8% that is needed 2008-2009 80% 85% 5%

September 2010

18 12 Employment as To identify To survey all PL July PL scrutinise Faculty From the programme online evaluation data the teachers reasons for 3rd year PT 2010 End of course June 2010 the situation was: (Raised by graduates not students on evaluation TDA data) entering teaching first data at June Obtained a teaching post: as a first step to destinations 2010 42 % (PGCE = 37 %) increasing the and reasons percentage who Not applying for teaching: do 2 % (PGCE 5 %)

Scrutiny of the 2 % not seeking employment in teaching for 2010 showed 1 student taking a year out, 1 student still deciding about moving away from family (for jobs), 2 seeking teaching posts and 1 seeking (unspecified) employment. Thus, graduates completing this programme do go onto to work as teachers, or seek to do so.

These data were collected in May 2010 before the full recruitment round and therefore are incomplete, for example all PGCE mathematics students looking for a teaching post obtained one. TDA data are not yet available for the year under scrutiny in order to verify the data collected by the programme team. October 2010. 13 14-19 Reforms To develop 14-19 co- 14-19 co- Sept PL to monitor Quality Students were offered the opportunity to undertake (Raised by integration of 14- ordinator to ordinator to 2010 14-19 Group a 14-19 diploma placement this year as part of the tutors) 19 reforms into work with work with opportunities Enrichment Placement. All students were given 14- UG programme programme programme provided. 19 training by the 14-19 co-ordinator. team to team to July 2010 develop develop integration integration

19 14 Byron Report To develop Programme PT Sept xxx Quality 90 % of Finalists reported having: (Raised by integration of team to 2010 Group “The skills to use their knowledge and tutors) Byron Report into develop understanding of e-safety within their teaching” in E-safety UG programme integration the End of Course Evaluation. The revalidated programme commencing September 2010 has ICT embedded as a theme throughout and issues surrounding e-safety both for pupils, and teachers will be explicitly addressed. Years 2 and 3 have directed to the Byron report and associated materials. They have been given a tutor contact for specific questions and queries. 15 Assessment To remove PL to identify PL Sept N/A School These have not been removed for next 2010 due to weeks during assessment any obstacles 2010 Partnership cost implications of increasing the length of the year 2 weeks from year and to take Year 2 placement and the effects of altering the placement 2 programme action for placement significantly on the number of school (Raised by 2010-2011 placements available. This was considered for the tutors) programme revalidation but the same constraints remain and therefore the placement pattern will not be altered. September 2010 16 ICT To improve ICT PL to work PL Sept Student and University Tutors have made effective use of the available ICT infrastructure infrastructure with FLTAC to 2011 staff feedback facilities and structures to support student learning (Component engage with and new technologies are being embraced e.g. the AERs) University on use of video streaming, PebblePad and the this issue development of online materials. (See comment in Section 1, page 1 of the AER above) October 2010

17 Rose Review To ensure that Audit current PL July PL and ST to Faculty (Reading) and secondary trainee provision in ST 2010 keep abreast The programme needs to continue to engage with William’s teachers relation to the of current and respond to initiatives in the teaching and Review understand the Reviews learning of reading and mathematics in primary implications of the curriculum (Mathematics) education. Rose and Williams developments reviews Ensure (Raised by Reviews September 2010 SED) included in course content reviews

20 ACTION PLAN FOR 2010-2011 (Note the Programme Team wish for Students to be actively involved in both decisions and actions associated with the implementation of this plan via the Course Consultative Committee system) ESC – Education Studies Co-ordinator FCA – Faculty Campus Admin.; MTC – Mentor Training Co-ordinator PL – Programme Leader; PT – Programme Team; SL – Subject Leader : e n Issue Target/success Action t Means by Does this Update/evaluation against success a o i t D

Cite evidence – eg criteria linked to (How you will which need criteria c t a e External Examiners improved achieve target) progress flagging (as actions are completed) r g r o f

report, student student a will be for:

T y Programme (s) feedback, OFSTED outcomes t monitored i l

i Quality Group

report (What you want to b i Faculty achieve) s ) n University

n o a p e s

D e

e R t a i c

o s s

A

/

r e

d 1 Improve student Fewer schools raise Year 1 PL a July KAP report Quality Identified actions undertaken. e this as an issue (all L professionalism, in Expectations SLs 2011 form Group e Years) s particular in Year 1. outlined in PT r School Year 1 - outcomes against success u (Q2) Welcome Week o Partnership criteria to be measured after the Year 1 C Mentor feedback is (Raised by Schools) and reinforced g Key Stage 3 placement in June 2011 more positive in e relation to Q2 by all tutors ( (Feb 2011) during the course. Year 2 – this issue has not been Year 2 reported to the Student Placement Unit. Focus on and KAP 2 form analysis yet to be monitor undertaken professionalism of these Additionally, the Headteacher of one of students our Partnership Schools (also a Training School) came into University to prepare Year 1 trainees for their KS3 placement. Emphasis was placed upon professionalism in school. Trainees found the session very valuable. Impact to be evidenced via comments on KAPS form in June 2011 (April 2011)

21 22 2 Increase student Student evaluation Provide GED ESC June Student Quality All actions undertaken satisfaction in indicates greater coordination 2011 feedback via Group Measures of outcomes against success relation to GED satisfaction /less hours. Module criteria not available yet. (Feb 2011) dissatisfaction modules Evaluations (Raised by Student Change and Course Consultative External Examiner is Assessment for Consultative Committee) and satisfied that students GED211 from Committees improve students’ understand the exam to an External understanding how importance of essay Examiner Education Studies Education Studies and report relates to the rest of how it relates to the Provide their course (Raised rest of their course. students and by External programme Examiner) tutors with an overview document for Professional Mentors Education End of course support this process in Studies Evaluation school via the school- June 2011 based GES Ensure programme. Professional Mentors receive the FAB GES overview. 3 Improve the NSS NNS Survey results Programme Quality Sept Via the ITE University Actions undertaken and issues for Survey Results. show increased tutors assisted Group 2011 Management Faculty concern identified via the Mid- satisfaction with target by students to Committee Quality programme survey. NSS areas for NSS survey results of achieving overall identify and concern raised by this survey are in the satisfaction rate as for Student and the Group are disappointing. address category of Personal Development. 2009 (77 %), or better. Reps Secondary Overall ITE student priority issues Programmes Overall satisfaction 74 %. (See ANNEX satisfaction dropped Student Module associated with Programme Quality Group 8) from 77 % to 63 % Evaluations show this programme tutors NSS measures of outcomes against increased satisfaction from the list success criteria not available yet. Scrutiny of (See Annex 3) as evidence of the identified at (Feb 2011) National (Raised by Faculty) Programme Faculty level. Completion rate of the 2010-2011 NSS contributing towards (See Annex 4) Student survey for the programme currently the above target. Satisfaction stands at 52 % (March 2011). Survey results for 2011 Annex 4 issues discussed and actions identified at the Course Consultative meeting See Annex 10 (April 2011) 23 4 School Placements All student placements Partnership Partnership July Partnership Faculty All actions undertaken. are becoming more are secured at least tutors to secure tutors. 2011 Director and School Year 3 FAB success criteria met. difficult to secure one week in advance placements. Subject Managers to Partnership Year 2 Block Placement success criteria leading to last minute of the start date for Subject tutors not met for mathematics. assessed placements. assist if Tutors monitor notification and (Y2 and Y3 Blocks) necessary. SPU progress. arrangements) Closer liaison (Raised by Tutor and between subject Student feedback) tutors and SPU.

Invite student representatives to the Secondary Partnership Committee meetings. 5 Reduce attrition rates Attrition rate for the New literacy PL July Attrition Data University New literacy test implemented. on the Programme Programme drops to test at interview All Tutors 2011 collated by Faculty Measures of outcomes against success (Raised by data or below the University to ensure the Faculty. criteria not available yet but to date less analysis) of Cumbria candidates can than 10.4 % attrition in all years. (Feb Benchmark of 10.4 %. communicate Scrutiny of 2011). in Standard Student English (also Evaluations TDA and CCC. requirement)

Improve student satisfaction as outlined in actions 2-4 above.

24 6 Make effective use of Students achieving Students All Tutors July Scrutiny of Faculty Actions undertaken and on-going. All the Faculty QTS grade 4 at Key provided with 2011 QTS Gradings School Year 2 and 3 students are being Standards monitoring Assessment Points 1 additional Partnership supported in target setting against the and tracking or 2, achieve at least support via GTA document via additional tutorials Grade 3 on KAP 4 the Student Quality procedures (KAPS) following agreed actions arising from the where realistic. Review System Group to secure early and additional Course Consultative Committee. intervention and support in school Measures of outcomes against success monitor the effect of including extra criteria not available yet. (Feb 2011) this on the QTS visits as Grades achieved. necessary in or to personalise training needs. 7 Develop online Evidence of tutor In-Programme ICT Tutor July PL requests Programme All actions undertaken materials in order to engagement with Tutor Training to lead. 2011 evidence of All Subject Leaders are using Support student online environments and Support. Programme use of online Pebblepad.(Feb 2011) learning. (see Good e.g. use of PebblePad Showcasing of as a first step towards Tutors to materials. Practice above) materials engage. the development of developed online materials. across the faculty to demonstrate the potential of online learning. 8 Rose Review Secondary trainees Collaboration PL July NQT survey Faculty Actions undertaken and the profile of these (Reading) and are familiar with with primary English and 2011 results reports has been raised across the William’s Review developments in colleagues to maths programme. (Feb 2011) (Mathematics) relation to these provide input reports. tutors Student for students. evaluations (Raised by SED 2009) The teaching of synthetic phonics to be addressed via bespoke sessions for Year 1 students 9 Recruitment to Science recruits to To identify Science Sept Admissions to Quality Science was on target to recruit with 9 offers Science target strategies for Team 2011 report Group sent, 5 waiting to be sent and 9 interviews (Raised by SED & increasing Programme Faculty pending prior to the TDA allocations being TDA 2009) science announced at the end of January 2011. Leader Assumed target was 10 trainees. There will recruitment and be no science cohort for 2011-2012. (Feb implement 2011) them

25 ANNEX 2 (PROGRAMME STATISTICS)

Total number of students enrolled (as at 1 December) English Maths ICT RE PE Science Totals Y1 2007/8 12 3 6 16 21 8 66 Y1 2008/09 13 10 5 6 20 5 59 Y1 2009/10 10 20 7 13 22 5 77 Y2 2007/8 13 7 7 9 28 6 70 Y2 2008/09 12 1 6 15 22 7 63 Y2 2009/10 11 11 4 3 15 8 52 Y3 2007/8 10 10 7 14 27 6 74 Y3 2008/09 11 5 6 8 25 5 60 Y3 2009/10 12 1 5 11 19 7 55

Student Progression (2007-2008) English Maths ICT RE PE Science Totals Enrolled Year 1 12 3 6 16 21 8 66 Progressed to Y2 13 5 6 9 28 6 67 Enrolled Year 2 13 7 7 9 28 6 70 Progressed to Y3 10 10 7 14 27 6 74

Student Progression (2008-2009) English Maths ICT RE PE Science Totals Enrolled Year 1 13 10 5 6 20 5 59 Progressed to Y2 12 1 5 15 21 7 61 Enrolled Year 2 12 1 6 15 22 7 63 Progressed to Y3 11 5 6 8 25 5 60

Student Progression (2009-2010) English Maths ICT RE PE Science Totals

26 Enrolled Year 1 10 20 7 13 22 5 77 Progressed to Y2 10 10 3 3 13 7 46 Enrolled Year 2 11 11 4 3 15 8 52 Progressed to Y3 12 1 5 11 19 7 55

2009/10 Student Profiles for the Programme Ethniciity Gender Age on Entry Disability? Highest Qualification on Entry Other / HE less Non- Under No A/As or Other Not than 1st White White Male Female 19 19-21 22+ Disability Disability equiv Level 3 known degree Degree Year 1 (N=70) 68 2 22 48 39 23 8 6 64 51 12 2 4 1 Year 2 (N=59) 55 4 18 41 31 19 9 3 56 48 3 1 5 2 Year 3 (N=55) 52 3 24 31 28 18 9 6 49 42 1 6 6 Totals 175 9 64 120 98 60 26 15 169 141 16 9 15 3 Proportion 95.11% 4.89% 34.78% 65.22% 53.26% 32.61% 14.13% 8.15% 91.85% 76.63% 8.70% 4.89% 8.15% 1.63%

27 ANNEX 3 (NSS results 2009 and 2010) NNS Figures FacED Fac ED Question 2009 2010 The teaching on my course 1. Staff are good at explaining things. 87 77 2. Staff have made the subject interesting. 76 70 3. Staff are enthusiastic about what they are teaching. 82 73 4. The course is intellectually stimulating. 66 63 Personal development 72 19. The course has helped me to present myself with confidence. 82 72 20. My communication skills have improved. 84 76 21. As a result of the course, I feel confident in tackling unfamiliar problems. 77 69 Assessment and feedback 5. The criteria used in marking have been clear in advance. 74 70 6. Assessment arrangements and marking have been fair. 65 61 7. Feedback on my work has been prompt. 39 44 8. I have received detailed comments on my work. 58 61 9. Feedback has helped me clarify things I did not understand. 40 42 Academic support 66 10. I have received sufficient advice/support with my studies. 71 65 11. I have been able to contact staff when I needed to. 80 69 12. Good advice was available when I made study choices. 71 63 Organisation and management 36 13. The timetable works efficiently for my activities. 35 51 14. Any changes in the course or teaching have been communicated effectively. 29 34 15. The course is well organised and is running smoothly. 26 26 Learning resources 71 16. Library resources/services are good enough for my needs. 78 67 17. I have been able to access IT resources when I needed to. 84 77 18. I have been able to access specialised equipment/rooms when I needed to. 77 69 Overall Satisfaction 77 65 Note: in both years reported above approximately 25 % of ITE students completed the survey hence the data, for research purposes would not be considered to be reliable (60 % response rate required).

28 ANNEX 4 Key issues arising from the NSS to be addressed by the Faculty

1. Cancellation of sessions at short notice 2. Length of time for assessment feedback / module assessment bunching. 3. Placements - late notification of placements 4. Timetable- gaps between lectures 5. General Education Studies 6. Didactic use of Powerpoint 7. Non-anonymous marking – students want anonymous marking.

29 ANNEX 5 - Year 3 Final Course Evaluation Qualitative Data (sic) Question 48: Please add any further comments as appropriate regarding the whole of your training experience, for example particular aspects of your training which helped you to meet the QTS Standards, how the course helped to develop your academic skills, knowledge and understanding, ideas to improve the training provision for future students etc. enrichment courses have helped me to develop my understanding of some areas of teaching more preparation for placement in university time regarding the q standards and ofsted grading criteria

i have thoroughly enjoyed my training experience at cumbria university. i feel it has prepared me for my induction year, though i do feel that future students would benefit from further training in areas of behaviour management, eal, sen and working with tas. i must say that your lecturers responsible for teaching my subject specialism are all excellent, especially XXXXX and XXXXX. i have greatly benefited from their support, tutoring and their example of professionalism. i also enjoyed the teacher training i received in my education studies, it has definitely fuelled in me a passion for learning and teaching. however, there have been organisational issues which often made it difficult to fully understand what was expected of me regarding various ged assignments. i believe this feeling will be echoed by my fellow students. nevertheless, i understand that these issues may be teething problems because of new modules and staff changes. overall, my experience of teacher training has been a positive one and i would certainly recommend the university of cumbria to others. excellent teachers at placement school allowed me to learn and throughly enjoy my placement. university tutors are all supportive and supply us with the knowledge and understanding to be able to teach well. communication could be an area of improvment; sometimes it felt like i didn't know exactly what was going on which added stress to a very stressful 3 years at university on a challenging degree. more tutor visists would be useful you get out what you put in with this course, which considering we are training young people to become independent learners this is a good starting point. i think this needs to be expressed over and over again on the course as many students still struggled with the lack of 'spoon feeding'. a fantastic teaching experience that is extremely beneficial and thoroughly enjoyable i have enjoyed my 3 year qts course. i found my training good and it helped me achieve my qts standards, as it explained to me the things that would be expected of me in schools, it also taught me what the national requirements for the subject are and also other roles in the school, away from the subject, for example the role of a form tutor. i believe the course has developed my subject knowledge. however i believe that the placement should be longer. i feel that my subject tutors were the best equipped to help me develop my academic skills and knowledge and understanding of eductional issues. at times during the course there was a lot of overlap between subject specific topics and education studies, however these topics were more thoroughly covered by my subject tutor. ged sessions where of no real use and very poorly organised within the three years. a real lack of communication and consistancy was apparent overal the course teachers were excellent. however i feel it would have been highley beneficial to have a block of interview technique and application writting support around decemeber time so we felt prepared applying for jobs early instead of trying to it all on placement and hit all our qts. overall i loved the course and i cant wait to start teaching. the only thing about the course that needs to improve is the pds side of things due to lack of organisation. very varied course with lots of opportunity to develop practical skills and subject knowledge i beleive the school placment experience most prepared me for becoming a teacher and fillled me with the knowledge i didnt recieve at university. good amounts of practical to theory based lessons. good course size so the learning felt personal. to improve - interview technique and cv writing i have been able to achieve some of my qts standards through attending extra courses and conventions through placement, as well as attending the english department meetings and whole school meetings. in the future, i think it would be a fantastic idea for university mentors or lecturers who provide information on the qts tests, to model examples of what to expect in the exam. this would give all learners a clear focus of what is expected and advice regarding the best skills that would be suitable for the tests. our subject mentor has been very supportive and provided support at all times. course often repeated itself acrss subject sessions and ged

ANNEX 6 Year 2 Placement Data (whole cohort) (sic)

30 Question 7: Please comment on the general level of support you received from the school, for example: How welcoming the school and department were Access to teaching resources and computing facilities Access to places to work when not in the classroom The school's induction programme

both the school and the department were extremely welcoming and were took striaight into lessons as soon as we started. we had plently of teaching resources to used and the pe staff allowed us to photocopy anything we wanted, there was also a comupter and internet in both the p.e office and staffroom, we did work both in the office and staff room. the pe department 1 welcomed us in straight away making us aware of policies and department ways of life. the school was very welcoming all of the staff were very friendly. all teaching resources for mathematics were together so they were easily accesible. my subject mentor gave me some 2 resources for my pen drive which was useful. the staff room was always available for working. 3 very friendly and helpful members of the team who helped me to settle in quickly dept was very welcoming! access to teaching resources was good, access to computing facilities were non-existent, we had to bring our own laptops, we could not connect to the intenet. we had the use of the pe office. the induction programme was very brief, we had no tour of the school 4 and was not introduced to the staff at the start. 5 the school excelled in all stages mentioned i found the pe department at the school very helpful and gave us all the help we needed. we were also accepted into the school and able to access school online dcuments, resources and 6 anything that would benefit out teaching. support was excellent throughout the whole placement. the school made me feel very welcome and and provideed me with access to all resources and computing facilities. the pe department 7 provided me with a small work area where i was able to complete work. support within the school was exceptional, it was very welcoming access to all the facilites was 8 exceptional and the induction programme was good. 9 staff were very inviting and showed lot's of support 10 extremely helpful in all these areas the school were extremely welcoming however they did not seem that organised for students but 11 were very helpful throughout the placement. school generally friendly and helpful. subject mentor was unprepared for me and was unsure of 12 his role and my requirements as he had not been in this role before. the school were extremely helpful and welcoming, allowing access to a variety of resources, as well as allowing access to numerous facilities (both for working and for printing essentials). 13 extremely helpful 14 very good level of support i received a lot of support throughout my placement and had access to all teaching 15 resources/computing facilities. 16 the school was very welcoming in all areas. teachers and pupils very welcoming, not a great range of teaching resources (no it) but access 17 to books etc, not very many places to work when not in classroom. very helpful with everythingand very welcoming. everybody even peopleout of the department 18 wanting to help with anything for me.

31 in general, the school was very welcoming. the reception staff were brilliant as were teachers for other specialist subjects and non-teaching staff. my department - ict were far away from welcoming; the head of department and mentor was very closed and difficult to approach. asking him a question or trying to find out anything was a nightmare for the initial two weeks. when it came to the 4 week block of teaching he was extremely unhelpful. as a whole department, accessing resources was a nightmare. sometimes i would not find out the content of the lesson i should be teaching (all lessons follow a strict sequence; however dispite asking days, or even a full week in advance, i would on some occasions not find out the content of my lesson until a few hours before i was due to start teaching). in my last week the department became a bit more organised and started putting files in the teachers shared documents, where i could access them. for the first few weeks i was ignored when i asked for electronic copies of resources. to summarise; the school in general was very welcoming - the department in which i was placed made me feel unwelcome, and some some extent abandoned. when not teaching, i had access 19 to computers in the staff room. all the help and advice given to me by the ***** staff was extremely valuable. this was my first teaching placement in a special school and staff were more than happy to offer support and help, or answer questions to aid my planning to aid teaching and learning. i felt very much part of 20 the school team. the school was very helpful, although they seemed more concerned with the post-graduates also 21 there with me the department was very welcoming and helpful, giving us full access to any teaching resources 22 we needed and answering any questions we had in regards to the placement/teaching. the department was extremely welcoming. the school were unaware of my placement and once i started could have been a little it mor welcoming, i.e. by introducing me to the staff in a meeting 23 so they knew who i was but other than that were fine. access to everyhting otherwise. 24 excellent 25 i received a good amount of supprt from the school, and they were very welcoming. all in all i was very pleased with the way i was treated on my placement. all the staff in the department and outside of the department were very helpful, supportive and informative when 26 they needed to be. the school was extremely welcoming and i felt like part of the school immediately. all the staff and pupils were very helpful and friendly, and i think this was a perfect first teaching placement for second years. the english department had a lot of resources to look at and work with, however other departments didn't have as many. there isn't much ict facilities and only one interactive whiteboard in the ict room. we stayed in the staff room when we weren't teaching. everyone was very supportive, even staff from different subjects, and i fully recommend this 27 school for second year students teaching for the first time. the school is very welcoming and all the staff from different subjects/jobs within the school made me feel extremely welcome. i had access to all resources and computing facilities. i had the same opportunities to complete work when not in the classroom using the same places as other staff members. the school very much supported me and i felt like a true member of staff. they 28 gave out inset sessions each week which also developed my professional role as a teacher. the school was helpful when prompted and would have been more helpful if they were more 29 aware of exactly what i was supposted to do and when. very welcoming, good access to resources, good induction scheme, however the places to work when not in the classroom was limited due to size of school only part of the staffroom was 30 available. initially the first school was quite receptive. my second school was very prepared and helpfull in 31 integrating us with the school. 32 all these things were brilliant inside my placement school.

32 i recieved alot of support from the teaching staff and my professional and subject mentor. the department was very welcoming and i felt settled and at home straight away. having access to a computer wasn't always easy however, a computer wasn't something i needed during the day. access was very easy to any teaching resources. there was always a place to work when not in the classroom even though space was very tight. overall i am more than pleased with the 33 support and mentoring i recieved whilst on placement. the staff (especially my subject and professional mentors were very supportive. the whole shcool 34 ethos was brilliant and all the kids respected me as a teacher. lovely school very good, however as i found the placement myself and they were not familiar with my course 35 and the universities expectations, it took a little time. they were very welcoming and very supportive, i reieved all documentation and given all 36 resources to help. 37 very good i was able to access the resources from their computer system very easily as they had all the work that was taught on it. during my free time i was to sit in the staff room whilst i wasnt observing a lesson. hwever saying that i could all the resources, the school wasnt as organised as i would have liked them to be. the reason for this is because my subject mentor wasnt expecting me to arrive on the day that i did, and therfore held back some of the work which was 38 to be done during the induction. 39 very supportive and welcoming at all times the school was supportive and did provide all of the above, however the first week there was an ofsted inspection so unfortunately i was expected to stay out the way. i didn't recieve a tour of the school or get introuduced to the sen department etc...which led to delays as i then had to 40 actively seek out. the school was very welcoming, the department allowed me to use the resources and the computer facilities even enabling me with my own username and connecting me to the internet. 41 was able to work within the staff room during free lessons. teacher training school therefore there was 16 students there so they were very good in welcoming, access to computers on first day. space to work and plan and induction was good 42 with one weeks observation at the begining. the schools welcome was not so great because ofsted were in the science department the first week we got there. the teachers were very busy and we were left to sit in the staff room for the whole of the first week. the second week was the week before xmas and so there was no teaching going on to observe. however, with all that said, the staff have been very friendly throughout and have helped when we have asked them to. we were given very good access to all sorts of resrouces as well as the ict facilities. my only disappointment was the first 2 weeks; we didn't get the attention we should have done and for that reason a lot of important first things 43 were missed out, e.g. sen meetings, a tour of the school (which were never done) i never met my professional mentor. i was not given a prospectus or staff handbook or any documentation from the school. my subject mentor was fantastic and had endless time to help me to improve. when not teaching i had access to the staffroom; where i could do work and plan. the school in general did not seem very prepared to recieve me; it took me three weeks to get a staff login etc but i do realise that this may have been becasue they were not expecting me 44 because the plavement office had issues finding me a placement. 45 all fairly good the department was very welcoming and is very helpful in directing me to what i need whilst offering a hand if im stuck and need help. they have given me opportunities to get involved in 46 extra curricular such as gifted and tallented. 47 overall the department was very helpful. i was able to use computer in the staff room. i was completely supported and made feel part of the team, i got involved in meetings and teaching various classes. there was always a computer to use if i needed one and all the subject 48 staff were willing to help me complete any work

33 the school were very welcoming, as we had a full induction day to welcome us and tell us about the policies and background of the school. the p.e department were fantastic as a whole and i felt at ease when working along side of them. they gave me everything that i needed and i got my own log in, school email address and access to photocopying. the staff room was available at all times which allowed me to do any planning etc in any free-periods. overall the school was 49 very organised and provided everything that i needed. my mentor was second to none, she was very informed on the the course we are doing. all the staff were really friendly and welcoming, and there was always room in the staffroom to do work/use computer/print work. we has a map of the school when we first arrived, a tour and were 50 told all important information about the school the school and department were extremely welcoming allowing me access to everything i 51 needed as well as a suitable space for me to work when not in the classroom.

34 ANNEX 7 Impact Study (Mathematics)

1. Name/s of tutor/s involved: Paul Blanc, Ruth Colman, Kathryn Fox & Fiona Lawton (Secondary Mathematics)

2. Impact Study Title: Formative Feedback to Enhance Learning. (Planning, implementation and evaluation of feedback strategies for formal assessments.)

3. Initial Impact Study Completion Date: May 2010

4. Specific Outcomes Focus?

Aims 1. To move feedback closer to the point of submission. 2. To enable students to enter into a dialogue with tutors in relation to their feedback. 3. To focus the feedback more closely on the Learning Outcomes of the module.

5. Context: There were three drivers for the team: 1. Introduction of the expectation that feedback would be given within 20 working days. 2. External Examiner comments following scrutiny of team feedback. 3. Self-evaluation undertaken by the team during regular Tuesday team meetings. 6. What we Did: (changes to teaching or processes)

1. Feedback on Assessed Presentations (SecUG, SKE Basic Tier, MWWA) Following trails and evaluation during 2008-2009, the team implemented the following system in 2009 – 2010:

Students were given verbal and written feedback immediately following the presentations. This provided students with an opportunity to discuss their presentation mark and to clarify tutor comments since the team have become increasingly aware that the academic register of tutor feedback, designed to model academic conventions and registers (both general and subject specific) is not understood by all students and therefore is limited in its ability to support students’ academic and professional development. Verbal feedback promotes a two-way dialogue in which students can be coached in mathematical and pedagogical discourses. This activity also provides an opportunity for students to reflect upon and critique their presentation. Written feedback is focused on the Learning Outcomes of the module and therefore the 3 Aims above are addressed by this feedback strategy.

2. Feedback on Written Assignments (SecUG, SKE, MDPT, PGCE, MWWA)

PGCE (MATS 7002 – research module undertaken in school) Students have been provided with written feedback on Part 1 (literature review) which will inform Part 2 within 8 working days and have been able to enter into an e-mail dialogue with the PGCE co-coordinator. Students are therefore given the opportunity to clarify the feedback and obtain additional guidance for Part 2 of the assignment. Written feedback was given against the Learning Outcomes of the module via a bespoke proforma. (Aims 1, 2 and 3)

SecUG and MWWA students have been provided with unmoderated feedback within 5 working days and feedback has been returned to students in class. This has enabled students to ask for clarification and discuss the feedback as a class thereby providing an opportunity to coach the students into the academic, pedagogical and subject specific discourses. (Aims 1, 2 and 3)

SKE/MDPT (SKES 6001) Both ITE and in-service students were provided with generic feedback against the Learning Outcomes of the module via a bespoke proforma within 5 working days of submission of the assignment. The generic feedback was contributed to by five mathematics tutors and its aim was to provide rapid feedback to inform SKES6002. (Aims 1 and 3)

MATH361 (Lancaster University Module) These students are likely to apply to the PGCE course upon completion of their degrees. Students were provided with feedback against the Learning Outcomes of the module via a bespoke proforma (Aim 3).

35 7. Impact:

1. Team observations suggest that this leads to deeper learning as students actively engage in analysing their performance. Student feedback, via formal course evaluation on the Secondary Undergraduate programme, indicates that the process:

(a) enables students to reflect upon their performance; (b) helps them to understand the written comments made by tutors; (c) means they get immediate feedback and so can relate to the feedback in a more meaningful way than if the feedback is received some time after the presentation; (d) means they can enter into a dialogue with the tutor during which they can justify the approach they took and have the opportunity to talk about their performance, for example if they forgot to make a particular point during the presentation.

Commentary The aims of the year-long assessment strategy have been met and the team intends to evaluate its impact with select student groups. In particular, students will be asked to comment upon the usefulness of rapid formative feedback both for themselves as learners and as a model for their professional roles as teachers in terms of Q27: ‘Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development’ and Q28: ‘Support and guide learners to reflect on their learning, indentify the progress they have made and identify their emerging learning needs’. The team will look for evidence of the effectiveness of verbal feedback to coach students into the mathematical and pedagogical discourses within students’ future assignments and of the impact of the assessment strategy in the External Examiner’s Report.

8. Next Steps: (Embedding and widening practice) The outcome to be disseminated to the Quality Group.

36 ANNEX 8 Impact study (English) Focus:

Development of professional reflection during the degree.

Context:

This study relates to an issue raised by the External Examiner and the team’s concerns about students’ professional reflection on final assessed block placement in 2008. Student performance in teaching was ‘slightly activity-focussed’ (EE 2008). In 2009 we noted the External Examiner’s positive comments about the progress made in developing student levels of professional self-reflection and looked at how this progress could be developed further.

What we did:

 Further guidance on planning was provided for students in Years 2 and 3 on reflecting on their own performance in terms of pupil learning.  The serial placement, involving working with either 16+ or KS2 pupils was particularly targeted. This placement takes place between the Year 2 and the Year 3 block placements and the module content and assessment was linked closely to trainee reflection, including focussed microteaching with tutor and peer feedback and group self reflection.  Mentor training for 2009-10 included the targeted training of new subject mentors.  Mentor training also focussed on establishing clearer personal links with English subject mentors in partnership schools.  Early requests by tutors for informal feedback via email built into the first week of the placement in order to identify and deal with any issues quickly.  Some experienced mentors were invited to come onto campus and discuss writing applications and interview techniques with trainees.  Trainee’s individual profiles and final block practice were linked to schools and mentors where their development could be extended in terms of differentiation e.g. a dyslexic trainee was linked to a school with an AST mentor with training in Study Plus (which also linked to the trainee’s dissertation topic), a high academic achieving trainee was linked to a challenging school etc.  Placements and trainee’s professional profile was discussed individually with trainees in PAT tutorials throughout Years 2 and 3.

Impact:

 The External Examiner’s commented in 2010 on the clear development in professional standards he noticed over the last three years.  He also commended the developments in the students’ capacity to engage with and report research, as well as a greater emphasis on action research informing practice. This points to how the coherence of the course has enabled students to reflect on their academic work and professional practice jointly, thus enabling development in their learning.  The External Examiner acknowledged the development of ‘highly satisfactory’ relationships developed between the University and partner schools in this programme and subject.  Very positive feedback on mentor training evidenced in feedback forms.  Increased email contact by mentors and unsolicited positive comments forthcoming about trainees from mentors.

Next Steps:

 All the above now needs to continue in 2010-11 and be extended into the Year 1 school experience.

37  This will now roll over into the new degree programme which is currently in Year 1.

38 ANNEX 9

Summary of Mid-Programme Evaluation undertaken by Year 3 students Autumn Term 2010

Green = Greater satisfaction on Programme than NSS, Red = less satisfaction Faculty of SecUG Mid- Education NSS and Mid-Programme Survey Questions Programme NNS Survey Survey 2010 2010 The teaching on my course Staff are good at explaining things. 78 77 Staff have made the subject interesting. 74 70 Staff are enthusiastic about what they are teaching. 78 73 The course is intellectually stimulating. 61 63 Personal development The course has helped me to present myself with confidence 70 72 My communication skills have improved. 61 76 As a result of the course, I feel confident in tackling unfamiliar problems. 61 69 Assessment and feedback The criteria used in marking have been clear in advance. 61 70 Assessment arrangements and marking have been fair. 87 61 Feedback on my work has been prompt. 57 44 I have received detailed comments on my work. 74 61 Feedback has helped me clarify things I did not understand. 48 42

Academic support I have received sufficient advice/support with my studies. 61 65 I have been able to contact staff when I needed to. 70 69 Organisation and management The timetable works efficiently for my activities. 70 51 Any changes in the course or teaching have been communicated effectively. 48 34 The course is well organised and is running smoothly. 61 26 Overall Satisfaction 74 65

39 ANNEX 10 Minutes of the Course Consultative Meeting (30th March 2011)

Secondary Undergraduate Course Consultative Meeting Minutes Wednesday 30th March 2011, 2 – 4 pm Remit of the committee: "to work together collaboratively as a student and staff team to improve the student experience” Present Role Daniel Bainbridge Year 3 ICT – note taker Sylvia Fraser Year 3 RE Zoe Heathcock Year 2 PE Kathryn Ireland Year 2 Maths Fiona Lawton Programme Leader, Chair Tasneem Patel Year 2 RE Jeff Pedley Year 3 English Lindsay Poyner Education Studies tutor Carolyn Reade RE Subject Leader Thomas Skelton Year 2 PE Katherine Whitby Year 1 RE

Apologies Helen Smith, Ruth Smith

Item 1 Year 1 Welcome Week Timetable The committee reviewed the 2010 Welcome week timetable in the light of the Welcome Week online evaluations and Katherine Whitby’s experiences of it. As a result a draft Welcome Week timetable was agreed by the committee.

ACTION FL to start to organise this.

Item 2 Substantive Item Discussion of the Programme AER Action Plan (2010 – 2011) Action Point 3.

Improve the NSS Survey Results. NSS survey results are disappointing. Overall ITE student satisfaction dropped from 77 % to 63 % (Raised by Faculty)

ANNEX 4 Key issues arising from the NSS to be addressed by the Faculty

1. Cancellation of sessions at short notice 2. Length of time for assessment feedback / module assessment bunching. 3. Placements - late notification of placements 4. Timetable- gaps between lectures 5. General Education Studies 6. Didactic use of Powerpoint 7. Non-anonymous marking – students want anonymous marking.

40 The committee discussed each of items 1 – 7 above. The ensuing discussion took the form of an evaluation of the current situation and identified action points.

1 Cancellation of sessions at short notice

All subjects agreed there had been a general improvement. It was also noted that the SIP text alerting service is working well.

2(a) Length of time for assessment feedback

The chair explained that the current 25 working day assignment return period would be reduced to 20 working days from September 2011.

Subject Evaluation English Inconsistent but decline since 2009-2010 ICT Return times have improved slightly since 2009-2010 Maths Return times are good PE Improvement since 2009 – 2010 RE Return times are fine Science No representative at meeting GED Students are generally happy

It was noted that not all module handbooks contained the expected return date of the assignment.

ACTION All module handbooks to contain the date by which the marks will be released to students. FL to remind tutors.

It was noted that when students are on placement, obtaining marks and feedback from SIP can be difficult. The committee decided that students should be sent marks electronically. Various methods were discussed e.g.

 emailing individual students  placing cohort lists (student ID and mark) on Blackboard  use of the Blackboard Gradebook facility.

Action (a) Students to be provided with marks for all modules electronically. (b) Subject tutors to discuss method(s) at the next team meeting. (c) Seek Admin support for this.

2(b) Module assessment bunching.

Year 1 20 credit modules work. There is less pressure on students. Year 3 Recommend all major work due before FAB (Dissertation could involve voluntary/non-placement work, or draw on previous placement experience) ACTION Tutor Team to look at spacing of year 3 assignments, and the possibility of hand in dates before the FAB.

41 A discussion in relation to how students could be helped to organise their workload ensued.

The committee decided it would help Year 2 students if they could be helped to prepare for Year 3 at the summer term post-placement subject based tutorial in June (KAP2 submission date). This could include:

 Introducing the dissertation  Discussing expectations and workload  Introducing the step from Level 5 to Level 6 work  Providing reading material to be undertaken during the summer break  Provide students with any assignment brief(s) associated with the KS2/Post-16 placement (see below).

It was also felt that the KS2/Post-16 five-day placement might be undertaken at the end of the summer term (Key Stage 2) or in September (KS2 or Post-16). The committee agreed this would be appropriate if the placement was NOT in a partnership school.

ACTION FL to communicate the above to Subject Leaders. Year 2 June tutorial needs to be at least 2 hours.

Update: The mathematics team has provided Year 1 with the calculus workbooks as pre-course work for Year 2 Semester 1. (1st April 2010)

3 Placements - late notification of placements Fiona explained that this is an on-going issue. She also told the committee that the Year 2 Block Placement pattern had been altered for next year. It would be 2 visit days before Christmas than 6 consecutive weeks directly after Christmas. Feedback from the committee was:

 Year 2 PE placements were secured in good time  Secondary placements were easier to secure than primary placements  Year 3 placements were secured in time.

4 Timetable- gaps between lectures Feedback Subject Comment English The timetable is fine ICT The timetable is fine Maths The timetable is good RE The timetable is brilliant PE The timetable is fine but perhaps a better mix of theory and practical to avoid 6 hours of practical on any one day. Science No representative present

The committee decided students should be provided with timetables and calendars before the end of the summer term.

42 ACTION Year 2 and 3 Draft calendars and timetables for 2011-2012 to be put on Blackboard (DONE)

5 General Education Studies The committee was asked to note that there has been a major improvement in GES over the last 2 years. Outside speakers are very well received and have provided a valuable contribution to students’ learning. The behaviour management session run by two teachers from one of our partnership schools was in particular singled out as very useful.

For Year 3, Turnitin tutorials would be helpful. (note we’ve built this into the Welcome Week timetable).

Students would welcome a post-placement reflection lecture. The committee felt James Burch would be ideal to lead this.

ACTION FL to ask JB. LP to build into Year 2 and Year 3 GES sessions.

Year 2 found the transition from prescriptive assignment titles to selection of their own topic challenging. They found the individual support tutorials very valuable and asked for these to continue.

Video conferencing seminars were not found as useful/effective

Year 1 – Pebblepad – look at organisation. Feedback of ‘too many portfolios’

Students would like to be able to permanently access their pebblepad portfolios.

ACTION FL to contact CDEPP to ask if it could be arranged so students can take the folios with them “forever” after finishing the course. FL emailed CDEPP (31/3/11)

Response from CDEPP (31/3/11)

“Anyone leaving the University of Cumbria has free access to their PebblePad account for a year beyond graduating. All students need to do is go to Tools>Personal Account then select Continue. They need to enter an external (to the uni) email address and then they will be issued with a username and password off our university system. This will allow access to all their files in their Pp account.

If they want to continue to use their PebblePad account beyond that year, there is a small fee to PebblePad of around £15 per year. Alternatively, they can load all of their assets onto a CD/DVD for storage.

I hope this helps – it’s a nice feature that students can still access their files – but this must be done before they leave uni and their network account is deleted. I would leave it as late as possible to register so that you get your full year out of PebblePad though! If you have any further queries around this, just let me know.”

43 6 Didactic use of Powerpoint Feedback Subject Comment English Not an issue ICT Tutor team uses a mix of teaching strategies. Didactic use varies from lecture to lecture. Maths Not an issue. Supporting materials are available via Blackboard RE Some didactic use of powerpoint in RST modules but this is not considered to be always negative by Year 2 and 3 students. It is considered to be negative by Year 1 students. PE Not an issue but having supporting tutor notes for practicals available via Blackboard would be helpful Science No representative present

7 Non-anonymous marking – students want anonymous marking.

Every member of the committee disagreed. A poll was taken. None of the student members of the committee wanted anonymous marking.

AOB Year 2 PE students asked for the following:

 A date to be set for tutorials  Faster responses to email enquiries  Subject specific input on teaching pupils with Special Educational Needs, in particular physical needs, and how these is done within the requirements of the statutory curriculum.

The committee would like to express its thanks to Daniel for taking the notes of the meeting.

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