POST-GRADUATE CERTIFICATE IN EDUCATION PRIMARY

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1 COURSE HANDBOOK Name POST-GRADUATE CERTIFICATE IN EDUCATION PRIMARY 0

2 COURSE HANDBOOK Contents Page Introduction 2 Staff and contact details 3 Programme Specification 4 Standards for QTS (2009 No.25) 16 Higher Level Teaching Skills 21 Recording Progress: Progress File; Career Entry Profile 22 Assessment: 25 Performance in the class room 26 TP Grade Indicators 27 Written work 31 Criteria for written Course work 32 Coursework Grade Descriptors 33 Submitting written work 35 Informing Trainee Teachers who are a cause for concern 36 Quality Assurance 37 Health and Safety 38 Child Protection 40 Use of Social Networking Websites 45 ICT 46 ICT Audit 48 General Information 52 Calendar Relevant Documentation 55 Relevant Websites 57 University Code of Practice for the Assessment of PGCE Trainees 58 Attendance Monitoring 59 Submission of Course Work form 61 Application for Extension form 62 Module Descriptors follow 1

3 INTRODUCTION We welcome you most sincerely to the North and Mid Wales Centre of Teacher Education as you embark on your PGCE Primary course in what will be, for us all, a year of change and discovery. Some of you will be changing careers, others making their first choice, but you all bring with you skills and experience that will stand you in good stead in teaching, that will benefit your learners and enrich the training of your fellow trainees. You will spend a large proportion of your course in schools and the school teachers who will be your Mentors are actively involved in the training. The Partnership is based upon mutual respect and understanding and a long history of collaboration in initial teacher training. All PGCE trainee teachers will be assessed against the Standards for the award of Qualified Teacher Status and both Tutors and Mentors will be involved in the assessment process. During the year you will make good use of Information and Communication Technology (ICT) including the use of Blackboard. We are sure that you will take advantage of the opportunities which this year provides to lay solid foundations for your future careers. In turn, we will do our utmost to ease your way along the road to professional status, but we expect you to accept much of the responsibility for your own development, and to behave professionally at all times with regard to attendance, timekeeping, working to deadlines and respect for learners and colleagues. We know that your year will be a very demanding one but we hope that it will also prove to be both enjoyable and rewarding. Bryn Tomos PGCE Primary Course Director, Bangor University 2

4 STAFF AND CONTACT DETAILS Head of School of Education Mrs Magi Gould, BEd ( ) Primary PGCE Course Director Mr Bryn Tomos, BA, PGCE ( ) Tutors Tel. No (01248)-38 Elin Williams, BA, PGCE 3059 edsc10 Jessica Clapham, BA, PGCE, MA 3088 eds075 Owen Davies, BSc, PGCE 2937 eds416 Gwyn Ellis, BA, PGCE 3008 edsc13 Nesta Elliott, BA, PGCE 2880 edse08 Hazel Jones, BEd, MA 2493 edse09 Bryn Jones, BA, TAR, MEd 3979 eds00b Helen Elis Jones, BEd 3063 eds091 Rhys Coetmor Jones, BA, PGCE 3008 edsc0a Diana Williams, BEd, MA 3969 edsa0c Gwawr Maelor Williams, BA, PGCE 3105 eds105 Lora Williams, BA, PGCE 8832 eds203 Helen Branwen Roberts, BA, PGCE 3080 edse04 Rowena Hughes Jones, BA, PGCE 2958 eds415 Helen Edwards, BA, PGCE 3104 eds413 Senior Tutor Tel. No (01248)-38 Dr Nia Young 3070 nia.young Administration Tel. No (01248)-38 Rachel Pople, PGCE Course Administrator + School Experience Administrator 3083 r.pople@bangor.ac.uk 3

5 Postgraduate Certificate in Education (Primary Education) (leading to Qualified Teacher Status) Programme Specification 1. Awarding institution Bangor University 2. Teaching institution Bangor University 3. Accreditation Bangor University is accredited by HEFCW for provision in Initial Teacher Training and Education, including the PGCE Primary programme. 4. Final award Postgraduate Certificate in Education (PGCE). 5. Name of field Primary Education (leading to QTS). 6. GTTR Codes CERT/EDLP X123 (Welsh medium 3-7). CERT/EDUP X173 (Welsh medium 7-11). CERT/EDLP X121 (English medium 3-7). CERT/EDLP X171 (English medium 7-11). 7. (i) QAA Benchmarks Not applicable. (ii) Statutory requirements DCELLS (WAG) Information Document Number 017/2009 'Becoming a Qualified Teacher: Requirements for Providing Teacher Training' and subsequent appendices. 8. Date of production Spring Principal educational aims of the programme The PGCE course in Primary Education, leading to the award of qualified teacher status, is a professional programme developed in partnership with primary schools to fulfil the requirements of DCELLS Information Document Number 017/2009 'Becoming a Qualified Teacher', Welsh Assembly Government, The course prepares trainees for teaching in primary schools. Its aim is to equip trainees with the skills which they will need during their early years as teachers, together with a framework to develop their skills and understanding further during their careers. The course is designed to help trainees 4

6 develop into reflective practitioners who can identify their strengths as well as their needs and who have a comprehensive knowledge of a wide range of issues relating to teaching children. The trainees are imbued in the full primary curriculum but also specialise either in the Foundation Phase age group (3-7) or in the Junior age group (7-11). The course reflects the study programmes of the National Curriculum and the Foundation Phase Framework and is divided into interlinked and interdependent sections: professional studies, core studies and non-core subjects studies (7-11), the Foundation Phase areas of study (3-7), and School Experience. In addition, a Research Project module is offered at Master s Level. The course takes into consideration the heritage and culture of Wales and is available in Welsh and English. Strong support is available to trainees wishing to follow programmes for Welsh learners and all trainees are prepared for teaching in bilingual and/or multilingual situations. School Experience is a central element of the course and particular attention is given to developing and assessing professional standards in line with the statutory frameworks. Aims To ensure that trainees are able to: 1. address issues pertaining to the whole primary curriculum, focusing specifically on the National Curriculum and Religious Education in Wales and England and on the Foundation Phase Framework; 2. develop awareness of children's linguistic and cultural needs in a bilingual environment and implement the Curriculum Cymreig; 3. develop into reflective teachers who, in their planning and teaching, can (i) analyse; (ii) synthesize; (iii) apply and manage; (iv) evaluate; 4. develop the standards required of newly qualified teachers, as noted in Information Document 017/2009 'Becoming a Qualified Teacher', in the areas of (i) professional values and practice; (ii) knowledge and understanding; (iii) teaching (planning, expectations and targets; monitoring and assessment; teaching and class management); 5. enhance and deepen their knowledge and understanding of a wide range of issues relating to teaching learners, as a basis for further professional development. 10. Programme outcomes A: The statutory standards The programme's main outcomes are the statutory standards for awarding Qualified Teacher Status (QTS). The full standards are listed in DCELLS Information Document Number 017/2009. The following provides a summary of them. 5

7 S1: Professional values and practice: these standards outline the attitudes and commitment to be expected of anyone qualifying to be a teacher, and are derived from the General Teaching Council for Wales's 'Statement of Professional Values and Practice'. S2: Knowledge and understanding: these standards require newly qualified teachers to be confident and authoritative in the subjects they teach and to have a clear understanding of how all learners should progress and what teachers should expect them to achieve. S3: Teaching: these standards relate to the skills of planning, monitoring and assessment, and teaching and class management. They are underpinned by the values and knowledge covered in the first two sections. B: Key skills (i) Communication skills Successful trainees will be able to 1. communicate effectively orally and on paper in their college work and with learners and professional colleagues in schools; 2. present and explain effectively to peer groups, as well as to learners in school. (ii) Interpersonal skills Successful trainees will be 1. willing to listen to professional advice and act upon it; 2. able to work effectively with others, in peer groups in college as well as in a professional context in schools. (iii) Teaching and learning skills Successful trainees will 1. have developed the appropriate learning skills which enable them to become reflective practitioners who, in their planning and teaching, can analyse, synthesize, use and manage, and evaluate materials and procedures and professional practices; 2. possess the teaching skills which meet the statutory standards for awarding QTS. (iv) Information and communication technology Successful trainees will 1. be able to use ICT effectively in their teaching; 2. be able to use appropriate word processors, spreadsheets, and databases for their own college work and with learners in school; 3. be able to use the internet effectively, including searching efficiently and using ; 4. know how to use multimedia resources confidently. C: Teaching and learning strategies and methods The course is presented through a range of teaching and learning strategies. The elements developed in the college include direct teaching through lectures, as well as discussions in tutorials, seminars, and workshops, where the trainees' contribution is significant. Workshops are an 6

8 important element in every module; they enable trainees to develop and practice subject-specific and transferable skills, equipping them for working with children in the primary classroom. Group sizes vary according to the teaching methods used, ranging from lectures to smaller workshops and tutorials. The requirements for information and communication technology are attained through using and developing ICT in all parts of the course and also in the classroom during School Experience. Trainees review their progress during the year, recording in an ICT Profile evidence of the use they make of ICT during college sessions and School Experience. This document is discussed with tutors in tutorials during the course. Trainees also use a virtual learning environment (VLE) which they can use to access information (information about the course, teaching materials, links to useful websites, publications and announcements) and for ing and conferencing (for discussion groups, sharing teaching ideas, etc.) As well as the contact time with tutors, trainees are expected to undertake independent study. Independent directed study entails reading, preparing for seminars and workshops, and working on course work. Teaching standards are further developed through School Experience. Trainees have an opportunity to apply the skills and knowledge developed at college, and to reflect analytically on their teaching experience. D: Assessment The methods used to assess course work include assignments, practical tasks, the M Level Research Project, and the school experience file. Trainees ' proficiency in teaching (practical teaching and coursework) is monitored through continuous assessment methods. For School Experience, the assessment processes respond closely to the statutory standards for awarding QTS. Therefore, of necessity they correspond exactly to the specific learning outcomes. Trainees are provided with regular feedback from mentors and tutors on their classroom performance. A formative assessment is provided weekly. At the end of each placement period there is a summative assessment which gives the grades recorded for the performance in its entirety. The summative assessment is agreed by school mentors and college contact tutors. During each stage of the assessment process, be it formative or summative, the trainees play a direct part through feedback sessions and discussions with their assessors, which help them to reflect on their experience. The final summative assessment forms the basis of the School of Education's reference for prospective employers. 7

9 11. Programme structure (i) Modules and credits XTE 3014 Principles of Primary Pedagogy (Semester 1) (40 Credits at L6) XTE 3015 Development of Teaching Skills 3-7 or XTE 3016 Development of Teaching Skills 7-11 (Semester 2) (40 Credits at L6) XTE 4017 M Level Research Project (across the year) (40 Credits at L7) Modules XTE 3014 Principles of Primary Pedagogy and XTE 3015 Development of Teaching Skills 3-7 or XTE3016 Development of Teaching Skills 7-11 combine every aspect of the PGCE programme: professional studies, core subject studies and non-core subject studies (7-11), Foundation Phase areas of study (3-7), modern languages, School Experience, and independent study. It is these interlinked and interdependent components which constitute the rational basis of the course and they are intertwined within each module. The sequential nature of the framework reflects the progressive nature of the programme as regards fostering, summarising, developing, and revisiting the skills needed to become an effective teacher. The generic nature of the modules provides the programme with consistency and coherence and the learning outcomes for each module are based on the statutory standards for QTS. The regular contact time during college weeks is approximately 23.5 hours per week, divided between the components as follows: Lower Primary (3-7) Component Contact hours per week Foundation Areas of Study Core Foundation Areas of Study 6 Non-core Professional Studies 3 Upper Primary (7-11) Component Contact hours per week Core Subject Studies 11.5 Non-core Subject Studies 9 Professional Studies 3 8

10 XTE 3014 Principles of Primary Pedagogy The content of this module is based on the basic knowledge, skills, and application needed to become an effective primary school teacher. XTE 3015 Development of Teaching Skills 3-7 or XTE 3016 Development of Teaching Skills 7-11 The content of this module builds on module XTE3014 Principles of Primary Pedagogy and helps to enhance, develop, and refine trainees' knowledge and application of the higher teaching skills. XTE 4017 Research Project In the Research Project module trainees need to submit a Special Study (8000 words). The learning outcomes for this module will reflect work expected at Level 7 (Master s Level). (ii) Course components Professional Studies The Professional Studies component involves developing the trainees' awareness and understanding of primary education principles and practice. The aim is to develop both trainees understanding of education as an academic study and their interest in school-centred research. The component provides a firm basis for developing the reflective primary practitioner and is structured to challenge the trainees' ideas and develop independence of mind while building on their knowledge and understanding of professional issues. The topics are closely related to the trainees' experiences in school. Focus lectures lead to a development and strengthening both of their understanding of the principles that form the basis of successful teaching and of the skills and techniques that are essential on a daily basis in the classroom to ensure effective teaching and learning. Theory and practice are integrated by associating the content of lectures with the core and noncore studies components. School Experience School Experience is a core element of the course and half the credits in the Level 6 modules are linked to School Experience. This element of the course will be reported as Pass/Fail to the final Examination Board. School Experience, together with the other elements, has been planned to develop and deepen trainees' understanding of the nature of the National Curriculum Orders, especially in the primary sector, and of the important role of the core and non-core subjects, Religious Education, and the areas of study of the Foundation Phase Framework within the curriculum. School Experience enables trainees to appreciate more fully the necessary balance and breadth of the primary curriculum and the factors which affect learners' learning. It enables trainees to 9

11 obtain a better understanding of the complex nature of the contemporary primary school, the complex needs of the learners, and the teacher's role in fulfilling those needs. It provides a context where the other elements of the course come together to create a meaningful whole. To be awarded qualified teacher status (QTS), trainees must be assessed against and succeed in all the standards outlined in the Welsh Assembly Government's Framework. The standards are grouped under three main headings: S1 S2 S3 Professional values and practices Knowledge and understanding Teaching The School Experience periods are planned as a key and integral part of trainees' progress towards succeeding in the standards. The individual elements or strands of the standards are noted separately in the WAG documentation so that specific aspects can be easily identified, but only through completing School Experience can trainees set the standards within a meaningful context. In accordance with the requirements of Information Document Number 017/2009, School Experience entails placements in schools for at least twenty four weeks, in addition to preparation periods in college. The School Experience programme is described in detail in the School Experience Handbook. Foundation Phase Areas of Study (Lower Primary) These components are studied by all trainees following the Lower Primary PGCE course. The components have been planned so as to ensure that trainees develop a firm knowledge of the seven areas of study that form the Foundation Phase curriculum, namely: Language, Literacy and Communication Skills; Welsh Language Development; Mathematical Development; Knowledge and Understanding of the World; Physical Development; Creative Development; Personal and Social Development, Well-being and Cultural Diversity. Foundation Phase - Core deals with the first four and Foundation Phase Non-core with the other three. In the Foundation Phase A component (which includes the areas of study Language, Literacy and Communication Skills, and Welsh Language Development), the trainees choose one of the following language paths: Path 1 Path 2 For Welsh-medium trainees, who will be taking a Language component in Welsh and English. For Welsh learners, who will be taking a Language component in English, Welsh Second Language and Teaching English as an Additional Language. Trainees following Path 2 follow the syllabus of the Welsh Colleges Scheme which has been devised to provide sufficient knowledge to trainee teachers learning Welsh so that they will be able to teach Welsh Second Language in primary schools. Those who successfully complete the scheme to Level 6 are awarded an additional qualification, namely the Welsh Colleges Scheme 10

12 Certificate. The Certificate is a valuable additional professional qualification for those who intend applying for teaching posts in Wales. Core Subject Studies (Upper Primary) This component is studied by all trainees following the Upper Primary PGCE course. The core subjects of the National Curriculum (Wales) for Key Stage 2 are studied, with attention also being given to the Foundation Phase Framework (specifically the 5-7 age group). One of the language paths is followed in accordance with the pattern described for the Foundation Phase - Core component (see above). Non-core Subject Studies (Upper Primary) This component is studied by all trainees following the Upper Primary PGCE course. The noncore subjects of the National Curriculum (Wales) for Key Stage 2, as well as Religious Education, are studied, with attention also being given to the Framework for Teaching Children in the Foundation Phase (specifically the 5-7 age group). The component ensures that the trainees receive an introduction to the content of each of the non-core subjects, and Religious Education, and to methods of presenting them in the primary school, with an emphasis on cross curricular dimensions. 12. Admission requirements (The following are based on the statutory requirements listed in DCELLS Information Document No 017/2009.) (i) Degree requirements Entrants must hold a first degree (honours) of a United Kingdom higher education institution or equivalent qualification. (ii) GCSE Requirements All applicants need to have achieved a standard equivalent to a Grade B in the GCSE examinations in English Language and Mathematics, and Grade C in Science. Applicants must have the required GCSE qualifications when commencing the course. (iii) Use of English and, where relevant, Welsh All entrants must be able to read effectively and be able to communicate clearly and accurately in spoken and written English. If the applicant intends following the course through the medium of Welsh, the same condition applies for the use of Welsh. (iv) Criminal Records Bureau / Disclosure and Barring Service All trainee teachers will have to apply for an Enhanced Disclosure from the Disclosure and Barring Service before beginning a programme of Initial Teacher Training and being 11

13 allowed to go out on placements. The application process must be carried out through the School of Education. For more information on the Disclosure and Barring Service visit: (v) Interviews In response to DCELLS (WAG) Information Document Number 017/2009 'Becoming a Qualified Teacher: Requirements for Providing Teacher Training' selected candidates will have taken part in an individual interview. (vi) Potential to reach the QTS Standards 13. Assessment Entrants to ITT courses must have the capability to meet the required QTS Standards by the end of their course and possess the appropriate personal and intellectual qualities to be teachers. (i) Criteria for success Trainees must succeed in all three modules (XTE 3014 Principles of Primary Pedagogy, XTE 3015 Development of Teaching Skills 3-7 or XTE 3016 Development of Teaching Skills 7-11 and XTE 4017 Research Project) before they can be awarded the certificate and recommendation for QTS. This entails succeeding on School Experience and passing every course work. 40 credits at Level 7 will be awarded to trainees who successfully complete the Research Project module. (ii) School Experience A four point scale is used for each of the statutory standards (see Part 10.A above) in accordance with the following criteria: Grade 1 Excellent Numerous strengths with many being excellent Grade 2 Good Consistently good features and no major shortcomings Grade 3 Adequate Strengths outweigh areas for improvement Grade 4 Unsatisfactory Important areas for improvement outweigh strengths Trainees must attain at least Grade 3 in each of the standards to pass School Experience and be recommended for QTS. (QTS is awarded by the General Teaching Council for Wales on behalf of WAG). School Experience will be reported as Pass/Fail to the final Examination Board. 12

14 (iii) Literacy and numeracy tests At interview this will involve two short tests (English and Mathematics) which take thirty minutes each to complete. They have been designed to assess your basic knowledge in literacy and numeracy. The tests will be marked as part of your overall interview and all the differing aspects will be considered before a final decision regarding your suitability for the course is made. Trainees needing further support will be advised to make use of the Study Skills Centre s facilities and provision. (iv) External examiners At present the external examiners are appointed by the University, usually for a period of three years. The external examiners scrutinise a representative cross-section of coursework and visit a representative cross-section of trainees in schools. At the end of the year, the external examiners attend the Final Examination Board where recommendations for awarding QTS are decided. He/she submits a written report to the University's Teaching and Learning Task Group. External examiners are expected to conform with the University's Code of Practice on External Examining, as well as the School of Education's Policy on External Examining. 14. Quality indicators In the last inspection by Estyn (HMI Wales) in 2004/05, Grade 1 (good with excellent features) was awarded to the School of Education's teacher training courses. See Standards and Quality of Initial Teacher Training at University of Wales, Bangor, Estyn, The full report is available on Estyn's website: Data collected by the University for the HESA employment review in 2012(taking into account the cohort who qualified in the summer of 2012) show that a total of 86% were in teaching or education-related posts. 15. Learning support Provision and documentation for each subject are available bilingually and additional provision for language enrichment in university sessions is available for trainees training to teach through the medium of Welsh. There is an Education Library, with full resources, on the site. All the latest and current relevant official documentation is received regularly and catalogued electronically. The site is fully linked to the University's computer/intranet/internet network. There are good computer and multimedia facilities for every curricular field. The site has an open access (24 hour) computer laboratory, as well as a second laboratory for teaching purposes and a number of computers in the Library. Technical support is provided by Information 13

15 Services staff. In addition, specialist sessions are offered to those who need to improve their basic ITC skills. Each trainee is given a username and password to use the University network. Trainees use VLE for ing and conferencing. There are good computer facilities in the partnership schools, enabling trainees to use the conferencing facilities and obtain support from tutors, mentors, and fellow trainees in other schools. There is a Science building on the site, with laboratories specifically designed for teacher training; good Physical Education resources, including a sports hall and gym; an Early Years Centre and an Art studio and a Music studio. The School of Education has a successful partnership with schools across Wales. Trainees are located in Partnership schools and are supported by teachers who act as their mentors in the schools, as well as by tutors who visit them from college. The School of Education has developed a full personal tutoring system. Trainees are urged to reflect on their progress through a Progress File (i.e. professional development file), which forms the basis of regular meetings with personal tutors. 16. Methods of evaluation and quality enhancement (i) Review and evaluation All School of Education teacher training programmes are approved centrally by Bangor University and are periodically revalidated by validation panels that include external academic specialists and representatives of the teaching profession. All modules are reviewed annually by the module organisers, who take full account of trainee questionnaires that invite feedback on learning outcomes, module content, and teaching quality. Trainee opinion is also regularly monitored through the Staff-Student Panel, which reports to the School of Education Board of Studies (which also includes trainee representatives). Trainee representatives also attend the School of Education Teaching and Learning Task Group. In line with University requirements, the Course Director reviews the programme in its entirety each year, taking into account individual module reviews, the external examiners' reports, recommendations by Estyn, and the views of trainees (obtained by a range of course evaluations as well as oral feedback), tutors, and mentors. The annual review is submitted to the University Quality Assurance Task Group. 14

16 (ii) Monitoring and implementation The content of modules is reviewed annually and updated as necessary; any major changes to individual modules are submitted for scrutiny to the School of Education Quality Assurance Task Group and, where necessary, to the University's Module Approval Panel. The Programme Board meets regularly to monitor all aspects of the course and to make recommendations for action. The School of Education has a Language Task Group that monitors all issues that involve standards of language in English and Welsh, as well as other language-related matters such as provision for Welsh learners and the implementation of the University's Language Policy. The course is reviewed periodically by the University Internal Audit Panel and inspected by Estyn every five years; in addition, the School receives occasional visits from Estyn liaison personnel. (iii) Staff Development All academic staff in the programme team have qualified teacher status. Many School of Education staff take an active part in research and development, commissioned project work, etc. The School of Education has a Staff Development Panel which promotes in-service training and implements a system of peer review and performance review. (iv) The Partnership The course has been developed in partnership with schools to fulfil the requirements of Information Document Number 017/2009, 'Becoming a Qualified Teacher'. Senior mentors in school and University tutors collaborate closely in planning, developing, and reviewing trainee training programmes. Mentors and tutors also collaborate in other ways. For example, they jointly observe trainees, jointly interview applicants, and take part in workshops in the University. Training for new mentors is provided through the mentor development programme. The Partnership Steering Committee, which includes head teachers and senior mentors from Partnership schools, meets every semester to review the course and advise on new developments. 15

17 STANDARDS: QUALIFIED TEACHERS STATUS (QTS) The course is designed to meet the Professional Standards for Qualified Teacher Status (QTS) and criteria for Initial Teacher Training (ITT) as set out in the Welsh Assembly Government Circular No:017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009), and the Qualified Teacher Status Standards 2009 (2009 No. 25)) The Standards for the award of QTS are outcome statements that set out what a trainee teacher must know, understand and be able to do by the end of their ITT course. They apply to all trainee teachers, whatever route they take to QTS. QTS is granted to teachers who have demonstrated that they have met these required professional standards. The Standards are organised in three inter-related sections which describe the criteria for the award: S1: Professional values and practice: these Standards outline the attitudes and commitment to be expected of anyone qualifying to be teachers, and are derived from the General Teaching Council for Wales s Statement of Professional Values and Practice. S2: Knowledge and understanding: these Standards require newly qualified teachers to be confident and authoritative in the subjects they teach and to have a clear understanding of how learners should progress and what teachers should expect them to achieve. S3: Teaching: these Standards relate to skills of planning, monitoring, and assessment, and teaching and class management. They are underpinned by the values and knowledge covered in the first two sections. STANDARDS FOR QTS S1: Professional values and practice To gain QTS, trainees must show that they understand and uphold the principles of the General Teaching Council for Wales s Statement of Professional Values and Practice by demonstrating all of the following: S1.1 Understanding everyone s learning needs, maximising potential and demonstrating commitment S1.2 Consideration for learners and mutual respect They understand the diverse learning needs of learners and endeavour to provide the best possible education for them to maximise their potential, whatever their individual aspirations, personal circumstances or cultural, linguistic, religious and ethnic backgrounds. They demonstrate the professionalism to ensure that relationships with learners are built on mutual trust and respect and to recognise that this will help maximise their learning potential. S1.3 Inspiring learners They demonstrate combinations of professional characteristics which aim to motivate and inspire learners and secure their intellectual and personal development. S1.4 Communication with parents and carers S1.5 Promoting the school in the wider community They recognise the importance of communicating information and expectations clearly and sensitively to parents and guardians and of fostering positive relationships between home and school. They endeavour to promote the place of the school within the wider community. 16

18 S1.6 Working with others They recognise and understand the contribution provided by and needed from support staff and other professionals in the learning process. S1.7 Commitment to professional development They are able to contribute to the wider development of the school and profession and are aware of the importance of maintaining up-to-date professional knowledge, understanding and skills and are able to reflect on their own practice. They recognise their own needs and take responsibility for their continuing professional development. S1.8 Working within the law They are aware of, and work within, the statutory frameworks relating to teachers responsibilities. S2: Knowledge and understanding To gain QTS, trainees must demonstrate all of the following: S2.1 Subject knowledge They have a secure knowledge and understanding of the subject(s) they are trained to teach. For those qualifying to teach at Key Stage 3, Key Stage 4 and post-16 levels this knowledge and understanding should be at a standard equivalent to degree level. In relation to specific phases, this includes: (c) Key Stage 3 (c) for Key Stage 3, that: (d) Key Stage 4 and post- 16 S2.2 National Curriculum aims and guidelines (i) they know and understand the relevant National Curriculum Programme(s) of Study and the most recent national guidance on developing thinking, communication, ICT and number skills, for example those that are set out in the Skills Framework for 3 to 19-year-olds in Wales; and (ii) if they are qualifying to teach one or more of the core subjects, they are familiar with the principles of Aiming for Excellence in Key Stage 3 and with the subsequent guidance materials Raising Standards in Literacy and Numeracy; Raising Standards in Information and Communication Technology; and Raising Standards: Transition from Key Stage 2 to Key Stage3; (d) for Key Stage 4 and post-16, that: (i) if their courses cover Key Stage 4, they know and understand the relevant National Curriculum Programme(s) of Study; (ii) they are aware of the collaborative local curriculum providing choice and progression through the phase in school, college and work-based settings; (iii) they are aware that Learning Pathways include programmes from the local curriculum, the statutory National Curriculum requirements at Key Stage 4, the Learning Core and wider experiences; (iv) they know and understand the most recent national guidance on developing thinking, communication, ICT and number skills, for example those that are set out in the Skills Framework for 3 to 19-year-olds in Wales; (v) they are familiar with the National Qualifications Frameworks; (vi) they know the progression within and from their own subject and the range of qualifications to which their subject contributes; and (vii) they understand how courses are combined in learners curricula. They know and understand the National Curriculum aims and guidelines; in particular:- (i) they know and understand the requirements and entitlements set out in the Including all Learners statement that appears at the beginning of each National Curriculum subject order and framework; (ii) they know and understand the values, aims and purposes and the general teaching requirements set out in Making the most of learning implementing the revised curriculum, the Skills Framework for 3 to 19-year-olds in Wales and Skills across the curriculum; (iii) as relevant to the age range they are trained to teach, they understand that, in Wales, learners aged 7-14 should be given opportunities, where appropriate, to develop and apply their knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales (the Curriculum Cymreig) and learners aged should have opportunities for active engagement in understanding the political, social, economic and cultural 17

19 S2.3 Progression between stages S2.4 How development affects learning S2.5 Using information and communications technology (ICT) S2.6 Special Educational Needs (SEN) S2.7 Promoting good behaviour aspects of Wales as part of the world as a whole (Wales, Europe and the World); (iv) as relevant to the age range they are trained to teach they are familiar with the Personal and Social Education Framework for 7 to 19-year-olds in Wales, Careers and the world of work: a framework for 11 to 19-year-olds in Wales and the locally agreed syllabus for religious education; (v) they are familiar with the most recent national guidance on education for sustainable development and global citizenship. They are aware of expectations, typical curricula and teaching arrangements in the Key Stages or phases before and after the ones they are trained to teach. They understand how learners physical, intellectual, linguistic, social, cultural and emotional development can affect their learning. They know how to use ICT effectively, both to teach their subject and to support their wider professional role. They understand their responsibilities under the SEN Code of Practice for Wales and know how to seek advice from specialists on less common types of special educational needs. They know a range of strategies to promote good behaviour and establish a purposeful learning environment. S3: Teaching S3.1 Planning, expectations and targets To gain QTS, trainees must demonstrate all of the following: S3.1.1 Setting objectives They set challenging teaching and learning objectives which are relevant to all learners in their classes. They base these on their knowledge of: (a) the learners; (b) evidence of their past and current achievement; (c) the expected standards for learners of the relevant age range; and (d) the range and content of work relevant to learners in that age range. S3.1.2 Planning lessons They use these teaching and learning objectives to plan lessons, and sequences of lessons, showing how they will assess learners knowledge, skills and understanding. They take account of and support learners varying needs so that all those they teach can make good progress. S3.1.3 Using resources They select and prepare resources, and plan for their safe and effective organisation, taking account of learners interests and their language and cultural backgrounds, with the help of support staff where appropriate. S3.1.4 Working in teams They take part in, and contribute to, teaching teams, as appropriate to the school. Where applicable, they plan for the deployment of additional adults who support S3.1.5 Out-of-school learning learning in children and young people. As relevant to the age range they are trained to teach, they are able to plan opportunities for those they teach to learn in out-of-school contexts, such as school visits, museums, theatres, field-work and employment-based settings, with the help of other staff where appropriate. S3.2 Monitoring and assessment To gain QTS, trainees must demonstrate all of the following: S3.2.1 Assessment strategies They make appropriate use of a range of monitoring and assessment strategies to evaluate learners progress towards planned learning objectives, and use this information to improve their own planning and teaching. S3.2.2 S3.2.3 S3.2.4 Assessment to support learning Assessment against national requirements Meeting learners needs They monitor and assess as they teach, giving immediate and constructive feedback to support learners as they progress. They involve learners in reflecting on, evaluating and improving their own performance. They are able to assess learners progress accurately using, as relevant, the Foundation Phase Outcomes, National Curriculum level descriptions, National Curriculum outcomes, criteria from national qualifications, the requirements of awarding bodies or objectives from the relevant guidance. They may have guidance from an experienced teacher where appropriate. They identify and support more able and talented learners, those who are working below age-related expectations, those who are failing to achieve their potential in 18

20 learning, and those who experience behavioural, emotional and social difficulties. They may have guidance from an experienced teacher where appropriate. S3.2.5 English or Welsh as an additional language With the help of an experienced teacher, they can identify the levels of attainment of those learning English or Welsh where this is the language in which they are being taught and is different from the language or form of language of their home. They begin to analyse the language demands and learning activities in order to provide cognitive challenge as well as language support. S3.2.6 Recording progress They record learners progress and achievements systematically to provide evidence of the range of their work, progress and attainment over time. They use this to help learners review their own progress and to inform planning. S3.2.7 Reporting to parents and others They are able to use records as a basis for reporting on learners attainment and progress orally and in writing, concisely, informatively and accurately for parents, carers, other professionals and learners. S3.3 Teaching and class management To gain QTS, trainees must demonstrate all of the following: S3.3.1 High expectations They have high expectations of learners and build successful relationships, centred on teaching and learning. They establish a purposeful learning environment where diversity is valued and where learners feel secure and confident. S3.3.2 [Teaching specialist subject(s)] They can teach the required or expected skills, knowledge, and understanding relevant to the curriculum for learners in the age range for which they are trained, and as relevant to the age range they are trained to teach make appropriate use of the Curriculum Cymreig for learners aged 7-14 and Wales, Europe and the World for learners aged In relation to specific phases: (c) Key Stage 3 (c) those qualifying to teach Key Stage 3 learners teach their specialist subject(s) competently and independently using the National Curriculum programmes of study for Key Stage 3 and the relevant guidance. Those qualifying to teach the core subjects or ICT at Key Stage 3 use the relevant frameworks, methods and expectations set out in the Aiming for Excellence in Key Stage 3 guidance. All those qualifying to teach a subject at Key Stage 3 must be able to use the skills and learning covered in the Skills Framework for 3 to 19-year-olds in Wales in their teaching, as appropriate to their specialist subject; (d) S3.3.3 S3.3.4 Key Stage 4 and post-16 Delivering effective lessons Differentiating teaching (d) those qualifying to teach Key Stage 4 and post-16 learners teach their specialist subject(s) competently and independently using, as relevant to the subject and age range, the National Curriculum programmes of study and related schemes of work, or programmes specified for national qualifications (this could include work-related learning). They also provide opportunities for learners to develop the skills and learning covered in the Skills Framework for 3 to 19-year-olds in Wales in their teaching, as appropriate to their specialist subject. They teach clearly structured lessons or sequences of work which interest and motivate learners and which: a) make learning objectives clear to learners; b) employ interactive teaching methods and collaborative group work; and c) promote active and independent learning that enables learners to think for themselves, and to plan and manage their own learning. They differentiate their teaching to meet the needs of learners, including the more able and talented, and those with special educational needs. They may have guidance from an experienced teacher where appropriate. S3.3.5 S Supporting English or Welsh as an additional language Taking account of diversity They are able to support those learning English or Welsh where this is the language in which they are being taught and is different from the language or form of language of their home, with the help of an experienced teacher where appropriate. They take account of the varying interests, experiences and achievements of all those they teach to help learners make good progress. S3.3.7 Time management They organise and manage teaching and learning time effectively. 19

21 S3.3.8 Using resources safely and effectively They organise and manage the physical teaching space, tools, materials, texts and other resources safely and effectively with the help of support staff where appropriate. S3.3.9 Managing behaviour They set high expectations for learners behaviour and establish a clear framework for classroom discipline to anticipate and manage learners behaviour constructively, and promote self-control and independence. S Using ICT They use ICT effectively in their teaching. S S Length and breadth of teaching experience Providing homework They can take responsibility for teaching a class or classes over a sustained and substantial period of time. They are able to teach across the age and ability range for which they are trained. They can provide homework and other out-of-class work which consolidates and extends work carried out in the class and encourages learners to progress independently. S Working with others They work collaboratively with specialist teachers and other colleagues and, with the help of an experienced teacher as appropriate, manage the work of teaching assistants or other adults to enhance the learning of those they teach. S Equal opportunities They recognise and respond effectively to social inclusion and equal opportunities issues as they arise in the classroom, including by challenging stereotyped views, and by challenging bullying or harassment, following relevant policies and procedures. S Sustainable development and global citizenship They take appropriate opportunities to teach education for sustainable development and global citizenship in all relevant aspects of their teaching. References Qualified Teacher Status Standards Wales 2009 (2009 No.25) Welsh Assembly Government Circular No.017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance(2009) 20

22 HIGHER LEVEL TEACHING SKILLS As the trainee teacher progresses it is important to move the focus of attention to higher level teaching skills. The Standards below have been identified as examples of higher teaching skills relevant to the majority of trainees: S1: Professional values and practice S1.1 Understanding everyone s learning needs, maximising potential and demonstrating commitment S1.3 Inspiring learners S1.5 Promoting the school in the wider community S1.7 Commitment to professional development S2: Knowledge and understanding S2.1 Subject knowledge : Early Years and Key Stage 2 S2.3 Progression between stages S2.4 How development affects learning S2.6 Special Educational Needs (SEN) S3: Teaching S3.1 Planning, expectations and targets S3.1.1 Setting objectives (challenging teaching and learning objective) S3.1.2 Planning lessons (taking account of learners varying needs) S3.1.4 Working in teams (deployment of additional adults) S3.1.5 Out-of-school learning S3.2 Monitoring and assessment S3.2.1 Assessment strategies (to improve own planning and teaching) S3.2.2 Assessment to support learning (involving learners in the assessment of their own work) S3.2.3 Assessment against national frameworks S3.3 Teaching and class management S3.3.1 High expectations S3.3.4 Differentiating teaching S3.3.5 Supporting English or Welsh as an additional language S Taking account of diversity S Equal opportunities 21

23 RECORDING PROGRESS 1. What is a progress file? PROGRESS FILE A progress file essentially contains two types of documentation: (i) (ii) a record of learning and achievement; documents that represent personal development planning (PDP). The progress file is owned by the individual and is intended primarily for the individual's own use; it is not a 'formal' University record. 2. Why is it important? There are two main purposes for using a progress file: (i) to collect together in one place summary reports of what the individual has achieved and when, which can be used as a resource for producing personal statements (e.g., CVs) for employers and others, and also as an aid to PDP; (ii) to help individuals to reflect on their actual and potential academic, personal, and professional progress, and, in the case of intending teachers, to provide an aid to completing the Career Entry Profile at the end of the year. 3. The School of Education progress file for PGCE Primary trainees 3.1. Recording learning and achievement The first five sections of the progress file provide a record of learning and achievement: (i) (ii) (iii) (iv) Section 1 contains personal details, including qualifications, work experience, etc., gained before starting the course. An electronic template (in MS Word) is provided for this section, which means that it can be amended, expanded, updated, and tidied up as required. It can be stored electronically as well as printed out, so that a backup copy will always be available. Section 2 contains a record of School Experience. The summary reports (given after each period of School Experience) should be kept here, but it is useful to include individual lesson reports as well, at least temporarily, as they can help trainees plan for the next period of School Experience. Section 3 contains the trainee's academic record. Coursework feedback sheets, etc., should be kept here. Section 4 contains the trainee s ICT Audit and evidence of development and progress. 22