Cass School of Education and Communities
Qualified Teacher Status
Secondary School Direct Salaried Programme Handbook
Academic Year 2016 - 17
1 Contents
1 WELCOME AND INTRODUCTION TO THE SCHOOL
2 INTRODUCTION TO THE PROGRAMME
3 KEY STAFF; CONTACT DETAILS AND STAFF ROLES
4 PROGRAMME OPERATION AND STUDENT REGISTRATION
5 TEACHING, LEARNING AND ASSESSMENT
6 MODULE SPECIFICATIONS (N/A)
7 PLACEMENT REQUIREMENTS
8 PROGRAMME MANAGEMENT
9 SUPPORT FOR STUDENTS
10 RESOURCES AND GENERAL INFORMATION
11 ACADEMIC APPEALS
12 COMPLAINTS
13 EXTENUATION
APPENDIX A Campus Map
APPENDIX B Academic Calendar
APPENDIX C List of useful web pages
APPENDIX D Student Attendance Policy & Procedures
APPENDIX E Terms of Reference for Programme Committee
APPENDIX F Academic Misconduct and Plagiarism
APPENDIX G Health and Safety
APPENDIX H Student Support Contacts
1 WELCOME AND INTRODUCTION TO THE SCHOOL
2 On behalf of all members of staff in the Cass School of Education and Communities at the University of East London, I extend a very warm welcome to all our students.
We hope that you will soon become familiar with our School and the Stratford Campus – its buildings, people and activities – and feel that you are part of our community.
Members of staff have a wide range of experience and expertise and are involved with a number of professional networks. We have an excellent reputation for providing support and advice to our students.
This handbook is intended to guide you through some of the intricacies of the programme that you have chosen to follow. Please feel free to seek advice or ask questions about anything that you do not understand.
We are keen to hear your views and welcome suggestions for programme development. Your student representatives are an important way of ensuring your views are raised – why not consider becoming a student representative during your time with us?
I wish you every success in your time here, and hope that it proves to be enjoyable, stimulating and rewarding.
Helen Masterton Dean of Cass School of Education and Communities.
3 2 INTRODUCTION TO THE PROGRAMME
In joining the Secondary School Direct Salaried (SDS) programme you are embarking on training that is likely to make greater demands on you than any programme of study you have undertaken before. Some of you have joined us through the School Direct route into teaching. If you are one of these trainees, you have chosen the school, or partnership of schools that you will be trained in and this is further supported by training from UEL. The profession of teaching is a demanding one and the programme aims to prepare you in a realistic way to meet with confidence the challenge of teaching in an inner city area. The programme is grounded in school practice, reflection, theory, research and subject knowledge, as well as current policy, so that you will be well prepared to meet the challenges of the future. The Secondary SDS programme developed as an exciting and innovative Initial Teacher Training (ITT) programme in 2001 in direct response to a need in East London for teachers with the skills to raise achievement in the locality. This demand was initially articulated by the London Borough of Newham and the 1990 programme was developed in close partnership with Newham advisers, head teachers and class teachers who designed the programme and were involved in teaching the original cohort of 20 trainees. Since then, other London boroughs, Thurrock and Essex have joined the partnership to develop a teacher training programme that enables a diversity of trainees including mature, local trainees and those from all ethnic backgrounds to become teachers. Consultant head teachers, teachers and local authority personnel have worked very closely with UEL staff to design, implement and develop the programme as a partnership venture.
You are supported throughout your training by outstanding teachers, have a school based mentor and a subject tutor from UEL who will be an expert specialist in the field. All of these will be dedicated to your development as a high quality reflective practitioner. You will benefit from high quality sessions with other trainee teachers at UEL where research informed practice and theoretical underpinning of classroom practice will be shared and critiqued. You have the opportunity to enrol for a PGCert carrying 60 Level 7 credits that can be used towards a masters degree if you wish to continue with this accredited professional development in the early part of your career.
Whether you are on the PGCE route or School Direct route, your programme is carefully co-planned between partner schools and UEL and builds upon excellent practice already established within the partnership.
In our most recent Ofsted Inspection in December 2012 the programme was graded ‘good’ overall with the following key strengths highlighted:
The secondary partnership:
good quality outcomes for trainees across all secondary subjects, preparing trainees very well to deliver high quality subject teaching both as a trainee and later as an NQT challenging urban school contexts which demand trainees’ perseverance and commitment; almost all trainees rise to this challenge and attain very well in schools with high student mobility, high
4 proportions of students who speak English as an additional language, disabled students and students with special educational needs high employment and the good reputation of the secondary course that successfully supports recruitment to East London schools good quality training in managing behaviour so that trainees and NQTs are confident in setting high expectations and helping students develop positive attitudes to learning highly reflective NQTs, who quickly become mentors themselves, and trainees who want to listen and learn to continually improve their practice
The requirements demanded of a beginning teacher are very great and we anticipate that you will find this amongst the toughest years of your professional and academic career. We hope, however, that you will find it an interesting, stimulating and valuable learning experience and one that both confirms your choice of a career and equips you well for the many changes that the future holds for the profession.
2.1 Programme information
The Secondary SDS programme is a full time programme running from September to July.
2.2 Programme aims
The programme, as outlined in this handbook, has been developed to meet the Teachers’ Standards published by the Secretary of State for Education, which came into effect on 1st September 2012. We will assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the recommendation for qualified teacher status (QTS).
The aim of the programme is to enable you to complete the programme successfully by meeting the Teachers’ Standards.
2.3 Intermediate awards and programme induction
There is no academic award on the SDS programme.
Programme induction takes place during the first week of the programme (the week beginning 12th September 2016). Further support to develop, for example, trainees’ confidence with Moodle, is provided throughout the programme.
2.4 A context of change
You are entering the teaching profession at a time of change. The National College for Teaching and Leadership (NCTL), the government agency created to enable and support the development of a self-improving, school-led system, was formed from the merger, on 2 April 2013, of the National College for School Leadership and the Teaching Agency. The Teachers’ Standards came into force three years ago, on 1st September 2012. With the removal of levels,
5 schools have the freedom to develop their own means of assessing pupils’ progress towards end of key stage expectations.
However, the SDS programme at UEL is about training you not just for your first year of teaching but for the future. Ofsted (December 2012) praised the commitment of schools and UEL to work collaboratively to prepare for changes in teacher education and sustain high quality training for teaching. We will equip you with the skills to deal with these new contexts and with the ability to manage future change in your stride.
6 3 KEY STAFF; CONTACT DETAILS AND STAFF ROLES
Academic Staff
Name Role Email Telephone Helen Masterton Dean [email protected] 020 8223 2246
Associate Dean / Helen Mitchell Head of Secondary and Post- [email protected] 020 8223 2157 Compulsory Education
Neil Herrington Head of Programme / Biology [email protected] 020 8223 2247
Erica Cattle Modern Languages [email protected] 020 8223 2782 Gerry Humanities and Social 020 8223 2221 Czerniawski Sciences [email protected] Christopher Music 020 8223 4204 Dalladay [email protected] Declan Hamblin Physical Education [email protected] 020 8223 6280 Kate Hufton Design Technology [email protected] 020 8223 2407 Aniqa Khaliq Mathematics [email protected] 020 8223 2346 Humanities and Social Warren Kidd 020 8223 6475 Sciences [email protected] Elicia Lewis Religious Education [email protected] 0208 223 4551 Sheeba Viswarajan Chemistry [email protected] 020 8223 2269
Alan Weller Physics [email protected] 020 8223 6372 David Wells Computer Science [email protected] 020 8223 4686
Simon Woodage Mathematics [email protected] 020 8223 2903
TBC English and Drama
Your Programme Leader represents the academic interests of the programme and coordinates the day-to-day business of programme, and has overall responsibility for students on the programme.
Your Subject tutors are responsible for delivery and academic management of the modules, including all module assessment tasks.
Your Head of Subject is responsible for leading subject developments and ensuring the management of delivery of modules and their associated assessment in the subject area.
Personal Tutor You will be assigned an academic member of staff as your Personal Tutor to support your engagement with academic study. Information on the role of Personal Tutor and how to contact your Personal Tutor are provided in the Student Support Section of this Handbook.
7 4 PROGRAMME OPERATION AND STUDENT REGISTRATION
4.1 Module registration and gaining access to Moodle
When you enrol on the programme at the beginning of September, you will automatically be registered for the core programme modules and provided with access to Moodle, our virtual learning environment.
4.2 Academic framework
As of last year, there has been a greater alignment between the undergraduate and postgraduate regulations. Most of the amendments concern terminology, extenuation, and other aspects where changes were made at undergraduate level, such as the introduction of a 24-hour late submission rule. The key changes to the postgraduate regulations are summarised below: a three-year time limit for full time programme completion; further clarification on the responsibility of Subject Area Boards; students will only be capped on failed components, not whole modules; one core or optional module can now be compensated; align regulations with the undergraduate 24-hour late submission rule. The University’s academic regulations are available at: Academic Framework Regulations (see Manual of General Regulations Part 3) http://www.uel.ac.uk/qa/policies/manual/ 4.3 Attendance
It is evidenced that a good attendance record has a positive impact on performance and as a university we are keen to support our students to maximise their potential. The Attendance Policy has a more student-centred in approach (e.g. creating a system to allow student self-certification for illness). Refer to the weblink below and Appendix D for further information.
The policies listed below have been revised/developed to ensure that the University is acting in a consistently student-centred way. The cornerstone of this new approach is the new Fitness to Study Policy, which has been designed to help address how we deal with concerns relating to the Health and Wellbeing of our students. The aim is to ensure that our students are dealt with in a fair and appropriate manner and that they are not disadvantaged as a result of a health or wellbeing issue. 1. Fitness to Study Policy (New) and Terms of Reference for the Welfare Panel 2. Maternity, Paternity and Adoption Policy (Updated) 3. Response to Student Death Policy and Procedure (New) 4. Student Disability Policy (Updated) 5. Attendance Policy (Updated) 6. Student Initiated Withdrawal Policy and Procedure (New) All Student facing policies are available at: http://www.uel.ac.uk/qa/policies/policies/ Further information is available at http://www.uel.ac.uk/students/myuellinks/mystudies/attendance/
8 Guidance on student attendance is also provided in the Manual of General Regulations: Part 11 Responsibilities of Students http://www.uel.ac.uk/qa/policies/manual/
4.4 Personal information and informing UEL of changes
Your personal information is stored on your own UEL Direct account and it includes your name, date of birth, term-time contact address, home address and email/phone contact details. It is essential that you keep this information up to date. You can change your personal information at any time by logging on to UEL Direct and going to "My Record". If you need to change your name or date of birth you will need to show original documents showing the correct name: Please visit either of the Student Support Hubs with the correct documents for amendments.
5 TEACHING, LEARNING AND ASSESSMENT
5.1 Approaches to learning and teaching
We use a range of teaching approaches on the Secondary SDS programme. You will attend UEL on Mondays in the first term of the programme; in February and in June. Your lectures last no longer than one hour. Most of the teaching takes place in specialist subject groups and research community groups with input from a specialist lecturer and opportunities to discuss curriculum knowledge and practice, and practical opportunities to try things out. Often lecturers will model approaches to teaching that you will be encouraged to employ during your teaching placements.
The school based element of your training will include opportunities to observe ‘good’ or ‘outstanding’ practice in schools. You will be supported in identifying the features of good or outstanding practice, and encouraged to draw on these in your own practice.
During placements, you will put what you have learnt into practice, and receive feedback on your teaching from school-based mentors and university-based tutors. You will be expected to take increasing responsibility for your own professional development as your progress through the programme.
5.2Assessment arrangements
Details of assessment arrangements for all modules are provided on Moodle and discussed in seminars. Where modules require the submission of work, this is through Turnitin accessed via Moodle. The process of submitting work via Turnitin will be modelled in sessions. Deadlines for all modules will be clearly set out, and, where appropriate, information about resubmission opportunities will be provided.
For each module assessment, a rubric is provided. The rubric will include the criteria against which your submission will be assessed, and indicate the quality and/or content of work at different grade levels. We recommend that you look at the rubrics as you prepare work for assessment, maximising the
9 likelihood of you passing on the first submission. The rubrics and assessment briefs will be included in module guides which you can access via Moodle. We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will be expected in employment. However, in our new regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. The deadline will be published in your module guide. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). Please note that we will accept your first submission only, if you then improve your work and submit it again within 24 hours of the deadline, your second submission won’t be marked. Further information is available at http://www.uel.ac.uk/wwwmedia/internal/qa/formsandguidancenotes/FAQ- AND-GUIDANCE-FOR-STUDENTS.docx
0.1 Completing the Programme
During the programme you will required to submit a PDP, which will be assessed as pass / fail. You need to pass it in order to complete the programme, and you will be allowed to resubmit if it does not pass. Finally, you need to successfully complete your school-based training, which will be evidenced through your school reports and grading. An Assessment Board (see also 5.1) takes place after the completion of the final block of school-based training. For 2016/17 the Board will take place TBC. At this board, decisions are made about the recommendation for QTS for each trainee. You will be informed by letter of the decision of the Board.
0.2 Deferral*
There is normally no opportunity to defer on professional ITT programmes, unless in our professional judgement, there is evidence of significant unforeseeable personal difficulties which prevent completion of the programme.
5.4.1. In the circumstances above, a trainee may only defer from a programme with the agreement of the Head of Secondary and Post Compulsory Education.
5.4.2. In the event that a trainee seeking deferral is under Not Making Required Progress procedure, this procedure will be completed upon their return to study.
5.4.3. There is no opportunity for deferral if a trainee has received a letter informing them of an impending Standards Assessment. Should the outcome of the Standards Assessment be deemed a pass, then a deferral would be considered by the Head of Secondary and Post Compulsory Education. Failure in a Standards Assessment would lead to the termination of studies for the trainee.
10 0.3 Return Following Deferral*
5.5.1. A deferred trainee may not continue study, or be assessed or reassessed, on the programme once three years have elapsed from the initial point of enrolment. Failure to return to the programme within this timeframe will lead to withdrawal from the programme. This will be reported at the subsequent awards board.
5.5.2. A trainee returning to the programme must fulfil all professional requirements for ITT programmes.
5.5.3. The return date will be discussed with the trainee and will depend upon the availability of a suitable placement and the completion of the programme content.
* Trainees may only rejoin our programme subject to there being no significant material changes to our allocation and entry requirements for Initial Teacher Training.
0.4 Referencing and avoiding plagiarism
As a student you will be taught how to write correctly referenced essays using UEL's standard Harvard referencing system from Cite Them Right. Cite them Right is the standard Harvard referencing style at UEL for all Schools apart from the School of Psychology which uses the APA system. This book will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide” 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded. Further information is available at Appendix F and the web-links below Harvard referencing http://www.uel.ac.uk/lls/support/harvard/ Academic Integrity http://www.uel.ac.uk/aple/academic/
0.5 Assessment and Feedback Policy
Assessment and feedback are fundamental parts of your learning experience. The UEL Assessment and Feedback Policy seeks to: actively promote student success and academic achievement; provide clear, accurate, accessible information and guidelines to all staff and students on assessment and feedback; maximise the potential for consistency and fairness in assessment; locate assessment and feedback as an integral part of learning and teaching processes.
Every component of assessment that contributes to an award, at all levels, is subject to internal (i.e. UEL academic staff) and External Examiner moderation. This ensures the maintenance of standards both internally and in comparison with similar programmes delivered at other higher education institutions. The UEL Assessment and Feedback Policy outlines the process for the various stages of the marking process, as listed below.
11 Stage 1 – internal moderation. Anonymous marking is a process undertaken to avoid the possibility of unconscious bias entering the marking process. Wherever possible, the identity of students will be masked from markers and work only identified by student number. Where the method of assessment does not allow anonymous marking (e.g. dissertations, oral presentations, oral examinations, practical examinations, laboratory tests, performance etc.) all work will be second marked. Stage 2 - Second marking as sampling or moderation (conducted by UEL academic staff). A minimum of 10% or 10 individual pieces of each assessment task, (whichever is the greater) will be second marked. Where assessment does not allow anonymous marking, all work will be second marked. Stage 3 - External Examiner moderation. A minimum of 10% or 10 individual pieces of each assessment task (whichever is the greater) will also be made available to the External Examiner (from another higher education institution) for moderation.
External examiner reports are available to all students via Moodle and students are provided with advice from the UEL Student Union on the interpretation and use of external examiner reports. The Assessment & Feedback Policy is available at http://www.uel.ac.uk/qa/policies/assessmentpolicy/
5.8 UEL’s Skills Curriculum and Skills Portal
The UEL Skills Curriculum has been designed to ensure that you are taught, have the opportunity to practice, and are assessed in three skillsets: Learning Skills, Professional Skills and Research Skills. These Skills are developed within your programme of study. Further information is available at http://www.uel.ac.uk/qa/policies/skills/
The UEL Skills Portal has been designed to act as a single gateway to a whole range of skills support that will help you progress through your studies. From tips on academic writing, using IT, to guidance on time management and exam revision - all of the resources in the UEL Skills Portal have been designed to support your learning and achievement, refer to http://www.uel.ac.uk/skills/ 5.9 Research Integrity The University of East London conducts high quality, innovative research and is guided by the principles and standards outlined in The Concordat to Support Research Integrity 2012; the University’s Code of Practice for Research policy; Code of Practice for Research Ethics; Procedure for the Investigation of Misconduct in Research, for staff and students, and the UEL Research Strategy 2014-2017. The Concordat seeks to provide a national framework for good research governance and its conduct. The Concordat applies to all fields of research supporting a research environment that is underpinned by ethical values. The University adheres to its responsibility to support and promote the highest standards of rigour and integrity and embed a culture of honesty, transparency, care and respect for all participants and subjects of research. The University is committed to ensuring that research is conducted with integrity and good research practices are upheld.
5.10 Research Ethics
12 The University through its researchers will ensure that any research involving human participants, human material, or personal or sensitive data complies with all legal and ethical requirements and other applicable guidelines. The University has established Research Ethics Committees at University and School level to ensure appropriate ethical review of research projects involving human participation or personal data. The research study will require ethical approval from the University Research Ethics Committee (UREC), one of the School Research Ethics Committees (SRECs) or where applicable, Collaborative Partner Research Ethics Committees (CRECs). UREC reviews ethics applications from staff, MPhil, PhD, Post and Professional Doctorates and Masters by research students. SRECs and CRECs consider applications from taught Masters and undergraduate students.
All research involving human participation or human material will require formal approval from UREC, SREC or CREC before the research commences. Students should submit research projects involving human participants, human material or personal data for ethical review, by the appropriate University Research Ethics Committee, and abide by the outcome of the review. The Ethics Committees ensure that appropriate procedures for obtaining informed consent are observed, having particular regard to the needs and capacity of the subjects involved. The dignity, rights, safety and well-being of participants must be the primary consideration in any research study. Appropriate care must be taken when research projects involve: vulnerable groups, such as elderly people, children or people with mental ill-health; and covert studies or other forms of research which do not involve full disclosure to participants. The Research Ethics Committees also ensure that such research projects have been submitted for approval to all applicable external bodies, ethical, regulatory or otherwise.
Students who wish to conduct research in the NHS or Health and Social Care must apply to the NHS through the Integrated Research Application System (IRAS). The on-line application for ethical approval will be reviewed by a NHS or Social Care Research Ethics Committee. Students conducting studies under the auspices of any of the UK Departments of Health and/or the NHS are required to submit copies of their NHS or Social Care ethics approval letter and IRAS application form to the UREC Committee. UREC will grant consent for the study and issue an approval and sponsorship letter for the research, on behalf of the University. The University acts as a sponsor for NHS or Social Care approved research projects. Students should conduct their studies in accordance with the conditions specified in the NHS or Social Care ethics approval letter.
Students should understand their responsibilities to conduct research to high ethical standards and be aware of policies and procedures on good research practice. The University has established guidelines to preserve the confidentiality and security of personal data, relating to human participants and human material involved in research projects. Students must comply with the regulations of appropriate regulatory or statutory bodies and any legal obligations when conducting or collaborating in, research in other countries. Students should also observe the legal and ethical requirements existing in the UK and in the countries where the research will take place. Students should ensure that they have fully prepared for their planned research, allowing enough time to submit an application for ethical approval and obtain
13 appropriate consent. It is advisable to seek guidance from supervisors on proposed research projects.
No data collection or recruitment of human participants for the research study may commence until ethical approval from UREC; SREC; CREC; or a NHS or Social Care Research Ethics Committee is confirmed. Students may only use data where ethical approval has been obtained, and in accordance with the conditions specified on the approval letter throughout the length of the study. Amendments to an approved research study must be submitted to the relevant Research Ethics Committee and obtain ethical approval before any changes to the project may be implemented. Ethical approval for research projects cannot be granted retrospectively. Research conducted with human participants or human material, without ethical approval, is considered misconduct in research and as such students may be subject to disciplinary proceedings.
If students consider that human participants in theirs, or others, research are subject to unreasonable risk or harm, they must report the concerns to their supervisor and, where required, to the appropriate regulatory authority. Similarly, concerns relating to the improper and/or unlicensed use or storage of human material, or the improper use or storage of personal data, should also be reported. Further information can be found on the following documents:
Code of Practice for Research policy: http://www.uel.ac.uk/gradschool/ethics/
Code of Practice for Research Ethics: http://www.uel.ac.uk/gradschool/ethics/
Research Integrity and Ethics website: http://www.uel.ac.uk/gradschool/research/ Procedure for the Investigation of Misconduct in Research - Students: http://www.uel.ac.uk/gradschool/currentstudents/library/
The Concordat to Support Research Integrity, 2012: http://www.universitiesuk.ac.uk/highereducation/Documents/2012/TheConcord atToSupportResearchIntegrity.pdf
UEL Research Strategy, 2014-2017: http://www.uel.ac.uk/wwwmedia/uelwebsite/contentassets/images/research/RE DS453---UEL-Research-Strategy-Document-V.3.pdf
14 6 MODULE SPECIFICATIONS
Module Title: Module Code: PG6106 Module Leader: Neil Herrington and All Subject Tutors Developing Subject Level: 6 Expertise and Subject Specialism Credit: 30 ECTS credit: 15
Pre-requisite: None Pre-cursor: None
Co-requisite: None Excluded combinations : None
Location of delivery: UEL
Main Aim(s) of the Module:
The aim of this module is to help trainees to reflect critically on their own learning and practice, in order to bring about improvements in teaching and learning in a specialist subject/curriculum area in the context of an inclusive curriculum. Such critical reflection includes explication of their own learning and practice, interrogating the way in which they have learned and examining their own practice in the light of best practice. The module will focus upon the knowledge and skills relating to the pedagogy of a specialist subject/curriculum area.
Main Topics of Study:
Specialist input
The scope, distinctiveness, essential characteristics and key knowledge and skills of a chosen specialist subject/curriculum area and its theoretical underpinnings
The pedagogy and practice of a chosen specialist subject/curriculum area
The principles of inclusive education
Critical and reflective reading and writing
Presenting written arguments
Learning Outcomes for the module
At the end of this module, trainees will be able to:
Knowledge
1. Demonstrate systematic knowledge of a specialist subject/curriculum area
2. Demonstrate systematic understanding and critical awareness of good practice relating to the learning and teaching of a specialist subject/curriculum area
3. Demonstrate understanding of the principles of inclusive education
Thinking skills
4. Critically evaluate and interrogate current research about learning and teaching in a specialist subject/curriculum area
15 Subject-based practical skills / Skills for work (general skills)
5. Synthesize knowledge gleaned from published research and/or school data in order to inform the development of practice
6. Demonstrate self-direction and originality in tackling and solving problems and an ability to communicate conclusions clearly to a wide range of audiences and for different purposes
Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:
Lectures and tutorials on the characteristics of academic writing generically and within the distinctive framework of the subject discipline
Practical workshops - enabling experimentation and the analysis and discussion of issues, documents and materials;
Lectures – to demonstrate the development of the ability to present extended and coherent lines of argument
Seminars - to generate group and individual creativity, discussion and reflection
Work-based activities – to allow participants to undertake enquiry and/or development work;
Guided reading and independent study - to enable participants to engage with relevant and appropriate debate;
Supported self-study using relevant materials - to promote individual enquiry and development;
Individual/small group tutorials – to enable a more extended, in-depth analysis and support of self-study.
Formative assessment through audit and peer review.
Assessment methods which enable trainees to Weighting: Learning Outcomes demonstrate the learning outcomes for the module: demonstrated
Portfolio. Single submission. 1 - 6 100% 4,500 words or equivalent.
16 Indicative reading and resources for the module:
Core
Please refer to subject specialist guidance (Indicative readings from a selection of subject below for illustrative purposes only)
Philpott, C. & Spruce, G. (eds.) (2012) Debates in music teaching. Abingdon: Routledge
Ross, K (2015) Teaching Secondary Science: constructing meaning and developing understanding. London: Routledge
Savage, J. (2013) The guided reader to teaching and learning music. Abingdon: Routledge
Simmons C and Hawkins C, (2014), Teaching Computing (Developing as a Reflective Teacher), Sage Publications
Williams, J (2011) How Science Works: Teaching and Learning in the Science Classroom. London: Continuum
Recommended texts
Alexander, R.(Ed.) (2010) Children, their World, their Education. London: Routledge
Atkinson, T. & Claxton, G. (eds) (2000) The Intuitive Practitioner. London: Routledge
Black. P. et al. (2003) Assessment for Learning. Maidenhead: Open University Press
Blanchard, J. (2009) Teaching, Learning and Assessment. Maidenhead: Open University Press
Brophy, J. E. (2004) Motivating students to learn. Hillsdale, NJ: Lawrence Erlbaum Associates
Burns, T. (Ed.) (2010) Educating Teachers for Diversity. OECD
Computing at School, (2014), Computing in the National Curriculum A guide for secondary teachers, CaS/ Naace,
Gardner, J. (ed) (2006) Assessment and Learning. London: Sage
Gilbert, I. (2002) Essential Motivation in the classroom. London: Falmer
Heilbronn, R & Yandell, J (Eds) (2012) Critical practice in teacher education: A study of professional learning London: IOE Publications
Hegarty, S (2000) ‘Teaching as a Knowledge-Based Activity’ in Oxford Review of Education, Vol. 26, No. 3/4, The Relevance of Educational Research. (Sep. -Dec., 2000), pp. 451-465.
Hidi, S, Harackiewicz, J. M, ‘Motivating the Academically Unmotivated: A Critical Issue for the 21st Century’ in Review of Educational Research, Vol. 70, No. 2. (Summer, 2000), pp. 151-179.
Lankshear, C. (2004) A Handbook for Teacher Research. Maidenhead: Open University Press
McNiff, J. et al. (2002). You and your action research project. London: RoutledgeFalmer
Mortimore, P. (ed) (1999) Understanding Pedagogy and its impact on learning. London: Sage
Opie, C. (2004). Doing educational research: A guide to first-time researchers. London: Sage
Pollard, A. (2008) Reflective Teaching. London: Continuum
Salzberger-Wittenberg, I., Henry, G. & Osborne, E. (1993) The Emotional experience of Learning and
17 Teaching. London: Routledge
Schunk, D. H. (2008) Motivation in education: theory, research, and applications. Upper Saddle River, N.J.: Prentice Hall
Smagorinsky (Eds.) Vygotskian perspectives on literacy research. Cambridge: Cambridge
University Press, (pp. 51-85).Stobart, G. (2008) Testing Times: The uses and abuses of assessment. London: Routledge
Turner-Bisset, R. (2001) Expert Teaching. London: David Fulton
Watkins, C., Carnell, E., and Lodge, C. (2007) Effective Learning in Classrooms. London: Sage
Wells, G. ‘Dialogic Inquiry in Education: Building on the legacy of Vygotsky’ in In C.D. Lee and P. Zeichner, Kenneth M & Liston, Daniel P (2013) Reflective teaching: An introduction
Indicative learning and Activity teaching time (10 hrs per credit):
1. Student/tutor interaction, Activity (e.g. lectures/seminars/tutorials/workshops/studio work/moderated some of which may be online discussions, online chat etc): online: Lectures 108 hours Seminars
Moodle activities
Guided reading and independent study – to enable participants to engage with relevant and appropriate debate
Directed reading
Individual tutorials – to enable a more extended, in-depth analysis and support of self-study
2. Student learning time: Activity (e.g. seminar reading and preparation/assignment preparation/ background reading/ on-line activities/group work/portfolio/diary, studio work 192 hours etc):
Work-based activities / web based activities / Collaborative learning
Guided reading and independent study
Total hours (1 and 2):
300 hours
18 Module Title: Module Code: PG6001 Module Leader:
School-Based Learning: Level: 6 Neil Herrington
Reflections on Practice Credit: 15
ECTS credit: 7.5
Pre-requisite: None Pre-cursor: None
Co-requisite: None Excluded combinations: None
Location of delivery: UEL
Main Aim(s) of the Module:
This module focuses on the development of professional practice in a practical context and provides an initial experience of teaching and learning in a secondary school environment. This module focuses on best practice in secondary teaching, based on current research. With the support of an experienced mentor this module aims:
to support trainees in understanding a range of key issues and curriculum initiatives related to teaching practice, and to implement this knowledge during their school-based experience;
to enable trainees to meet the relevant professional standards for Qualified Teacher Status;
to enable trainees to support children’s learning and development effectively in the classroom;
Main Topics of Study
Students have the opportunity to observe and interact with a range of professionals. Students have the experience of delivering teaching and learning with the support of an experienced mentor. This module provides students with the opportunity to gain the knowledge, understanding and skills which enables them to demonstrate that they:
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well-structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
Identify personal strengths and developmental needs
Learning Outcomes for the Module
19 At the end of this module, trainees will be able to:
Knowledge
1. Demonstrate systematic knowledge and understanding of key aspects of learning and teaching (T1-7)
2. Demonstrate systematic knowledge and understanding of their professional roles and responsibilities (T8)
Thinking skills:
3. Relate taught content to own practice (T8)
4. Reflect critically on their own practice and professional development with reference to current ideas and thinking about educational issues (T8)
5. Make judgements and frame appropriate questions to identify a solution or range of solutions to a problem in relation to their own professional development and practice (T8).
Subject-based practical skills/Skills for life and work (general skills):
6. Plan effectively for children’s learning and support their development and deliver effective lessons taking into account children’s individual needs (T2, 4, 5. 6);
7. Demonstrate a capacity to manage their own learning (T8).
Teaching/ learning methods/strategies used to enable the achievement of learning outcomes
seminar groups- to generate group and individual creativity, discussion, reflection and decision making
school-based activities including focussed observations of experienced practitioners - to allow participants to undertake enquiry and/or development work on school experience
guided reading and independent study - to enable participants to engage with relevant and appropriate debate
supported self-study using relevant materials - to promote individual enquiry and development
tutorials - to enable a more extended, in-depth analysis and support of self-study
Formative assessment through weekly training plans
Assessment methods which enable student to Weighting: Learning outcomes demonstrate the learning outcomes for the module demonstrated
Professional Development Portfolio of Applied 1-7 experience. Assessment of teaching practice by school-based 100% practitioners (Teaching Profile Reports) in association with the UEL Tutor.
2000 words or equivalent.
Reading and resources for the module:
Core
20 Capel. S, Leask. M, Turner T. (2013) Learning to Teach in the Secondary School 6th Edition, Routledge
Cohen, Louis; Manion, Lawrence; Morrison, Keith; Wyse, Dominic (2010) A Guide to Teaching Practice London: RoutledgeFalmer
Czerniawski, Gerry; Kidd, Warren (2011) Teaching Teenagers: A Toolbox for Engaging and Motivating Learners London: Sage
Recommended
Blanchard J (2009) Teaching, Learning and Assessment Maidenhead: Open University Press
Cullingford, C (2009) The Art of Teaching. Experiences of Schools London: RoutledgeFalmer
Rogers, B. (2006) Cracking the Hard Class. London: Sage
Journals
British Educational Research Journal
Cambridge journal of Education
Journal of Teacher Education
Websites http://www.education.gov.uk/schools www.qca.org.uk www.teachers.org.uk http://newteachers.tes.co.uk www.nasuwt.org.uk
Indicative Teaching and Activity Learning Time (10 hrs per credit):
Student/Tutor Contact Time over 12 weeks of school-based experience Module undertaken in school. Support for school-based training from UEL tutors and school-based practitioners. 15 hours
Student Learning Time: Observation, practice, reflection and response to feedback.
135
21 7 PLACEMENT REQUIREMENTS
7.1 Overview of placements You will complete four blocks of school-based training, which we refer to as SBT1 (school-based training 1), SBT2 SBT3 and SBT4. There is a report at the end of each block; you need to successfully complete each block in order to be recommended for qualified teacher status (QTS) (see above, 5.3 Completing the Programme).
7.2 Placement aims Our experience of trainees on this programme is that they bring a considerable wealth of knowledge and expertise with them: from their undergraduate studies, from previous professional occupations, from family responsibilities as well as roles in the wider community. We hope to build on this and help you to put your life experiences to good use to help you meet the complex challenges and opportunities of teaching in areas which are culturally rich, but may be economically deprived.
The programme provides a firm foundation for your work as a beginning teacher, but it will also make you aware of the need to plan for continuing professional development, so that you keep abreast of current local and national initiatives, as well as recent research evidence. Updating skills and maintaining competence will be a continuing process.
The following principles have guided the development of the programme structure: a school-based model of training in which you are involved in practical work in schools and in assignments and tasks linked to school-based training; a partnership between the UEL, London, Thurrock and Essex schools which enables the networking of resources and teaching expertise; variety in school-based training so that you may benefit from working in schools with different characteristics; progression in school-based training, supported by school mentors; school-based training focused on your specialist subject with experience of observing, planning, teaching and assessing across key stages 3 and 4.
7.3 Expectations and support during placements You are required to train in two schools. In each school, a senior member of staff (the Professional Co-ordinating Mentor) has the overall responsibility for the training programme. You will also be allocated a mentor within your subject department.
School-based training programmes detail the training to be delivered and the activities to be undertaken. Weekly training activities should be discussed and recorded on the Weekly Training Plan. In addition, other teachers may observe your teaching. In order that you can engage with the expectations, curricula, strategies and teaching arrangements in the age phases immediately before and after the
22 ones you are trained to teach you will be required to spend time in a primary school with Key Stage 2 (KS2) pupils, and to know about post-16 provision.
7.4 Trainee Progress during the Programme Your progress will be supported by school-based mentors and UEL tutors. Progress is assessed against the Teachers’ Standards. Trainees are in training and therefore as part of your learning you will adapt your practice in the light of reflection and supervision.
7.5 Not making required progress The decision that a trainee is not making required progress normally follows the accumulation by the trainee of persistent minor weaknesses. This decision is recorded on the Not Making Required Progress pro forma.
Any issue that has been identified consistently without evidence of progress or development, and any issue that has not been addressed successfully after observation, discussion and support, may lead to a decision of likely to fail.
7.6 Likely to fail If a trainee is not making required progress towards the Teachers’ Standards for the stage of the programme, it may become necessary for them to be given notice of Likely to Fail by the UEL tutor or the Head of Secondary and Post Compulsory Education. This lists Teachers’ Standards that the trainee is not meeting or making satisfactory progress towards and gives the trainee specific targets that he/she is required to meet consistently from the time that notice is given.
If a trainee is subject to the Likely to Fail process, he/she should inform the Head of Secondary and Post Compulsory Education immediately in writing of any mitigating circumstances that the trainee identifies as affecting progress – i.e. any circumstances that are different from when the programme began and which affect work and progress towards the Standards. The identification of any such circumstances will not further jeopardise the trainee’s position: the mitigating circumstances provide the context under which the trainee is training and enable those assessing to take these into account where applicable. Trainees would need to provide appropriate evidence if required, e.g. a medical certificate.
Normally within one week of notice of Likely to Fail, there is a Standards Assessment. An External Examiner and/or the Head of Secondary and Post Compulsory Education/Associate Dean/moderating tutor will: observe the trainee’s teaching; ask the trainee about their teaching and preparation; consider all the evidence of their having met targets consistently since notice of Likely to Fail.
The assessor will review evidence from the trainee’s files which must be complete and up to date. The assessor will consider evidence from the school- based ITT co-ordinator, mentor and UEL tutor about the trainee’s work in the school, including information about practice which has not formally been recorded for lesson feedback purposes. This Standards Assessment is judged on a pass/fail basis. Trainees will be notified of the result as soon as possible.
23 A failed Standards Assessment leads to the termination of studies for the trainee.
7.7 Termination of School-Based Training Where the school is considering the termination of a trainee’s block of school- based training, a panel convenes to discuss the circumstances and establish a clear rationale for any termination, where termination is identified as an appropriate outcome. Termination of school-based training is appropriate where
a) the trainee demonstrates that he/she is not benefiting from the programme and making the requisite progress to the achievement of the Teachers’ Standards; or b) a pattern of unauthorised non-attendance at school jeopardises trainee progress; or c) in the tutor’s, mentor’s and External Examiner’s view, the trainee is unsuited to teaching; or d) the trainee jeopardises the learning, well-being, safety, or other interests of children in his/her care; or e) the trainee has omitted material information or provided untrue or incomplete information, in order to gain entry to the programme or falsifies results, references or reports either prior to the start or during the programme.
The panel includes at least one school representative and one UEL representative. Where the decision of the panel is to terminate the trainee’s block of school-based training, the rationale for the decision is communicated clearly to the trainee in writing.
If a trainee’s school-based training is terminated by the school for any reason (see a-e above), a Standards Assessment is triggered. Under such circumstances, it will not be possible to observe additional teaching. The Standards Assessment will therefore take place at UEL and on the basis of the evidence already available.
7.8 Attendance and punctuality We will expect you to arrive at school each day no later than 8.15am (or at the time as agreed with your mentor/ HoD). It is unlikely that you will leave school until at least 4.30pm. It is important that you establish quickly the specific expectations of the school in which you are placed and abide by these expectations during the course of the SBT.
7.8.1 Reporting absence The NCTL and UEL have strict criteria for attendance. It is important that you realise that you are training to be professionals and you are expected to behave accordingly in schools and in all other elements of the programme. Punctuality and full attendance are required. Although we understand that in certain circumstances absence may be unavoidable e.g. in cases of verifiable illness, emergency situations, your own graduation ceremony and interviews for your first teaching appointment, attendance and punctuality is monitored and all absences and lateness will be recorded regardless of the reason.
24 In all instances of absence from SBT and for whatever reason, it is imperative that you immediately:
contact the school by telephone before 8.00 a.m. (or at the time agreed with your mentor/ HoD) and keep the school and your mentor informed on a daily basis if your absence continues; this is part of your professional training, i.e. it is what a teacher has to do. It is your responsibility to make sure that plans/school resources get to the school so that teaching can be carried out and children’s learning is not jeopardised; contact the UEL placement administrator by e-mail or telephone; contact your UEL tutor if a school visit is affected. Please note it is your responsibility to ensure that this person receives the message before the time she/he would have been in school;
7.9 Ofsted Inspections The school in which your school-based training takes place may receive a visit from Ofsted inspectors as part of their regular school inspection programme. Please note, however, that it is the school and its procedures that are being inspected, not you. As teachers are under pressure during an Ofsted visit, be prepared to be extremely flexible and supportive of your mentor. This is a part of your professional development.
7.10 Organising placements Your Lead School will organise your placements in other schools within their alliance.
7.11 Sustaining effective working relationships Trainees and mentors work together to secure effective pupil progress in the class. Mentors provide feedback to enable trainees to make progress in their own practice. Feedback will often be positive but weaknesses in practice will also be identified by mentors and tutors. Openness and resilience are attributes which trainees need to possess or quickly develop.
Sometimes, however, the relationship between a mentor and trainee can become strained. Where this is the case, the mentor and/or trainee should contact the school-based ITT coordinator and UEL tutor. A meeting will be arranged between the mentor and trainee, supported by the ITT coordinator and/or the UEL tutor, where concerns can be aired in as neutral a context as possible. Strategies to resolve or mollify any difficulties will be discussed, and steps put into place. In most cases these will serve to resolve any concerns. However, where an unproductive relationship continues, and where it is clear that the issues are not associated with grounds for the termination of the trainee's placement (see 7.7), the trainee will continue the block of school- based training in an alternative class or school, as appropriate.
7.12 Disclosure and Barring Service (DBS) checks (formerly CRB checks) and ITT trainees Responsibility for ensuring that trainees are subject to DBS and child protection procedures by the employing school rests with UEL as an accredited provider of ITT. UEL ensure that all entrants to the programme:
25 have been subject to a DBS enhanced disclosed and/or any other appropriate background checks; possess the appropriate qualities, attitudes and values expected of a teacher, as set out in the 2011 Teachers’ Standards.
UEL takes full account of information contained in DBS disclosures when recruiting trainee teachers and will not offer places to those with any convictions that suggest they might pose a risk to children and young people or cast doubt on whether they have the personal qualities expected of teachers.
Schools other than the employing school should not expect to have sight of a trainee’s completed DBS disclosure. ITT providers must not share disclosure information with third parties and schools should not require sight of the trainee’s copy of the disclosure. Schools should ask UEL for the date of the check and the DBS disclosure reference number in order for this to be entered on the school single central record of recruitment and vetting checks.
Trainees are sometimes recruited very close to the commencement of the programme. Under these circumstances it is not always possible for DBS checks to have been completed before school-based training is due to begin. Head teachers can, in such circumstances, accept trainees pending the completion of the DBS process – provided other appropriate checks have taken place and additional supervision is in place.
(From the Universities’ Council for the Education for Teachers [UCET] guidance document: CRB checks and ITT trainees January 2015 available here.)
7.12 Suitability Procedure
Suitability procedures are invoked where the behaviour or action of a student renders them not fit to be admitted to and practise that profession or calling and thereby ineligible to gain the award for which they are enrolled. This is most likely to occur in one of the following circumstances:
where the behaviour of a student puts at risk their own health and safety or that of other students, staff or members of the public; where the behaviour of a student will debar them from receiving professional body recognition and thus from receiving the award for which they are enrolled.
26 8 PROGRAMME MANAGEMENT
8.1 Changes to timetabling, room allocation, etc.
Our aim is to establish and confirm all the timetabling and rooming arrangements before the start of the programme and minimise changes thereafter. Where changes are unavoidable we will notify you via an announcement on Moodle which should also appear in your UEL email inbox.
8.2 Programme Reps and Programme Committees
At the start of the year, you will elect Programme Reps from your Progress Group (i.e. the group of peers with whom you attend training sessions at UEL). Programme Reps attend Programme Committees and provide feedback on the programme (see below). There are also regular opportunities for all trainees to provide feedback directly to personal tutors, and we encourage you to bring any concerns to our attention immediately so that any matters can be quickly resolved.
Programme Committees provide a formal structure for student participation and feedback on their programme of study. Programme committees provide a forum in which students can express their views about the management of the programme, and the content, delivery and assessment of modules, in order to identify appropriate actions to be taken. Terms of reference are provided in Appendix E.
We seek to promote student involvement in democratic processes and the life of the university, working with the UEL Student Union to promote the programme representative system. You can get involved as a Programme representative and will be supported by formal induction and training and representative fora offered by the UEL Student Union.
27 Contact the UELSU Programme Representatives Co-ordinator for further information on [email protected] or 020 8223 7025 http://www.uelunion.org/representation/reps/
8.3 Student engagement in Quality Assurance & Enhancement We are committed to engaging with our students in the pursuit of activities to support quality assurance and enhancement. ‘Student engagement’ at UEL means students participating… (a) in partnership with staff and with each other (b) intellectually, in their subject and studies (c) in a range of experiences that broaden their outlook and enrich their lives (d) in the life of the university, academically, socially, culturally and in decision- making (e) in making their voices heard, such as through student representative and feedback processes (f) in co- curricular activities that contribute to their success as students and in preparing for graduate employment (g) in opportunities that will equip, empower and inspire them to become leaders in community, business and society …all to levels commensurate with individuals' broader ambitions, interests and capacity.
You can participate in a number ways including: provide feedback at module level via the completion of module evaluation questionnaires for each module that you study; provide feedback at institutional level via the National Student Survey and a range of surveys; provide feedback on the programme and modules, and day-to-day concerns, via representation on programme committees, the primary formal mechanism for programme level feedback; Students are represented at all levels in our committee structure, including on Board of Governors, at Academic Board and its sub- committees, as well as on committees at School level; Students participate in formal quality assurance processes as members of Academic Review panels and School Quality Standing Committees; Students from all Schools are represented on the Student Experience Committee, which provides an integrated evidence-based approach to student issues and ideas. It acts as a mechanism for seeking student feedback on relevant policies and proposals, makes recommendations to enhance the student experience and reports actions taken to students.
Further details of all surveys are available at http://www.uel.ac.uk/students/speakup/
28 9 SUPPORT FOR STUDENTS
Extra study support Skillzone, based at Docklands and Stratford Campus libraries, offer a range of workshops on writing assignments, preparing for exams, essay planning, IT and using the library resources. You can also access online guides about ‘Making and Taking notes’ and ‘How to proofread your work’. Many students recommend Skillzone as a great source of study support. Further information is available at http://www.uel.ac.uk/skillzone
Personal Tutoring - Guidance for Students To help you make the most of your studies, every student undertaking undergraduate or taught masters’ programmes at UEL is assigned a member of academic staff as their Personal Tutor (PT). Through tutorials, your PT will support you to achieve the degree you want. Why do you need a Personal Tutor? Your PT is a key academic contact at the university, and is there to guide you so that you have the best possible chance of succeeding in your studies. In order to do this your PT will invite you to attend a range of tutorials: If you are a new student at UEL, the first tutorial will take place either during induction week or the first week of teaching and will be a face to face 1-2-1 or group meeting. You are required to attend this meeting
All students are invited to a meeting within the first 6 weeks of term 1 and then to another meeting in term 2. These meetings will also be face to face, however, if you would like to request an alternative method, such as email or Skype, this should be discussed with your PT*
*Your programme of study may be structured in such a way that these tutorials take place during core module teaching.
What are the benefits of having a Personal Tutor? Having an academic member of staff oversee your general progress has many benefits, including: Supporting you to overcome the challenges you face, take advantage of the opportunities at UEL and to become a confident learner in your academic subject area Managing the transition between levels of study Advising you on relevant academic, pastoral and career-related issues Encouraging you to play an active part in your academic community, whilst developing a sense of belonging to UEL, your School and your programme cohort Encouraging reflection on your academic progress Signposting you to the right sources of support available at UEL Providing written references
What can you expect? Contact details for your PT as soon as you get here
29 In term 1, if you’re a new student, you will be offered and expected to attend an initial meeting with your PT during induction or the first week of term. This may be a group or 1-2-1 tutorial All students are then invited to attend a tutorial with their PT within the first 6 weeks of study In term 2, all students are invited to attend an additional tutorial. If you can’t attend the tutorial in person, there are other options available to you such as phone, email or Skype. Please discuss this with your PT Your PT will be available to meet with you at other times during the academic year if you require further support – you can arrange this by booking an individual appointment Your PT may refer you to another service at UEL where you will be able to receive specialist support e.g. relating to your finances, personal life or wellbeing
What do we expect from you? Know the name and contact details of your PT Attend your scheduled tutorials, on time. If you are unable to do this, make sure you let your PT know in advance (at least one day) and re-schedule Prepare for your tutorials e.g. draw up a list of items that you’d like to discuss Be thoughtful about how you use your tutorial time. Try to identify the issues you can resolve yourself by using other support available to you such as; your handbook, online information and other student support services. This way, you can use your tutorial for the things you really need help with Don’t wait until it’s too late – if you have an issue you can’t resolve yourself, speak to your PT straight away. S/He will be able to offer guidance or point you in the right direction Take charge, take action – after your meeting, make sure you follow up on the action points agreed during your tutorial and make full use of the additional support services you are signposted to. By accessing the support your PT can offer, you’ll have someone to guide you every step of the way, to help you achieve success.
What about confidentiality? Information given to your PT will not be discussed with anyone without your consent, unless the PT suspects there is a risk of any harm or danger to yourself or others. Information given to PT’s is not protected by privilege, so s/he would have a duty to disclose evidence of any criminal activity or offence.
Please note: PT’s will not offer detailed feedback on coursework. This is provided by relevant lecturers. By accessing the support your PT can offer, you’ll have someone to guide and help you achieve success. For more details about Personal Tutoring at UEL, you can access the Personal Tutoring Policy online: www.uel.ac.uk/aple/personaltutoring
Careers Advice Each year we hold a Teacher Employability Event at the Cass School and invite local authority recruitment teams to attend. This is a great opportunity to talk with potential employers about what to expect in your first year as a qualified teacher, to find out how to apply, and to hear about what employers 30 are looking for in applications and at interview. This year the Employability Event will be on Monday 19th December 2016.
The Careers Advice and Student Employability (CASE) team provides a range of developmental opportunities that enable participants to gain a greater understanding of the world of work, and at the same time, provide practical opportunities for them to develop professionally and personally in order to start building their careers. Library and Learning Services also provide support for UEL’s peer mentoring scheme (for student to student support). Further information on the mentoring, volunteering and work experience opportunities for students are available at: http://www.uel.ac.uk/eet/students/mentoring/ http://www.uel.ac.uk/eet/students/volunteering/ http://www.uel.ac.uk/eet/students/workexperience/ http://www.uel.ac.uk/lls/study/peermentoring/
Student Hub Centres (see Appendix H) We want you to be able to make the most of your time with us here at UEL, properly and fully supported at every step.
Getting this right is really important. This year, you asked us for better ways to help and advise you, so we're changing the way we do things and making major improvements in how we do support you.
Student Hub Centres were launched in January 2015, at our Docklands and Stratford campuses, with state-of-the-art technology and a new ‘One Stop Shop’ for all your queries. The Hubs offer you the full range of services, including helpdesk services, a dedicated telephone service and webmail facility. These are delivered by fully trained Student Support staff, able to help you quickly and effectively with any general questions and provide you with support and guidance immediately.
The Student Hub Centres have better social spaces too, for you to meet friends, eat, drink, study and relax, so you’ll be able to spend your time doing the things you really want to do. The Student Hub Centres are your place at UEL, the heart of your student life.
Supporting Students with Disabilities/Dyslexia At UEL, we welcome students with disabilities and specific learning difficulties, such as dyslexia. We are committed to ensuring that appropriate support is in place in order to create equal opportunity for you to achieve success. You can find further details of the support available to you by visiting our website at www.uel.ac.uk/disability/
Please help us to support you……..
Register with the Disability and Dyslexia team (DDT).
In order that you can receive additional support, you must first register with DDT (When you attend your appointment, you will need to bring with you
31 evidence of your disability and/or your SpLD). During this meeting a Teaching and Learning Support Requirement (TSLR) document will be completed and agreed with you. With your permission this will be sent to your School and other relevant support services to ensure recommendations can be implemented.
If you have not already registered with us, please book an appointment ASAP with one of our Disability/Dyslexia advisors on either the Stratford or the Docklands campus by contacting the Student hub on 020 8223 4444.
Support available to students with disabilities includes:
Assistance, advice and assessment of your needs to help you apply to your funding body for the Disabled Student Allowance (DSA) if you qualify as a home students. The DSA is a non means tested allowance which can pay for support you may need with your studies because of your disability/dyslexia. It can fund equipment and support dependant on the nature of your condition and can include mentoring, one to one study skills support and notetaking. In order to demonstrate our commitment to International and EU students who are generally not eligible for the Disabled Students Allowance, UEL have a discretionary fund to support these students. Please arrange to see an Advisor to discuss your personal needs. Guidance, advice and support in finding personal assistants, e.g. scribes in exams, note-takers, BSL communication support workers, mentors, readers, library assistants, etc. We can offer advocacy, advice and support on your behalf in any liaison between you and other staff and services at UEL. Dyslexia screening service (for people who think they might be dyslexic); please note we only have a limited number of appointments and these get booked up well in advance (up to 6 weeks in semester A); if you wish to avoid waiting the same test can be taken for a fee of £25.00 on the British Dyslexia Associations website http://www.bdadyslexia.org.uk/ Special arrangements for examinations based on an individual students need. For students with a SpLD, a dyslexia certificate will be provided that can be attached to coursework and exams, to ensure lectures mark for content over punctuation, grammar & spelling (except where core competencies of the course require this). Advice to tutors on the nature of your disability/dyslexia and what impact this will have on your study. Your tutors can be asked to provide modified teaching materials or handouts, e.g. copies of OHT's; seating at the front of the lecture theatre. Extended loans from the library or requests for alternate formats, dependant on the individuals need. Access to the use of assistive technologies in the additional needs rooms in the libraries where appropriate. Support in applying for a parking permit where disability dictates.
32 IMPORTANT - all discussions with the Disability and Dyslexia Team are confidential. Information will not be released to any other parties without your permission.
PLEASE BE AWARE:
You only need to register with DDT once, but we cannot guarantee that your required arrangements will be implemented unless you register within a timely manner.
Coursework/ Assignments
We practise an inclusive approach to supporting our students with disabilities/ dyslexia. This means that the additional time given for the completion of each piece of coursework or assignment has already built into the programme design by academic staff. In this way you can therefore be sure that your disability/dyslexia has been taken into account in all assessments.
The advantages of this are:
You have the same coursework time-frame as other students, so that you do not get behind, whilst still allowing extra time for your disability/ dyslexia.
You will have time to fully revise and concentrate on your forthcoming examinations instead of struggling to catch-up with coursework, as is the case when individual extensions operate.
You will be in full control of managing your time to meet deadlines and, in so doing, be better prepared for the requirements of future employment.
However, if an ‘unpredictable’ or ‘unpreventable’ event does affect your ability to meet a coursework deadline, then you should apply for extenuating circumstances. For further information please visit: www.uel.ac.uk/qa/extenuation.htm
English Language Support
The Language Centre at the University of East London offers a wide range of courses that aim to maximise your success on your degree. Joining a new study environment can be challenging, not only in terms of language but also in terms of adjusting to a new academic culture. Our courses are an excellent way to ensure you gain the necessary skills to start your degree course, make new friends and get settled in to life at UEL.
Further information is available at http://www.uel.ac.uk/languagecentre/
UEL’s Students’ Union
33 The UEL Students Union offers a range of services for students including programme rep training, academic advice service and societies. Further information is available at http://www.uelunion.org/
34 10 RESOURCES AND GENERAL INFORMATION
UEL Direct UEL Direct is used as the principle and preferred means of communicating with the student community. Details of assessment deadlines, reassessment requirements, and exam results are now all routinely published via UEL Direct. At present, you can use UEL Direct to: check which modules students are registered for in student records(DELTA); update student address details in DELTA; view coursework and exam marks; access reassessment requirements; access your emails; link to other online services such as Moodle and the Library and Learning Services web pages.
Facilities As a UEL student you can access a range of support to help you get the most out of your time here. Support with a disability, international student advice and access to Wi-Fi on campus are just some of the services on offer. A list of the most popular student support services and a comprehensive list of links to other services can be found at http://www.uel.ac.uk/Students/
Make the most of the Ask a Librarian service. You can access this here: http://www.uel.ac.uk/lls/support/askalibrarian/
Student Charter and Code of Conduct UEL has a Student Charter in place. The student charter sets out a clear set of rights and responsibilities that you have as a result of your enrolment on a programme of study at UEL. It provides details of what you can expect UEL to do and also outlines what we expect of you as a student of UEL, as listed below. It covers most aspects of your study at UEL starting with when you apply to the university. The charter can be found on the UEL website at www.uel.ac.uk/studentcharter/
UEL has adopted a range of policies and procedures to help promote good behaviour, and to identify the standards of behaviour that are required. These include these regulations and procedures, and descriptors of the responsibilities of students. There are also regulations which apply to the student residences, and an academic integrity policy.
The Code of Conduct applies: to all students; at all sites throughout our estate, and; when we represent our University on business beyond our campus, both in real (face-to-face) and virtual environments
The Code of Conduct covers student behaviour and responsibilities and is detailed in the Manual of General Regulations, Part 12, Section at http://www.uel.ac.uk/qa/manual/index.htm
35 36 11 ACADEMIC APPEALS
11.1 Students who wish to appeal against a decision of an Assessment Board may appeal in accordance with the procedure for Appeals against Assessment Board decisions (Manual of General Regulations, Part 7).
11.2 An appeal may only be made on the following grounds: (a) The assessment was not conducted in accordance with the current regulations for the programme, or there has been a material administrative error or some other material irregularity relevant to the assessments has occurred. (b) For a student with a disability or additional need, the initial needs assessment was not correctly carried out, or the support identifie d was not provided, or the agreed assessment procedures for tha t student were not implemented.
11.3 Appeals will not be accepted on the grounds of disagreement with the academic judgement of an assessment board. These remain the exclusive prerogative of the Assessment Board.
11.4 Any student who wishes to appeal against the decision of an Assessment Board must: 1. Notify the Institutional Compliance Office ([email protected]) within ten working days of the publication of results. 2. Complete all sections of the notification of appeal form (please contact Institutional Compliance Office if you require the form in a different format). 3. Attend a conciliation meeting with the Chair of the Assessment Board to attempt to resolve your appeal (the meeting should be convened within 10 working days of lodging the appeal).
11.5 If you are dissatisfied with the outcome of the conciliation meeting you should submit the completed notification of appeal form to the Institutional Compliance Office within five working days of the conciliation decision and Institutional Compliance will formally investigate your appeal.
11.6 You are strongly advised to seek advice from the Students' Union Advice and Information Service before attempting conciliation and before completing the Notification of Appeal form. You may contact them on 020 8223 7025 or email: [email protected]
11.7 Further information about the UEL appeals process, including copies of the formal Notification of Appeal Form, is available for view at http://www.uel.ac.uk/qa/studentsarea/appeals/
11.8 To help you decide whether your query would be an Appeal or Complaint, please refer to http://www.uel.ac.uk/qa/studentsarea/appeals/
37 38 12 COMPLAINTS
12.1 If you feel that our University has not delivered the standard of service which it would be reasonable to expect, you may be entitled to lodge a complaint, in accordance with section 14 of the Manual of General Regulations. The Complaints Procedure should be used for serious matters, and not for minor things such as occasional lapses of good manners or disputes of a private nature between staff and students. Complaints can be lodged by students, prospective students and members of the general public. A complaint may also be submitted collectively by a group of students who should nominate a spokesperson who will be the channel of communication for the group, however, a complaint may not be lodged by a third party on behalf of the complainant. The complaints procedure is an internal University process, and if the complainant should instruct lawyers to act on their behalf during the complaint this will halt the procedure.
12.2 Separate procedures exist for the following, which therefore cannot form the substance of a complaint: appeals against the decisions of Assessment Boards (see Part 7 of the Manual of General Regulations); appeals against annual monitoring reviews, transfer of research degree registration or oral examination decision for postgraduate research students (see Part 9 of the Manual of General Regulations); appeals against the decisions of the Extenuation Panel (see Part 6 of the Manual of General Regulations); complaints against the Students' Union (see the Complaints Procedure in the Students' Union constitution); appeals against decisions taken under disciplinary proceedings (see Part 12 of the Manual of General Regulations); complaints about businesses operating on University premises, but not owned by our university (contact the Deputy Vice-Chancellor and Chief Operating Officer); complaints about the behaviour of other students (see Part 12 of the Manual of General Regulations this Manual ); appeals against the decisions of Academic Misconduct Panels (see Part 8 of the Manual of General Regulations) appeals against the decisions of Attendance Appeal Panels (see the University’s Attendance Policy).
12.3 The procedure has four possible stages: STAGE 1: Early Resolution STAGE 2: Formal Conciliation STAGE 3: Formal Review by the Vice Chancellor’s Group STAGE 4: Complaints Review Panel
12.4 Complainants are strongly advised to make every reasonable effort to resolve their complaint informally through meeting with the member of our university staff most directly concerned with the matter, such as the Programme or Module Leader, before proceeding to Stage 2 and submitting a formal complaint. You are also advised at this point to
39 discuss the matter with a member of the Students’ Union Advice and Information Service.
12.5 Complaints must normally be lodged within set time limits (please see Complaints Procedure for further details). This ensures that the people involved still remember the case, and the facts can be established.
12.6 Further information about our University’s complaints procedure, including copies of the formal Complaints Form, is available for view at http://www.uel.ac.uk/qa/studentsarea/studentcomplains/
12.7 If you would like to discuss a complaint you have made (or are considering making) you can contact the Students' Union, please call 020 8223 7025 or e-mail [email protected] for an appointment. Alternatively you can discuss the matter with a relevant member of staff from the School/Service such as the Programme Leader or Module Leader.
40 41 13 EXTENUATION
Below is a summary of our regulations for extenuating circumstances for assessment. The information provided in this handbook is only a summary and does not replace the guidelines on the UEL Website. In every instance you should Read the Extenuating Circumstances Student Guidance & FAQs available at http://www.uel.ac.uk/qa/extenuation.htm.
13.1 UEL has agreed, through Academic Board, procedures governing extenuation for students concerning the assessment process. If granted by the panel, Extenuation can (i) Allow students to hand in coursework up to 7 days late. or (ii) Allow students to proceed to their next attempt uncapped.
Extenuation doesn’t (i) Give students more attempts to pass a module (ii) Reschedule exams (iii) Uncap a capped module (iv) Give students a higher mark. (v) Allow students to hand in work over 7 days late.
13.2 The basic principle is that extenuation should put you in the same position that you would have been in had you not missed the exam or handed in the assessment late – it does not confer any advantages.
13.3 UEL decided that its procedures would be Evidentially based Handled centrally by a panel of senior staff (not devolved to various parts of the organisation) Retain student anonymity where possible
13.4 The extenuation procedures are intended to be used rarely by students not as a matter of course. The procedures govern circumstances which Impair the performance of a student in assessment or reassessment Prevent a student from attending for assessment or reassessment Prevent a student from submitting assessed or reassessed work by the scheduled date Such circumstances would normally be Unforeseeable - in that the student could have no prior knowledge of the event concerned Unpreventable - in that the student could do nothing reasonably in their power to prevent such an event Expected to have a serious impact
13.5 Examples of circumstances which would normally be regarded as serious are: A serious personal illness (which is not a permanent medical condition – this is governed by disability procedures) The death of a close relative immediately prior to the date of assessment
42 13.6 Examples of circumstances which would not normally be regarded as extenuating circumstances are: Failure of computer equipment / USB stick Transport problems, traffic jams, train delays Misreading the exam timetables / assessment dates Minor illnesses Incorrect examination date published by the school (which would be dealt with as a complaint or an appeal)
13.7 The judgement as to whether extenuation is granted is made by a panel of academics who make this judgement on the basis of the evidence the student provides (not on their knowledge of the student) – where possible the identity of the student is not made available to the panel. The judgement is made on the basis that the circumstances could reasonably be thought to be the sort of circumstances which would impair the performance of the student etc. The actual performance of the student is not considered and is not available to the panel.
13.8 It is the responsibility of the student to notify the panel, with independent evidential documentary support, of their claim for extenuation. More information and student guidance notes can be found at: http://www.uel.ac.uk/qa/extenuation.htm
43 Appendix A The University runs a free, regular bus service for students and staff, between campuses. The service operates from Monday to Friday, during teaching weeks. The timetable is available at http://www.uel.ac.uk/students/myuellinks/mycampus/uelbus/
44 45 ACADEMIC CALENDAR 2016 – 17 Appendix B
46 USEFUL WEB PAGES APPENDIX C Academic Appeals http://www.uel.ac.uk/qa/studentsarea/appeals
Academic Integrity Policy http://www.uel.ac.uk/qa/policies/policies/academic
Accreditation of Experiential Learning http://www.uel.ac.uk/ael
Assessment and Feedback Policy http://www.uel.ac.uk/qa/policies/assessmentpolicy
Attendance and Engagement Policy http://www.uel.ac.uk/students/myuellinks/mystudies/attendance
Careers and Employability http://www2.uel.ac.uk/eet
Civic Engagement http://www.uel.ac.uk/about/civicengagement/
Complaints procedure http://www.uel.ac.uk/qa/studentsarea/studentcomplains/
Counselling http://www.uel.ac.uk/students/health/howwehelp/counselling
Disability support http://www.uel.ac.uk/students/disability/current
Equality and Diversity Strategy http://www.uel.ac.uk/qa/policies/policies (for all general policies)
Extenuating Procedures http://www.uel.ac.uk/qa/studentsarea/extenuation
Library and Learning Services http://www.uel.ac.uk/lls/index.htm
Manual of General Regulations http://www.uel.ac.uk/qa/policies/manual
Peer Mentoring – students supporting students at UEL http://www.uel.ac.uk/lls/study/peermentoring/
Referencing guidelines http://www.uel.ac.uk/lls/support/harvard
Skills Curriculum http://www.uel.ac.uk/qa/policies/skills
Skills Portal www.uel.ac.uk/skills
47 Skillzone http://www.uel.ac.uk/skillzone
Student Charter www.uel.ac.uk/studentcharter
Suitability Procedures http://www.uel.ac.uk/qa/policies/manual/
Write it Right www.uel.ac.uk/writeitright
48 STUDENT ATTENDANCE POLICY & PROCEDURES APPENDIX D
1. Purpose The purpose of this policy is to: 1.1 Ensure that all students are aware of the importance of attendance and engagement and how this can affect academic outcomes; 1.2 Clarify the important attendance and engagement criterion relating to study in order that students may use these to identify and take advantage of key learning opportunities and resources in order to achieve the best possible results; 1.3 Ensure that students are aware that Professional Body requirements sometimes have different attendance levels and competencies which must be considered in addition to this policy. This includes practical assessments, placements etc; 1.4 Identify the measures of engagement used by the University to assess how regularly a student uses these resources to help clarify their level of interaction with their studies; 1.5 Ensure that the University has accurate information by carrying out attendance data checks in order to review student attendance records on academic request; 1.6 To identify students who are unable to take advantage of available support due to active circumvention of this policy and refer such students to the School of study for appropriate action; 1.7 Ensure that the University meets its compliance responsibilities as a Tier 4 sponsor; 1.8 Encourage student to actively manage their attendance record by reporting absences.
2. Scope This policy and procedures will apply to all undergraduate and postgraduate students enrolled and studying on University of East London premises.
3. Equality Analysis This policy is meant to ensure that our students are able to gain the best return on their investment of time and resources in their studies. By highlighting the importance of attendance and engagement for attainment and success, it is hoped to encourage all of our students to achieve to their full potential. The attendance monitoring system allows the University to identify those students who are not attending regularly and these students are contacted and offered support according to their needs. When withdrawals are considered these are looked at on a case by case basis so any issue relating to a student with protected characteristics under the Equality Act 2010 can be addressed in the appropriate manner.
4. Working definitions for this Policy Attendance is defined as the physical presence of the student in the learning environment for the entire scheduled session. Engagement is defined as academically acceptable levels of time and energy devoted to study and the use of available resources by the student to enhance learning at University. Lateness is defined as arriving after the scheduled start time of the session. Substantial and persistent lateness is defined on a programme by programme basis and may be considered an absence.
49 5. Policy The University fully supports students to achieve the most from their studies. Evidence shows that good results are closely linked to good attendance. 5.1 Students are expected to attend all timetabled events for the modules they are enrolled on and to aim for 100% attendance. 5.2 Where an absence is unavoidable attendance rates should not fall below 75% of compulsory timetabled events or the minimum percentage attendance required for their programme if this is higher. 5.3 Students are expected to attend punctually and for the full duration of events that make up the programme of study. 5.4 The University should be informed of any absence and the reasons for this. Students should ensure that they cover any missed work. 5.5 Students are expected to regularly access and respond, when necessary, to emails from the University. 5.6 Students are expected to make full use of the available resources to support their learning. 5.7 Students are expected to engage with the Personal Tutoring Policy. 5.8 Assessments should be attempted at the first opportunity. This information can contribute towards engagement when reviewed by academic staff.
6. Student Responsibilities under this policy It is the student’s responsibility to: 6.1 Meet all the requirements set out in the ‘Policy’ section 5 and ‘Procedure’ section 11; 6.2 Check their timetable to ensure they attend in the correct room. Timetabling issues should be reported to the Student Support hub; 6.3 Take advantage of additional activities offered to enhance their personal and professional development; 6.4 Ensure that they are aware of any specific requirements of their Programme, including attendance-related requirements (e.g. attend all practical sessions), particularly those on programmes accredited by Professional Bodies; 6.5 Make no attempt to circumvent the Policy (see section 11.3) and ensure they are in attendance at every session where their presence is recorded.
7. When is this policy applied? This policy will be applied across the academic year. Measurements of attendance will be taken on a continual basis and students may be withdrawn at any point during the academic year if their attendance and engagement causes concern. The University will contact anyone whose attendance falls below 75% or whose attendance drops off suddenly. This will be to identify if the student requires additional support so that students can be referred to specialist services. Where attendance is identified as falling below acceptable levels those students who have not demonstrated the ongoing engagement requirements (set out in section 9 “Criteria used to demonstrate engagement”) may face withdrawal from their programme or module(s) as agreed by the relevant academic member of staff. All cases are considered on their individual merit. However, all students should be aware that active circumvention of this policy will not be tolerated. This policy will complement the Maternity, Paternity and Adoption, Fitness to Study and Personal Tutoring policies.
8. International Students The University will report to UK Visas and Immigration in relation to international students on a Tier 4 student visa who fail to meet the requirements of the Attendance Policy leading to withdrawal from their programme. This is in line with the University’s compliance responsibilities as a Tier 4 sponsor. Furthermore, withdrawal from a module leading to studies becoming part- time will result in withdrawal from the programme in line with the requirement for Tier 4 students to be engaged in full-time study (unless undertaking re-sits or re-takes). Reporting a withdrawal to UK Visas & Immigration will normally result in curtailment of visa for Tier 4 students. For advice
50 on the implications of non-attendance on Tier 4 visas, students are advised to contact the ISA (see section 14).
9. Criteria used to demonstrate engagement Students are expected to have full attendance (100%) and to engage with their studies in a meaningful way. If for any reason attendance falls below 75% we will take into consideration other means of identifying that students are engaged with their studies and are actively and regularly using resources. The level of usage of learning support resources such as Moodle, Kortext, Athens and library loans will therefore be used to determine a student’s level of engagement. Schools will also consider interactions with Personal Tutors and a student’s assessment record when determining whether to allow a student to continue their studies.
10.Issues that can affect attendance rates 10.1 Remembering to swipe – in order to record attendance students must remember to swipe their ID card on the electronic card reader in the room shown on their timetable. The swipe will record a present mark on the student’s attendance record if this is done no more than 15 minutes before and after the start time of the timetabled session.
10.2 Swiping at the right time – a swipe which is recorded more than fifteen minutes before the start of the session will show as an absent mark.
10.3 Students are expected to arrive at the correct start time for the session. Where entry is not prohibited swiping your card more than 15 minutes after the scheduled start time will result in being recorded as late. Persistent and substantial lateness may lead to withdrawal.
10.4 Attending the correct room – for some events students will be allocated to specific groups. It is important that they attend at the time and place shown on their timetable. In exceptional circumstances the tutor may allow a group change. An application must be made via the Student Support hub and students cannot change group prior to agreement by the relevant academic staff member. If the request is granted there will be a change to the student’s timetable; in the meantime they must continue to attend the group they have been initially allocated to, otherwise their attendance will not register and they will be marked as absent for these events.
10.5 Module clash – where events from different modules are timetabled at the same time, students should contact the Student Support hub immediately; it is important that these issues are resolved as soon as possible as it will have a negative effect on their attendance record.
11. Procedure - Student responsibilities
11.1 Maintaining and updating the attendance record 11.1.1 A student must have their ID card with them at all times. If a card is lost, or stops working the Student Support hub can issue replacements. There may be a charge to receive a replacement card.
11.1.2 In order for attendance to be recorded, the ID card must be swiped on the electronic card reader in the timetabled venue. Provided the room has been vacated, this can be done no more than 15 minutes before the scheduled start time or within the first 15 minutes of the session. If the card is swiped too early this will not count and will be marked as absent for that event.
51 11.1.3 Students should always attempt to arrive punctually. It may not be possible for a student to be allowed to enter a room if they arrive late (e.g. if Health and Safety guidance has already been given in practical sessions). 11.1.4 Anyone absent due to illness or other unavoidable emergency issue, should notify the University by completing the absence form and provide electronically any evidence to support this.
11.1.5 The University will allow up to 10 working days of self-certificated authorised absence in an academic year in periods where there are no assessments/coursework deadlines. Some Programmes may be excluded and students are advised to check this with a relevant academic member of staff before attempting to self-certificate. Where allowable, students will be able to self-certificate for up to two periods of 5 consecutive working days. Where assessment periods (including practical assessments) are involved, the Extenuation Process must be used. Attendance records will be adjusted to cover this.
11.1.6 The University understands that on occasions students may need to leave a compulsory event early for an unavoidable reason, this would be at the discretion of the staff member leading that session. It is the student’s responsibility to notify the tutor concerned (in advance if possible).
11.1.7 The University requires students to attend for the full duration of each event. Leaving the class can be disruptive to the tutor and other students. Students who regularly leave early will miss key learning opportunities which may impact on their ability to succeed. Additionally this would make the record inaccurate as the actual attendance would not reflect the reported attendance rate. This may result in students not being offered additional support which may affect their overall results. Occasionally, we will carry out checks on the accuracy of attendance records by, or at the request of, the relevant academic member of staff. If a student has swiped attendance but is absent at the time of the check they will be considered to have circumvented the policy.
11.1.8 Students are expected to check their attendance record via UEL Direct. Issues in relation to this record should be reported immediately to the Student Support hub.
11.2 Responsibilities for checking arrangements 11.2.1 Occasionally we may need to make changes to scheduled events; students should regularly check their timetable to ensure they attend the correct room at the right time, particularly at the beginning of term.
11.2.2 Where a programme has Professional Body requirements, students must attend any events which form part of these requirements e.g. field trips, work placements and compulsory personal tutoring sessions. Failure to adhere to these requirements could mean that they will not meet the standards set by the professional body and may result in them facing withdrawal from their module/programme or be required to transfer to an alternative programme.
11.3 Circumvention of the Attendance Policy 11.3.1 The Attendance Policy enables the University to direct support and guidance towards students at the appropriate time. Where students actively (i.e. plan ahead) circumvent the policy, this has the following detrimental effects: The attendance record will be incorrect and we will not be able to identify those students who need support. There have been incidences of students swiping in and not attending (including interrupting sessions). This is not acceptable behaviour as it disrupts the lecture and the learning of those students who want to benefit fully from their lectures.
52 The tutor will not be aware of absences from the lecture and will not be able to provide individual support for any key learning points missed. 11.3.2 Acts of circumvention will not be tolerated by the University and action will be taken against students who knowingly undertake these acts. The University considers that the Attendance Policy will have been circumvented if: Attendance is registered but the student does not remain for the whole duration of the event An ID card is given to another student to swipe A student swipes on behalf of another student, or A paper register is used and a student signs for another
11.3.3 Attendance checks will be carried out by, or at the request of, the relevant academic member of staff to ensure the accuracy of the attendance data.
11.3.4 The first occasion for which there is evidence that circumvention of the Attendance Policy has occurred will result in students being marked absent for the event concerned and issued with a written warning. Students may also be required to meet with a relevant academic member of staff to ensure that they remain on track and are referred for support if required.
11.3.5 For subsequent acts of circumvention, students may face withdrawal from the module or programme of study and will have the right of appeal. Students may also be required to attend a meeting with their School to discuss this behaviour and decide what actions need to be taken. The Attendance Record will be amended to record an absence.
12.Process - Staff Responsibilities
12.1 Data Monitoring 12.1.1 Data is collected each time students swipe their card on the electronic reader for the event detailed on their timetable.
12.1.2 Data relating to engagement activities, such as Moodle or Kortext usage, will be monitored on an ongoing basis.
12.1.3 Data validation is carried out by event spot-checks by, or at the request of, the relevant academic staff member. Such checks allow the University to check the accuracy of the swipe data and use this in management reporting, including providing this information in references to potential employers.
12.1.4 Information on absences is collated via the online form at www.uel.ac.uk/attendance
12.1.5 The University will make reasonable adjustments and/or allowances in the case of disability-related non-attendance in line with the Equality Act (2010). Each case will be treated on its individual merits and we will seek to make fair and proportionate decisions that are in the student’s best interests.
12.1.6 Under the terms of the Maternity, Paternity and Adoption Policy, new mothers who have given birth and are unable to attend for two weeks, in line with Health & Safety regulations, will have their attendance record amended accordingly. This time will not impact negatively on attendance data.
12.2 Notifications to students 12.2.1 Students whose records show persistent and substantial lateness to class will be contacted by phone, email or text by Student Support to ascertain any reasons for this lateness.
53 Students may be referred to specialist services to ascertain if any support can be provided to address lateness. If it is deemed that students are not engaging with their programme of study, they may face withdrawal from their module/programme, at the discretion of the School. The University may be asked to provide information about punctuality in references to potential employers.
12.2.2 Students will be contacted by email, phone or text if their attendance record shows that they have been absent for all scheduled events in any given week (even if attendance is over 75%) so that we can ensure that they are given any support they may need to stay on track.
12.3 Triggers for Withdrawal Process 12.3.1 Students who have recorded 0% attendance during the first three weeks will be withdrawn from their module(s)/programme if they are unable to demonstrate attendance or engagement or have exceptional circumstances this can be reviewed by the Student Retention Manager.
12.3.2 Where cumulative attendance drops below 75% across all compulsory events of a module/programme Student Support will contact students to ascertain the reasons for non- attendance and make referrals to support services where appropriate. Possible outcomes could include: Where poor attendance affects only one module, this may result in a student being withdrawn from this module; Where poor attendance occurs across multiple modules, this may result in withdrawal from the Programme. Where students have not provided information about their absences on an ongoing basis, this would provide an additional opportunity for them to obtain and submit evidence to demonstrate attendance and provide explanations for non-attendance. Reasonable explanations may be accepted by relevant academic staff members.
12.4 Factors influencing decisions on withdrawal 12.4.1 Where attendance is below 75%, Student Support will consider other measures of engagement to confirm whether students are sufficiently engaged to be allowed to continue with their module/programme. A balanced view will be taken of the complete level of activity and any evidence provided by the student to Student Support. This information will be provided to the School who will determine, on an academic basis, if a student has demonstrated sufficient attendance and/or engagement and decide whether withdrawal is appropriate. This decision will be communicated to Student Support to manage the process.
12.4.2 The University is committed to supporting students to improve engagement and attendance where possible, but withdrawal from a module/programme is a potential consequence if a student is not attending or engaging fully with their studies. This may affect the financial situation of an individual if they move from Full-time to Part-Time as a consequence and they will be referred to the Student Money Advice and Rights Team (SMART) for advice and guidance.
12.4.3 Students who are withdrawn will be eligible for fees up to the point of their withdrawal. Students are referred to the Fees Policy to determine how much this will amount to.
12.4.4 Students who are identified as having welfare related issues which affect their attendance may be referred for consideration under the Fitness to Study Policy.
13.Appeals against withdrawal
54 13.1 In the event that a student is withdrawn from their module(s)/programme under the Attendance Policy they have the right of appeal against that decision. 13.2 Any student who wishes to appeal is advised to obtain assistance from UELSU (contact details can be found in “sources of support” section 14).
13.3 This appeal must be made within ten working days of the date of the decision being sent to them. It should be made by completing ALL relevant sections of the Appeal Form and submitting this by email. Students will not normally be invited to present the appeal in person so it is important that all documentary evidence to be considered accompanies the form.
13.4 If a student chooses to submit an appeal against a decision they should continue to attend all compulsory events of their programme until the outcome of the appeal has been communicated to them. Students must also continue to participate in all assessments.
13.5 Upon receiving notice of an appeal, an Appeals Panel will normally be convened within five working days of the appeal deadline. The panel will be chaired by the Student Retention Manager (or nominee), and will normally comprise three members of academic staff and one student representative.
13.6 The panel will assess the appeal and will consider the grounds for appeal and the evidence to support this, alongside the action plan provided by the student, reviewing the complete student record and the current level of engagement.
13.7 The panel’s decision will normally be communicated to students within five working days of the meeting. The panel’s response will summarise the reasons for this decision.
13.8 The decision of the Appeals Panel is final. If an appeal is rejected by the panel, or rejected following late submission, this constitutes the end of the university’s internal appeal proceedings and no further appeals against withdrawal from the module/programme will be considered. Students will receive a completion of procedures letter which will confirm the end of the process. If students wish to take this further, it is possible to do so through the Office of the Independent Adjudicator for Higher Education.
14.Sources of Support and Advice at UEL Student Retention Team http://www.uel.ac.uk/attendance Student Health and http://www.uel.ac.uk/students/health/ Wellbeing Team SMART Team http://www.uel.ac.uk/students/SMART/
The Disability and http://www.uel.ac.uk/students/disability/ Dyslexia Team UEL International Student http://www.uel.ac.uk/isa/ Advice Team
UEL SU Academic Advice http://www.uelunion.org/advice/
55 APPENDIX E
TITLE: PROGRAMME COMMITTEE
REPORTS TO: SCHOOL BOARD
Agenda circulation: Agendas are circulated seven days prior to the meeting date.
TERMS OF REFERENCE
To be responsible for assuring and enhancing the quality of the student experience at programme level by:
1. Providing a forum in which students can express their views about the management of the programme, and the content, delivery and assessment of modules, in order to identify appropriate actions to be taken in response to the issues raised and to ensure that the implementation of these actions is tracked.
2. Providing formal yearly student feedback on the programme as input into the preparation of the Programme REP.
3. Reviewing results from any other methods of programme feedback used, including results from the National Student Survey and other surveys, and making recommendations and changes arising from these.
4. Receiving, considering and approving the Programme REP and identifying responsibilities for action to be taken before it is considered by School Quality Standing Committee.
5. Reviewing progress on REP action plans at each meeting.
6. Reviewing the relevant documentation and other evidence prepared for Academic Review and other external review processes.
7. Considering proposals for modification of the programme structure.
8. Making recommendations for new modules to the appropriate Subject Area Committee.
9. Advising the Programme Leader on mechanisms by which University policy statements, which have an impact on programme design and delivery, are implemented.
MEMBERSHIP Programme Leader (Chair) Administrator/Servicing Officer (ex-officio) Module leaders of all modules core to the programme Learning Support Services representative Technician representative (if appropriate) Dean of School/Associate Dean of School (ex officio) Two student representatives for each level and at least one part-time student (where appropriate)
In attendance: Programme staff, making a significant teaching contribution to the programme, will be entitled to attend
The meeting will be quorate if 40% of the members are present. Frequency: a minimum of 1 meeting per teaching term (2 per year)
56 57 APPENDIX F
ACADEMIC MISCONDUCT AND PLAGARISM
For the purposes of university’s regulations, academic misconduct is defined as any type of cheating in an assessment for the purposes of achieving personal gain. Examples of such misconduct are given below: the list is not exhaustive and the use of any form of unfair or dishonest practice in assessment can be considered potential misconduct.
Coursework Submitted for Assessment For coursework submissions, academic misconduct means: The presentation of another person’s work as one’s own with or without obtaining permission to use it. The inclusion within one’s own work of material (written, visual or oral), originally produced by another person, without suitable acknowledgment.
The submission, as if it were one’s own work, of anything which has been offered to you for your use, but which is actually not your own work.
The inclusion within one’s work of concepts paraphrased from elsewhere without citing your source.
The inclusion in submitted work of sections of text, whether from electronic or hard copy sources, without appropriate acknowledgement of the source.
The submission of work that the student, as the author, has previously submitted, without suitable acknowledgement of the source of their previous work; this should not normally be more than a short quotation as the same work cannot be submitted for different assignments.
Including or quoting the work of other students in one’s work, with the exception of published work, or outputs held in the library as a learning resource, which should be cited and acknowledged appropriately. (h) Being party to any arrangement whereby the work of one candidate is represented as that of another.
The submission, as your own work, of any work that has been purchased, or otherwise obtained from others, whether this is from other students, online services, “cheat sites”, or other agents or sources that sell or provide assignments. Practices such as ‘cutting and pasting’ segments of text into your work, without citing the source of each. For work not intended to be submitted as a collaborative assignment: producing work with one or more other students, using study practices that mean the submitted work is nearly identical, overall or in part, to that of other students
58 Offering an inducement to staff and/or other persons connected with assessment.
Examinations For examinations, academic misconduct means:
Importation into an examination room of materials or devices other than those which are specifically permitted under the regulations applying to the examination in question
Reference to such materials (whether written or electronically recorded) during the period of the examination, whether or not such reference is made within the examination room.
Refusing, when asked, to surrender any materials requested by an invigilator.
The application of an electronic device, unless this has been expressly permitted for that examination.
Copying the work of another candidate.
Disruptive behaviour during examination or assessment.
Obtaining or seeking to obtain access to unseen examination questions prior to the examination.
Failure to observe the instructions of a person invigilating an examination, or seeking to intimidate such a person.
Offering an inducement to invigilators and/or staff and/or other persons connected with assessment.
Where academic misconduct is suspected, the matter will be dealt with under the Procedure to be followed in the event of a suspected case of academic misconduct, Part 8, paragraph 4 (or, for postgraduate research students, Appendix I) of the Manual of General Regulations (available for view at www.uel.ac.uk/qa). If it is determined that academic misconduct has taken place, a range of penalties may be prescribed which includes expulsion from the programme.
59 PLAGIARISM - A GUIDANCE NOTE FOR STUDENTS
1. Definition of Plagiarism Our University defines plagiarism and other academic misconduct in Part 8 of the UEL Manual of General Regulations (to which all students are referred upon joining UEL), which is reprinted in "The Essential Guide to the University of East London". In this document, the following example of an assessment offence is given: The submission of material (written, visual or oral), originally produced by another person or persons or oneself, without due acknowledgement*, so that the work could be assumed to be the student's own. For the purposes of these Regulations, this includes incorporation of significant extracts or elements taken from the work of (an)other(s) or oneself, without acknowledgement or reference*, and the submission of work produced in collaboration for an assignment based on the assessment of individual work. (Such misconduct is typically described as plagiarism and collusion.) The following note is attached: *(Note: To avoid potential misunderstanding, any phrase that is not the student’s own or is submitted by the student for a different assessment should normally be in quotation marks or highlighted in some other way. It should also be noted that the incorporation of significant elements of (an)other(s) work or of one’s own work submitted for a different assessment, even with acknowledgement or reference, is unacceptable academic practice and will normally result in failure of that item or stage of assessment.)
2. Plagiarism in Greater Detail Work that students submit for assessment will inevitably build upon ideas that they have read about or have learnt about in lectures. That is perfectly acceptable, provided that sources are appropriately acknowledged. It should be noted, however, that the wholesale reproduction of the ideas and words of others, however well referenced, is likely to lead to failure at assessment (see section 6 below)
The submission of work that borrows ideas, words, diagrams, or anything else from another source (or sources), without appropriate acknowledgement, constitutes plagiarism. Plagiarism is not limited to unattributed cutting-and-pasting; it includes the reproduction, without acknowledgement, of someone else's work, taken from a published (or unpublished) article, a book, a website, a friend’s (or anybody else’s) assignment, or any other source.
When an assignment or report uses information from other sources, the student must carefully acknowledge exactly what, where and how s/he has used them. If someone else’s words are used, they must be within quotation marks and a reference must follow the quotation. (See section 6 for further guidance on referencing.)
Where a concept or argument in another source is paraphrased (rather than directly quoted), quotations marks should not be used, but it will still be necessary to acknowledge the source. Remember, however, that the making of simple changes to the wording of a source, while retaining the broad structure, organisation, content and/or phraseology of the source, is unacceptable academic practice and will probably be regarded as plagiarism. (For helpful tips on how to avoid plagiarism, see "The Study Skills Handbook" by Dr Stella Cottrell, pages 122-125.)
60 3. Collusion Collusion is the term used to describe any form of joint effort intended to deceive an assessor as to who was actually responsible for producing the material submitted for assessment. Clearly, students are encouraged to discuss assignments with their peers, but each student must always ensure that, where an individual assignment is specified, the report/essay submitted is entirely the student’s own. Students should, therefore, never lend work (in hard or electronic copy) to friends. If that work is subsequently plagiarised by a “friend”, an act of friendship might lead to a charge of collusion. 4. When to Reference Our regulations do not distinguish between deliberate and accidental plagiarism, but you will not be accused of plagiarism, provided that you properly reference everything in your work that was said, written, drawn, or otherwise created by somebody else. You need to provide a reference: when you are using or referring to somebody else's words or ideas from an article, book, newspaper, TV programme, film, web page, letter or any other medium; when you use information gained from an exchange of correspondence or emails with another person or through an interview or in conversation; when you copy the exact words or a unique phrase from somewhere; when you reprint any diagrams, illustrations, or photographs. You do not need to reference: when you are writing of your own experience, your own observations, your own thoughts or insights or offering your own conclusions on a subject; when you are using what is judged to be common knowledge (common sense observations, shared information within your subject area, generally accepted facts etc.) As a test of this, material is probably common knowledge if - you find the same information undocumented in other sources; - it is information you expect your readers to be familiar with; - the information could be easily found in general reference sources. 5. How to Reference Our University has agreed on a single version of the Harvard referencing system (the School of Psychology uses the American Psychological Association (APA) referencing style) and this (along with APA) can be found in Cite Them Right: Pears, R. and Shields, G (2008) Cite Them Right. Newcastle: Pear Tree Press Cite Them Right is available on line and hard copies can be found in our libraries and bookshops 6. Plagiarism, or Unacceptable Academic Practice? If work that you submit for assessment includes substantial and significant elements of other sources and all of those sources are appropriately acknowledged, you will not have plagiarised, but you will be culpable of unacceptable academic practice, because there will be too little of your “own voice” to allow your knowledge to be assessed. Work that you submit for assessment must: use your own words; provide a critical commentary on existing literature; aim for novelty and originality; demonstrate your understanding of the subject area by paraphrasing. Work that does not meet those criteria will fail. 61 APPENDIX G HEALTH AND SAFETY
Health and Safety All staff and trainees at UEL have an obligation to take reasonable care of their own health and safety and that of others who may be affected by their acts or omissions.
You should behave in such a way that your health and safety, and that of others, is not put at risk. You should not endanger yourself or others by intentionally or carelessly interfering with, or misusing, any article, substance or material provided by UEL or on its premises. For further details visit http://www.uel.ac.uk/hrservices/hs/
You are advised to take out personal insurance cover whenever necessary. NB: some of the teaching unions, such as the NUT, often offer free membership and free cover during the training year.
Health and Safety in School You are expected to comply with the Health and Safety regulations in school. For example, schools will have very specific procedures for any excursion outside school grounds, for any potentially hazardous activity whether on or off the school site, supervising children, reporting accidents, admitting visitors to the premises, procedures to follow in the event of fire, etc. Make sure you are completely familiar with all these regulations and procedures.
Any concerns about safety and incidents or accidents that occur (either at UEL or at school) must be reported at once to the Head of Secondary and Post Compulsory Education, your subject tutor or the administrative staff who will advise you on procedures.
62 APPENDIX H
STUDENT SUPPORT CONTACTS
Student Support is your first point of contact for all non-academic based queries. They provide a wide range of services which are geared at providing support to you throughout your stay in university. They consist of the following areas:
The Student Support hubs should be your first point of contact. The hubs are located on both campuses and the team are here to help with a range of support and guidance, including: Student identity cards Student letters and discounts Oyster card applications UEL internet access and general IT issues. Residential services Money matters Programme-related issues. Coursework submission
Further information can be found on our website: http://www.uel.ac.uk/students/thehub/
Our Disability & Dyslexia Team (DDT) provides confidential specialist advice, information and guidance for students who have or believe they have a disability, dyslexia or other specific learning difference. Support available includes:
Advice and guidance in applying for the Disabled Students Allowance (DSA). A screening service to identify specific learning difference’s e.g. dyslexia. Implement and disseminate academic adjustments appropriate to your needs e.g. exam adjustments.
We support students with all disabilities and mental health conditions. Further information can be found at www.uel.ac.uk/students/disability/
Inclusive Approach We practise an inclusive approach to supporting our disabled and dyslexic students through coursework/assignments at UEL. This means that additional time has been built into the deadlines that you have been set to enable you to complete your work (25%). You are also provided with details of coursework due and submission dates well in advance so that you can plan your work appropriately. Please note that the ability to complete work to a deadline is a competence standard under the Equality Act 2010. The University has built in adjustments to enable you to meet this task. The DDT will be able to provide additional information on other adjustments or support that may be available.
Only the DDT can recommend additional exam arrangements (such as extra time or support) where appropriate. You need to register with the team to access this type of adjustment. You can make an appointment with the team by calling the Student Hub on 020 8223 4444.
63 The Regional Access Centre East London (RACEL) is also part of the DDT Team. RACEL is based at our Stratford Campus and provides Study Strategy and Study Aids assessments for students to support their application for the Disabled Students’ Allowances (DSA).
You can find further details of the support available to our students on http://www.uel.ac.uk/racel/aboutus/
The Student Health and Wellbeing Team provides free support to all students on a wide range of emotional and physical and health needs. It is comprised of a specialist team of health professionals who offer a holistic, confidential and non-judgmental service. The team is here to advise and support students with basic health issues right through to more complex and serious ones such as anxiety, depression, drug and alcohol issues, sexual health, etc. Some of the services available include counselling, GP Registration, health checks, healthy eating, smoking cessation etc. Further information can be found on our website: http://www.uel.ac.uk/students/health/
The team is also responsible for UEL’s Health Critical Incident Team that supports staff in dealing with any health crises affecting our student and the wider UEL community.
Our Student Money Advice and Rights team (SMART) team provides advice, information and guidance on all aspects of government and University funding. They offer a daily drop in service and pre-bookable appointments where you can see one of their friendly and professional advisors to discuss any money related issues and for assistance on budget and debt management issues as well as your student funding. Further information can be found on our website: http://www.uel.ac.uk/smart
64 Where Do I Go? QUERY WHERE TO GO CONTACT In person: Student Support hubs at Docklands Atrium and University House, Stratford General Enquires Student Support hub (behind the Great Hall). Helpdesk By phone: 0208 223 4444 By email: [email protected] Via the link on UEL Direct Opening hours Term time: Monday to Friday 8.30am-7pm. Saturday 9am-5pm.
Outside term time: Monday to Friday 9am-5pm.
Funding, emergency loans, bursaries SMART Team Tel: 0208 223 4444 and money advice Email: [email protected]
Disabilities/Dyslexia Disability & Dyslexia Tel: 020 8223 4444 Team (DDT) Email: [email protected]
Student Discount Travel Transport For London 18+Student Discount Oystercards can be ordered online at the following link: (18+ Student Oystercard) webpage https://photocard.tfl.gov.uk/tfl/gotoApply.do?type=student&from=home
Stratford Campus Needs Assessments Regional Access Centre Tel: 020 8223 4118/4127 East London (RACEL) Fax: 020 8223 4949 Text: 07534 798 545 E-mail: [email protected] Tel: 020 8223 4444 Health Issues Student Health and Wellbeing E-mail [email protected] Team
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