Professional Graduate Certificate in Education (PGCE) Secondary

Transcription

1 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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3 Contents 1. Background and rationale for development Overview of the partnership Development process... 2 Part A Proposal for the validation of the PGCE Secondary Programme specification Engagement with national reference points...17 Part B Proposed partnership arrangements Marketing, recruitment and admissions Enhancement programme Teaching accommodation, including ICT Library and information resources Student Support Staffing and staff development Course management and administration Quality assurance...22 Appendices Appendix 1 - Module descriptions Appendix 2 Due diligence report Appendix 3 Current learning resources held by KMT SCITT Appendix 4 - Staff C.V.s Appendix 5 KMT Management Board terms of reference and constitution Appendix 6 KMT Quality Assurance Policy Appendix 7 Ofsted inspection report: June 2010 Appendix 8 External examiner report: 2010/11 Appendix 9 Examination board terms of reference and constitution Appendix 10 - Minutes of the development Process Appendix 11 Approval process Appendix 12 - Memorandum of Co-operation i

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5 1. Background and rationale for development The purpose of this document is to provide further details of the proposed new partnership between the (KMT SCITT) and the School of Education, University of Brighton (SoE). This involves the validation of the PGCE Secondary award delivered by KMT as a University of Brighton award, and the approval of KMT as a partner of the University. SCITT stands for School-Centred Initial Teacher Training. SCITTs enable graduates to complete their initial teacher training and gain Qualified Teacher Status (QTS) in a school environment, and SCITT programmes are designed and delivered by groups of neighbouring schools and colleges. Many SCITTs work with HEIs to enable their trainees to additionally gain a Postgraduate Certificate in Education or Professional Graduate Certificate in Education (PGCE). KMT SCITT is a well-established provider of school-based initial teacher training. It receives consistently excellent evaluations from its trainees, and is rated as a good provider by Ofsted. It is a consortium of 19 secondary schools in the Kent and Medway area, and the SCITT is led by Leigh Technology Academy. It offers a full-time Professional Graduate Certificate in Education (PGCE or ProfGCE) Secondary award (designed to enable students to achieve the Teachers Standards in order to teach within secondary schools) in seven subjects (business studies, English, mathematics, modern foreign languages, biology, chemistry and physics), completed by approximately 43 trainees (also known as Associate Teachers) each year. The PGCE award is currently validated by the Open University Validation Service, a relationship that is due to end at the end of the 2011/12 academic year. The School of Education has been invited to be KMT SCITT s new validation partner. The government s schools White Paper, The Importance of Teaching, outlines an increased shift towards school-based Initial Teacher Training (ITT), such as the programmes offered by KMT SCITT. It also emphasises opportunities for school-based and Higher Education ITT providers to work together in new ways. The establishment of a validation relationship such as the one proposed here therefore provides many opportunities for sharing good practice and experience between KMT SCITT and the School of Education, as well as complementing the national policy agenda. KMT SCITT also offers a non-award bearing Graduate Teacher Programme, and is also seeking to offer a Primary ITT programme in the future. Further opportunities may arise from the partnership such as mentor accreditation and accreditation of continuing professional development programmes for the schools in the SCITT. 2. Overview of the partnership A brief summary of the proposed operation of the partnership is provided here: more detailed information is provided in subsequent sections. There will be approximately 43 trainees each year, following the one-year, full-time PGCE Secondary programme at KMT SCITT. KMT SCITT receives its student number allocations directly from the Teaching Agency 1 and is responsible for identifying its own appropriate tuition fee level. KMT SCITT responsibilities: Co-ordination of all marketing and recruitment; Scrutiny of all applications 1 Formerly the Training and Development Agency for Schools until 1 st April 2012 Validation and approval proposal Page 1 PGCE Secondary

6 Setting of annual tuition fees, and invoicing of trainees Teaching and assessment of all aspects of the PGCE Secondary programme Day to day course management and administration Provision of appropriate teaching accommodation; Provision of appropriate ICT facilities; Provision of learning resources, both online and hard copy; Provision of student support, guidance and welfare; Examination board administration Completion of an annual monitoring and evaluation form (which will normally take the form of the TDA s Self Evaluation Document, with additional addendums, if necessary) and related quality assurance activities to inform School of Education and University monitoring and evaluation and quality assurance processes. School of Education / University of Brighton responsibilities: Co-ordination and oversight of quality assurance activities, in accordance with Faculty of Education and Sport and UoB procedures, including: Course / module development and review, Assessment moderation, Examination board arrangements; specifically chairing the examination board External examiner arrangements in respect of the academic award Annual monitoring and evaluation. Advice and support to KMT SCITT tutors as required, including opportunities to access relevant staff development opportunities offered by the School and University; Provision of access to a short programme of enhancement / collaborative activities for KMT trainees 3. Development process KMT SCITT has offered a PGCE Secondary award since 1995/6, and this has been validated by the Open University Validation Services since As part of the new partnership arrangements with SoE, it has taken the opportunity to review and restructure its current programme slightly (primarily to incorporate the placement elements within the credit bearing structure), which has informed the PGCE Secondary award proposed in this document. KMT SCITT s proposed new PGCE Secondary award broadly mirrors the overall structure of the SoE s own PGCE Secondary programme, which will assist the completion of quality assurance and moderation activities and facilitate the exchange of good practice. Nevertheless, the content and delivery arrangements are bespoke to KMT SCITT, which reflects the distinctiveness of the school-based nature of its programme. Furthermore, at the present time, the KMT SCITT PGCE Secondary is a level 6 version of the PGCE award (Professional Graduate Certificate in Education all 120 credits are level 6), compared to the level 7 version completed by the majority of SoE students (Postgraduate Certificate in Education 40 / 120 credits are level 7). The course development team is: Stuart Russell, Dr Melanie Norman, School of Education Samantha Coates, Faculty of Education and Sport The initial partnership proposal (and due diligence report) and proposal to validate KMT SCITT s PGCE Secondary award was approved by Academic Development Committee on 16 th February 2012 (following School and Faculty scrutiny in January and February 2012). The due diligence report is included as Appendix 2. Validation and approval proposal Page 2 PGCE Secondary

7 The initial partnership proposal and the course outline (or first draft of the programme specification) was considered by Academic Standards Committee on 24 th February 2012 (following School and Faculty scrutiny in March 2012). The draft validation and partnership proposal was scrutinised by the School of Education on 13 th It is proposed that KMT SCITT s PGCE Secondary joins the Faculty of Education and Sport Modular Scheme. It has been developed to meet the aims, objectives, and regulations / requirements of courses within the Scheme. The course development process has ensured that the course aligns with the requirements of the University Common Academic Framework. Part A Proposal for the validation of the PGCE Secondary 4. Programme specification The full proposed programme specification of the course follows here. Validation and approval proposal Page 3 PGCE Secondary

8 s PROGRAMME SPECIFICATION FINAL PART 1: COURSE SUMMARY INFORMATION Course summary Final award Professional Graduate Certificate in Education Business Studies (Secondary) Professional Graduate Certificate in Education English (Secondary) Professional Graduate Certificate in Education Mathematics (Secondary) Professional Graduate Certificate in Education Modern Foreign Languages (Secondary) Professional Graduate Certificate in Education Biology (Secondary) Professional Graduate Certificate in Education Chemistry (Secondary) Professional Graduate Certificate in Education Physics (Secondary) Intermediate award n/a Course status Proposed Awarding body University of Brighton Faculty Faculty of Education and Sport School School of Education Location of study/, Dartford, Kent. campus Partner institution(s) Name of institution Host department Course status 1. Kent and Medway Validation Training SCITT Admissions Admissions agency GTTR Entry requirements General Admissions Criteria (from 2013/14 entry): Include any progression opportunities into the course. The entry requirements for this programme are informed by the Teaching Agency s ITT Criteria (2012) for all ITE programmes: C1.1 That all entrants have achieved a standard equivalent to a grade C in the GCSE examinations in English and mathematics. C1.2 That, in the case of graduate programmes of ITT, all entrants hold a first degree of a United Kingdom higher education institution or equivalent qualification. C1.3 That all entrants, as part of the provider's selection procedures, have taken part in a rigorous selection process designed to assess their suitability to teach. C1.4 That all entrants beginning ITT on or after 1 August 2013 have passed the professional skills tests prior to entry. Validation and approval proposal Page 4 PGCE Secondary

9 Programme specific Admissions Criteria: The required qualifications for entry onto this programme are: 'O' Level/GCSE A-C pass grade in English and Mathematics or equivalent (Kent and Medway Training offers the opportunity to sit an equivalence test). A degree firmly focused in the subject the Associate Teacher wishes to teach at with a 2:2 classification or better (Subject relevant experience may be taken into account where the degree does not meet this requirement) Above all, the selection board will be looking for evidence of: Strong motivation to work with young people; Relevant experience with young people of secondary school age, including recent experience of UK secondary schools; A genuine interest in how children may learn; Flexibility and enthusiasm; An awareness of and the ability to cope with the demands and pressures of teaching; An appreciation of the benefit of life-long learning; An ability to understand written English and to speak and write clearly in English. Start date (mmm-yy) September 2012 Normally September Mode of study Mode of study Duration of study Maximum registration period (standard) Full-time 1 year 4 years Part-time n/a n/a Sandwich n/a n/a Distance n/a n/a Course codes/categories UCAS code KMT K30 Contacts Course Leader (or Stuart Russell Course Development Leader) Admissions Tutor Brenda Smith Examination and Assessment External Examiner(s) Name Place of work Date tenure expires t.b.c Examination Board(s) PGCE Secondary Joint Area and Course Examination Board (AEB/CEB) Approval and review Approval date Review date Validation t.b.c / Date of original validation. 3 Date of most recent periodic review (normally academic year of validation + 5 years). Validation and approval proposal Page 5 PGCE Secondary

10 Programme Specification t.b.c 4 September This programme specification is applicable to students starting their studies in September Professional, Statutory and Regulatory Body 1 (if applicable): Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): Teaching Agency / Ofsted May Month and year this version of the programme specification was approved (normally September). 5 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 6 Date of most recent review by accrediting/ approving external body. Validation and approval proposal Page 6 PGCE Secondary

11 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: The aim of Kent and Medway Training is to provide professional training for suitably qualified persons in the theory and practice of teaching children within the age range years in specified subjects, to a standard and quality which will enable the recipient of the training to obtain the Department for Education s Teachers Standards (2012). The aims of the programme are to: Encourage and train all Associate Teachers to achieve a high standard of professional competence in line with the University of Brighton s requirements for PGCE qualification and the Secretary of State s Teachers Standards (2012) requirements. Provide all Associate Teachers with a critical awareness of the theoretical underpinning and academic research on which their work in the profession must be based. Maximise the aspirations and attainments of Associate Teachers by integrating critical thinking, theory and practice and developing the flexible skills and knowledge necessary for effective teaching and learning. Ensure that all Associate Teachers acquire the necessary subject knowledge and develop a critical approach to subject pedagogy to enable them to teach their specialist subject(s) in secondary education as follows: o Business Studies to Key Stage 4 and Post 16, with Key Stage 3 ICT enhancement o English, Mathematics, MFL and Science to Key Stage 3 and 4, with Post 16 enhancement Ensure that Associate Teachers become responsive to the academic, vocational and pastoral needs of pupils and learn, with guidance, to address these in partnership with parents and colleagues from the profession. Encourage all Associate Teachers to become responsible for their own personal development and acquire the knowledge and critical reflection skills to take charge of their continuing professional development beyond the teacher-training course. Validation and approval proposal Page 7 PGCE Secondary

12 Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 7. Knowledge and theory By the end of the programme, students will have: 1. The knowledge and understanding required to meet the Teachers Standards (2012) 2. The knowledge and understanding of current debates, concepts and issues in education 3. A strong theoretical underpinning to their practice based on theories, research, subject specific knowledge, pedagogies and methodologies 4. A critical appreciation of relevant education strategies, policies and guidelines and their implications for teachers in relation to improving learning 5. An understanding that teaching and learning occur in diverse, complex and contextualised settings that impact on practice Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. By the end of the programme, students will be able to: Cognitive Skills 6. Use key terms, concepts and theories to inform and evaluate practice 7. Apply critical and reflective thinking skills in relation to reviewing literature 8. Apply critical and reflective thinking skills in relation to practice 9. Support personal and professional development through analysis, reflection and evaluation Professional Skills 10. Demonstrate the skills and attributes required to meet the Teachers Standards (2012) 11. Demonstrate they can critically evaluate their own practice in order to improve practice 12. Adopt a reflective approach to research, innovations and other literature in order to inform and improve their practice Key Skills 13. Use ICT applications for information retrieval and communication purposes 14. Use skills in literacy and numeracy to aid pupil learning 15. Communicate ideas concisely and effectively orally and in written work showing clear expression and coherent structure 16. Work collaboratively with others or take a leadership role as appropriate 17. Demonstrate effective time management skills 18. Take responsibility for completing a programme of learning requiring sustained independent application and professionalism 19. Produce assignments involving the analysis and presentation of materials and issues QAA subject benchmark statement (where applicable) 8 Not applicable 7 Please refer to Course Development and Review Handbook or QAA website for details. 8 Please refer to the QAA website for details. Validation and approval proposal Page 8 PGCE Secondary

13 PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. The programme (in common with all Initial Teacher Training provision) accredited and has student numbers allocated to it by the Teaching Agency 9. All student teachers must achieve the Department for Education s Teachers Standards before they can be awarded QTS, and therefore the programme has been designed to provide students with appropriate opportunities and experiences to meet these Standards 10. Finally, the Teaching Agency uses information about the quality and efficiency of provision obtained through inspections undertaken by Ofsted 11. Kent and Medway Training is currently designated a Good provider by Ofsted. The University of Brighton and Kent and Medway Training are inspected separately by Ofsted. LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. Learning and teaching methods include: Taught input, via the Professional Studies and Subject Studies programmes: Lectures Tutor led workshops Seminars Tutorials Group discussions, presentation and debates Micro-teaching within subjects School-based training: School-based experience Pupil observation Mentor support Independent study: Personal research and reading Preparation for assessment An e-portfolio system, will be adopted to underpin learning, teaching and assessment activities, and to assist in the monitoring of trainee progress. Learning and Teaching Method % of Student Effort Taught input 10% School Based Training 28 weeks 80% Independent study 10% Details of the Standards are available from: Validation and approval proposal Page 9 PGCE Secondary

14 ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The programme will be assessed through written assignments, a journal and placement reports. Learning Outcomes Assessment method Modules Number of credits 1. The knowledge and understanding required to meet the Teachers Standards (2012) 2. The knowledge and understanding of current debates, concepts and issues in education 3. A strong theoretical underpinning to their practice based on theories, research, subject specific knowledge, pedagogies and methodologies 4. A critical appreciation of relevant education strategies, policies and guidelines and their implications for teachers in relation to improving learning 5. An understanding that teaching and learning occur in diverse, complex and contextualised settings that impact on practice 6. Use key terms, concepts and theories to inform and evaluate practice 7. Apply critical and reflective thinking skills in relation to reviewing literature 8. Apply critical and reflective thinking skills in relation to practice 9. Support personal and professional development through analysis, reflection and evaluation Mentor assessment of school-based practice Assessment of assignments Assessed during school experience and through assignments Primarily assessed in Reflective Journals and assignments but also in lesson planning and evaluations during school experience Primarily assessed during school experience and through assignments Primarily assessed during school experiences and through Reflective Journals and assignments Primarily assessed within written assignments but also used to inform lesson planning and evaluations Assessed during school experience and through assignments Assessed during school experience and through mentor assessment of school-based-practice Assessed during school experience and through evaluations and mentor meetings EK601/ EK All 120 EK602/ EK603/ EK604 All 120 EK601/ EK605 EK602/ EK603/ EK604 EK602/ EK603/ EK604 EK601/ EK605 EK601/ EK Validation and approval proposal Page 10 PGCE Secondary

15 10. Demonstrate the skills and attributes required to meet the Teachers Standards (2012) Assessed during school experience and through mentor assessment of school-based-practice. Formal observations will also be carried out by lead mentors and KMT staff EK601/ EK Demonstrate that they can critically evaluate their own practice in order to improve practice Primarily assessed during school experiences and through Reflective Journals and assignments All Adopt a reflective approach to research, innovations and other literature in order to inform and improve their practice Primarily assessed during school experiences and through Reflective Journals and assignments All Use ICT applications for information retrieval and communication purposes Use of ICT to store and retrieve resources and keep accurate records of mentor meeting records and lesson observations. EK601/ EK Use skills in literacy and numeracy to aid pupil learning Through lesson planning and observations EK601/ EK Communicate ideas concisely and effectively orally and in written work showing clear expression and coherent structure Primarily assessed during school experiences and through Reflective Journals and assignments All Work collaboratively with others or take a leadership role as appropriate Assessed during school experience and through mentor assessment of school-based-practice 601/ Demonstrate effective time management skills Assessed during school experience and through mentor assessment of school-based-practice 601/ Take responsibility for completing a programme of learning requiring sustained independent application and professionalism Primarily assessed during school experiences and through Reflective Journals and assignments All Produce assignments involving the analysis and presentation of materials and issues Primarily assessed during school experience and through assignments EK602/ EK603/ EK Validation and approval proposal Page 11 PGCE Secondary

16 SUPPORT AND INFORMATION Institutional (at All students benefit from: KMT SCITT) Induction fortnight Library facilities Computer pool rooms Welfare support Personal tutor for advice and guidance Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: In addition, students on this course benefit from: E-portfolio KMT Student / Course Handbook and Subject Handbook Optional access to a short programme of enhancement activities at the University of Brighton Validation and approval proposal Page 12 PGCE Secondary

17 PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. September December January March April - June EK601 School Placement 1 20 Level 6 credits EK603 - Planning for Teaching of Specialist Subject 20 Level 6 credits EK602 Professional and Education Studies 20 Level 6 credits EK604 - Monitoring and Assessment 20 Level 6 credits EK605 - Reflective Professional Journal and School Placement 2 40 Level 6 credits The course will begin in September with a 2-week induction period at KMT. The trainees will then begin their school based training for 3 days a week, spending Thursday afternoons at KMT for professional and subject based, central training. After the October half term the trainees will be in school for 4 days a week. In between the 1st and 2nd placements, the trainees will be involved in changeover week which enables them to be inducted in their new school and also visit schools outside of the consortium to enhance the training experience. During the 2nd placement the trainees will spend 4 days a week in school and as before, Thursday afternoons at KMT. After Easter the trainees will be in school 5 days a week with the course finishing at the end of June. Remaining time which is not spent in school or at KMT is used by trainees for visits to secondary and primary schools, background reading, planning and preparation, individual tutorials with KMT staff, (optional) participation on the University of Brighton-based enhancement programme and completion of assessment tasks. Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Level 12 Module Statu Module title Credit code s 6 EK601 M School Placement EK602 M Professional and Education Studies 20 6 EK603 M Planning for Teaching of Specialist Subject 20 6 EK604 M Monitoring and Assessment 20 6 EK605 M Reflective Professional Journal and School Placement 2 40 Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) 12 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Validation and approval proposal Page 13 PGCE Secondary

18 O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Validation and approval proposal Page 14 PGCE Secondary

19 AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Total credits 13 Minimum credits 14 Ratio of marks 15 : Class of award Final ProfGC Business Studies 6 Total credit 120 credits Minimum credit at level Not applicable Not applicable E (Secondary) of award 90 credits Final ProfGC English (Secondary) 6 Total credit 120 credits Minimum credit at level Not applicable Not applicable E of award 90 credits Final ProfGC Mathematics (Secondary) 6 Total credit 120 credits Minimum credit at level Not applicable Not applicable E of award 90 credits Final ProfGC Modern Foreign Languages 6 Total credit 120 credits Minimum credit at level Not applicable Not applicable E (Secondary) of award 90 credits Final ProfGC Biology (Secondary) 6 Total credit 120 credits Minimum credit at level Not applicable Not applicable E of award 90 credits Final ProfGC Chemistry (Secondary) 6 Total credit 120 credits Minimum credit at level Not applicable Not applicable E of award 90 credits Final ProfGC Physics (Secondary) 6 Total credit 120 credits Minimum credit at level Not applicable Not applicable E of award 90 credits *Foundation degrees only Progression routes from award: Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 16 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% % Merit Upper second (2:1) Merit 50% % Lower second (2:2) Pass Pass 40% % Third (3) 13 Total number of credits required to be eligible for the award. 14 Minimum number of credits required, at level of award, to be eligible for the award. 15 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 16 Refers to taught provision: PG Cert, PG Dip, Masters. Validation and approval proposal Page 15 PGCE Secondary

20 EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. Exceptions required by PSRB These require the approval of the Chair of the Academic Board n/a Validation and approval proposal Page 16 PGCE Secondary

21 5. Engagement with national reference points 5.1 Quality Assurance Agency The learning outcomes of the PGCE Secondary have been designed to correspond with the Descriptor for higher education qualifications at level 6, as indicated by the Quality Assurance Agency s Framework for Higher Education Qualifications (available within Part 1 of the QAA Quality Code: Chapter-A1.pdf). Chapter B10 Management of collaborative arrangements of the QAA s Quality Code (available here: B10.aspx ) has also informed the development of the partnership arrangements. 5.2 Teaching Agency The Training and Development Agency (now the Teaching Agency) has recently finalised its new Initial Teacher Training criteria, which are effective from September 2012 (these have replaced the current Accreditation Criteria and ITT Requirements). The development has taken account of the new ITT criteria, which are available here: The key change for secondary programmes from the current ITT Requirements is that, from September 2013, all entrants must have passed the Professional Skills Tests prior to entry. The Department for Education s new Teachers Standards (which replace the existing Standards for Qualified Teacher Status) are effective from September 2012 (the Teachers Standards are available here: ). Evidence that students have met the Standard is primarily gained through the school-based placement and KMT utilises a traffic light tracking system to monitor trainee progress against the standards throughout the whole programme. This tracking begins at the application and interview stage and adopts stages of interim and summative assessments that use both KMT descriptors and Ofsted descriptors for ITT. This tracking system is updated regularly to enable trainee target grades to be amended when necessary. It is the intention of KMT to continue to utilise this tracking system alongside the information and data that can be collated by te-portfolios. The following University of Brighton policies and initiatives have informed the development of the curriculum and organisation of the programme: 6.1 E-learning KMT currently has the STAR system installed in two of our consortium schools and it is our intention to develop their usage so that we can not only develop e-learning opportunities but also record and provide exemplar materials for training use. Use of a new web site and the Pebblepad system will also greatly increase the opportunities to develop e learning resources and information. Specifically, Pebblepad ( is the e-portfolio system used on University of Brighton ITT programmes. It is primarily used to track trainees achievement of the Teachers Standards. A programme of support is currently being Validation and approval proposal Page 17 PGCE Secondary

22 developed by School of Education staff to assist KMT with the introduction and implementation of Pebblepad onto its PGCE Secondary programme. 6.2 Assessment strategy The University s Policy on information to students on summative assessment and academic feedback will be followed, including the expectation that assessment feedback will be returned to students within 20 working days. Part B Proposed partnership arrangements 7. Marketing, recruitment and admissions KMT will have full responsibility for the marketing, recruitment and admissions to the programme. At the recruitment stage, Kent and Medway Training attends local, regional and national events to attract people from all backgrounds. It is here where we make it very clear to potential applicants that we have a commitment to support them once we know their specific individual needs. These needs are also addressed in the application process and at interview where once again we will make it clear of how we can support everyone. During the admission stage all applicants undergo an enhanced CRB check and their suitability for teaching is also addressed. 8. Enhancement programme In support of the partnership, KMT trainees will be invited to participate in a short enhancement programme of activities at the School of Education, University of Brighton. Specifically, KMT trainees will be invited to attend lectures comprising the Education Studies / Professional Studies aspect of the School of Education s PGCE Secondary award as appropriate. This programme of activities will vary each year, but for illustrative purposes, the draft programme for 2012/13 is as follows: Friday 7th Sept - 'Talking Voice' ( where a professional voice coach talks to the students about looking after the voice as it is the teacher's essential tool) Mon 10th Sept - What kind of teacher do you want to be and why? Education Studies and policy. A. Davies Tues 11th Sept - Critical Reflection. S. Roberts Wed 12th Sept - Angels in the Architecture: Curriculum. K Pailthorpe Thurs 13th Sept - Alternative perspectives in Education:K. Fossey (University of Brighton) and J. Riley (TBC) (Brighton College) Mon 17th Sept - Great teacher, Great lesson. Nick Wergen & pupils from Blatchingdon Mill School Tues 18th Sept - Learning. Andy Davies Wed 19th Sept - Behaviour. Abbie Eland, Behaviour Intervention Officer, St Bedes School, Reigate. Thurs 20th Sept - Additional Learning Needs: Towards and inclusive pedagogy. C. Sweeney Fri 5th Oct - Professional and Personal Conduct. Kay Taylor (Davison School) TBC Fri 12th Oct - Assessment for learning. Brian Marsh Fri 19th Oct - Behaviour 2: Attachment, development and inclusion. Louise Bomber, YellowKite TBC Validation and approval proposal Page 18 PGCE Secondary

23 Fri 9th Nov - SEND: Working in Partnerships. Maggie Morgan, SENCO, Varndean School Wed 6th Feb - 'Voices from Our Community Day' (focus on SEND/inclusion) This is not a required part of the KMT PGCE Secondary award and trainees will be invited to attend according to their interests. Nevertheless, it will provide a valuable opportunity for trainees from the two programmes (KMT and School of Education) to meet, share experiences etc. 9. Teaching accommodation, including ICT KMT has a training centre located at the Leigh Academy. This provides a dedicated large teaching room (with interactive whiteboard and projection facilities) in addition to access to a lecture theatre (with multimedia facilities) and other classroom facilities. Additionally, there are administrative offices, networked computers and internet access for trainees use, reference library and access to Leigh Technology Academy library, reprographics centre and restaurant facilities (including social learning spaces). Laptop computers are available to support trainees in the classroom. KMT uses Uniservity as its VLE, which will be complemented by the introduction of the e-portfolio referred to in paragraph 6.1. The facilities at the Leigh Academy are also complemented by facilities available in each of the schools within the consortium, each of which has classroom accommodation and at least one laptop and scanner available for the use of trainees. Schools are also provided with a range of key textbooks for the trainees to use whilst on placement there. 10. Library and information resources As a directly funded institution, provision of learning resources is the primary responsibility of KMT. Appendix 3 provides a list of the resources currently held by KMT in its library. Trainees are also encouraged to use the Teacher Training Resource Bank. The library facilities at the Leigh Academy are also complemented by the availability of 4 or 5 key texts in each of the schools in the consortium, as well as access by trainees to those schools Professional Development libraries. Furthermore, those KMT trainees who wish to participate in the Enhancement Programme referred to in paragraph 8 will be registered as University of Brighton short course students, thereby providing access to the University of Brighton library, including its online facilities. KMT also runs an extensive professional studies programme that will be shared with the University of Brighton to enable their student teachers to attend sessions when appropriate. 11. Student Support The primary responsibility for the provision of Student Support rests with KMT. This support can be specifically linked to travel, childcare, those not in receipt of a bursary and for single parents. This support is primarily aimed at low- income groups. The information about these individuals is obtained through applications, interviews, maintenance grant forms and in continual conversations with the trainees. These conversations are then shared between the training manager and the finance and Validation and approval proposal Page 19 PGCE Secondary

24 course administrator. This support is embedded thoroughly during the training year and can come in the form of pastoral care, counselling, financial support and assistance and improved access to resources both at KMT, at home and in school. Data linked to the recruitment of men and BME trainees is given to the TDA and reported with within the Self Evaluation Document (see paragraph 14) on an annual basis. Due to the structure of our consortium and the level of support that is provided to all trainees but especially those with mitigating circumstances, Kent and Medway Training is able to maintain high levels of retention and ultimately, employment both within our consortium schools and in the local surrounding areas. 12. Staffing and staff development From 2012/13, overall management responsibility for the KMT SCITT will be undertaken by the SCITT Training Manager (Stuart Russell) and the Graduate Teacher Training Manager (Karen Esland). Stuart Russell is the programme leader for the PGCE Secondary, and a Lead Mentor supported by a Deputy Lead Mentor as follows leads each subject route: Subject Lead Mentor Deputy Lead Mentor Business Steve Cragg Lynne Johnson English Sarah Jacobson Patrick Gray Mathematics Thelma Donnelly Clive Boughtflower Modern Foreign Andrew Humphreys Yamina Mimoun Languages Science (Biology, Chemistry and Physics) Alan Taylor Fiona Linter Carmen Quan The CVs of the Training Manager, Graduate Teacher Manager, Lead Mentors and Deputy Lead Mentors are provided in Appendix 4. All members of the programme team hold Qualified Teacher Status. Each school within the consortium also has a Professional Tutor who has responsibility for co-ordinating training activities whilst trainees are on placement. Staff development needs are addressed through external and internal training, regular meetings, the sharing of good practice, the implementation of the buddy system and by training managers visiting schools to meet with the trainers. 13. Course management and administration 13.1 Organisational overview The lead school for the KMT consortium is the Leigh Technology Academy in Dartford. KMT is managed by a Management Board: there is an annual general meeting of the Management Board each year (all headteachers of schools in the consortium or their nominees attend the AGM), as well as three meetings each year of the Management Executive Board (which is comprised of a representative group of headteachers). The terms of reference and constitution of the Management Board is attached as appendix 5. Validation and approval proposal Page 20 PGCE Secondary

25 The consortium is overseen and governed by the Leigh Trust, and the Chair of the KMT Management Board is also Executive Principal of the Leigh Trust. The Management Board is responsible for the appointment of all staff including the Director of Training and the Training Manager, both of whom report to the Board with regard to their performance. The Management Board is accountable to the Teaching Agency for meeting the agreed standards. The Board is also responsible for the formation and implementation of agreed policy and procedures and maintenance of quality standards, the application and selection of students, the preparation of annual budgets and overseeing of financial activities, and liaison with the Teaching Agency with regard to funding. The Management Board also has three sub-committees as follows: Quality assurance (see paragraph 14.1) Personnel Finance The membership of these sub-committees is also comprised of headteachers of schools within the consortium Course specific management and administration Paragraph 12 provides an overview of the staffing arrangements of the SCITT, with programme leadership undertaken by the SCITT Training Manager, Stuart Russell. The Programme Leader is supported by a Senior Course Administrator, Brenda Smith. There will be an opportunity for the KMT Senior Course Administrator to visit the School of Education prior to the start of the programme in order to share information regarding administrative processes and to finalise specific arrangements associated with the administration of the examination board Partnership arrangements A School of Education Link Tutor will be identified to support the partnership. The roles and responsibilities of the Link Tutor are summarised below: to be the key contact at the University of Brighton for KMT SCITT; to visit the SCITT at least once per academic year to meet the Programme Leader and / or other key staff and to maintain contact throughout the rest of the year to provide advice and support as required; to ensure that appropriate links are made between SCITT staff and School of Education staff involved in examination board and other student administration; to be a member of the Programme Board and attend at least one meeting of the Board each year, dealing with any issues that arise; to be a member of the Examination Board and attend meetings as required, dealing with any issues that arise; to ensure that the Programme Leader and the SCITT are represented at the School of Education Board of Study; to advise the Programme Leader on the development of the programme, providing guidance on curriculum content, teaching and learning practice, assessment practice, and learning resources, drawing on University, Faculty and School policy and procedures; Validation and approval proposal Page 21 PGCE Secondary

26 to advise and support the Programme Leader during preparation for, and involvement with, periodic review of the programme; to ensure that the Programme Leader and other teaching staff are invited to attend School-based development activity in relevant subject areas, for example research seminars; to advise on annual monitoring processes and ensure appropriate representation of the Programme leader during School of Education academic health events; to advise the Programme Leader on external examiner nominations in advance of formal University of Brighton approval of nominations; to participate in University of Brighton partner review, and other SCITT-based quality assurance activities such as those determined by the QAA if required to report any matters of concern regarding the academic standard or quality of the programme to the Head of School 13.4 Memorandum of Co-operation The draft memorandum of co-operation between KMT SCITT and the University of Brighton is provided in Appendix 12. This will be finalised following the validation and approval event. Financial arrangements will be reviewed on an annual basis. 14. Quality assurance 14.1 KMT quality assurance arrangements KMT has well established internal quality assurance arrangements, as illustrated by its Quality Assurance Policy and annual QA Cycle attached as Appendix 6. Quality assurance of the provision is overseen by a Quality Assurance Sub- Committee. This committee meets regularly throughout the year and comprises of both of the KMT managers, Headteachers and professional tutors. At present KMT does not have a programme board but will implement this in 2012/13 to enable teachers, trainees and mentors; To review and ensure the academic standards of the Programme and the Routes in the Programme; To monitor the admissions policy of the Programme; To apply the specific examination and assessment procedures of the Programme and its Routes and to report on them to the School Board of Study; To discuss and make recommendations for the appointment of external examiners; To monitor and evaluate the academic health of the Programme and its Routes. KMT SCITT is subject to Ofsted inspection of its ITT provision. The report of the inspection undertaken in June 2010, which confirmed KMT as a good provider is attached as Appendix 7. Additionally, KMT was subject to Ofsted inspection in May 2012: the report of this inspection has not yet been published, however, its status as a good provider has been maintained, with improvement in some of the individual grades which contribute to the overall rating University of Brighton quality assurance arrangements The University of Brighton will have responsibility for the overall academic standards of the PGCE Secondary, and will oversee the necessary quality assurance arrangements which ensure this, which are described below. Validation and approval proposal Page 22 PGCE Secondary

27 (i) Course monitoring and evaluation KMT SCITT currently prepares an annual Self Evaluation Document (SED) which is submitted to the Teaching Agency / Ofsted during the Autumn as part of its external quality assurance requirements. In order to avoid duplication of effort, it is proposed that this SED is additionally submitted to the School of Education as KMT s annual Academic Health / monitoring and evaluation report. There is detailed external guidance available on the content of such SEDs, which focuses on trainee outcomes and requires judgements to be evidence-based (for example, drawing on data, trainee evaluations etc), and is therefore complementary to the University s monitoring and evaluation process. Nevertheless, if there were any specific issues that were of concern to the School / University that were not addressed by the suggested headings in the SED template, KMT would be invited to prepare a short annex which could be appended to the SED. (ii) Double marking and moderation The following double marking and moderation arrangements are proposed: For coursework / written assignments (NB all tasks are marked on a pass / fail basis): o 25% of each assessment task will be selected for double marking. o Following completion of double marking processes, all tutors will meet for a moderation meeting, and adjust marks for the cohort if necessary; o These activities will be completed in order to ensure that feedback and recommended marks can be returned to trainees within 20 working days of the date of submission For placements (NB placement modules receive a pass / fail mark overall; However, overall placement outcomes are graded on a four point scale, using the Ofsted grading descriptors and KMT summative descriptors), trainees will be assessed through observations by the subject mentor, the professional tutor, and the lead and deputy lead mentors and by the KMT training managers. These observations will be carried out as co-observations with the subject mentor. In order to contribute to the School of Education s role of ensuring appropriate academic standards, one module will be selected annually (on a rolling programme) for a School of Education colleague to be involved in the double marking and moderation process. Conversely, on occasion, the KMT Programme Leader will be invited to be involved in the double marking and moderation processes associated with the School of Education PGCE Secondary award. (iii) External examining and examination boards A single Course External Examiner will be appointed by the University of Brighton following standard processes. The external examiner will consider the standards of the PGCE Secondary as well as contributing to the moderation of the award of Qualified Teacher Status, which will involve the observation of trainees, meeting mentors etc. The current external examiner is Alan Fowler, who has almost completed two academic years as external examiner (2010/11 and 2011/12). Alan Fowler s report from 2010/11 is attached as Appendix 8. Validation and approval proposal Page 23 PGCE Secondary

28 Alan Fowler will be proposed as KMT s external examiner under its validation arrangement with the University of Brighton: the necessary nomination and appointment process is currently being pursued. The examination board for the KMT PGCE Secondary will be separately constituted as a joint Area and Course Examination Board. Its terms of reference and constitution will be in accordance with the standard requirements outlines in the University of Brighton General Examination and Assessment Regulations for Taught courses, and are attached as Appendix 9. It will be chaired by a senior member of School of Education staff. There will be two examination boards each year as follows: An interim Area and Course Examination Board will be held in February in order to consider the recommended assessment outcomes in modules EK601 (School Placement 1) and EK602 (Professional and Education Studies). This is necessary, as it is not possible for a student to commence modules EK 603/604 and 605 (Reflective Professional Journal and School Placement 2) without having successfully completed EK601 (School Placement 1). A final Area and Course Examination Board will be held in June in order to consider the recommended assessment outcomes in all remaining modules, and to make recommendation for the conferral of awards. A Referral Examination Board will be held in September if required. (iv) Assessment regulations The University of Brighton s General Examination and Assessment Regulations (GEAR) will prevail. A workshop will be held at KMT, led by a member of Faculty of Education and Sport staff, on the University of Brighton regulations prior to the start of the programme. (v) Course review and modules Proposed amendments to modules and the PGCE Secondary will be considered and approved in accordance with standard Faculty of Education and Sport and University of Brighton procedures. Validation and approval proposal Page 24 PGCE Secondary

29 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 1 Module descriptions FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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31 s Module Description Title School Placement 1 Code EK601 Level 6 Credit rating 20 Pre-requisites / Corequisites / Entry criteria None for freestanding modules Type of module (Taught, Taught and placement module Independent study, Supervised study, Workrelated or placement) Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study. This module aims to provide opportunities for student teachers to gain specific experiences and demonstrate competences linked to the Teachers Standards (DfE 2012) It also enables trainee teachers to reflect upon and evaluate their experiences, identify professional strengths and needs, and set targets for improvement. Learning outcomes By the end of the placement, students will have/be able to: 1. The knowledge and understanding required to meet the Teachers Standards (DfE 2012) LO1 2. Demonstrate some of the skills and attributes required to meet the Teachers Standards (DfE 2012) LO10 3. Demonstrate they can critically evaluate their own practice in order to improve practice - LO11 4. Take responsibility for completing a programme of learning requiring sustained independent application and professionalism - LO18 Validation and approval proposal Page 27 PGCE Secondary

32 Content Induction period at KMT-17 th September 2012 to 28th September st Placement -1st October 2012 to 25th January 2013 (excluding Thursdays) 3 days a week: 1st October to October Half-Term 4 days a week: End of October half-term to 25 th January In addition to the school based training, all trainees will attend KMT on Thursday afternoons for professional studies taught sessions followed by subject specific training that takes place within the consortium schools or at KMT. During the A placement, all Science and MFL trainees will receive an additional subject studies session and this will take place on an alternative day after school. Thursday mornings will be available for the trainees for independent study, or to attend KMT for individual tutorials. At the start of the first placement, when trainees are only in school 3 days a week. A day will be assigned to independent study. Learning and teaching strategies Contact Time: School based training and professional and subject studies programmes Non-contact Time: Independent study A designated mentor and professional tutor in the consortium school are responsible for guiding, assisting, supervising, assessing and reporting on trainee teachers experiences in teaching and placement -based training. At an appropriate pace during the first few weeks trainees progress from observing experienced teachers teaching classes, to assisting them, to taking responsibility for planning, teaching and evaluating their own lessons. Meetings with mentors and professional tutors take place to help students monitor and reflect on progress and to provide assistance for further development. The expectations and guidance for the placement are detailed in the Partnership Agreement and in the course handbook. Validation and approval proposal Page 28 PGCE Secondary

33 Learning support (Indicate 8-12 key resources, and ensure that all resources, including electronic sources, are fully referenced, and indicate the date last accessed for all electronic sources) Books: Baumann, Bloomfield and Roughton (2006) Becoming a Secondary School Teacher 5 th Edition:Hodder and Stoughton Capel, Leask and Turner (2005) Learning to Teach in the Secondary School 4 th Edition: Routledge Kyriacou (2009) Effective Teaching in Schools 3 rd Edition: Nelson Thornes Ginnis (2010) The Teachers Tool kit :Crown House Publishing Geen (2007) Effective Teaching for the 21 st Century 4 th Edition: UWIC Joyce, Calhoun and Hopkin (2002) Models of learning tools for Teaching 2 nd Edition: Open University Press. Journals: TBA Electronic Sources: (Accessed ) Department for Education Others: PGCE Training Manager, KMT administrative staff, lead mentor, deputy lead mentor, subject mentor and professional tutor Validation and approval proposal Page 29 PGCE Secondary

34 Assessment task Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and trainees will be required to complete the following tasks: Task: School Placement 1 (Weighting 100%) The outcome of the placement will be determined on a pass/ fail basis. KMT staff and school- based mentors use the KMT assessment schedule and descriptors to make judgements about trainees achievements. These judgements are based on observations of trainees teaching and the scrutiny of the professional files * and are linked to the Teachers Standards. * Professional files include the portfolio/ PebblePad e-portfolio and all placement files showing planning, resources, evaluations, mentor meeting records etc. Due to the nature of the module, there is no opportunity for referral. Students who fail the module may be allowed to repeat it in full. Assessment criteria (link to Learning Outcomes) General criteria for assessment are framed by the SEEC descriptors for level 6. Against specific criteria, credit will be awarded for the trainee having: Within the context of the placement, trainees must achieve at least a satisfactory grade in relation to the Teachers Standards. The successful completion of the A placement expectations published in the course handbook. The completion of the A placement tasks and expectations are overseen by the KMT training manager, the lead and deputy mentors and the subject mentor and professional tutor in school. All learning outcomes must be achieved in order to pass the module at the threshold level. Due to the nature of the module, there is no opportunity for referral. Trainees who fail the module may be allowed to repeat it in full. Brief description of module content and/or aims for publicity This module aims to provide opportunities for student teachers to gain specific experiences and demonstrate competences linked to the Teachers Standards (DfE 2012) It also enables trainee teachers to reflect upon and evaluate their experiences, identify professional strengths and needs, and set targets for improvement. Area examination board PGCE Secondary Course Examination Board Module co-ordinator Stuart Russell Normal module duration One semester (FT) (e.g. one or two semesters) Site where delivered KMT and consortium schools Date of first approval? 2012 Date of last revision? 2012 Date of approval of this? 2012 version Version number 1 Validation and approval proposal Page 30 PGCE Secondary

35 Replacement for previous module Route(s) for which module is acceptable and status in Route (Mandatory, Compulsory or Optional) Course(s) for which module is acceptable and status in course (Mandatory, Compulsory or Optional) School home External examiner(s) N/A Mandatory Mandatory Kent and Medway Training (School of Education) Alan Fowler Validation and approval proposal Page 31 PGCE Secondary

36 s Module Description Title Professional and Education Studies Code EK602 Level 6 Credit rating 20 Pre-requisites / Corequisites / Entry criteria None for freestanding modules Type of module (Taught, Taught, independent study and placement module Independent study, Supervised study, Workrelated or placement) Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study. The aim of the module is to support the development of the trainees professional attributes, professional knowledge and understanding and professional skills, towards an informed and critical awareness of theory, current requirements, policy, contexts and issues in education. Learning outcomes By the end of the module students should have: 1. A strong theoretical underpinning to their practice based on theories, research, subject specific knowledge, pedagogies and methodologies LO3 2. A critical appreciation of relevant education strategies, policies and guidelines and their implications for teachers in relation to improving pupil learning LO4 3. An understanding that teaching and learning occur in diverse, complex and contextualised settings that impact on practice LO5 4. The use of key terms, concepts and theories to inform and evaluate practice LO6 5. The ability to apply critical and reflective thinking skills in relation to reviewing literature and practice LO7/8 Validation and approval proposal Page 32 PGCE Secondary

37 Content Learning and teaching strategies This module will consist of school based training, centre based training through professional studies lectures and independent study. Centre based training for the module will focus on the role of the teacher, learning styles and teaching strategies, SEND and classroom management. Trainees should read from a range of texts from the list and from their own research and make notes on theories of learning, learning styles, teaching strategies, professional values and practice. Trainees should shadow a key stage 3 pupil with SEND for a day and make notes on the following: The teaching strategies observed How the pupil s different learning styles are catered for. The responses of the pupil and his/her peers to the learning opportunities provided by the teacher. Examples of how the teachers carry out their professional responsibilities. Finally, write an analysis of their observations linking their reading of theory with practical examples from theory observations. The ability to demonstrate all assessment criteria is essential for a PGCE pass. Contact Time: School based training and professional and subject studies programmes. Non-contact Time: Independent study Validation and approval proposal Page 33 PGCE Secondary

38 Learning support (Indicate 8-12 key resources, and ensure that all resources, including electronic sources, are fully referenced, and indicate the date last accessed for all electronic sources) Books: Capel, Leask, & Turner. (2009) Learning to Teach in the Secondary School: Routledge Geen, A. (2007) Effective Teaching for the 21 st Century: Learning and Teaching. Cardiff, IWIC Press Kyriacou, C. (2009) Effective Teaching in Schools Cheltenham, Stanley Thornes Fisher,R. (2005) Teaching Children to Learn. Cheltenham, Nelson Thornes Fisher,R.(2005) Teaching Children to Think. Cheltenham, Nelson Thornes University of Bristol. (2012) The Bristol Guide TDA (2009) Special Educational Needs and/or Disabilities Tool Kit: Journals: TBA Electronic Sources: (Accessed ) Others: School SENCO, PGCE Training Manager, KMT administrative staff, lead mentor, deputy lead mentor, subject mentor and professional tutor Validation and approval proposal Page 34 PGCE Secondary

39 Assessment task Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and trainees will be required to complete the following tasks: Task (Weighting 100%): 1. Write an analysis of your observations from shadowing a key stage 3 SEND pupil, linking your reading with a critical reflection of the practice observed. (3000 words) [ (The ability to demonstrate all assessment criteria is essential for a PGCE pass) The task will be marked on a pass/fail basis and assessment criteria for the module will be detailed in the course handbook. Referral task: Reworking of original task.. Assessment criteria (link to Learning Outcomes) General criteria for assessment are framed by the SEEC descriptors for level 6. Against specific criteria, credit will be awarded for: A strong theoretical underpinning to their practice based on theories, research, subject specific knowledge, pedagogies and methodologies LO3 A critical appreciation of relevant education strategies, policies and guidelines and their implications for teachers in relation to improving pupil s learning LO4 An understanding that teaching and learning occur in diverse, complex and contextualised settings that impact on practice LO5 The use of key terms, concepts and theories to inform and evaluate practice LO6 The ability to apply critical and reflective thinking skills in relation to reviewing literature and practice LO7/8 All learning outcomes must be achieved in order to pass the module at the threshold level. Brief description of module content and/or aims for publicity Observe and comment on a KS3 SEND pupil s school day, the teaching strategies experienced, his/her learning experiences for that day and how the teachers you observed demonstrated their professional attributes, knowledge and skills. Area examination board PGCE Secondary Examination Board Module co-ordinator Stuart Russell Normal module duration One semester (e.g. one or two semesters) Site where delivered KMT and placement school Date of first approval? 2012 Date of last revision? 2012 Date of approval of this? 2012 version Version number 1 Replacement for previous N/A module Validation and approval proposal Page 35 PGCE Secondary

40 Route(s) for which module is acceptable and status in Route (Mandatory, Compulsory or Optional) Course(s) for which module is acceptable and status in course (Mandatory, Compulsory or Optional) School home External examiner(s) Mandatory Mandatory Kent and Medway Training (School of Education) Alan Fowler Validation and approval proposal Page 36 PGCE Secondary

41 s Module Description Title Planning for Teaching of Specialist Subject Code EK603 Level 6 Credit rating 20 Pre-requisites / Corequisites / Entry criteria None for freestanding modules Type of module (Taught, Taught, placement and independent study module Independent study, Supervised study, Workrelated or placement) Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study. The aims of the module are: to provide an opportunity to demonstrate the ability to write a coherent series of lesson plans. to encourage a professional approach to planning for effective teaching, learning and progression to offer opportunities to review and use appropriate learning resources and activities to enable an understanding of the role of the National Curriculum and/ or the syllabuses and standards demanded by accrediting bodies for a range of levels in curriculum planning. Learning outcomes By the end of the module students should have: 1. A critical appreciation of relevant education strategies, policies and guidelines and their implications for teachers in relation to improving pupil learning LO4 2. The use of key terms, concepts and theories to inform and evaluate practice LO6 3. The ability to apply critical and reflective thinking skills in relation to reviewing literature and practice LO7/8 4. Adopt a reflective approach to research, innovations and other literature in order to inform their practice LO11 5. Communicate ideas concisely and effectively in written work showing clear expression and coherent structure LO15 6. Demonstrate effective time management skills LO17 Validation and approval proposal Page 37 PGCE Secondary

42 Content In negotiation with your Mentor and Lead Mentor plan a series of 4 detailed lessons (3 if your lessons are 90 minutes or longer) on a KS3 or KS4 topic of your choice. Include learning activities, use of ICT, assessment, and homework exercises and copies of any worksheets if appropriate; give full details of all resources that you would use or include them in the appendices. You may choose to present an outline scheme of work as well although this is not a requirement of the assignment. Provide a brief description of the context for these lessons; the year and type of class, the ability level of the pupils, how the lessons fit within the departmental scheme of work, the school features and policies that have to be taken into account as well as the place of the topic in the programme of study. Write an analytical and evaluative commentary justifying why you have made the choices you have made and stating how this series of lessons and the learning activities you have devised will achieve their aims. Consider how you would identify prior knowledge and misconceptions. Learning and teaching strategies Contact Time: School based training and professional and subject studies programmes Non-contact Time: Independent study Validation and approval proposal Page 38 PGCE Secondary

43 Learning support (Indicate 8-12 key resources, and ensure that all resources, including electronic sources, are fully referenced, and indicate the date last accessed for all electronic sources) Books: Capel, Leask, Turner, (2005) Learning to Teach in the Secondary School: Routledge Kyriacou, C. (1997) Effective Teaching in Schools 2nd edition: Stanley Thornes Geen, (2005) Effective Teaching for the 21 st Century: IWIC Press Powell (1997) Active Whole Class Teaching: Robert Powell Publishing Powell (1997) Raising Achievement: Robert Powell Publishing Hughes and Vass (2001) Strategies for Closing the Learning Gap: Network Educational Press * Subject specific texts Journals: TBA Electronic Sources: (Accessed ) Others: PGCE Training Manager, KMT administrative staff, lead mentor, deputy lead mentor, subject mentor and professional tutor *Subject specific resources will also be highlighted on the assignment briefing for each individual subject Validation and approval proposal Page 39 PGCE Secondary

44 Assessment task Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and trainees will be required to complete the following tasks: Task (Weighting 100%): In negotiation with your Mentor and Lead Mentor plan a series of 4 detailed lessons (3 if your placement is at a school where lessons last for 90 minutes or more) on a KS3 or KS4 topic of your choice. The commentary should not exceed 3,000 words. A successful assignment will include reference to, and justification of your approach to: personalisation; misconceptions; classroom management; learning styles; teaching strategies; assessment; links to the National Curriculum and appropriate use of relevant subject resources, opportunities to use ICT. The commentary should include reference to appropriate evidence and theoretical support from reading that you have done on these subjects. Each task will be marked on a Pass/Fail basis and assessment criteria for the module will be detailed in the course and subject handbooks. Referral task: Reworking of original. Assessment criteria (link to Learning Outcomes) General criteria for assessment are framed by the SEEC descriptors for level 6. Against specific criteria, credit will be awarded for: A critical appreciation of relevant education strategies, policies and guidelines and their implications for teachers in relation to improving pupil learning LO4 The use of key terms, concepts and theories to inform and evaluate practice LO6 The ability to apply critical and reflective thinking skills in relation to reviewing literature and practice LO7/8 Adopt a reflective approach to research, innovations and other literature in order to inform their practice LO11 Communicate ideas concisely and effectively in written work showing clear expression and coherent structure LO15 Demonstrate effective time management skills LO17 All learning outcomes must be achieved in order to pass the module at the threshold level. Brief description of module content and/or aims for publicity Area examination board Module co-ordinator Normal module duration (e.g. one or two semesters) In negotiation with your Mentor and Lead Mentor plan a series of 4 detailed lessons (3 if your lessons are 90 minutes or longer) on a KS3 or KS4 topic of your choice. PGCE Secondary Examination Board Stuart Russell One semester Validation and approval proposal Page 40 PGCE Secondary

45 Site where delivered KMT and placement school Date of first approval? 2012 Date of last revision? 2012 Date of approval of this? 2012 version Version number 1 Replacement for previous N/A module Route(s) for which Mandatory module is acceptable and status in Route (Mandatory, Compulsory or Optional) Course(s) for which Mandatory module is acceptable and status in course (Mandatory, Compulsory or Optional) School home Kent and Medway Training External examiner(s) Alan Fowler Validation and approval proposal Page 41 PGCE Secondary

46 s Module Description Title Monitoring and Assessment Code EK604 Level 6 Credit rating 120 Pre-requisites / Corequisites / Entry criteria None for freestanding modules Type of module (Taught, Taught, school based and independent study module Independent study, Supervised study, Workrelated or placement) Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study. The aims of the module enable the trainees: to provide an opportunity to explain the purposes of assessment to ensure that different assessment methods can be used appropriately and their purpose understood to enable demonstration of the ability to assess pupils work at the appropriate level and provide constructive feedback to enable demonstration of the use of assessment data to inform future planning for teaching, and target setting for the pupil Learning outcomes By the end of the module students should be able to have: 1. A strong theoretical underpinning to their practice based on theories, research, subject specific knowledge, pedagogies and methodologies LO3 2. A critical appreciation of relevant education strategies, policies and guidelines and their implications for teachers in relation to improving pupil learning LO4 3. An understanding that teaching and learning occur in diverse, complex and contextualised settings that impact on practice LO5 4. The use of key terms, concepts and theories to inform and Demonstrate effective time management skills LO17 5. Produce an assignment involving the analysis and presentation of materials and issues LO19 Validation and approval proposal Page 42 PGCE Secondary

47 Content Learning and teaching strategies This module will consist of school based training, centre based training through professional studies lectures and independent study. Centre based training for the module will focus on the role of assessment for both summative and formative purposes. Trainees should read from a range of texts from the list and from their own research and make notes on the use of assessment strategies such as utilising data and assessment for learning. Trainees will write a commentary explaining the purpose of each assessment method used in their own teaching, analysing and justifying their approaches in each of the 3 cases, after very briefly putting each piece of work in a context for the reader. Contact Time: School based training and professional and subject studies programmes Non-contact Time: Independent study Learning support (Indicate 8-12 key resources, and ensure that all resources, including electronic sources, are fully referenced, and indicate the date last accessed for all electronic sources) Books: Capel, Leask, Turner (2005) Learning to Teach in the Secondary School: Assessment pp Routledge, London Paul Black et al (2004) Assessment for Learning: Putting it into practice OUP Paul Black et al (2003) Working Inside the Black Box: Assessment for Learning in the classroom Arthur Geen (2007) Effective Teaching for the 21 st Century: Chapters 9-13; UWIC Press Baumann, Bloomfield & Roughton (1997) Becoming a Secondary School Teacher: Chapter 13; pp & Chapter 22; pp , pp Stobart, G & Gipps, C, (1997) Assessment, A teacher s guide to the issues, Hodder and Stoughton, London Journals: TBA Electronic Sources: (Accessed ) F pdf Others: PGCE Training Manager, KMT administrative staff, lead mentor, deputy lead mentor, subject mentor and professional tutor Validation and approval proposal Page 43 PGCE Secondary

48 Assessment task Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and trainees will be required to complete the following tasks: Task (Weighting 100%): Write an evaluative commentary on three pieces of work that you have assessed in your subject, each requiring a different type of assessment approach. 1. Choose three of the classes you teach, covering Key Stages 3 and 4 or Key Stage 4 and Post 16 as appropriate. 2. Choose a different type of assessment example, that you have used or plan to use for each class e.g. KS3 homework, GCSE coursework, end of module test, assessment of speaking and listening or practical work, which will enable you to meet the aims of the assignment. 3. Write a commentary explaining the purpose of each assessment, analysing and justifying your approaches in each of the 3 cases, after very briefly putting each piece of work in a context for the reader. 4. Consider if the assessment fulfilled its purpose 5. Suggest alternative approaches you could have adopted. 6. In each case reflect on the actual and/or likely response of the pupil(s) to your assessment. 7. Include in the Appendices copies of the assessment, mark scheme and examples of assessed pupil work to enable the assessor to assess your ability to assess work at an appropriate level and provide constructive feedback Each task will be marked on a Pass/Fail basis and assessment criteria for the module will be detailed in the course and subject handbooks. Referral task: Reworking of original task. Assessment criteria (link to Learning Outcomes) By the end of the module students should be able to have: A strong theoretical underpinning to their practice based on theories, research, subject specific knowledge, pedagogies and methodologies LO3 A critical appreciation of relevant education strategies, policies and guidelines and their implications for teachers in relation to improving pupil learning LO4 An understanding that teaching and learning occur in diverse, complex and contextualised settings that impact on practice LO5 The use of key terms, concepts and theories to inform and Demonstrate effective time management skills LO17 Produce an assignment involving the analysis and presentation of materials and issues LO19 Validation and approval proposal Page 44 PGCE Secondary

49 Brief description of module content and/or aims for publicity Write a commentary explaining the purpose of each assessment strategy used, analysing and justifying your approaches in each of the 3 cases, after very briefly putting each piece of work in a context for the reader. Area examination board PGCE Secondary Examination Board Module co-ordinator Stuart Russell Normal module duration One semester (e.g. one or two semesters) Site where delivered KMT and school placement Date of first approval? 2012 Date of last revision? 2012 Date of approval of this? 2012 version Version number 1 Replacement for previous N/A module Route(s) for which Mandatory module is acceptable and status in Route (Mandatory, Compulsory or Optional) Course(s) for which Mandatory module is acceptable and status in course (Mandatory, Compulsory or Optional) School home Kent and Medway Training (School of Education) External examiner(s) Alan Fowler Validation and approval proposal Page 45 PGCE Secondary

50 s Module Description Title Reflective Professional Journal and School Placement 2 Code EK605 Level 6 Credit rating 40 Pre-requisites / Corequisites / Entry criteria None for freestanding modules Type of module (Taught, Taught, school based and independent study module Independent study, Supervised study, Workrelated or placement) Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study. This module aims to provide opportunities for student teachers to gain specific experiences and demonstrate competences linked to the Teachers Standards (DfE 2012) It also enables trainee teachers to reflect upon and evaluate their experiences, identify professional strengths and needs, and set targets for improvement. Such reflections are then captured within the reflective journal providing the trainees with the opportunity to focus on 5 key aspects of teaching and learning. Learning outcomes By the end of the module students should be able to have: 1. A strong theoretical underpinning to their practice based on theories, research, subject specific knowledge, pedagogies and methodologies LO3 2. An understanding that teaching and learning occur in diverse, complex and contextualised settings that impact on practice LO5 3. The ability to apply critical and reflective thinking skills in relation to reviewing literature and practice LO7/8 4. Support personal and professional development through analysis, reflection and evaluation LO9 5. Demonstrate the skills and attributes to meet all the Teachers Standards LO10 6. Adopt a reflective approach to research, innovations and other literature in order to inform their practice LO11 7. Take responsibility for completing a programme of learning requiring sustained independent application and professionalism LO18 Validation and approval proposal Page 46 PGCE Secondary

51 Content 2nd Placement -4 th February 2013 to 28th June 2013 (excluding Thursdays prior to the Easter holidays) 4 days a week: 4th February to Easter holidays 5 days a week: Easter holidays to 28 th June 2013 In addition to the school based training, all trainees will attend KMT on Thursday afternoons for their professional studies taught sessions. The subject specific training that takes place within the consortium schools then follows this. During the B placement, subject studies sessions will continue until May. Learning and teaching strategies Reflective Journal Throughout the training period all trainees will submit 5 pieces of reflective writing (1000 words approx) that will be assessed and then combined to produce a reflective journal that will be assessed towards the end of the second placement. Contact Time: School based training and professional and subject studies programmes Non-contact Time: Independent study A designated mentor and professional tutor in the consortium school are responsible for guiding, assisting, supervising, assessing and reporting on trainee teachers experiences in teaching and placement -based training. Once inducted into the school the trainee the trainee will begin taking responsibility for planning, teaching and evaluating their own lessons. This will be in line with the expectations and guidance for the B placement* Meetings with mentors and professional tutors take place to help students monitor and reflect on progress and to provide assistance for further development. *The expectations and guidance for the placement are detailed in the Partnership Agreement and in the course handbook. The subject lead mentors on an ongoing process will assess reflective journal writings when they are submitted at various stages of the course. The entire journal will then be assessed and utilised within the trainees final assessment for QTS and the PGCE. Validation and approval proposal Page 47 PGCE Secondary

52 Learning support (Indicate 8-12 key resources, and ensure that all resources, including electronic sources, are fully referenced, and indicate the date last accessed for all electronic sources) Books: Baumann, Bloomfield and Roughton (2006) Becoming a Secondary School Teacher 5 th Edition:Hodder and Stoughton Capel, Leask and Turner (2005) Learning to Teach in the Secondary School 4 th Edition: Routledge Kyriacou (2009) Effective Teaching in Schools 3 rd Edition: Nelson Thornes Ginnis (2010) The Teachers Tool Kit :Crown House Publishing Geen (2007) Effective Teaching for the 21 st Century 4 th Edition: UWIC Joyce, Calhoun and Hopkin (2002) Models of learning tools for Teaching 2 nd Edition: Open University Press. Journals: TBA Electronic Sources: TBA Others: PGCE Training Manager, KMT administrative staff, lead mentor, deputy lead mentor, subject mentor and professional tutor Validation and approval proposal Page 48 PGCE Secondary

53 Assessment task Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and trainees will be required to complete the following tasks: Task 1 (Weighting 50%): School Placement 2 The outcome of the placement will be determined on a pass/ fail basis. KMT staff and school- based mentors use the KMT assessment schedule and descriptors and Ofsted descriptors to make judgements about trainees achievements. These judgements are based on observations of trainees teaching and the scrutiny of the professional files * and are linked to the Teachers Standards. * Professional files include the portfolio/ PebblePad e-portfolio and all placement files showing planning, resources, evaluations, mentor meeting records etc. Task 2: Reflective Journal (Weighting 50%) Each task will be marked on a Pass/Fail basis Referral tasks: Task 1 no referral opportunity Assessment criteria (link to Learning Outcomes) Task 2 - Reworking of reflective journal. General criteria for assessment are framed by the SEEC descriptors for level 6. Against specific criteria, credit will be awarded for: A strong theoretical underpinning to their practice based on theories, research, subject specific knowledge, pedagogies and methodologies LO3 An understanding that teaching and learning occur in diverse, complex and contextualised settings that impact on practice LO5 The ability to apply critical and reflective thinking skills in relation to reviewing literature and practice LO7/8 Support personal and professional development through analysis, reflection and evaluation LO9 Demonstrate the skills and attributes to meet all the Teachers Standards LO10 Adopt a reflective approach to research, innovations and other literature in order to inform their practice LO11 Take responsibility for completing a programme of learning requiring sustained independent application and professionalism LO18 All learning outcomes must be achieved in order to pass the module at the threshold level. Validation and approval proposal Page 49 PGCE Secondary

54 Brief description of module content and/or aims for publicity Area examination board Module co-ordinator Normal module duration (e.g. one or two semesters) Site where delivered KMT and school placement Date of first approval? 2012 Date of last revision? 2012 Date of approval of this? 2012 version Version number 1 Replacement for previous N/A module Route(s) for which Mandatory module is acceptable and status in Route (Mandatory, Compulsory or Optional) Course(s) for which module is acceptable and status in course (Mandatory, Compulsory or Optional) School home External examiner(s) A 15 - week placement in a contrasting school combined with a weekly programme of professional studies and subject studies up until Easter. Throughout the training period all trainees will submit 5 pieces of reflective writing (1000 words approx) that will be assessed and then combined to produce a reflective journal that will be assessed towards the end of the second placement. PGCE Secondary Examination Board Stuart Russell Two semesters Mandatory Kent and Medway Training (School of Education) Alan Fowler Validation and approval proposal Page 50 PGCE Secondary

55 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 2 Due diligence report FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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57 UNIVERSITY OF BRIGHTON ACADEMIC BOARD ACADEMIC DEVELOPMENT COMMITTEE Report on proposed partner institution: Kent and Medway Training (KMT) 1 Introduction KMT currently offers a PGCE Secondary Education programme, validated by the Open University Validation Service (OUVS) until September It is proposed that the University of Brighton validates this programme. This paper reports on the ability of KMT to meet the University s criteria for new partner institutions, and provides supporting information to assist the Committee in deciding whether the proposal should progress to a formal approval and course validation event. 2 Introduction to KMT KMT is a School Centred Initial Teacher Training (SCITT) consortium of nineteen schools in the Kent and Medway area, established in 2002 following a merger between two existing SCITTs. It is recognised by the Teaching and Development Agency for Schools (TDA) and is accredited to provide training for 43 trainees in Business Studies, English, Mathematics, Modern Foreign Languages and Science at secondary level, leading to Qualified Teacher Status (QTS) and the Professional Graduate Certificate in Education (PGCE). Trainees are drawn from a wide age range, background, experience and ethnicity, reflecting the constitution of the local community. Trainees are known as Associate Teachers. Employment-based QTS training is also offered through the Graduate Teacher Programme (GTP) scheme in Science, Maths, English, PE and Design Technology, with Graduate Teachers who train in Science, Maths and English participating in the relevant PGCE Subject Studies. 3 Mission and objectives The objectives of the Consortium are stated in the draft Constitution as: to provide professional training and guidance for suitably qualified persons in the theory and practice of teaching children in the age range years in agreed subjects to a standard and quality which will enable the recipient of the training to obtain a Post Graduate Certificate in Education. to provide opportunities for professional development for other staff within the partner schools not directly involved with mentoring. to undertake any related activity which may result from the professional training undertaken and which is unanimously approved of by the Members. These objectives are compatible with the University's own mission as it relates to professional vocational education. Validation and approval proposal Page 53 PGCE Secondary

58 4 Governance and organisation The lead school for the KMT consortium is the Leigh Technology Academy in Dartford. KMT is managed by a Management Board which meets annually and includes the headteachers of all the partnership schools in the partnership. The consortium is overseen and governed by the Leigh Trust, and the Chair of the KMT Management Board is also Executive Principal of the Leigh Trust. Any agreement involving the University and KMT would be with the Leigh Trust. The Management Board is responsible for the appointment of all staff including the Director of Training and the Training Manager, both of whom report to the Board with regard to their performance. The Management Board is accountable to the TDA for meeting the agreed standards. The Board is also responsible for the formation and implementation of agreed policy and procedures and maintenance of quality standards, the application and selection of students, the preparation of annual budgets and overseeing of financial activities, and liaison with the TDA with regard to funding. The Management Board delegates powers to the Executive Board which has a number of sub-committees with responsibility for finance, strategic planning, quality assurance, personnel, curriculum, assessment and appeals. An Executive Board meeting is held four times per annum. The Management Board is the only KMT committee on which there is student representation, but minuted meetings between student representatives and the QA Support Partner are held throughout the year, and the minutes circulated to the student body. Lead Mentors and Professional Tutors are not represented on any of the KMT committees, but it is reported that their views are represented through the Course Director with whom they meet throughout the year. 5 Quality assurance The OUVS carried out an administrative audit on KMT in February 2010, and an institutional review and revalidation of the PGCE programme in March A condition of the administrative audit was that Diploma Supplements and Transcripts be developed with immediate effect, and the auditors recommended the use of a more secure method of tracking student grades, monitoring the workloads of staff, clarification of the complaint and grievances procedure, and formalisation of the student appeals process. The subsequent institutional review and revalidation approved the partnership with KMT for a further five years and commended the support to KMT from the Heads of the consortium schools, the professional engagement of the schools in the consortium, and the willingness of the programme team to engage in continuous programme development. Revalidation was subject to clarification of various course documents, and the panel recommended continuous monitoring of the development of the VLE with particular reference to external resources and academic journals, as well as clarification of plagiarism information, additional external examiner support, and improvement of central tracking systems for student records. Students reported to the OUVS that there was no formal mechanism in place for feeding back on the outcomes of the evaluative questionnaires they were asked to complete. The most recent Ofsted inspection took place in June 2010, with both programmes being judged "good" for: effectiveness of the provision in securing high quality outcomes for trainees the extent to which the leadership and management at all levels have the capacity to secure further improvements and/or to sustain high quality outcomes. Key strengths included the quality of the professional studies programme, the commitment of the partnership schools, the high levels of support and guidance to trainees, the ability of trainees to take responsibility for their own development, and the regular and efficient communication between provider, schools and trainees. Ofsted recommended that KMT should develop greater consistency in the quality of feedback, target-setting and coaching provided for trainees by mentors, develop a more robust and clear formative assessment Validation and approval proposal Page 54 PGCE Secondary

59 system, and ensure that every trainee has the opportunity to secure a deeper understanding of how to teach in a diverse society by selecting contrasting placement schools. 6 Financial issues The financial resources of the consortium are the responsibility of the Leigh Trust. An Officer is appointed with responsibility for monitoring the controls and financial procedures in place, inspecting records and reporting to the Trust. The consortium holds an annual general meeting at which it receives a statement on its accounts from an independent auditor, and a report from the Chair of the Management Board. KMT is funded mainly through the TDA, with additional funding from bids for specific projects. The externally audited annual accounts for the years ended 31 st July 2010 and 31 st July 2011 were prepared in accordance with the Financial Memorandum issued by the TDA, and a compliance audit was carried out by the TDA in July Colleagues in the Finance Department have commented that, although KMT's accounts indicate a decreasing surplus, the Leigh Trust appears to be in a secure financial position. The OUVS reported in 2010 that KMT had a strong contingency fund which was used to make up deficits in funding and to pay for specific projects, and commended KMT for their careful financial management practices which left them in a secure financial position. The KMT website advises that for September 2012 tuition fees will be 8,300 (subject to agreement from OFFA). 7 Resources As a directly-funded institution, KMT would be responsible for maintaining an appropriate learning environment, including teaching accommodation and equipment, and the provision of library and online learning resources for any University of Brighton validated provision. KMT has a training centre located at the Leigh Academy. This provides administrative offices, teaching room/associate teacher room, networked computers and internet access for Associate teachers' use, reference library and access to Leigh Technology Academy library and reprographics centre. Laptop computers are available to support associate teachers in the classroom. KMT currently uses Uniservity as its VLE. Trainees are encouraged to use the local Teacher Training Resource Bank. Training is school-based with placements offered across the consortium of partnership schools, located in both urban and semi-rural settings, and including single sex and co-educational schools, comprehensive, academy and selective establishments taking pupils from years. The OUVS administrative audit reports two part-time administrative staff (58 hours per week) and 1.75 academic staff. An e-learning co-ordinator works for KMT one half day a week. KMT provides training for Subject Mentors who work with the trainees in schools; the OUVS institutional review recommended that CPD be monitored centrally as well as within individual schools. Staff members may apply through their line manager for funding to attend external CPD activities. At the time of the OUVS administrative audit a staff appraisal programme was in development. 8 Student welfare The OUVS administrative audit (2010) reports that KMT has an equal opportunities policy, and that statistical data relating to gender, ethnicity and disability is produced and analysed and appropriate assessment and support is provided for students declaring a disability. It also reports that students felt well prepared for a teaching career at the end of the programme. Validation and approval proposal Page 55 PGCE Secondary

60 Students are able to access the KMT website remotely, but its potential for student communication is limited and students were reported to have created their own communication networks through Facebook and Twitter. 9 Existing partnerships The KMT consortium consists of the following schools: Dartford Grammar School Dartford Grammar School for Girls The Leigh Technology Academy (Dartford) The Wilmington Academy (Dartford) Wilmington Grammar School for Boys (Dartford) Wilmington Grammar School for Girls (Dartford) Longfield Academy (Gravesend) Mayfield Grammar School for Girls (Gravesend) Meopham School (Gravesend) Northfleet School for Girls (Gravesend) St Georges C of E Comprehensive School (Gravesend) Brompton Academy (Medway) Robert Napier School (Medway) Rochester Grammar School for Girls (Medway) The Strood Academy (Medway) Thomas Aveling School (Medway) St John Fisher School (Medway) Havesbrook School (Tonbridge) Hugh Christie Technology Academy (Tonbridge) 10 Issues for further consideration It is proposed that the approval and validation event for this new partnership will take place during the Summer term The panel will be asked to consider the following issues: i. that the roles and responsibilities for the partners are clearly defined; ii. that the resources available are suitable to support the proposed development; iii. that appropriate student support systems are in place; iv. that appropriate consortium management and quality assurance procedures are in place to monitor the partnership; v. that the memorandum of co-operation and annexes articulate the above factors. In considering these issues, the panel may wish to explore: i. the internal quality assurance structures currently in place and how these will operate under the proposed partnership ii. the mechanisms in place for feeding back to students on the outcomes of student evaluation iii. how the University can be assured that students and staff are appropriately represented within the governance structures of KMT iv. the consistency and effectiveness of CPD across the KMT partnership v. clarification of the governance structures including the status of the Constitution (currently draft) and how this relates to the status of the organisation vi. how KMT has responded to the conditions and recommendations of the OUVS and Ofsted reviews with regard to: a. consistency in the quality of feedback, target-setting and coaching provided to trainees, including guidance on teaching in a diverse society b. development of a more robust and clear formative assessment system c. the development of diploma supplements and transcripts Validation and approval proposal Page 56 PGCE Secondary

61 d. the tracking of student achievement e. the development of the VLE, including access to external resources and academic journals, and as a means of communication for students f. the formalisation of the student appeals process g. clarification of the complaints and grievances procedure h. clarification of information relating to plagiarism i. additional external examiner support j. staff workloads 11 Sources of information This report is based on information from the following sources: KMT website accessed 23 rd December 2011 KMT draft Constitution KMT draft Standing Orders (March 2010) KMT SCITT Annual Accounts for the year ended 31 st July 2010 KMT SCITT Annual Accounts for the year ended 31 st July 2011 TDA SCITT Compliance Audit July 2008 Ofsted Initial Teacher Education inspection report, June 2010 Ofsted Graduate Teacher Programme inspection report, June 2010 OUVS Administrative Audit Report February 2010 OUVS Institutional Review and Revalidation Report March 2010 ASP/lf/February 2012 Validation and approval proposal Page 57 PGCE Secondary

62 Validation and approval proposal Page 58 PGCE Secondary

63 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 3 Current learning resources FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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65 A list of the learning resources currently held by KMT will be tabled at the approval and validation event. Validation and approval proposal Page 61 PGCE Secondary

66 Validation and approval proposal Page 62 PGCE Secondary

67 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 4 Staff CVs FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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71 Karen Lesley Esland GTP Training Manager for Kent and Medway Training full time from September 2011 GTP Training Manager, Kent and Medway Training part time from September 2008 to 2011 Teacher i/c KS5 English, The Thomas Aveling School part time from September 2008 to 2011 Head of Faculty of Communication, The Thomas Aveling School from September 2003 to 2008 (with responsibility for English, Media and MFL) Head of English Faculty, Axton Chase School January 1990 to July 2003 Course Director, North West Kent Teacher Training SCITT On secondment 1994 to 1996 including role as Lead Mentor for English PGCE English Mentor with the University of Greenwich PGCE 1992 to 1994 Second in English Department, The Hundred of Hoo School September 1986 to December 1989 Teacher of English, The Hundred of Hoo School September 1982 to September 1986 PGCE Southlands College, Roehampton Institute September 1981 to June 1982 BA Hons. 2.2 in English, Royal Holloway College, University of London September 1978 to June 1981 Maidstone Grammar School for Girls September 1971 to June 1978 A Levels: O levels English B English A, Literature A, French A French B Geography A, Biology A, History A, Geography B Latin B, Maths B Skills Mentoring in a wide range of situations including ITT PGCE and GTP trainees and NQTs Lesson Observation Action planning with pupils and colleagues Enabling others to solve problems Leading and developing teams Validation and approval proposal Page 67 PGCE Secondary

72 Organising events/visits Counselling training and experience Diplomacy combined with straight speaking Preparation of documentation Presenting to adult audiences Training/wider professional experience Supporting KMT PGCE Training Manager in Managing training programmes Providing Professional Studies and Subject Studies training Providing mentor training Leading Professional Tutor Meetings Managing teams of subject specialists Recruitment of trainees Observing trainees Marking trainee assignments and attending standardisation meetings Conducting QA visits on consortium schools Completing final assessments of trainees Member of KMT Management Board, Member of KMT Quality Assurance Committee Member of KMT Strategic Planning Committee, Member of KMT Finance Committee NPQH Development Stage successfully completed Spring 2005 (including four Face to Face Training Days, School Based Assessment, Three Day Residential and Final Assessment Day) NPQH Access Stage (including four Face to Face Training Days) Benchmarking visits for other ITT Providers Representing KMT at SE Network meeting of ITT Providers Validation and approval proposal Page 68 PGCE Secondary

73 Curriculum Vitae Alan Taylor SUMMARY OF QUALIFICATIONS BSc (Hons) Zoology & Physiology (2ii) 1981 University of Salford PGCE 1982 Crewe & Alsager College of Higher Education Elected MSB 2010 EMPLOYMENT 1986-present St.George s CE School o present Science AST o Head of Faculty o Head of Biology Gordon School o Deputy Year Head Kent & Medway Training o present Lead Mentor (Science) o Mentor EDUCATION PGCE Crewe & Alsager Coll of HE BSc University of Salford Bolton School (Boys Division) o Advanced Levels: Biology, Physics, Chemistry, General Studies o Ordinary Alternative: Pure Maths with Statistics o Ordinary Levels: Biology, Physics, Chemistry, Maths, English Lang, English Lit, German, French, Geography, Art OTHER SKILLS SATS EXAMINER ( ) Full, clean driving license Validation and approval proposal Page 69 PGCE Secondary

74 Clive Boughtflower Experience Sept 2007 Current The Thomas Aveling School Advanced skills Teacher of Mathematics Deputy lead mentor for maths for KMT since Sept 2010 Sept 2003 Sept 2007 The Thomas Aveling School Teacher of Mathematics July 2002 Sept 200 Meopham School SCITT Teacher of Mathematics (NQT year) Sept 2001 July 2002 Kent Training Group SCITT School Centred Initial Teacher Training based at Dartford Grammar School Sept 2001 Hextable Accident Repairs Partner Crash repairs and spraying Bookkeeping and accounting Everything involved with running a small, successful business Rodney Garages Automotive Repair Specialist Crash repairs and spraying Assisting in training of young people from the local college Bexley Garages M.O.T Inspector M.O.T Inspector Crash Repairs. Servicing and mechanical Education Thames Polytechnic Woolwich B.Eng. Mechanical Engineering (Part-time) 3 rd Class (hons) Dip.He Mechanical Engineering Validation and approval proposal Page 70 PGCE Secondary

75 Loughborough University Loughborough BSc. Mechanical engineering. 1 Year completed (Thick Sandwich) Sponsored by Jaguars Cars Ltd Dartford Grammar School Dartford A Levels (1984) Pure Maths (B), Applied Maths (B), Physics (C), General Studies (D) AO Levels (1982) Maths (B) O Levels (1982) Maths (A), Physics (A), Chemistry (B), Geography (B), Design and Technology (B), English Literature (C), English Language (C), French (D). July 2007 The Thomas Aveling School Qualified as an Advanced Skills Teacher Validation and approval proposal Page 71 PGCE Secondary

76 SARAH JACOBSON An experienced teacher and Middle Leader, strong communicator and successful mentor and Lead Mentor. An excellent team worker, who is highly supportive, enthusiastic, and passionate about young people and their potential. KEY ACHIEVEMENTS AND SKILLS 2011 Present Lead Mentor for English, Kent & Medway Training Lead Mentor for English at KMT since September 2011 I have developed the English Handbook; developed and oversee a programme of Subject Studies for the English ATs; deliver some Subject Studies sessions; carry out formal observations of ATs; meet with and manage a team of subject mentors. I have also been involved in the marking of PGCE assignments. I have been involved in interviewing prospective ATs Deputy Lead Mentor for English, Kent & Medway Training Deputy Lead Mentor for English at KMT since September 2010 I have assisted the English Lead Mentor to: develop the English Handbook; develop and oversee a programme of Subject Studies for the English ATs; deliver some Subject Studies sessions; carry out formal observations of ATs; meet with and manage a team of subject mentors. I have also been involved in the marking of PGCE assignments Middle Level Leaders Diploma, Specialist Schools and Academies Trust Pastoral leader as a Head of Year for 10 years, leading a team of tutors with experience in all year groups (7 13). In this role I had responsibility for: the pastoral care and academic tracking of the pupils in my care; planning and implementation of PSHE programme; behaviour management; liaison with parents and outside agencies; student induction in Year 7 and KS5; managing a team of 8 tutors; organisation of examination timetables. Curriculum leader as a Director of Learning in English since September In this role I have responsibility for: curriculum planning for English including the development of SOW in KS3, KS4 and KS5; curriculum planning for Media Studies including the development of SOW in KS4 and KS5; academic tracking in English; behaviour management; liaison with Director of Learning in Mathematics and Science; planning and implementation of PSHE programme; mentoring of English NQTs; ITT co-ordination within English (KMT PGCE & CCCU GTP); co-ordination of Learning Support within English; managing a team of 8 English teachers; examination entries Experienced Mentor Status, Canterbury Christ Church University Subject Mentor in English for PGCE and GTP trainees for KMT, CCCU and Brighton University for 12 years, I now oversee the ITT provision at HCTC, act as Lead Mentor in English at KMT and mentor the KMT English PGCE trainees. In this role I have responsibility for: interviewing potential GTP trainees; mentoring KMT ATs; organising KMT and school based INSET for trainees; delivering Subject Studies sessions to English trainees at KMT. TEACHING: In addition to teaching English and Media Studies I also have experience of teaching a range of subjects including: RE and Geography at KS3, History at KS3 and KS4 and Sociology at KS5. I have also worked alongside two colleagues planning an integrated Humanities curriculum for Year 7 students. CURRICULUM MANAGEMENT: I worked as a Head of English and Media Studies for 4 years, leading a large team of teachers. Responsibilities included: leading a team of up to 15 teachers; development of KS3, KS4 and KS5 SOW; data analysis and exam administration; behaviour management; tracking and monitoring of progress; target setting and mentoring students; liaison with parents, colleagues and SLT; provision of standardisation and moderation; QA; training of ATs and GTs; NQT induction; supporting the CPD of department staff. PASTORAL MANAGEMENT: I worked as a Head of Year for 10 years, leading large teams of tutors in Years Responsibilities included: leading teams of up to 10 tutors; pastoral care for up to 230 students per year; liaison with parents and outside agencies; designing and implementing PSHE programmes; administration for exams; leading UCAS applications; behaviour management. First Aid for Teachers Certificate valid from PC and Mac literate, able to use the Microsoft Office Suite and Office for Macs. Validation and approval proposal Page 72 PGCE Secondary

77 CAREER HISTORY September 1994 Present: October 1991 August 1994: Director of Learning (Media Studies and ITT), Teacher of English/Media Studies & PGCE Subject Mentor Hugh Christie Technology College White Cottage Road, Tonbridge, Kent TN10 4PU. Deputy Head of Year, Teacher of English, History and SEN Uckfield Community College, Downsview Crescent, Uckfield, East Sussex TN22 3DJ. EDUCATION September 1990 July 1991: PGCE: Primary (Juniors) PASS University of Sussex September 1987 July 1990: Social & Economic History and Sociology BA (Hons) 2:2 University of Hull September 2002 July 2007: A Level Art & Design (Photography) A Hugh Christie Technology College September 1980 July 1987: A Level Sociology A A Level Economics B A Level English Literature E 10 O Levels A-C Uckfield Community College Validation and approval proposal Page 73 PGCE Secondary

78 CURRICULUM VITAE Name: Thelma Patricia Donnelly Education Qualifications Open University MST121 Using Mathematics Modelling University of Kent Christ Church College Canterbury Kent Certificate in Mathematics Teaching University of London Department of Advanced Studies Goldsmiths College London Diploma in Counselling with Special Reference to Schools The Open University Milton Keynes BA in Educational Psychology and Sociology (Merit) Stockwell College of Education Bromley Kent Chatham Grammar School for Girls Chatham Kent Upbury Manor School Gillingham Kent Certificate of Education in: Religious Studies (Merit) Art (Merit) Subjects studied: A Level O Level A Level O Level Geography Religious Knowledge English Literature Spanish Art English Mathematics Biology Art Geography Religious Knowledge Validation and approval proposal Page 74 PGCE Secondary

79 Employment Details September 1991 present The Thomas Aveling School Arethusa Road Rochester Kent ME1 2UW Position: September present September Assistant Headteacher Director of Specialist Technology and Training School, Teaching & Learning across the school AST, Out of Hours Coordinator, Second in Mathematics, Lead Maths Mentor for Kent & Medway Training, Professional Tutor Responsibilities: Outreach work for Medway in Junior School, Behaviour Support Unit and Hospital School Inreach for TA lead Coaching Team, coordinate CPD needs for Subject Leaders Responsible for NQT induction and CPD Coordinate Out of Hours Activities and Active Citizens in School Lead Maths Mentor for KMT leading a group of school based mentors and organising subject based training for ATs September Position: Responsibilities: Southfields School Singlewell Road Gravesend Kent DA11 7RF CPS Mathematics Teacher (Full Time) Support the use of The Kent Mathematics Project Form Tutor April 1986 August 1987 Position: Responsibility: The Rede School Carnation Road Strood Rochester Kent ME2 2SX CPS Mathematics Teacher (Termly Contract) Teaching Mathematics to First Years through to Fifth Years Validation and approval proposal Page 75 PGCE Secondary

80 September Malory School Launcelot Road Bromley Kent BR1 5EB Position: Responsibilities: Scale 3 Head of Religious Education Scale 4 Head of House and Head of Religious Education Overseeing the Welfare of 180 students Leading a team of 6 tutors Liaising with outside Agencies Running a Department September The Rede School Carnation Road Strood Rochester Kent ME2 2SX Position: Responsibilities: Scale 2 Head of Religious and Moral Studies Organising/Running a Department Composing a syllabus Constructing an Examination Course Form Tutor September The Childrens Department Springfield Maidstone Kent ME14 1LH Position Clerical Officer Interests Since 1986 I have been involved in the development and teaching of Mathematics in three Schools. I am particularly interested in the use of computers. I am fully ICT literate and experienced in a wide range of software packages including Logo, Excel, Access, PowerPoint and Word. I am also conversant with desktop publishing and graphics packages. I am an enthusiastic, organised and professional member of a team. My past experience in curriculum management has been as a Head of Department but I have also had pastoral experience as a Head of House where I have led a team of tutors. The skills learnt are of immense value in dealing with both students and adults in a learning environment. I have expectations of high standards from students of all ages and backgrounds. I have worked on many projects. I have helped to write and evaluate Programmes of Study and a Basic Skills numeracy course. I believe that, in order for a Mathematics Department to be effective Validation and approval proposal Page 76 PGCE Secondary

81 at Key Stage 4, numeracy must be a strong element throughout the curriculum and at all Key Stages. I have written Numeracy across the Curriculum Policies for my present school. I have worked as part of a team towards the Basic Skills Charter Mark. My work as a Head of House involved leading a team of six tutors and being concerned for their welfare and development. I have been observed in my teaching by colleagues and have had my exercise books used as an example of good progress marking within my Faculty. I feel confident in giving advice and sharing good practice with my colleagues in order to contribute to their professional development. I am particularly interested in the use of mentoring and target setting to help students plan their progress and development. For many years I have been closely involved with examination courses in Key Stage 4. I have successfully taught GCSE to Years 11 and 12 and have been involved in the organisation of examinations. I like to meet with teachers from other areas of education to share good practice and the possibilities that various courses offer. I am interested in any new initiatives that may help to develop or improve our present courses and raise achievement and I am involved in developing a school/parent partnership in learning. CPD/Teaching and Learning As stated in the GTC's recent documentation 'Teachers' commitment to developing their own learning directly affects levels of school and pupil performance'. To keep up to date with developments in my subject area I have: * attended training on supporting transition from year 6 to year 7 * attended courses on Numeracy Across the Curriculum * attended training on the Key Stage 3 Strategy - various days with various foci * attended a course on the new GCSE requirements for Mathematics I have also attended INSET on * becoming a trainer for Behaviour Management * the Role of Middle Managers * Counselling in the secondary school * Mentor training * training for professional tutors and lead mentors * planning for Summer Schools * advanced interactive whiteboard training I have contributed to working groups in school on * the Citizenship Programme of Study * the draft Behaviour Management Policy * the 3-day event related to Technology status * I have led a group on the use of the interactive whiteboard for teaching and learning This has impacted on teaching and learning by * improving my understanding of the KS3 strategy and enabling me to cascade this back to the department to improve the depth of planning and therefore the quality of learning * helping me to take part in organising and delivering the 'Numeracy Across the Curriculum' day for staff - to raise awareness of numeracy in teaching in other subject areas Validation and approval proposal Page 77 PGCE Secondary

82 * enabling me to rewrite the PoS for years 7 & 8 linked specifically to the KS3 framework - which impacts on the teaching of the members of the Mathematics Department and the learning in the lesson * helping me extend the more able GCSE students through the teaching of 'Higher' topics * making me aware of the possibilities of ICT in increasing student participation and enjoyment, and thus spurring me on to organise training for the maths department on the use of mathematics software * enabling me to make full use of the 3-part lesson structure so that I have organised INSET for the mathematics department on developing plenaries - the most difficult part of the 3-part lesson * improving awareness of 'open questioning' and learning styles and organising INSET for the Mathematics and Science Departments on questioning techniques that allow 'space as well as pace' * helping with more effective mentoring of school students based on CATs, SATs, grades, test results to improve their understanding of 'where they are and where they need to get to' * helping with more effective mentoring of trainee teachers to improve their quality of teaching * making me realise that students who are engaged in Out-of-Hours learning have been shown to improve attitude and results - I have organised training for Year 8 students to become 'Young Life Savers', a group of Year 7 are working on giving the school 'Eco-status', another group have become the 'Ground Force Team' working with the caretaker on improving the school grounds. A further group have worked with a Tai Chi expert learning how to improve self-control and discipline * I have spent a day with the LEA numeracy consultant integrating my KS3 PoS with the materials from the DfES on Transition from Year 6 to Year 7. I would expect to see progress in the learning that takes place in the first term of secondary school for rising year 7. Validation and approval proposal Page 78 PGCE Secondary

83 Fiona Linter EDUCATION University of Sussex. Post Graduate Certificate in Education with Masters Credits University of Sussex. BSc Biological Sciences 2: Axton Chase School, Longfield, Kent. A-Levels: Biology (D), Chemistry (D), Maths (D), General Studies (D) GCSEs: Double Award Science (AA), Maths (A), English Literature (A), English Language (B), Geography (A), ICT (A), French (B). EMPLOYMENT 2006 PRESENT Hugh Christie Technology College, Tonbridge, Kent. Current roles: September 2011 September 2010 June 2010 Director of Learning for Science (Head of Department) Responsible for teaching and learning in Science. Leading and managing staff and students to ensure a high level of personal achievement. Developing schemes of work which deliver the NC in a relevant and appropriate way to the whole ability range across each key stage. Coaching Team Part of a team responsible for raising the standards of teaching and learning across the college. Involved in coaching selected members of staff to provide support through regular meetings, lesson observations and demonstrating a range of effective strategies in my own practice. Deputy Lead Mentor for Kent and Medway Training Responsible for managing the Science training of all Associate Teachers across consortium schools. Involved in selecting candidates for interview and participating in the interview process. Managing and supporting the work of the Subject Mentors. Leading the Subject Studies sessions, producing the Subject Handbook and taking a lead role in the assessment of Associate Teacher progress. May 2010 Duke of Edinburgh Unit Leader and Supervisor Setting up and managing the DofE award at Hugh Christie. Leading, guiding and encouraging students in their programme of activities. Organising each expedition event and approving all evidence towards the award. May July 2011 Lead Teacher for Gifted and Talented Responsible for the provision of G&T activities and interventions across the college. Developing a tracking system for all G&T students and the introduction of the G&T mentoring scheme. Validation and approval proposal Page 79 PGCE Secondary

84 Sept 2008 July 2011 Director of Learning for Key Stage Three Science Responsible for leading and providing direction for KS3 Science. Ensuring that it is managed and organised to meet school aims and objectives. Supporting, guiding and motivating teachers of Science. Sept 2005 July 2006 Patcham High School - First Placement on PGCE Downlands School, Hassocks Second Placement on PGCE Taught pupils of all abilities at all Key Stages in an innovative and exciting manner. Developed a variety of teaching strategies to optimise learning and encourage pupils to succeed. My classroom and behaviour management have developed enormously. Took part in extra curricular activities including Science club and homework club. ADDITIONAL SKILLS Highly competent user of Microsoft Office. First Aider Validation and approval proposal Page 80 PGCE Secondary

85 CURRICULUM VITAE Lynne Johnson Employment 2005 present The Leigh Technology Academy (formerly The Leigh City Technology College) Teacher of Business and Enterprise and Coordinator of Enterprise for KS4 & KS5. Working with a team of six Deputy Lead Mentor and Mentor for Kent and Medway Training Experience includes: GCSE and Applied CGSE Business Studies GCE A Level and Applied GCE Business Studies ifs Certificate in Personal Finance (Level 2) ifs Certificate in Financial Services (Level 3 AS equivalent) Certificate for the Introduction to Securities Investment Teacher Training with Kent & Medway Training Abbey National Treasury Services, London Manager Debt Recovery Barclays Bank PLC and Barclays Capital, London Senior Manager Debt Recovery Credit Analyst Riggs AP Bank, London Property Management Operations Supervisor (back office) Standard Chartered Bank, London Operations and back office support Bank & Country Risk Analyst Qualifications Postgraduate Certificate in Education (University of London) BSc (Hons) Financial Studies 1st Associate of the Chartered Institute of Bankers. Education University of Manchester Business School (UMIST) via London Guildhall University ( whilst working) Hylands Comprehensive ( ) Validation and approval proposal Page 81 PGCE Secondary

86 Curriculum Vitae Name: Patrick Gray Employment Currently English teacher at Dartford Grammar School, West Hill, Dartford, Kent. DA1 2HW. and Deputy Lead Mentor (English) for Kent and Medway Training Achieved QTS status with Bromley Schools Collegiate, c/o Beaverwood School for Girls, Beaverwood Road, Chislehurst, Kent. BR7 6HE Support Assistant at South Camden Community School, Charrington Street, London NW1 1RG had to assist two year 10 students with learning disorders, and help other students when required 2006 ESL teacher at Bromley Language Center, 240 High Street, Bromley, Kent. BR1 1PQ had to prepare syllabi, teach grammar & conversation EFL teacher at Kwandong University, 522 Naegok dong, Gangneung city, , South Korea had to prepare syllabi, write reports, liaise with office staff, attend departmental meetings, devise & grade exams EFL teacher at Kangdong Wonderland, Myung-il dong, Kang dong-gu, Seoul, South Korea. had to teaching grammar, organize activities, attend staff meetings, participate in field trips Postgrad University School Bowling Green State University, Ohio, USA MA in American Culture Studies University of Leeds, School of English, Leeds. BA (Euro) in English 2:1 (one year in Denmark) St. Olave s Grammar School, Orpington, Kent. 3 A-levels in English (a), Music (a), French (b) 9 a grade GCSEs Validation and approval proposal Page 82 PGCE Secondary

87 Curriculum Vitae Stephen John Cragg Education Southlands College (Part of Roehampton Institute of Further Education) Thames Polytechnic Scott Lidgett School Qualifications PGCE in Business Studies (1982) BA (Hons) Business Studies 2:1 (1981) GCE A Levels in English and Geography (1977) GCE O Levels in English, Maths, German; History; Geography; Sociology (1975-6) Full driving licence Employment History Leigh Technology Academy 2002 Present (Co-ordinator of Business and Enterprise) Kent & Medway Training 2003 Present (Lead Mentor for Business) Crown Woods School (Head of Department) Kidbrooke School (First Appointment & 2i/c) British Gas Corporation (Market Research Assistant) GEC Elliot Automation 1978 (6 month industrial placement Purchasing Assistant) Coral Bookmakers (Counter Staff and Settler) Validation and approval proposal Page 83 PGCE Secondary

88 LANGUAGES Miss Yamina MIMOUN French, Spanish Arabic: Fluent QUALIFICATIONS AND TRAINING : PGCE French-Spanish (Goldsmiths University, London) 1996: Licence Anglais (First Degree) Specialisation: Linguistics and Teaching Theory Practice 1993: Brevet de Technicien Supérieur in International Trade (subjects including French, English, Spanish, Accountancy and International Trade) 1991: Baccalaureate including French, Philosophy, Spanish, Arabic, History and Geography WORK EXPERIENCE September 2007 up to date: January 2009 June 2009: Academic Year : September 2011 : September 2004 August 2007: September 2003 August 2004: Head of the MFL Faculty and then MFL Co-ordinator when the school became an Academy - Spanish and French taught at KS4 - Spanish taught at KS5 - Writing of French and Spanish Schemes of Work - Writing of Department Development plan - Writing of Department Handbook - In charge of day to day running of the Faculty Mentoring and marking assignments for KMT Delivering MFL subject studies for KMT Assistant Teachers Mentoring two KMT Assistant Teachers and delivering MFL subject studies to MFL KMT Assistant Teachers Second in charge of the MFL department at Wilmington Enterprise College (Dartford DA2 7DR) - Spanish and French taught at KS4 - Writing of French and Spanish Schemes of Work - Writing of Department Development plan - Writing of Department Handbook Teacher of Languages at Wilmington Hall School (Dartford DA2 7DR) - Spanish and French taught at KS3 - Spanish taught at KS4 - Writing of French and Spanish Schemes of Work - ICT at KS3 September 2001 August 2002: Librarian in Villetaneuse local library (France) - reception of readers Validation and approval proposal Page 84 PGCE Secondary

89 - presentation of books to secondary schools - reception of primary pupils March 2001 July 2001: October 2000 February 2001: September 2000: September 1997 August 2000: January 1995 June 1997: Supervisor Lycée André Sabatier (Bobigny, France) - Supervising pupils at break time and lunch time - Controlling attendance French Assistant (St Comgall s Primary School, Bangor, Northern Ireland) - Teaching French from P3 to P7 Supervisor Lycée André Sabatier (Bobigny, France) - Supervising pupils at break time and lunch time - Controlling attendance Supervisor Collège Robespierre (Epinay, France) - Supervising pupils at break time and lunch time - Controlling attendance - Covering for teachers absence Homework Support Teacher Collège Jean Vilar (Villetaneuse, France) Validation and approval proposal Page 85 PGCE Secondary

90 Name: Andrew Humphreys.. School: Dartford Grammar School Current role: AST, Lead mentor for MFL and Professional Tutor QUALIFICATIONS Degree Subject Classification Cambridge University Modern and Medieval Languages French and Russian (1975) II Modern and Medieval Languages German (1984) II HIGHER DEGREE/ADDITIONAL QUALIFICATIONS Qualification Institution Date completed MA Cambridge University 1977 EMPLOYMENT HISTORY Institution Roles/Responsibility Dates Broxbourne School, Herts (all ability) Teacher of French and Russian Turnford School, Herts (all ability) Second in Languages Saint Mary and Saint Joseph s School, Sidcup, Bexley, London (all ability) Head of Languages Dartford Grammar School, Dartford, Kent Head of Languages AST and Professional Tutor Validation and approval proposal Page 86 PGCE Secondary

91 ITT EXPERIENCE (eg Mentor, Professional Tutor, Professional/Subject Studies Provider) Institution Roles Brief description of responsibilities Greenwich University Mentor Observation of ATs and feedback on lessons. Regular weekly meetings with ATs in order to review progress and to set targets for the coming week Dates Kent Training Group Kent and Medway Training Lead Mentor for Languages Lead Mentor for Languages Preparation of Subject Studies programme and staffing of sessions. Participation in delivery of subject studies programme. Observation of ATs in all consortium schools. Marking of AT assignments and attendance at standardisation meetings. Quality Assurance of mentoring through regular meetings with mentors. Maintenance of knowledge of national developments through attendance at local and national conferences Kent and Medway Training Professional Tutor, Dartford Grammar School Preparation and oversight of ATand GT induction programme into the school. Regular meetings with ATs and GTs to review progress. Observation and feedback for teaching of all ATs and GTs in the school in all subject disciplines. Review of AT and GT Standards file and collection of evidence to meet all QTS standards. Attendance at KMT PT training meetings Please describe any educational/subject studies research or innovations in which you have been involved, or areas of expertise. Areas of Expertise IB Diploma Programme IB Theory of Knowledge Programme Teaching of French, German and Russian Validation and approval proposal Page 87 PGCE Secondary

92 CURRICULUM VITAE FIRST NAMES(s): Carmen (Hong Thai) SURNAME: Quan PERSONAL STATEMENT I am a dynamic and passionate teacher of science with over 6 years of experience, teaching a variety of academic and vocational courses across Key stage 3, 4 and 5 including GCSE, GNVQ, BTEC, OCR Nationals, GCE Applied Science and AS and A2 Chemistry. I am a motivated and conscientious learner with strong communication and organisational skills. I have experience in dealing with people at all levels with the ability to work on my own initiative as well as part of a team. I have been noted for my ability to work under pressure, prioritise and deliver results to the highest standard with an innovative and active approach. I am looking to build on an extensive range of skills within a suitably challenging role and thrive on every opportunity to learn. EDUCATION AND QUALIFICATIONS University of Greenwich Queen Mary and Westfield College Christ The King Sixth Form College Addey and Stanhope Secondary School Mathematics PGCE Secondary Science BSc Pharmaceutical Chemistry 3 GCE A levels: Chemistry, Biology and Physics 9 GCSEs: Grades A-C including and English TEACHING EXPERIENCE The Leigh Technology Academy Green Street, Green Road Dartford, Kent DA1 1QE Present College Leader of Science Successfully implemented the Teaching and Learning Policy through quality assurance procedures. Developed and implemented Schemes of Learning, which includes the TEEP (Teacher Effectiveness Enhancement Programme) Model. Responsible for monitoring the standards and progress of students Key Stages 3-5 updating the College Principal on a weekly basis. Thorough analysis of the progress of students each module and developed successful intervention strategies for raising standards Responsible for coordinating new staff induction days and supporting new teachers throughout the year. Leading Learning Area Professional Development sessions Present International Links/International School Award Co-ordinator Raised awareness of the International Dimension throughout the Academy and supporting colleagues in developing cross-curricular projects within each year group. Validation and approval proposal Page 88 PGCE Secondary

93 Successful organisation of cultural visits to India and China for Post 16 students and maintaining links with schools in other countries. Helping the Academy celebrate the rich and diverse cultural heritage and ethic diversity within the school through the tutor programme, assemblies, displays and specific events. Coordinating Chinese New Year and Diwali celebrations Evaluating the impact of international activities and further developing and supporting global school links and exchanges. Overall responsibility for successfully applying for the International School Award. Teaching KS2 Mandarin as part of an Enrichment Programme to feeder Primary Schools Present Deputy Lead Mentor Science for Kent and Medway Training Deputised for Lead Mentor particularly in their absence. Played an instrumental role in improving the quality of training with 90% of Associate Teachers achieving their target grade in Responsible for coordinating and delivering twilight Subject Studies sessions including monitoring the quality of the programme. Interviewing prospective candidates alongside the Training Manager. Sharing effective practice in teaching and learning with Trainee Teachers and supporting a team of Subject Mentors in their work by delivering Mentor training sessions. Leading role in the assessment of Associate Teacher progress. Monitoring and evaluating the course for quality and assurance purposes and have been successful in implementing new strategies. Subject Mentor for several Associate Teachers within other training organisations providing support and advice where needed Co-ordinator of Science (Acting) Deputised for HOD when and wherever necessary. An exceptionally successful teacher of science across all 3 key stages. Experienced at teaching KS4/KS5 courses - GCSE, GNVQ, BTEC and OCR Nationals, A-level Chemistry and OCR GCE Applied Science as well as teaching KS3 in 2 years. Data tracking and coursework handling for years Raised attainment to 75% C and above by use of innovative strategies. Kent & Medway Training Mentor and experienced in working with trainee teachers. Proven people management skills within a large department of 16 staff and 7 technicians. Successful organisation and delivery of Health Day Teacher of Science i/c Key Stage 3 Successful planning, development and implementation of the New KS3 Curriculum. Responsible for organising trips and cross-curricular events. Leader of a very successful science club with 30 regular students. Validation and approval proposal Page 89 PGCE Secondary

94 Successfully organised and carried out Easter revision sessions. A successful form tutor, experienced in vertical and horizontal methodologies. Developed mechanisms for tracking pupils and implemented intervention strategies. Effectively delivered professional development sessions with regards to KS3 within the department. Successful organisation and delivered an Astronomy crosscurricular event for Gifted and Talented pupils. Developed curriculum links with feeder primary schools. Successfully maintained personal professional development. OTHER EMPLOYMENT Hackney Council Accounts Assistant Credit Control Dealing with customers queries Liaising with the Enforcement team with regards to non-payment Evergreen UK Ltd - Euston Accounts Assistant (Receivable) Credit Control Data entry, Reconciliations and daily bookkeeping Inputting various types of payment on the Oracle system Producing Outstanding payment Reports for the Director s meeting Liaising with the Customer Service team with releasing of customers goods Topshop Oxford Circus Customer Sales Adviser Cashier Replenishment of stock Merchandising and presentation of stock NMEC Millennium Dome Retail Host Full operation of the EPOS till system, including processing various types of transaction Stock merchandising on the shop floor through re-stocking and visual display Stock control management including daily ordering Cashing up tills and reporting the sales figures to the Manager at the end of each day. Supervised and trained new members Mecca Bingo Catford Payroll Officer/Customer Sales Assistant Payroll (SAGE) General admin duties including running induction programmes for new members Main stage/cash-line bingo caller Book-sales and Catering Emptying AWP fruit machines, cashing and banking Checking claims and giving out prize money Validation and approval proposal Page 90 PGCE Secondary

95 Tescos Surrey Quays Customer Sales Assistant/Cashier Providing fast and efficient yet friendly till service Stock and merchandise Hollywood Bowl Surrey Quays Team Member/party Host Serving customers and operating the till (reception, bar and café) ensuring customers receive a high quality service Answering customers queries on the phone Taking party and lane bookings and ensuring the children are well entertained Barratt Shoes Lewisham Customer Sales Assistant/Cashier Training new staff. Second in charge of store Assisting the manager during cashing up and banking Sole responsibility for dealing with merchandising McDonalds Deptford Crew Member Cashier Stock management ensuring sufficient stock is available Supervising new trainees. PROFESSIONAL DEVELOPMENT School Improvement Through Lesson Observation and Feedback - Sid Freeman Former Ofsted Inspector (Jan 12) Teacher Effectiveness Enhancement Programme (TEEP) Part 2 (Aug 11) Introduction to Teacher Effectiveness Enhancement Programme (TEEP Jul 11) Preparing to become an Advanced Skills Teacher (Mar 10) OCR Level 2 Nationals in Science: Get ahead enhancing delivery for experienced practitioners (Dec 09) Outstanding Lessons (Oct 09) Moving Forward with KS3 Science: Teaching and Learning (Jan 09) STEM CPD for KS3 (Jan 09) One Size Doesn t Fit All Developing Personalised Learning (Jun 08) OCR Level 2 Nationals in Science: Get started successful first delivery (Mar 08) Summer School for Newly and Recently Qualified Science Teachers (Apr 07) BTEC Successful First Delivery (Oct 06) ATTRIBUTES Hard working Highly motivated Exceptional organisational skills Thrives on new challenges Validation and approval proposal Page 91 PGCE Secondary

96 Diligent Strong Team Player Validation and approval proposal Page 92 PGCE Secondary

97 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 5 KMT Management Board terms of reference and constitution FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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99 Constitution of Kent & Medway Training (Draft Subject to changes and agreement in 2012) 1. The name of the organisation shall be The Kent & Medway Training Consortium. 2. The address for all correspondence shall be: Kent & Medway Training c/o The Leigh Technology Academy Green Street Green Road Dartford Kent DA1 1QE Tel: website: 3. The OBJECTS of the Consortium are: a. To provide professional training and guidance for suitably qualified persons in the theory and practice of teaching children in the age range years in agreed subjects to a standard and quality which will enable the recipient of the training to obtain a Post Graduate Certificate in Education. b. To provide opportunities for professional development for other staff within the partner schools not directly involved with mentoring. c. To undertake any related activity which may result from the professional training undertaken and which is unanimously approved of by the Members 4. Members Longfield Academy Main Road Longfield Kent DA3 7PH Dartford Grammar School West Hill Dartford Kent DA1 2HW Dartford Grammar School for Girls Shepherds Lane Dartford Kent DA1 Validation and approval proposal Page 95 PGCE Secondary

100 Mayfield Grammar School, Pelham Road Gravesend Kent DA11 0JE Hugh Christie Technology College White Cottage Road Tonbridge Kent TN10 4PU The Leigh Technology Academy (Lead School) Green Street Green Road Dartford Kent DA1 1QE Meopham School Wrotham Road Meopham Kent DA13 0AH Brompton Academy Marlborough Road Gillingham Kent ME7 5HT Northfleet School for Girls Hall Road Gravesend Kent DA11 8AQ The Robert Napier School Third Avenue Gillingham Kent ME7 2LX Rochester Grammar School Maidstone Road Rochester Kent ME1 3BY The Thomas Aveling School Arethusa Road Rochester Kent ME1 2UW Wilmington Grammar School for Boys Validation and approval proposal Page 96 PGCE Secondary

101 Common Lane Wilmington Kent DA2 7DA Wilmington Grammar School for Girls Wilmington Grange Parsons Lane Wilmington Kent DA2 7BB The Strood Academy Carnation Road Strood Rochester Kent Wilmington Academy Common Lane Wilmington Kent DA2 7DR Hayesbrook School Brook Street Tonbridge Kent TN9 2PH St John Fisher RC School Ordnance Street Chatham Kent ME4 6SG St George s CE School Meadow Road Gravesend Kent DA11 7LS a. New Members: Schools wishing to join Kent & Medway Training Consortium must apply ti the Consortium in writing and, may become full members upon unanimous approval. New Members will normally join in readiness for the start of the new academic year. b. Resignation of Members: Validation and approval proposal Page 97 PGCE Secondary

102 Members may resign from Kent & Medway Training Consortium by giving at least one term s notice to the Consortium in writing. Members may only leave the Consortium at the end of an academic year. An academic year is 1 st September to 31 st August following. c. Disqualification of Members Members who fail to deliver the training and mentoring to the required standards will be disqualified from membership of the Kent & Medway Training Consortium. 5. The Lead School a. The Lead School will be The Leigh Technology Academy b. The Governors of the Lead School will assume responsibility for the management and accountability of the financial resources of the Consortium c. The Lead School will provide the centre for Mentors, Associate Teachers and Graduate Teachers. Recruitment and training and perform a leading role in the design, delivery and quality assurance of the SCITT schemes. 6. The Responsible Officer The Governors of the Lead School will appoint a Responsible Officer. No person may receive a salary or fee for acting as a Responsible Officer. Duties of the responsible Officer will be: a. To monitor the controls and financial procedures in place. b. To inspect records on an ad-hoc basis. c. To report to the Governors of the Lead School his/her findings. 7. Management The Kent & Medway Training Consortium will be managed by the Management Board and as stipulated in the standing orders. The Lead School will always be a member of the Management Board and the representative of that School will act as Chairman of the Management Board. 8. Powers and Duties of the Management Board The Management Board will: a. Be responsible for the appointment of the Director of Training and Training Manager and for the quality of their performance. Validation and approval proposal Page 98 PGCE Secondary

103 b. Be responsible for ensuring that the agreed training procedures are properly implemented. c. Be responsible for the vetting of applications and the selections of students for the various subjects offered within the PGCE and GTP courses. d. Be responsible for the preparation of annual budgets. e. Be responsible for the timely application each year to the TDA for the appropriate funding. f. Open a bank account in the name of Kent & Medway Training Consortium and monitor usage. g. Authorise payment of invoices and petty cash and sign cheques in accordance with the bank mandate. h. Ensure that the quality of training provided is assured in accordance with the procedures set out in the Consortium s submission to the TDA dated November 1994 and to the Brighton University dated i. Ensure the probity of its financial procedures. j. Appoint other staff as agreed and set the salary scales for all appointments. k. Establish terms and conditions applicable to all appointments and to vary those standards terms and conditions in specific cases where the Management Board Committee is in unanimous agreement. l. Appoint sub-committees with delegated powers to manage Finance, Strategic Planning, QA, Personnel and Assessment. 9. Academic Remit of the Management Board In liaison with the Director of Training and Training Managers, the board will determine the necessary resources to support the work of the Consortium. It will: a. Oversee quality assurance of the Consortium and receive regular reports from the Core Team through the Director of Training, on standard of achievement throughout the course. b. Arrange for the regular review of all course elements to maintain academic standards, in conjunction with the validating agent, the TDA and the external examiner. c. Arrange for student admissions, the assessment Validation and approval proposal Page 99 PGCE Secondary

104 d. Oversee the procedures for the early termination of the training of a student as described in the appeals procedures (see submissions) and to make arrangements for considering student appeals. e. Liaise with the Core Team and, through the Kent & Medway Training Staff, arrange with the representative of the Board on the Assessment Committee, for the appointment and removal of internal and external assessors. The Management Board a. Is advised by an external evaluator, ensuring that the course is meeting its aims and objectives and operating at appropriate standards required for a postgraduate qualifications. b. Has responsibility for ensuring that Associate Teachers and Graduate Teachers receive an educational experience of high quality. c. Checks that the course is experiencing ongoing development from reflecting upon practice and findings and advances accordingly in subject application and teaching principles. d. Monitors the professional development of staff and curriculum developments and scholarly activities of all personnel. e. Supports an open intellectual community where rational discussion and critical appraisal of ideas and practices is encouraged and guided by the principle of mutual respect for differing perspectives on educational issues. These perspectives to be derived from the variety of different schools within the Consortium and also augmented by differing perspectives from outside speakers and providers. To support contacts for staff within the academic community. f. The Management Board is responsible for procedures, which must audit the standards of the course and the consistency of its delivery. This Board will be accountable to the TDA for the delivery of a quality programme in line with agreed targets and will oversee the course programme to meet the criteria set by the Open University for validation and requirements made by the Secretary of State. 10. The Finance Officer The Finance Officer will be responsible for the operation of the Consortium s total accounting function. He/she will be appointed by the Lead School. Validation and approval proposal Page 100 PGCE Secondary

105 The duties of the Finance Officer will be: a. To process all income and expenditure on a regular basis. b. To reconcile bank statements. c. To prepare Financial Reports for the Management Board. d. To prepare annual accounts for indepentent audit. e. To process and to pay the wages of staff and to make the necessary statutory returns on a monthly and annual basis to the appropriate authorities. 11. The Director of Training and Training Managers a. The Director of Training and Training Managers shall be appointed by the Consortium on the terms and conditions agreed by the Management Board. b. The qualifications of the training staff will be verified before appointment. c. The remuneration of the training staff will be fixed by the Management Board. d. The remuneration will be reviewed annually. e. The job descriptions of the training staff will be approved by the Management Board. 12. Banking a. The Consortium will open a bank account into which all income received will be paid and from which all payments will be drawn. b. All cheques drawn will be signed by the Chairman of the Executive Committee and one other member. c. The Management Board will apply to the Governors of the Lead School for permission to arrange an overdraft or to borrow funds from any financial institution. 13. Meetings a. The Consortium shall hold in each academic year a General Meeting as its Annual General Meeting for the purpose of receiving a statement from the Validation and approval proposal Page 101 PGCE Secondary

106 independent auditor on the state of the Consortium s accounts and to receive a report from the Chairman of the Management Board on the activities and successes of the year. b. The first Annual General Meeting shall be held within three months of the end of the first academic year of operation and thereafter at intervals not exceeding fifteen months. c. Notice of the Annual General Meeting shall be given to all Members of the Consortium, the Governors of the Lead School and to The TDA at least 28 days before the meeting. The notice shall state the date, time, place and purpose of the meeting. The notice must also state that the meeting is an Annual General Meeting. d. Executive Committee meetings may be held as required. 14. Role of Lead School Governors a. The Governors will be responsible for the control and management of the funds provided for the Consortium s operation. b. The Governors will ensure that reports are received at regular intervals from the appointed Responsible Officer. c. The Governors will ensure that an independent audit is conducted of the transactions entered into during the course of each academic year and that a report is produced on the findings of the auditor. 15. Dissolution In the event that The Kent & Medway Training Consortium ceases to operate any assets owned by the Consortium by way of cash or goods will be returned to the TDA. Validation and approval proposal Page 102 PGCE Secondary

107 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 6 KMT Quality Assurance Policy FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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109 KENT AND MEDWAY TRAINING QUALITY ASSURANCE POLICY This policy was updated and agreed by the QA committee October 2010 and will be reviewed annually by the QA committee. Signature of Chairperson of Management Board Policy Statements 1.1 As a provider of services it is imperative that the services will meet guaranteed standards consistently. Quality Assurance (QA) is applied to the entire organisation and process whereby standards are maintained and subsumes quality control and management. 1.2 KMT seeks to continuously assure Associate Teachers (ATs), Graduate Teachers (GTs), staff and external agencies, that their key activities, management structures, policies and procedures are of a level of quality to achieve its stated aims and objectives in order to ensure equality of opportunity. 1.3 The main purpose of Quality Assurance (QA) is to promote and ensure a continuing improvement in the quality of services provided by KMT through consistently high standards in order to maximise trainees achievements. 1.4 The institutional features which meet these needs and underpin quality assurance within KMT are set out below: clear management structure known and understood by all parties clearly specified standards and procedures, documented and accessible to all clearly defined responsibilities with targets set, monitored and reviewed annually regular review by the Management Board and KMT Team and steps taken to remedy shortfall and/or enhance processes and outcome identification of training needs and access to training for all staff monitoring and checking reality against standards and remedying shortfall Central to this process are: A proactive approach to critical evaluation and review by all involved in the organisation Responsiveness to trainees, staff and external agencies 1.5 The QA committee will ensure that all aspects of KMT provision are systematically reviewed and priorities for improvement are identified and regularly monitored.(see Improvement Plan) 1.6 This review process will be informed by evidence provided by the activities outlined in the QA Review Cycle, linked to the sections of the SED listed below: Trainees attainment against the Standards (Section 5) Recruitment and Selection (Section 6) Validation and approval proposal Page 105 PGCE Secondary

110 Training and assessment (Section 7) Effective and Efficient use of resources (Section 8) Quality of provision across the partnership (Section 9) Promoting Equality and Diversity (Section 10 Capacity to Improve (Section 12) 1.7 The review cycle will support annual analysis of the quality of training and the completion of the Scitt PGCE and GTP Self Evaluation Documents (SEDs) sent to the TDA and the Annual Monitoring Report to the PGCE validating authority OUVS 1.8 It will inform production of the annual improvement plan Validation and approval proposal Page 106 PGCE Secondary

111 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 7 Ofsted Inspection Report June 2010 FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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113 Kent and Medway Training Initial Teacher Education inspection report Provider address Kent and Medway Training The Leigh Technology Academy Green Street Green Road Dartford Kent DA1 1QE Inspection dates Lead inspector 7 11 June 2010 Mary Massey HMI October 2009

114 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 2 of 10 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, workbased learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone , or [email protected]. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. Reference no Crown Copyright 2010

115 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 3 of 10 Introduction 1. This inspection was carried out by Her Majesty s Inspectors supported by a team of specialist inspectors in accordance with the Framework for the Inspection of Initial Teacher Education ( ). 2. The inspection draws upon evidence from all aspects of the provision to make judgements against all parts of the inspection evaluation schedule in the framework. Inspectors focused on the overall effectiveness of the training in supporting high quality outcomes for trainees and the capacity of the partnership to bring about further improvements. A summary of the grades awarded is included at the end of this report. Key to inspection grades Grade 1 Grade 2 Grade 3 Grade 4 Outstanding Good Satisfactory Inadequate Explanation of terms used in this report Attainment is defined as the standard reached by a trainee at the end of their training. Progress is judged in terms of how well a trainee has developed professionally from their starting point to the standard reached at the time of the inspection or at a suitable review point. Achievement is judged in terms of the progress made and the standard reached by a trainee at the time of the inspection or at a recent assessment review point. The provider 3. Kent and Medway Training is based at the Leigh Technology Academy in Dartford and is accredited to provide training for 43 trainees in 5 secondary subjects: business studies, English, mathematics, modern foreign languages and science. The course leads to qualified teacher status (QTS) and the Professional Graduate Certificate in Education (PGCE), validated by the Open University Validation Service. The consortium also offers an employment-based route to QTS, and the two programmes are fully integrated, with one management group overseeing both. 4. During 2008/9 the consortium was made up of 17 schools in Kent and Medway. Both local authorities operate selection by ability at the end of Year 6, and the range of schools available is diverse, including the host academy, grammar, secondary modern and comprehensive schools in both urban and rural settings.

116 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 4 of 10 Key strengths 5. The key strengths are: the high quality of the professional studies programme, which uses a wide range of expertise within the partnership to provide a strong theoretical background to teaching for trainees the strength of the commitment of partnership schools and the way that this leads to identifying and meeting local employment needs successfully the close attention to meeting trainees individual needs, where high quality personal support ensures high retention trainees ability to take responsibility for their own training and establish collaborative working relationships with their students and colleagues the prompt and efficient communication between the provider, schools and trainees which ensures that their needs are responded to quickly. Recommendations 6. In order to improve consistency across the provision, the partnership should: develop consistency in the quality of feedback, target setting and coaching provided for trainees by mentors, so that the theoretical training delivered through professional studies is linked to practice. 7. In order to improve trainees progress and attainment, the partnership should: develop a robust and clear tracking system which is understood fully by all trainers and trainees, which encourages trainees to make outstanding progress towards challenging targets. Overall effectiveness Grade: 2 8. At least three quarters of trainees have been judged to be good or better by the end of their training over the last three years. Current data also show a similar picture of attainment for this year s cohort who are approaching the end of their training. Although the proportion of good or better trainees has shown some variation, overall these standards have been maintained. There is no clear trend of improvement, with the proportion of trainees judged as outstanding by the end of the course remaining steady over the last two years. Inspectors judged the provider to be slightly over-generous in its assessment of trainees teaching and final grades but, even allowing for this, attainment would still remain good. Trainees studying how to teach English consistently perform better than those studying to teach other subjects. English generally has the highest numbers applying for the course, so there is a wider choice of trainees. Difficulties remain in recruiting high quality mathematics and science trainees and this is reflected in their outcomes, but numbers are very small. Retention rates are high and above the national average. The provider thus

117 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 5 of 10 meets local needs extremely well as almost all trainees are employed within partnership or other local schools. 9. Trainees are strongly self-motivated and willingly take responsibility for their own development. They are conscientious and ambitious to do well, with an open-minded approach which makes them generally responsive to new ideas and strategies. The result is confident teachers who make strong relationships with both colleagues and the students they teach, and who work very effectively in teams. They are less secure about how to assess students achievement, but this is improving. The wide range of previous experience and qualifications means that many trainees need to undertake significant subject knowledge development. They do this with rigour and commitment, even though sometimes support from mentors is lacking. Trainees make good use of information and communication technology (ICT) to enhance their teaching. 10. Trainees good attainment, high retention and employment rates within the local area indicate that recruitment arrangements are successful. The vast majority of applicants to the course come from the local area and have a wide variety of previous experience and personal circumstances. Open days at partnership schools are used to encourage trainees to make themselves familiar with the demands of the course. Degree subjects may be unconventional and shortcomings in subject knowledge are identified at interview. Some trainees are required to complete pre-course tasks, including enhancement courses, as a pre-requisite for offering a place, although this is variable across subjects. The provider has already identified the need to make assessment of applicants potential to become good teachers more precise and has piloted a more quantitative system for next year s intake. A working party set up to find ways of increasing recruitment of minority ethnic trainees has had some limited impact this year. 11. The individual support provided for trainees is a significant feature of the partnership, and contributes to the high retention rates. Any difficulties are responded to very quickly and, if necessary, extra resources allocated to provide extra support. Leaders ensure that as far as possible they accommodate trainees personal circumstances without compromising the quality of the training they provide. The final two weeks of value-added experience for trainees provide a useful opportunity for trainees to identify and then fill their gaps in experience. Some trainees who have experienced personal problems have returned and completed the course after a short break. Although individual training plans based on an initial needs analysis and subject audit are set up they are not used effectively until trainees start the course. 12. The programme provides good training which ensures that most trainees make good progress from their starting points. The skills of expert practitioners from the schools within the partnership and local area are used to provide a very comprehensive professional studies programme. This covers a wide range of relevant topics which support progression through the course, including a strong theoretical background and practical strategies that trainees can use in the classroom. These topics are reinforced through the subject studies programmes, which frequently revisits and develops them further and puts

118 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 6 of 10 theory into a subject-specific context. Programmes are regularly modified to meet local and national needs and to respond to trainees evaluations. Although some mentors in schools use the programme to provide a regular, coherent focus for their work with trainees, this is not consistent across the partnership. Many trainees are sufficiently self-motivated to make the connections themselves. 13. Trainees progress is monitored regularly through lesson observation. From the trainees files, progression over time is evident, but feedback from mentors is not sufficiently focused on learning and is frequently more about teaching and behaviour management strategies. Targets are not always sufficiently subjectspecific or linked to a particular observation focus. Although professional tutors generally have a deep understanding of the principles behind teaching that they often pass on to trainees, the quality of feedback given by mentors is more variable, and frequently follows an instructive rather than a coaching model. The learning theory that trainees have learned from professional studies and their assignments is not reliably used to provide a rationale for activities in the classroom. 14. Assessment systems for judging trainees progress against the standards are reliable and the pass/fail boundary is secure. Systems for setting targets and assessment over the last three years have led to good outcomes and judgements of trainees attainment by the end of the course are broadly accurate. Recent changes to improve assessment with a stronger focus on tracking progress have led to a lack of clarity across the partnership and thus inconsistency in the application of the new criteria. Formal lesson observations are closely linked to the Standards, but there is no consistent understanding, by either trainers or trainees, of the criteria that should be used to judge the quality of a lesson. Although targets are set and reviewed regularly, they are often not sufficiently challenging to move good trainees towards outstanding. 15. Schools are generally successful in providing experience that covers a wide age and ability range and the opportunity for trainees to teach topics they are less familiar with. If gaps in subject knowledge are not filled through teaching experience then often trainees take full responsibility for remedying this themselves, although it is clear from the course handbook that mentors should direct this. 16. Resources are allocated to ensure that trainees can make good progress, and all groups achieve equally well. The resource base at the host school is well stocked and well used by trainees to support their studies. Many use the portal or developing virtual learning environment to share or access resources and as a discussion forum. There is variability in how well the provider s resources allocated to schools are monitored. 17. This is a small partnership which works very cooperatively. There is a high level of support and commitment from senior managers, which ensure that local employment needs are met very successfully. Communication to schools is prompt and efficient, with schools kept up to date with both practical operational issues and course developments. Over the last three years, good

119 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 7 of 10 provision across the partnership has sustained trainees good progress. However, recent changes in procedures, particularly in assessment of trainees progress, mean that mentors are less secure and this has led to some inconsistency. The provider has not always identified shortcomings in the quality of mentoring and this has limited the progress of some trainees. Training of mentors is broadly good, but the lack of a strong coaching model hinders good trainees in becoming outstanding. 18. Outcomes for all identifiable groups are good, and all trainees have an equal opportunity to succeed. The providers support for trainees individual needs is a strength and trainees are very confident that any issues they have will be dealt with promptly and sensitively. In-depth knowledge of the schools in the partnership and their personnel means that any difficulties are solved quickly. The provider has recently focused on ensuring that trainees are well prepared to teach students from a wide range of cultures and backgrounds and this has led to increasing confidence in supporting those with special educational needs and those who have English as an additional language. Trainees understanding of the issues linked to diversity is tackled through the professional studies programme, even though their direct experience is limited. Mentors do not always compensate for the lack of direct experience by asking trainees to consider how they might apply their theoretical knowledge to a range of different practical situations, for example teaching a student with limited English, or how they might extend a lesson plan to meet the needs of more able students. The capacity for further improvement and/or sustaining high quality Grade: The provider has good capacity to improve. Good attainment has been sustained over three years. Although there has been no significant change in the proportion of trainees graded good or outstanding, both employment rates and retention have improved in that period. The vast majority of trainees from the partnership are still teaching and most of these teachers are working within the partnership or in other schools in the local area. 20. Leaders have a good shared understanding of the vision and rationale underpinning the partnership and there is a high level of trust between the partners. Strong commitment from senior leaders in partnership schools ensures good quality training. Roles and responsibilities are made clear in the provider s handbook and are well understood, particularly at whole school, professional tutor, subject lead mentor, and course management levels. All stakeholders are involved in regular evaluation of the quality of the course. Trainees views are taken into account and immediate problems are dealt with promptly and efficiently in order to safeguard outcomes. Changes to the timing of specific professional and subject studies sessions for example, have been made in response to trainee requests. However, current quality assurance systems are not sufficiently challenging, critical or focused on trainee outcomes. As a result, variability in the quality of mentoring has not been

120 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 8 of 10 identified or challenged, although the management committee is in the process of appointing deputy subject leaders to increase capacity for lesson observation and quality assurance. 21. The strategic management committee does not have sufficient focus on improving outcomes for trainees. At an operational level, a clear cycle of improvement planning and review has maintained good outcomes and is leading to improvements in provision. The improvement plan accurately identifies priorities linked to trainees outcomes, and is regularly monitored and updated. However, it is not fully supported by an overarching strategic action plan. Some areas for development identified from self-evaluation, such as improving the recruitment of minority ethnic trainees, developing trainees strategies for tackling students weak literacy skills, and ensuring that the Standards linked to use of assessment are met well, have led to considerable improvement in trainees skills in this area. However, recent changes to the training management structure have meant that the response to the new initial teacher training inspection framework has been slow to get started. Some new initiatives, such as the implementation of assessment criteria to inform tracking, and new procedures for interviewing, are at an early stage of implementation and have not had time to have a measurable impact. Development planning at subject level is not closely linked to the priorities that have been accurately identified on the improvement plan. 22. The provider has demonstrated good capacity to anticipate and respond to change locally. Senior managers are able to respond to local initiatives because they know the partnership schools very well, and are very aware of the local context. For example, the changing nature of pedagogy in academies and new buildings has led to developing trainees skills for team teaching and alternative ways of organising learning. At a national level, there is a good focus on helping trainees understand curriculum changes, 14 to 19 developments and new initiatives. Trainees have a good understanding of safeguarding and child protection issues.

121 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 9 of 10 Summary of inspection grades 1 Key to judgements: grade 1 is outstanding; grade 2 is good; grade 3 is satisfactory; grade 4 is inadequate. Overall effectiveness Secondary How effective is the provision in securing high quality outcomes for trainees? Trainees attainment Factors contributing to trainees attainment The quality of the provision Promoting equalities and diversity How well do trainees attain? To what extent do recruitment / selection arrangements support high quality outcomes? 2 To what extent does the training and assessment ensure that all trainees progress to fulfil their 2 potential given their ability and starting points? To what extent are available resources used effectively and efficiently? 2 To what extent is the provision across the partnership of consistently high quality? 2 To what extent does the provision promote equality of opportunity, value diversity and eliminate harassment and unlawful discrimination? Capacity to improve further and/or sustain high quality Secondary To what extent do the leadership and management at all levels have the capacity to secure further improvements and/or to sustain high quality outcomes? How effectively does the management at all levels assess performance in order to improve or sustain high quality? How well does the leadership at all levels anticipate change, and prepare for and respond to national and local initiatives? How effectively does the provider plan and take action for improvement? The criteria for making these graded judgements are in the Grade criteria for the inspection of ITE ; Ofsted July 2008; Reference no:

122 Inspection report: Kent and Medway Training, 7-11 June 2010 Page 10 of 10 Any complaints about the inspection or the reports should be made following the procedure set out in the guidance Complaints about school inspection, which is available from Ofsted s website:

123 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 8 External examiner report 2010/11 FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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125 Validation Services External Examiner report template An electronic copy of this report should be sent to: Or, a signed hard copy sent to: The Vice Chancellor of The Open University, c/o Validation Services, The Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom. You should also submit a copy of this report to the institution. Section A: General information Institution: Kent & Medway Training Programme: PGCE (Secondary) Subject examined: Business, English, Maths, MFL, Science Name of examiner: Alan Fowler Address: 5 Elmhurst Coppice Muxton Telford Shropshire TF2 8SP [email protected] Current year of appointment First Year

126 Section B: External examiner s report The reporting structure of this section is intended to help draw out issues which may require attention by the Institution or the University. It should not be seen as limiting in any way the range of issues which may be addressed or the level of detail given. The report will be considered as part of the annual evaluation process and, as such, external examiners are encouraged to be as frank and open as possible, but avoiding wherever possible references to individual staff or students. External examiners attention is also drawn to The Guide for external examiners of OU validated awards, which should be forwarded by partner institutions to their external examiners. Please comment as appropriate on: 1. The range of assessed material and information provided by the institution on which your report is based. On appointment I received copies of Kent & Medway Training s (KMT) course documentation and handbooks along with a copy of the outgoing external examiner s report for 2009/10. This was helpful, allowing me to gain an understanding for the current provision before visiting. I visited KMT on 8/9 June to visit two consortium schools. One of the schools was new to KMT, the other was a founding KMT school. Full programmes had been arranged for each visit, these allowed me to: Observe three students teaching Observe feedback to students by Subject Mentors Meet the Headteacher in each school Meet the Professional Tutor in each school Meetings were also arranged, in each school, with a group of Subject Mentors and a group of students On the morning of 28 June I had the opportunity to review students assignments, teaching files and Standards Portfolios. 2. Whether the standards set are appropriate for the award, or award element, by reference to any agreed subject benchmarks, qualifications framework, programme specification or other relevant information. KMT set very high standards across all aspects of provision. PGCE and QTS requirements are fully addressed and there is a clear focus on ensuring all students are given full opportunity to maximise on their abilities. I have no hesitation in stating that KMT are upholding national standards for both PGCE and QTS qualification. All aspects of the programme are carefully structured, monitored and assessed. 3. The quality of students work, their knowledge and skills (both general and subject-specific) in relation to their peers on comparable programmes elsewhere. Three students were observed teaching in three subject areas (Business, English & Maths) they covered a range of abilities. They demonstrated a good level of enthusiasm and were clearly enjoying their teaching. The KMT Lesson Plan proforma provides a clear structure to follow ensuring all important aspects are considered and communicated. Students made good use of starters and plenaries to support the main body of each session. I would recommend that KMT considers requiring students to use Learning Objectives as the key focus and then providing differentiated Learning Outcomes from these (following National Curriculum / external specification criteria). The current focus is on the Lesson Topic and Learning Outcome. The three students all made appropriate references in their teaching to NC/Specification requirements and used these in Validation and approval proposal Page 122 PGCE Secondary

127 their target setting. The most able student made very clear references to a wide range of differentiation strategies to be used in the session. I do feel students might use Bloom s taxonomy to structure Q&A sessions where the questions are layered and develop into wider/deeper discussions. Students were confident in front of their teaching groups; they established and maintained purposeful learning environments. All had firm, fair and consistent expectations of their students. All used AfL during their sessions but could have anticipated common errors and misconceptions which would have informed planning/teaching rather than waiting until they were observed. Good provision of stimulus/support materials overall with good use of ICT to support teaching and learning. All students observed could have made more use of group feedback during the main body of their sessions to indicate general trends, help motivate etc. I am pleased to indicate how well the students had integrated into the life of the school as well as their subject departments and recognising their wider roles as teachers. The students all responded well to feedback from their mentors and showed a good insight into their own teaching in spite of having little time to reflect due to the nature of my programmes. Subject Mentors were not directly using the prompt sheet on giving feedback developed by KMT but were making the students reflect and think about their teaching, rather than simply receiving feedback from the mentor. The skills audits seen on my final visit to KMT indicate a high level of concern in ensuring the students develop appropriate Subject Knowledge for Teaching (SKfT). Folders were very clear and thorough allowing KMT to make accurate assessments of their students across all subject areas. 4. The strengths and weaknesses of the students A key strength is the ability of students to manage the various requirements of such a demanding programme effectively. All the evidence seen indicates that assignments are addressed well, students demonstrating a good level of academic rigour in their research and writing. Teaching skills are being developed well; overall standards are high. A clear strength of KMT is to develop a strong sense of community in which the students support each other well within their subject groups and when in School A/B placements. There is a strong sense of collaboration. All students observed were clearly meeting QTS requirements in the sessions observed. There are no significant areas of weakness for KMT to address. The italicised text in 3 identifies some areas for consideration. 5. The quality of teaching and learning, as indicated by student performance This SCITT programme is very powerful; it combines good academic practice with a very strong school focus. The students are well known as individuals and carefully supported. I believe there is strong evidence to indicate that students that have had difficulties and have managed to gain PGCE/QTS might have slipped through the net elsewhere. Within the centre-based aspects: There is a very high level of commitment from the course and various subject leaders. Teaching is of a high standard. The Professional Studies programme is seen as a strength with the students valuing the range of expert speakers. (The follow-up programme in schools is more variable. KMT may wish to consider establishing a programme with a minimum entitlement to be delivered in School A/B.) Within the school-based aspects: Subject Mentors (SM) provide good feedback to the students; there is a good balance between positives comments and targets to consider. They have a good rapport with their student teachers. Students indicate that there is variability across the SMs but it is not a significant issue. Professional Tutors (PT) contribute positively towards the development of the students. However, due to the number of providers in the partnership schools and the PTs other roles this seems a Validation and approval proposal Page 123 PGCE Secondary

128 little more variable. Headteachers are very supportive of the scheme and are keen to support it as it forms a valuable source of recruitment. They are therefore keen the students develop well. 6. The quality of the curriculum, course materials and learning resources The curriculum is very thorough with a clear focus on the QTS Standards and SKfT along with the PGCE requirements. Course documentation is informative and well written. There are very good learning resources available to the students within the lead school and other partnership schools. It is important to note that the PTs and SMs indicated that they are confident in meeting KMT s requirements and that their training is effective in developing their confidence with acting as both mentor and trainer. The VLE is valued by all parties. It is a powerful way of managing documentation and support materials. However, feedback from students and school-based partners indicate that navigation can be difficult with current forms etc difficult to locate. 7. The quality and fairness of the assessments, in particular their: (i) design and structure The Standards Portfolio clearly requires students to demonstrate where they are meeting the Q Standards. The quality of the portfolios seen was very high. However, they are very bulky and perhaps over demanding in terms of administration. I would encourage KMT to consider ways of reducing the volume of materials without reducing the rigour. Time savings could impact in the classroom with students developing skills even further. I did see one e-portfolio which was of a very high standard and developed using Excel. The layout and navigation simple and easy to follow. Evidence included was suitably varied and included scanned copies of pupils work which had call-outs added with observations and directing the reader to key features etc. I would recommend that KMT considers this type of format in the future for more (all?) students. Written assignments required students to address areas that are central to their teaching and encouraged them to draw on their experiences in school(s) as well as researching into each topic. This was clearly impacting positively on classroom practice. Timings for assignments were carefully managed. Assessments are accurate, consistent and reliable. (ii) relation to stated objectives and learning outcomes of the programme The programme has a strong and clear focus towards the award of PGCE/QTS. OU and TDA requirements are fully addressed; learning objectives and outcomes are understood by all parties. (iii) marking Assignments see 9 Teaching observation sheets and feedback prompts have been carefully designed to ensure all SMs address all aspects of teaching and learning as well as encouraging the students to be reflective. Joint observations are held between PTs and SMs which helps to ensure accurate judgements are made. 8. Where the programme has specific work-related learning outcomes (e.g. Foundation Degrees) please comment on the assessment and achievement of these outcomes, including employers Validation and approval proposal Page 124 PGCE Secondary

129 involvement where relevant. As a SCITT ITE programme the students spend all of their time based in a school environment. This has distinct advantages and students are developing strong professional attributes from an early stage. It is pleasing to note how students from KMT are gaining teaching posts in what is nationally a slow picture in At the point of the Award Board 60% of those in post have secured places within the consortium group of schools and a total of 77% in post (with several awaiting interview). 9. The administration of the assessments, operation of examination boards, briefing of external examiners, access of external examiners to essential materials, etc. This is of a very high standard, a real strength of KMT. Everything required as part of the process of external examining was in place and easy to follow. I have been particularly impressed with the genuine openness and enthusiasm demonstrated by everyone I have met. Assignments are thoroughly marked with suitable annotation and very detailed feedback sheets. A strength of the marking process is the use of additional moderators to check marking within and across the five subject areas. JW & SR acted as taxi drivers during my visits to observe students in schools. I am very grateful for this and it provided valuable time to discuss KMT s policies and practices. As a result of this I have developed a much greater understanding than would have been the case otherwise. The Award Board was managed carefully and chaired by a Headteacher from one of the partnership schools. Each student was given careful and appropriate consideration. As noted earlier it was clear that the team knew their students well. OU requirements were carefully being followed. I would recommend that the award board spreadsheet shows where students have retrieved a failed assignment with 3R (or similar). 10. Have all the issues identified in your previous report been addressed by the institution? See comment If no, please comment This is my first year as external examiner. However, KMT did provide me with a copy of the 2009/10 report and I can confirm that they have addressed the issues it identified. 11. (For chief external examiners or those with responsibility for the whole programme if in doubt please check with the appointing institution) Please confirm that the assessment and standards set for the programme as a whole, including all its pathways, modules or individual courses are consistent and appropriate, and that the processes for assessment and determination of awards are fair and sound across the provision. Firm, fair and consistent across and within all subject routes. 12. Any other comments Meetings with groups of students identified a very high level of satisfaction with KMT. Students indicated they would appreciate more guidance on developing the Standards portfolio from an earlier stage of the programme. During one of my school visits I had the opportunity to meet a former KMT student in his NQT Year. He was very positive about his training, stating the group dynamic and great support of course leaders as strengths of provision. He felt well prepared but found it a shock managing the curriculum requirements of a full timetable, full Form Teacher responsibilities etc. He suggested Validation and approval proposal Page 125 PGCE Secondary

130 that KMT might like to have a session for all students with a small group of NQTs in the final part of the programme to talk about these and related issues. Next Year: I would like to meet/observe some male students all students seen this year were (by chance) female. I would like to observe students teaching in Science and MFL not seen during 2010/11. I have been very impressed with the KMT team; the course leaders, subject leaders and their consortium schools. There is a true sense of partnership with the intended aim of developing enthusiastic and able new teachers. It is a very strong course, but there is an obvious willingness and drive towards continued reflection and development. Please ensure that you sign and date below, if sending a hard copy of this report Signed: Date: 29 June 2011 Validation and approval proposal Page 126 PGCE Secondary

131 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 9 Examination board terms of reference and constitution FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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133 FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION Terms of Reference PGCE Secondary Joint Area and Course Examination Board The PGCE Secondary Joint Area and Course Examination Board is required to: i) ensure that justice is done to the individual students considered and that the standard of levels within the subject area and standard of awards is maintained; ii) iii) iv) ensure that all appropriate University and course regulations are met; make final decisions regarding the level of performance on the assessments for the modules within its remit for all students who are registered for those modules, taking into account all relevant information received but without reference to students overall performance or performance on any other modules concurrently or previously studied; make arrangements for students permitted to be re-assessed for any element of assessment in any module within its remit, and the mechanisms for considering and approving the results of such assessments; v) consider all information received which is pertinent to reaching a decision on the performance of any student, including: the marks or grades awarded by the relevant Area Examination Boards; any specific or general credit which has been accredited to students on enrolment (including marks where appropriate); reports of meetings of any sub-sets of the Course Examination Board as applicable, at which students grades and/or their progress on the course are discussed; details of late submission of assessed work and any extensions to deadlines granted for submission of assessed work; and any mitigating circumstances submitted by the student; vi) vii) viii) ix) make recommendations for the conferment of approved awards for those students who have completed the course (either through meeting course requirements, or through having studied for the maximum number of credits or time permitted, as stipulated by the course regulations); make decisions about whether a student s overall performance may compensate for failure at intermediate stages or final assessment, in accordance with the course - specific regulations; make decisions on students eligibility for progression to the next stage, including whether, under exceptional circumstances, a student may progress to the next stage trailing up to the equivalent of 20 credits; make final decisions regarding students eligibility to continue their registration on the course; x) make recommendations for the conferment of any subsidiary award in the case of eligible students who have withdrawn from the University, or who have transferred to another course within the University if their remaining credit, after transfer, is sufficient; xi) consider the reports and recommendations from advisory panels which have been convened when a student is found to have cheated or in any way attempted to gain an unfair advantage in work submitted for assessment, and take action accordingly. The Course Examination Board may also consider comments from Area Examination Boards in respect of the same; Validation and approval proposal Page 129 PGCE Secondary

134 xii) xiii) make a judgement in relation to any breaches of regulations reported to it; agree what actions the Chair, or any approved sub - group, may take on behalf of the Board; xiv) receive and comment upon any amendments to regulations pertaining to the award which have been approved by the Faculty for future use; xv) review the operation of Examination Board procedures and recommend changes where appropriate. Constitution Head of School of Education or nominee (Chair) Senior member of School of Education staff (Deputy Chair) School of Education Link Tutor SCITT Training Manager / Programme Leader A representative group of staff, responsible for the teaching and assessment of the modules comprising the course: o Lead mentor Business o Lead mentor English o Lead mentor Mathematics o Lead mentor Modern Foreign Languages o Lead mentor Science (Biology, Chemistry and Physics) o Graduate Teacher Training Manager PGCE Secondary External Examiner Faculty Examinations Officer Minuting Secretary (in attendance) Validation and approval proposal Page 130 PGCE Secondary

135 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 10 Minutes of the development process FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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137 School of Education scrutiny of Validation and Approval Proposal Minutes of School scrutiny 13/6/12 to follow Validation and approval proposal Page 133 PGCE Secondary

138 Academic Standards Committee scrutiny of Course Outline and Initial Partnership Proposal Minutes of Academic Standards Committee scrutiny 24/5/12 to follow Validation and approval proposal Page 134 PGCE Secondary

139 Faculty Academic Board scrutiny of Course Outline s FAB/ES/42/12 FACULTY OF EDUCATION AND SPORT FACULTY ACADEMIC BOARD Minutes of a meeting of the Faculty Academic Board, held on Wednesday 14 th March 2012, from 2.00 pm, in room H122, Hillbrow, Eastbourne Present: In attendance: Paul Griffiths (Chair), Grace Allwood-Dawson (student representative), Dr Angela Benson, Susan Burnett, Samantha Coates, Paul Cecil, Stephen Crossman, Professor Jo Doust, Dr Paul Frost, Lorraine Harrison, Roger Miles, Dr Mel Norman, Vanessa Norris and Dr Roger Smith. Matthew Warne, Ioannis Pantelidis for item (i-iv). 5.1 Course Development and Approval To consider and approve the following course outlines and identify issues for validation / approval: (i) PGCE (Secondary) at FAB/ES/07/12 The Board received the course outline for a proposed Professional Graduate Certificate in Education (Secondary) award to be validated by the University of Brighton (via the SoE) and delivered by Kent and Medway Training (KMT) School-Centred Initial Teacher Training (SCITT). It was noted that KMT was a longstanding ITE provider, delivering this PGCE Secondary course in partnership with the Open University. Following Open University s decision to withdraw from the partnership the University had been invited to become the validation partner of the KMT SCITT. It was noted that partnering with the KMT SCITT aligns with the shift toward school-based ITE provision and provides additional opportunities for the sharing of good practice and enhancements to the student experience. It was noted that there was no masters level credit associated with the course and therefore the award would be offered as a Professional Graduate Certificate in Education only. It was confirmed that the SoE would retain overarching responsibility for the quality assurance of the programme whilst KMT SCITT would be responsible for all aspects of course delivery and assessment. Members considered the course outline and highlighted to the following issues for further consideration at the validation event: To consider the mechanisms by which the SoE will assure itself of the quality of the provision across the 19 schools comprising the KMT SCITT; To consider the implications for the SoE, primarily in terms of management and quality assurance, if the KMT SCITT were to undergo significant expansion; To ascertain the likely requirement for staff development required by KMT SCITT tutors and the impact upon SoE resources; To consider student support arrangements including clarification of entitlements;; To consider the opportunities for reciprocal teaching/training both for SoE and KMT SCITT staff; To consider the external examining arrangements for the subject aspects of the programme; To consider the practical arrangements for ensuring KMT SCITT students are able to access studentcentral, the online library and the range of student services offered by the University. The Board approved the PGCE Secondary at KMT SCITT to proceed to validation. [Action: SC/SR] Validation and approval proposal Page 135 PGCE Secondary

140 s School of Education scrutiny of Course Outline Faculty of Education & Sport School of Education School Management Group 14 th March 2012 Summary of the discussions related to the scrutiny of PGCE Secondary award course outline to be delivered by the The PGCE Secondary course outline document was scrutinised by members of the School Management Group and the following suggestions for improvement were made: p.1, Introduction. Administrative colleagues noted that there is little or no capacity to absorb additional exam board work, especially when this relates to students who are not from the UoB and for whom no capacity exists to process these students through the UoB s data system. p.4, PSRBs. The programme will no longer be funded by the TDA. p.5, Learning and Teaching Methods. Some comments were made about provision of e-learning and online support. Colleagues also commented that reference should be made elsewhere about how UoB materials are accessed online. There needs to be clearer consideration of blended learning and use of technology beyond Pebblepad. p.5, Learning and Teaching. With reference to all categories in this section it was suggested that it might be useful to use the KIS and review guidance in terms of this particularly the distinction made between scheduled learning and teaching which includes work based learning and placements. Clarity is needed as to whether the school based learning figure includes scheduled support from a tutor/mentor, and which should therefore be counted in the scheduled learning and teaching figure. p.7, Support and Information. Alongside reference to welfare support, it was suggested that reference to the wider range of student services should be mentioned. It was also suggested that it may be helpful to identify which of these will be provided by the university and which by KMT. Clarity is also needed about the plans for induction week. Similarly, questions were raised about whether UoB handbooks will be appropriate for KMT students. p.10, Collaborative Provision. It is important to specify somewhere that KMT rather than UoB will be accountable to Ofsted for the quality of the provision relating to the recommendation for QTS. p.12, Operation of Proposed Activity. Questions were raised about how the SoE will be able to support activities such as exam board arrangements and provision of access to studentcentral/the online library. There is no information about these students and it will represent a significant increase in workload for SoE colleagues. Questions were also raised about who determines what is required and the limits on these requirements. It was also questioned whether the staff development opportunities cited would include, for example, registering for an MA. It was also noted that listing the activities in this section does not explain how they will be undertaken, and it would be good to have clarification of this. Validation and approval proposal Page 136 PGCE Secondary

141 p.13, Costs. The figure of 300 was queried, particularly if this fee covers all UoB involvement (it seems very low). p.13, Likely resource requirements for the proposed activity. It was suggested that a more explicit description of the role and how it will work in practice (e.g. how much time it represents and how the time will be used). p.15, Quality Assurance. A query was raised as to whether the administrative colleagues in the SoE would have access to KMT s central tracking system. p.17, Issues for further consideration. It is unclear as to the status of these issues, and how/when they will be resolved and the outcomes disseminated. In addition, Professional Standards should be amended to DfE (2012) Teachers Standards throughout. Validation and approval proposal Page 137 PGCE Secondary

142 Academic Development Committee scrutiny of Initial Partnership Proposal and Course Proposal UNIVERSITY OF BRIGHTON ACADEMIC BOARD ACADEMIC DEVELOPMENT COMMITTEE Minutes of a meeting of the Academic Development Committee held on Thursday 16 February 2012 at 9.30am, in room 228, Mithras House Present: Professor J Crampton (in the Chair), Dr L Allen, Professor D Arnold, Professor A Berry, Ms A Boddington, Ms C Burns, Mr M Clark, Professor J Cohen, Professor C Firth, Dr S Goss-Turner, Mr P Griffiths, Mr T Hanson, Professor S Laing, Professor A Lloyd, Dr P Maguire, Ms S McHugh, Ms A Rutland, Professor D Taylor. In attendance: Mr M Annis, Dr S Dyer, Mr M Gadhavi, Professor M Harder, Mr T Preston, Mr A Lewis, T Izzard (minutes) 1320 Course development (ADC12-11) Faculty of Education and Sport i) New partnership and awards offered through : Professional Grad Cert in Education Business Studies (Secondary) Professional Grad Cert in Education English (Secondary) Professional Grad Cert in Education Mathematics (Secondary) Professional Grad Cert in Education Modern Foreign Languages (Secondary) Professional Grad Cert in Education Biology (Secondary) Professional Grad Cert in Education Chemistry (Secondary) Professional Grad Cert in Education Physics (Secondary) The Committee approved the new partnership and awards to progress to a University approval and validation event, noting the strategic opportunities for partnerships of this type beyond Sussex. Validation and approval proposal Page 138 PGCE Secondary

143 Faculty of Education and Sport scrutiny of Initial Partnership Proposal and Course Proposal s FACULTY OF EDUCATION AND SPORT FACULTY MANAGEMENT GROUP Strictly Confidential Notes of a meeting of the Faculty Management Group held on Thursday 19 th January 2012 at 9.30am in Checkland E346, Falmer Present: Paul Frost, Paul Griffiths (Chair), Samantha Coates, Steven Goss-Turner, Lorraine Harrison and Vanessa Norris Apologies: Jo Doust 5. Quality Assurance It was noted that the Faculty Management Group was acting as a sub-committee of the Faculty Academic Board in considering the following proposals. 5.3 New course proposal / new partnership development: PGCE Secondary at It was noted that the School of Education is proposing to establish a partnership with the and approval for a PGCE Secondary Professional Certificate in Education programme with 5 named routes. It was confirmed that the SCITT had already been running a PGCE programme as an Open University validated award. This relationship is due to end in 2011/12 and the School of Education has been invited to be the new validation partner. It is hoped that this partnership can provide a model for future partnership developments with SCITTS. It was noted that the SCITT will be offering level 6 provision which contrasts with the School of Education s level 7 provision. It was confirmed that Ofsted have rated the SCITT as Good. There are areas for development which the School of Education and SCITT can work on jointly. It was confirmed that the partnership proposal be further revised to clarify the role of the School of Education, which will receive 300 per student. FMG approved the proposal, subject to the above mentioned amendments, for submission to ADC. SC/LH Validation and approval proposal Page 139 PGCE Secondary

144 Validation and approval proposal Page 140 PGCE Secondary

145 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 11 Approval process FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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147 UNIVERSITY OF BRIGHTON REGISTRY: ACADEMIC STANDARDS & PARTNERSHIP Approval process and validation of PGCE Secondary Education: Kent and Medway Training 1 Introduction Kent and Medway Training is an organisation forming a consortium of sixteen schools in the Kent and Medway area, providing initial teacher training. Kent and Medway training currently offers a PGCE Secondary Education validated by the Open University Validation Services. It is proposed that the University of Brighton validates this programme. This document sets out the approval process that will enable the University to approve Kent and Medway Training as a delivering partner of the University of Brighton and to validate this programme. Partner approval and programme validation will be obtained by a committee process leading to a combined approval and validation event. The approval and validation panel will be chaired by a member of the SMT of the University, and will include representatives of senior University committees, the senior management team of Kent and Medway Training, the programme team from Kent and Medway Training, and an external panel member with expertise in the subject area. This document gives details of the above elements of the approval and validation process, and sets out a timescale. 2 Approval of Kent and Medway Training as a partner of the University of Brighton 2.1 Taking account of the requirements of the QAA Code of Practice on collaborative provision, the University of Brighton will need to assure itself of the appropriateness of Kent and Medway Training as a prospective partner 2.2 In order to complete this process of assurance, Brighton will wish to be assured of the following issues: the legal standing of Kent and Medway Training the compatibility of the mission and educational objectives of both institutions the standing of Kent and Medway Training in terms of o academic standards, including the light of experience of other UK partners and from public documents such as reports of the QAA or other bodies o financial stability o availability of systems and resources to support the proposed activity o provision of an appropriate and safe environment for students on the proposed programme that the proposed activity has been fully costed and accounted for accurately. 2.3 The following detailed information will be used to compile a due diligence report on Kent and Medway Training: i) Academic standards the range of existing academic provision and the outcomes of previous monitoring and evaluation activity the institution s processes for quality assurance and the success with which these have operated (these are considered in order to evaluate whether the proposed partner institution can operate quality assurance procedures to a satisfactory standard, even though it is usual that the University s quality assurance processes will apply once the partnership is in operation) the experiences of other UK partners of the proposed partner institution publicly available documentation such as QAA reports and the institution s website ii) Financial stability review of the most recent annual report and accounts sources of funding to support the operation of the institution Validation and approval proposal Page 143 PGCE Secondary

148 iii) Availability of systems and resources to support the proposed activity teaching staff resources, staff development policy and development activity completed and planned; funding to support staff development activity current and planned learning resource provision and the sources of funding that will support this the operation of student information management systems policy and procedures for marketing of, and recruitment to, courses iv) Provision of an appropriate and safe environment for students resources for student support and welfare and any outcomes of review of these resources staff development planned to enhance student support resources student recruitment policy personal tutoring policy, if available equal opportunities policies, if available documentation issued to students to support their study details of residential accommodation for students iv) Position within the institution s own sector the constitution and organisational structure of the institution the bodies to which the institution is answerable in terms of quality assurance and permission to operate professional or statutory body accreditations and their implications for the institution 2.4 The following documentation, or equivalents, will need to be provided by the proposed partner institution for the approval process: annual report and accounts constitution and organisational structure details of the institution s position within its local education system or sector details of professional and/or statutory bodies which approve the institution s programmes, if appropriate, and any reports from those bodies most recent strategic plan and details of funding to support proposed activity procedures for monitoring and evaluation of programmes outcomes of monitoring and evaluation activity for the last two years details of student information systems and the outcomes of any evaluation of these staff development policy curriculum vitae for staff who will be involved in delivery policies for personal tutoring, recruitment of students and equal opportunities resource statement giving details of teaching accommodation, library and computer provision, student support and welfare resources, residential accommodation and any plans for future development in these areas Registry staff at the University of Brighton will prepare a due diligence report on Kent and Medway Training, based on this and on publicly available information, which will form part of the documentation used to support the approval process. Validation and approval proposal Page 144 PGCE Secondary

149 3 Development of partnership proposal 3.1 The proposal for Kent and Medway Training to become a partner college of the University of Brighton will be approved by the following University committees: School of Education Board of Study Faculty of Education & Sport Faculty Academic Board Academic Development Committee Academic Standards Committee before being finally confirmed at the approval event for this development. 3.2 A partnership proposal document will be developed by colleagues in the Faculty of Arts for consideration by committees to include the following information: i) Rationale for the development of the partnership ii) iii) An overview of the operation of the partnership, including arrangements for quality assurance, Details of any costs to the University, how these will be met, and the financial arrangements with each partner Each committee will receive the due diligence report on Kent and Medway Training, the partnership proposal document, and this process document in order to ensure that full information is provided at each stage. 3.3 The proposal will be finally approved by the approval event. An extended version of the proposal document will be provided to the approval event, including items i-iii described at 3.2 above, full details of how the operation will be managed, details of quality assurance processes, full details of learning resources to support the programme, and the draft memorandum of co-operation for the activity. 4 Programme development and validation 4.1 Alongside the partnership approval process, the proposed new programme will be subject to the processes required for approval and validation as set out in the University of Brighton Course Development and Review Handbook. The course proposal and outline must be received by the same committees as the partnership proposal, and where possible these documents will be received simultaneously. 5 Committees, documentation and timescales 5.1 The table below sets out the progress of the above three elements of the approval process through relevant committees. Committee Date of meeting Approval of Kent and Medway Training as partner of UoB Approval and validation of PGCE Secondary Education School Board 15 th February 2012 SMG (or 11 th January 2012 SMG if earlier ADC meeting?) Process document Partnership proposal document Due diligence report on Kent and Medway Training Course proposal and part 1 of programme specification Faculty of Education & Sport Faculty Academic Board 7 th March 2012 (or 19 th January 2012 FMG if earlier ADC Process document Partnership proposal document Due diligence report on Kent and Medway Training Course proposal and part 1 of programme specification Validation and approval proposal Page 145 PGCE Secondary

150 Committee Date of meeting Approval of Kent and Medway Training as partner of UoB meeting?) Approval and validation of PGCE Secondary Academic Development Committee April 2012 Process document Partnership proposal document Due diligence report on Kent and Medway Training Course proposal and part 1 of programme specification Faculty of Education & Sport Faculty Academic Board 7 th March 2012 [approval completed in October; papers should accompany course information as supporting documentation] Course proposal and parts 1 and 2 of programme specification Supplementary information ASC May 2012 Process document Partnership proposal document Due diligence report on Kent and Medway Training Approval event Process document Extended partnership proposal document Report on Kent and Medway Training Course proposal and parts 1 and 2 of programme specification Supplementary information Validation documents as specified in Course approval and review handbook Each committee or panel will receive the minutes of the discussion of the proposal by preceding committees \\departmentdocs.brighton.ac.uk\departmentdocs\registry\academic standards\3 partnership\3.2 mocs in progress\kent & medway training scitt\kent&medway approval process.doc ASP/TI/ 13 Validation and approval proposal Page 146 PGCE Secondary

151 s Professional Graduate Certificate in Education (PGCE) Secondary Proposal for Validation and Partnership Arrangements Appendix 12 Memorandum of co-operation FACULTY OF EDUCATION AND SPORT SCHOOL OF EDUCATION

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153 Registry to provide Validation and approval proposal Page 149 PGCE Secondary