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