North East Surrey College of Technology (NESCOT)

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1 North East Surrey College of Technology (NESCOT) Foundation Degree in Education and Training, Professional Graduate Certificate in Education and Training and Certificate in Education and Training (Full and part-time routes) Programme Definitive Document September 2014

2 Contents 1. Programme Information Programme specification Partner background and details (for collaborative provision) Programme Rationale Curriculum Content, Design and Delivery Teaching, Learning and Assessment Student Support and Learning Resources Quality Management Course Specifications Appendices Staff Curricula Vitae Fitness to Practise Regulations...116

3 1. Programme Information Award type (s) Programme title (s) FHEQ Level Programme code (s) Mode (s) of study Teacher education qualifications (FD, PGCE, Cert Ed) Foundation Degree (FD) in Education and Training Professional Graduate Certificate in Education (PGCE) and Training Certificate in Education (Cert Ed) and Training L5 L6 Cert L5 Foundation degree - P13161 PGCE Ed & Training P13162 Cert Ed & Training P13163 Full-time PGCE & Cert Ed Part-time FD, PGCE & Cert Ed Online/Distance learning Other (please specify) N/A Date of APC authorisation External Partner (if applicable) NESCOT Franchise Validation Nature of external approval External Validation Joint Award Dual Award Programme Leader (UK) Programme Leader (Partner) Link Tutor Judith Lawler University of Greenwich QA Handbook, Appendix D6 (September2012) page 3

4 2. Programme specification 1. Awarding Institution 2. Teaching Institution 3. School/Department 4. UCAS Code: North East Surrey College of Technology Initial Teacher Education (NESCOT) 5. Final Award 6. Programme Title 7. Accredited by: Foundation Degree Education and Training Professional Graduate Certificate in Education Certificate in Education 8. Quality Assurance Agency (QAA) Benchmarking Group(s) Benchmarking statements for the subject you are studying define what a student is expected to learn from studying that subject. They are defined by academic staff in the field and provided to students and universities by the Quality Assurance Agency (QAA). Benchmarking statements are explained and described on the Agency s website at: On successful completion of the Foundation Degree or Cert Ed, students will be able to: demonstrate knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed; demonstrate successful application in the workplace of the range of knowledge and skills learnt throughout the programme; demonstrate ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context; demonstrate knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context; demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context; effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non- specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context; undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations; and have qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making. University of Greenwich QA Handbook, Appendix D6 (September2012) page 4

5 On successful completion of the PGCE, students will be able to demonstrate: a. a critical understanding of the underlying values and principles relevant to education students and developing personal stance which draws on their knowledge and understanding; b. a critical understanding of the diversity of learners and the complexities of the education process; c. a critical understanding of the complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process; d. a critical understanding of the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process; e. the ability to analyse educational concepts, theories and issues of policy in a systematic way; f. the ability to identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and contexts; g. the ability to accommodate new principles and understandings; h. the ability to select a range of relevant primary and secondary sources including theoretical and research based evidence, to extend their knowledge and understanding; and i. the ability to use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice. The benchmarking statements referenced in the development of this programme are; QAA subject benchmarks for Education Studies 2007 Foundation Degree qualification benchmarks May Entry Requirements L3 qualification within the subject specialism; have at least 2 years equivalent experience for the FD; access to at least 100 hours of teaching practice; and have English GCSE C grade, or equivalent. 10. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]: The programme aims to provide an initial teaching qualification for those working in a full teaching role within education and training. To achieve this goal, the programme will enable students to: critically and systematically analyse educational concepts, theories and policies in relation to their subject specialism and teaching context; identify, implement and evaluate principles of planning, delivering, assessing and evaluating teaching and learning in order to become competent practitioners; develop an awareness of professional roles and responsibilities within their teaching and wider professional context; develop research and critically reflective skills in order to analyse and develop their own practice and, subsequently, participate in CPD activities; investigate the role, needs and expectations of stakeholders with a vested interest in education and training; evaluate the impact of personal and organisational values, beliefs and attitudes on professional practice; and develop study and academic skills, with an opportunity to progress onto a first degree. University of Greenwich QA Handbook, Appendix D6 (September2012) page 5

6 11. Summary of Skills Development for Students within the Programme [Maximum 150 words]: The programme enables students to develop: professional relationships with students and teaching and assessing skills that demonstrate competence in the classroom; analytical and evaluative skills when relating theory to practice and reviewing personal, social, political, economic and technological impacts on teaching and learning; critical reflective and evaluative skills when reviewing own practice; academic skills to demonstrate rigour when reviewing literature and other information sources, synthesising information and presenting understanding in written and visual formats; independent and collaborative skills in managing, completing and evaluating teaching and learning activities; research skills to support independent action research within the classroom; and personal and professional skills to meet the requirements of the minimum core and professional standards (LLUK, 2007). University of Greenwich QA Handbook, Appendix D6 (September2012) page 6

7 11. The programme provides opportunities for you to achieve the following outcomes: The following teaching, learning and assessment methods are used to enable you to achieve and demonstrate these outcomes: These are related to the benchmarking statements for the subject you are studying, described under 8 above. A. Knowledge and understanding of: A. Teaching and learning methods: On successful completion of the FD or Cert Ed, students will be able to Lecture demonstrate: Student presentations (groups) knowledge and critical understanding of the well-established principles in Seminars their field of study and the way in which those principles have developed; Feedback knowledge of the main methods of enquiry in their subject(s), and ability Group activities to evaluate critically the appropriateness of different approaches to Practical workshops solving problems in their field of study and apply these in a work context; Action research an understanding of the limits of their knowledge, and how this influences Reflective writing analyses and interpretations based on that knowledge in their field of Discussion study and in a work context; and Independent/guided reading & research ability to undertake further training, develop existing skills, and acquire Case studies new competences that will enable them to assume responsibility within VLE discussion forums and activities organisations. Subject mentor engagements Action planning & reviews On successful completion of the PGCE, students should demonstrate a critical Professional practice understanding of the: underlying values and principles of relevant education studies and A. Assessment methods: developing personal stance which draws on their knowledge and understanding; Action research diversity of learners and the complexities of the education process; Presentations (individual & group) complexity of the interaction between learning and contexts, and the Evaluation range of ways in which participants (including learners and teachers) can Essay influence the process; and Case study societal and organisational structures and purposes of educational Independent study systems and the possible implications for learner and the learning Training event planning process. University of Greenwich QA Handbook, Appendix D6 (September2012) page 7

8 B. Intellectual skills: B. Teaching and learning methods: On successful completion of the FD or Cert Ed, students will be able to Lecture demonstrate: Student presentations (groups) ability to apply underlying concepts and principles outside the context in Seminars which they were first studied, and the application of those principles in a Group activities work context; Action research knowledge of the main methods of enquiry in their subject(s), and ability Reflective writing to evaluate critically the appropriateness of different approaches to Discussion solving problems in their field of study and apply these in a work context; Independent/guided reading & research an understanding of the limits of their knowledge, and how this influences Subject mentor engagements analyses and interpretations based on that knowledge in their field of Action planning & reviews study and in a work context; Professional practice use of a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context; effective communication of information, arguments, and analysis, in a variety of forms, to specialist and non- specialist audiences, and B. Assessment methods: deployment of key techniques of the discipline effectively in their field of Action research study and in a work context; and qualities and transferable skills necessary for employment and Presentations progression to other qualifications requiring the exercise of personal Evaluations responsibility and decision-making. Reflective writing/journal On successful completion of the PGCE, students should demonstrate the ability Case study to: Independent study analyse educational concepts theories and issues of policy in a systematic Essays way; Personal & professional development planning identify and reflect on the potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and context; accommodate new principles and understanding; select a range of relevant primary and secondary sources including theoretical and research based evidence to extend their knowledge and understanding; and use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice. University of Greenwich QA Handbook, Appendix D6 (September2012) page 8

9 C. Subject practical skills: C. Teaching and learning methods: On successful completion of the FD or Cert Ed, students will be able to Lecture demonstrate: Student presentations (groups) successful application in the workplace of the range of knowledge and Seminars skills learnt throughout the programme; Feedback ability to apply underlying concepts and principles outside the context in Practical workshops which they were first studied, and the application of those principles in a Action research work context; Reflective writing use of a range of established techniques to initiate and undertake critical Independent/guided reading & research analysis of information, and to propose solutions to problems arising from Case studies that analysis in their field of study and in a work context; Subject mentor engagements effective communication of information, arguments, and analysis, in a Action planning & reviews variety of forms, to specialist and non- specialist audiences, and Professional practice deployment of key techniques of the discipline effectively in their field of study and in a work context; ability to undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within C. Assessment methods: organisations; and Lesson observations & feedback qualities and transferable skills necessary for employment and Mid/end of year progress reports progression to other qualifications requiring the exercise of personal Reflective writing responsibility and decision-making. Personal and professional development planning On successful completion of the PPGCE, students should be able to Portfolio demonstrate: Tutorials Action research the ability to reflect on their own and others value system; and the ability to use their knowledge and understanding critically to locate and justify personal position in relation to the subject. University of Greenwich QA Handbook, Appendix D6 (September2012) page 9

10 D. Transferable/key skills: D. Teaching and learning methods: On completion of the FD, PGCE or Cert Ed, students will be able to: Student presentations (groups) Seminars Communication Feedback construct and communicate oral and written arguments Group activities Practical workshops ILT Action research use information and communication technology (ICT), including word Reflective writing processing, databases, internet communication, information retrieval and Discussion online searches Independent/guided reading & research Case studies Numeracy VLE discussion forums and activities interpret and present relevant numerical information Action planning & reviews Professional practice Working with others as a result of the development of interpersonal skills, to demonstrate the capacity to plan, to share goals, and work as a member of a team D. Assessment methods: Action research Improving own learning Presentations Improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan Independent study and manage learning, and to reflect on their own learning Portfolio Personal & professional development planning Problem solving Reflective writing/journal Analyse, synthesise, evaluate, and identify problems and solutions. Essays University of Greenwich QA Handbook, Appendix D6 (September2012) page 10

11 E. Graduate Attributes: E. Teaching and learning methods: Scholarship and Autonomy Lecture On graduating, students should be able to: Student presentations (groups) 1. Have an informed understanding of their discipline or professional Seminars practice, and the ability to question its principles, practices and Feedback boundaries Group activities 2. Think independently, analytically and creatively, and engage Practical workshops imaginatively with new areas of investigation Action research 3. Appreciate disciplines and forms of professional practice beyond their Reflective writing own, and draw connections between them Discussion 4. Become intellectually curious, responsive to challenges, and Independent/guided reading & research demonstrate initiative and resilience Case studies VLE discussion forums and activities Creativity and Enterprise Subject mentor engagements On graduating, students should be able to: 1. Recognise and create opportunities, and respond effectively to Action planning & reviews unfamiliar or unprecedented situations or Professional practice 2. Problems 3. Generate new ideas and develop creative solutions or syntheses E. Assessment methods: 4. Communicate clearly and effectively, in a range of forms, taking Action research account of different audiences Independent study 5. Make use of familiar and emerging information & communication Personal & professional development planning technologies Portfolio 6. Seize and shape the opportunities open to them on leaving university Reflective writing/journal Lesson observation & feedback Cross cultural and International Awareness Essays On graduating, students should be able to : 1. Engage effectively in groups whose members are from diverse backgrounds 2. Appreciate the importance of behaving sustainably 3. Move fluently between different cultural, social and political contexts 4. Value the ability to communicate in more than one language Training event planning University of Greenwich QA Handbook, Appendix D6 (September2012) page 11

12 12. Programme Structure: Levels, Courses and Credits (Foundation Degree P/T route) Awards, Credits and Progression of Learning Outcomes Year 1: 1.1 PDP (1)* 15 credits, L4 1.2 Teaching, Learning & Assessment* 20 credits, L4 1.3 Managing Behaviours in the Learning Environment 20, credits, L4 1.4 Theories, Principles & Models of Learning* 20 credits, L5 Year 2: 2.1A PDP (2)* 15 credits, L5 2.2A Developing Subject Specialist Resources 20 credits, L5 2.3A Action Research 20 credits, L5 2.4A Wider Professional Practice* 20 credits, L5 Possible exit point for award of Cert Ed (150 credits, L5) Year 3: Leading to the L5 FD (240 credits) 3.1 Educational Polices and Practices 30 credits, L5 3.2 Independent Study NB: * indicates mapped against LSIS mandatory modules 30 credits, L5 3.3 Reflective Professional Practice Skills 30 credits, L5 3.4 The Mentoring-Coaching Role 30 credits, L5 Only completed by FD direct entry students in order to achieve 120credits University of Greenwich QA Handbook, Appendix D6 (September2012) page 12

13 12. Programme Structure: Levels, Courses and Credits (PGCE P/T route) Awards, Credits and Progression of Learning Outcomes Year 1: 1.1 PDP (1)* 15 credits, L4 1.2 Teaching, Learning & Assessment* 20 credits, L4 1.3 Managing Behaviours in the Learning Environment 20, credits, L4 1.4 Theories, Principles & Models of Learning* 20 credits, L5 Year 2: Leading to the L6 PGCE (150 credits) 2.1B PDP (2)* 15 credits, L6 2.2B Developing Subject Specialist Resources 20 credits, L6 2.3B Action Research 20 credits, L6 2.4B Wider Professional Practice* 20 credits, L6 Exit with Professional Graduate Certificate in Education & Training (L6, 150credits) NB: * indicates mapped against LSIS mandatory modules University of Greenwich QA Handbook, Appendix D6 (September2012) page 13

14 12. Programme Structure: Levels, Courses and Credits (Cert Ed P/T route) Awards, Credits and Progression of Learning Outcomes Year 1: 1.1 PDP (1)* 15 credits, L4 1.2 Teaching, Learning & Assessment* 20 credits, L4 1.3 Managing Behaviours in the Learning Environment 20, credits, L4 1.4 Theories, Principles & Models of Learning* 20 credits, L5 Year 2: Leading to the L5 Cert Ed (150 credits) 2.1A PDP (2)* 15 credits, L5 2.2A Developing Subject Specialist Resources 20 credits, L5 2.3A Action Research 20 credits, L5 2.4A Wider Professional Practice* 20 credits, L5 Exit with Certificate in Education & Training (L5, 150credits) NB: * indicates mapped against LSIS mandatory modules University of Greenwich QA Handbook, Appendix D6 (September2012) page 14

15 12. Programme Structure: Levels, Courses and Credits (PGCE F/T route) Awards, Credits and Progression of Learning Outcomes Year 1: 1.1 PDP (1)* $ 15 credits, L4 1.2 Teaching, Learning & Assessment* $ 20 credits, L4 1.4 Theories, Principles & Models of Learning* 20 credits, L5 2.1B PDP (2)*^ 15 credits, L6 2.4B Wider Professional Practice*^ 20 credits, L6 Exit with Professional Graduate Certificate in Education & Training (L6, 150credits) 1.3 Managing Behaviours in the Learning Environment 20, credits, L4 2.2B Developing Subject Specialist Resources 20 credits, L6 2.3B Action Research 20 credits, L6 NB: * indicates mapped against LSIS mandatory modules $ denotes group is taught with year 1 P/T students, and ^ denotes group is taught with year 2 P/T students University of Greenwich QA Handbook, Appendix D6 (September2012) page 15

16 12. Programme Structure: Levels, Courses and Credits (Cert Ed F/T route) Awards, Credits and Progression of Learning Outcomes Year 1: 1.1 PDP (1)* $ 15 credits, L4 1.2 Teaching, Learning & Assessment* $ 20 credits, L4 1.4 Theories, Principles & Models of Learning* 20 credits, L5 2.1A PDP (2)*^ 15 credits, L5 2.4A Wider Professional Practice*^ 20 credits, L5 Exit with Certificate in Education & Training (L5, 150credits) 1.3 Managing Behaviours in the Learning Environment 20, credits, L4 2.2A Developing Subject Specialist Resources 20 credits, L5 2.3A Action Research 20 credits, L5 NB: * indicates mapped against LSIS mandatory modules $ denotes group is taught with year 1 P/T students, and ^ denotes group is taught with year 2 P/T students University of Greenwich QA Handbook, Appendix D6 (September2012) page 16

17 3. Partner background and details (for collaborative provision) Nescot has been providing a wide range of teacher education courses for a significant number of years. These have included 7407 stages 1 3 and PTLLS, CTLLS & DTLLS with an awarding body (City & Guilds). During this period the teaching team became familiar with working within the quality framework of the college and that required by City & Guilds. In 2007, when reforms to ITE qualifications were introduced, the college embarked on a relationship with the University of Surrey who validated three new part-time ITE programmes a 3 year Foundation Degree in Teaching & Learning in the Lifelong Learning Sector, a 2 year Professional Graduate Certificate in Education (in Teaching & Learning in the Lifelong Learning Sector) and a 2 year Certificate in Education (in Teaching & Learning in the Lifelong Learning Sector). Since validation, these qualifications have undergone a successful interim review. Subsequently, the team has become confident and competent at delivering programmes that effectively suit our local market; adhere to the college s robust HE quality procedures and the University of Surrey Regulations; meet the initial SVUK & LLUK requirements of ITE qualifications; and meet standards/inspections expected by external bodies such as Ofsted and IQER. The teacher education department was inspected by Ofsted over a one week period in December 2010 when it was graded good along with its partner institutions. In addition, the department was involved in the 3 phases of the college s IQER ( ), culminating in the summative review team expressing confidence in the college s activities, identifying several elements of good practice and making no essential recommendations. The relationship with the University of Surrey, although allowing considerable autonomy, has also provided an excellent opportunity to collaborate with other linked colleges (Farnborough & Highbury). This partnership has developed into a termly meeting of the colleges for a good practice sharing opportunity which has enabled Nescot to develop and refine some of its practices and processes. The ITE team now welcomes this new opportunity to collaborate with the University of Greenwich and embrace the more recent changes required for ITE qualifications in order to develop appropriate and high-quality programmes. Our fundamental aim is to provide supportive courses that enable trainees develop into competent and committed teachers and trainers. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 17

18 4. Programme Rationale 1. Rationale and context for the development of the programme This document proposes for validation courses that provide a workplace related higher education qualification for those interested in pursuing a career in education and training. Presented are three parttime courses: Foundation Degree (FD) in Education and Training at level 5, 240 credits; Professional Graduate Certificate in Education and Training (PGCE) at L6, 150 credits; and Certificate in Education and Training (Cert Ed) at L5, 150 credits. The FD will run over three years, whilst both the Cert Ed & PGCE will run over two years with students being co-taught in the first two years. Also presented and co-taught are two further one-year full-time courses: Professional Graduate Certificate in Education and Training (PGCE) at L6, 150 credits; and Certificate in Education and Training (Cert Ed) at L5, 150 credits. For some modules the part-time and full-time students may be co-taught (see section 12). The PGCE is for those with a recognised first degree in any subject (no minimum degree classification is stipulated), whilst the Cert Ed is offered for those without a first degree. Some students may wish to study for a third year in order to achieve the FD and, within the college, there is now the opportunity to progress on to BA (Hons) in Education Studies. Where students present with an initial teaching qualification of 120 credits at level 5, there is the opportunity of direct-entry into the third year of the FD. However, these students would be required to study for a fourth term to accrue sufficient credits to be awarded the FD qualification. All programmes and courses have been written to take into account guidance and requirements of current ITE reforms, Ofsted and organisational policies. Consequently, several sources have been drawn on, namely: 1 Quality Assurance Agency for Higher Education (2007) Education Studies for benchmark statements used to inform the development of the PGCE at level 6. 2 The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) for qualification descriptors for L5 qualifications used to inform the development of the FD & Cert Ed. 3 LSIS (2013) Qualification Guidance for Awarding Organisations L5 Diploma in Education and Training for guidance on developing all programmes in terms of learning outcomes within the mandatory units; teaching practice hours (100); numbers and length of lesson observations 8 x 1 hour); and links between successful achievement of units and observations. 4 LSIS (2013) L5 Diplomas Guidance for HEIs used to inform the content and development of all programmes. 5 Generic Teaching Qualifications for the FE Sector used to inform the development of all programmes. 6 LLUK (2007) New Overarching Professional Standards for Teachers, Tutors & Trainers in the Lifelong Learning Sector used to inform the development of all programmes. 7 LSIS (LLUK 2007, updated 2013) Addressing Literacy, Language, Numeracy and ICT needs in Education and Training: Defining the minimum Core of Teachers Knowledge, Understanding & Personal Skills. A Guide for Initial Teacher Education Programmes. used to inform the development of all programmes. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 18

19 8 Ofsted Initial Teacher Education (ITE) Inspection Handbook (2013) used to inform development of all programmes. 9 Nescot s Teacher Training Work Placements procedure (SMT, ) used to inform guidance and information on placements. In response to the above documents, the courses reflect the principles of the ITE reforms and fulfil the requirements for level 5 and level 6 HE qualifications in education. The courses are designed to develop reflective and competent practitioners who actively and effectively contribute to promoting positive and inclusive learning experiences for their learners. Modules incorporate reflective practice, not only in relation to teaching but also to the students own functional skills. The breadth of modules offered underpins the variety of skills and knowledge required to fulfil the roles and responsibilities of those working within the sector, thus providing an enriched programme which, it is confidently felt, addresses the market demand of Nescot s ITE applicants. Feedback from existing students and enquiries made to the centre has informed the development of the programmes which focuses heavily on classroom practice throughout, as well as considering the wider perspective of working within the sector. Significant importance is attached to workbased learning and assessment evidence for which will be gathered, demonstrated and assessed via students lesson planning documentation, lesson observations and feedback and tutorials. Throughout, the programmes seek to develop students analytical, reflective, synthesis and evaluative skills. There are assessed PDP (Personal Development Planning) modules in both years 1 and 2. Within these, students will develop their ability to self-evaluate and identify development needs; negotiate and review targets relating to both their academic and teaching skills; examine personal values, beliefs and attitudes; and explore the concept of professionalism. In the latter part of the courses, students will have the opportunity to focus on their subject specialism. The resources, action research and wider professional practice modules all provide vehicles for this activity. The action research module, in particular, will also provide students with the opportunity to demonstrate independence in following lines of enquiry and applying active research skills. 2. Target market Traditionally, our courses attract new or inexperienced teachers, a small proportion of who are employed by Nescot. The classes are diverse in terms of subject specialism, background, experience, age and ethnicity. This diversity enriches the learning experience. In the last couple of years, there has been an increase in the number of voluntary teachers undertaking the ITE qualifications. These students secure their own teaching placement, verified by the ITE team for suitability and sustainability. Transport to the college is readily accessible by car or train, subsequently not all the intake is from the local area. A relatively equal number of students embark on the PGCE as the Cert Ed with a lesser proportion undertaking the third year of the FD. Subsequently, the third year can be taught in conjunction with students studying the FD in Education Support, ensuring viability of groups and, hence, the course. Course evaluations of on-programme students are very positive and an increasing number of applicants are by word-of-mouth recommendations. However, the courses are also marketed widely online and via the college HE prospectus and open days. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 19

20 3. Consultation with employers and Career Options for Students All students on our programmes are required to identify a subject-specialist mentor to provide support, observe lessons and give guidance where needed. These mentors need to hold a teaching qualification and be of the same or similar subject background to the student. One member of our ITE team is the subject mentor coordinator and ensures all mentors are welcomed and briefed with the expectations of the role and confirms their support. To aid communications and information giving, a handbook, meeting opportunities and a VLE site is available to all mentors. In addition, ITE tutors undertake a joint observation of the student with the mentor. This provides the opportunity to standardise mentor observations, discuss arising issues and establish a relationship with each mentor, over and above the contacts with the mentor coordinator. Twice yearly, a short report is sought from the mentors to identify the progress students are making. As previously stated, the FD provides an opportunity for students to progress to a fist degree BA (Hons) in Education Studies. To date, a significant number of our students have taken this opportunity. Historic exit data also shows that a significant number of our students have gained promotion, new posts or moved from a voluntary to a permanently employed teaching position. 4. Entry criteria and admissions process Individual offers may vary but a minimum entry requirement for applications are: Have an English GCSE grade C or above, or equivalent Have, or are prepared to work towards, a level 2 qualification in Maths. In-service with the capacity to complete a minimum of 100 hours of teaching over the duration of the part-time programmes or the ability for Nescot to offer a suitable placement of at least 100 hours of teaching over the duration of the full-time programmes. Full-time placements can be arranged at Nescot within the following departments: Preparation for Life and Work, English, Maths, Computing & IT, Sport and Animal care. Work (paid or volunteering) within Education and Training in a full teaching role. Have the knowledge, skills and attitude to benefit from and complete the teacher training programme. Hold a Level 3 qualification or higher in their subject specialism to apply for the Cert Ed Hold a Level 3 qualification or higher in their subject specialism and have at least 2 years equivalent experience to apply for the FdA Hold a recognised degree in their subject specialism to apply for the PGCE All applicants who meet the minimum requirement for admission will be invited for interview. At the interview applicants will be given a diagnostic assessment to test their written and spoken ability to pursue the programme. Their qualifications/certificates will also be verified and their experiences and aspirations for studying the programme will be discussed. Where appropriate, additional support needs will be identified so that suitable adjustments can be explored. If a student is pursuing a full-time programme, the interview will be conducted by a member of the ITE team and the head of department of the receiving placement department. Only upon the satisfaction of the interviewing tutor that the candidate has met the entry criteria will an enrolment be permitted. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 20

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