Programme Specification. BEd (Hons) in Primary Education with Qualified Teacher Status. Valid from: Sept 2015 Programme Code: X100

Transcription

1 Programme Specification BEd (Hons) in Primary Education with Qualified Teacher Status Valid from: Sept 2015 Programme Code: X100

2 Section Contents Page No. 1 General Information 1.1 Programme Title Award Title and Interim Awards Mode of Study Programme start date and period of validation Awarding Institution College Managing the Programme Institution Delivering the Programme Relevant external subject benchmark External Accreditation JACS Code Programme Specification last updated 4 2 Overview and Programme Aims 2.1 Overview Aims of Programme 6 3 Programme Learning Outcomes Programme Structure 4.1 Structure and Curriculum Placements Personal Development Planning (PDP) 15 5 Programme Delivery 5.1 Learning and Teaching Methods Professional Conduct and Suitability Approaches to Assessment Deviation from UG Assessment Regulations Admissions 19 7 Student Support and Guidance 7.1 Support Network Student Voice 20 8 Post Programme Opportunities 21 9 Employer Links 21 APPENDICES

3 SECTION ONE GENERAL INFORMATION 1.1 Programme Title BEd (Hons) Primary Education 1.2 Award Title and Interim Awards The course is a three-year default programme with an optional four-year route. On completion of the three-year programme you will be awarded: Bachelor of Education (Honours) Primary Education with Qualified Teacher Status On completion of the four-year programme you will be awarded: Bachelor of Education (Honours) Primary Education [in Subject Pathway] with Qualified Teacher Status The subject pathways may change adapting to Local and National Priorities. Likely pathways include: English Mathematics Science Creative and Performing Arts Humanities To gain Qualified Teacher Status (QTS) you must have demonstrated that you have met all of the current professional requirements including: Meeting the Expectations for Training Students (Teachers Standards [DfE, 2012, effective from 1 st September 2012]). Passing the QTS skills tests - applicants are required to have passed the skills tests before the start of the course. Trainees who started their training prior to 1 July 2013 need to pass the tests before they can be recommended for the award of qualified teacher status (QTS). Tests can be taken at any time during the course.' Presenting Career Entry and Development Profile (CEDP) for discussion and signature (or the equivalent following changes in 2012). Should you not complete the three or four year course interim awards are as follows: On completion of two years of the programme you will not be awarded a degree but you may be awarded: Diploma of Higher Education in Primary Education (on completion of 120 credits at Level 4 and 120 credits at Level 5) On completion of one year of the programme you will not be awarded a degree but you may be awarded: Certificate of Higher Education in Primary Education (on completion of 120 credits at level 4) 1.3 Mode of Study 3

4 Full time 1.4 Programme start date and period of validation September 2012 with indefinite approval 1.5 Awarding Institution University of Derby 1.6 College Managing the Programme College of Education 1.7 Institution Delivering the Programme University of Derby 1.8 Relevant external subject benchmark The Quality Assurance Agency (QAA) issue descriptors advising us about the content of a Bachelor s degree with Honours. Application of these descriptors in the design of our programme will ensure that you will meet the standards expected of a graduate. These expectations can be seen through the aims and learning outcomes of the programme. In order for you to be recommended for Qualified Teacher Status (QTS) you need to demonstrate that you meet the Standards set out for Teachers (Teachers Standards, 2012) as laid out by the Teaching Agency. The Teachers Standards are divided into two main parts Teaching [the knowledge, skills and understanding required of a teacher] and Professional Conduct [expectations of professional behaviours]. Our programme meets the standards required by the Teaching Agency as inspected by Ofsted (2010). Inspections occur on a regular cycle to ensure high standards are maintained. Expectations set down by the DfE and Teaching Agency requires you to be suitable and fit to practice. Suitability is checked through the enhanced Disclosure and Barring Service (DBS) process and fitness to practice is regulated by the Occupational Health Team at the University Derby. This suitability and fitness for practice needs to be maintained throughout your programme therefore every year you are asked to complete a declaration that there has not been any change to your status; changes throughout the year are to be immediately communicated to your Stage Leader and Programme Leader. 1.9 External Accreditation Teaching Agency (TA) part of the Department for Education (DfE) 1.10 JACS Code X Programme Specification last updated September

5 SECTION TWO OVERVIEW AND PROGRAMME AIMS 2.1 Overview Completion of our programme will enable recommendation for Qualified Teacher Status. This status will allow you to teach in primary schools. Extensive opportunities throughout the programme enable our students to gain employment in the Early Years, Key Stage 1 and 2 and within Special School Education. The programme is built upon our core commitments to social justice; to research for teaching and teaching research; creativity and challenge; to empowerment of lifelong learners and a diverse student population; to a positive and happy atmosphere; to our place in the wider community; to high standards; to the statutory curricular and to the wider professional context. These commitments run throughout the whole programme as we wish to develop excellent teachers who are committed as we are to raising standards in schools. This programme is also designed to ensure individuals move beyond the mechanics of teaching as we aspire to educate teachers who have deep values and a strong commitment to the well-being of children. Social Justice is an important driving-force behind the programme. There is opportunity for you to personalise your course so that every student has a unique experience. In addition to the various school experiences there are opportunities for you to choose an alternative setting for you to explore; a subject pathway and an independent study for you to deepen your knowledge in an area of interest. Education is an area that changes rapidly and therefore it is important for you to have the knowledge, understanding and skills required to be a successful teacher in today s education system but also for the future. Therefore the course will enable you to develop skills such as reflection, evaluation, analysis and enquiry. We aim to foster a sense that evidence based practice is essential for continued professional development. The programme consists of practical school placements with about 8-9 weeks every year in school. The experiences in school allow you to connect theory to practice and work alongside trained mentors who will aid your progress towards qualified teacher status. Your education and training in University and School are designed to complement one another in order to ensure the greatest success. We have high expectations and aspire for excellence in students meeting the required teaching standards. The programme aims and outcomes will dictate the structure and delivery of the individual modules. You follow a programme, not a set of disconnected modules. Your programme team has worked hard to create a programme that works as a whole. The following criteria have been important in designing your programme: Relevance: Closely linked to the professional standards for Qualified Teacher Status and the developing narrative of the professional; Progression: Affording you the opportunity to revisit, build on and progress previous learning; Creativity: Learning is not a closed activity and should model originality, innovation and calculated risk-taking; Challenge: A programme with high expectations ensures the status of your qualification and training is high; 5

6 Consistency: University taught modules are carefully linked to your school-based training. 2.2 Overall Aims of the Programme The aims of the programme are: 1. To foster an independent, enquiry based approach to the problematic nature of professional learning and the development of pedagogical awareness, subject knowledge and teaching skills 2. To develop critical, analytical and reflective classroom practitioners who are confident to explore and influence the boundaries of effective learning and teaching and to accept accountability for their progress as professional learners 3. To develop a wealth of advanced pedagogical and academic skills to support professional and transformative practice that is creative, inclusive and sensitive to the learning needs of children 4. To integrate school and university based training as a means to promote the intellectual, emotional, social and spiritual development of trainees through their engagement with issues and dilemmas in teaching 5. To develop an understanding of creativity, commitment and enthusiasm for innovative classroom practice, together with the knowledge, intellectual and managerial skills required of the graduate professional in ensuring the well-being and educational development of all learners 6. For each student to be involved in and to contribute to charitable/community engagement throughout course 7. To enable trainees to achieve Qualified Teacher Status. 6

7 SECTION THREE LEARNING OUTCOMES The Programme Learning Outcomes are designed to achieve the appropriate levels 4, 5, 6 and 7 within the Framework for Higher Education Qualifications (2008) and the Teachers Standards (2012) as laid out by the Secretary of State for Education (APPENDIX 1). FHEQ Framework Level Master s degrees, Postgraduate 7 Diplomas and Postgraduate Certificates Bachelor s degrees with 6 Honours Diploma in Higher Education 5 Certificate in Higher Education 4 Progress towards the Professional Teachers Standards (Complete version APPENDIX 1) is developed through University Based sessions and assessed during school placements. The progression required at each Stage can be located within the University of Derby ITE Assessment Handbook demonstrated within Stage Specific criteria. 7

8 By successfully completing 120 credits at Stages 1, 120 credits at Stage 2 and 120 credits at Stage 3, students completing in three years will have demonstrated the following learning outcomes: Knowledge and Understanding Systematic understanding of a comprehensive and current body of knowledge exploring a wide range of complex issues within primary education, demonstrating an appreciation of the provisional nature of knowledge High standards of synthesis of subject knowledge per se and pedagogical knowledge required to meet the required professional standards ensuring a currency of practice within a rapidly changing educational landscape Deep conceptual understanding enabling the formulation and sustainability of arguments and ability to solve problems relating to current research and scholarship. Intellectual Skills Students will be able to: Transfer and apply knowledge, understanding, methods and techniques to a range of situations and contexts in order to review, consolidate and extend learning, demonstrating an ability to justify personal philosophy Apply a range of academic and research methodology skills to analyse and evaluate concepts, theories, arguments, data and assumptions located within the field of primary education. Practical and Subject Specific Skills Professional skills, attitudes and qualities necessary to meet the required professional standards for employment within complex and challenging contexts appreciating the importance of engaging with continued professional development (CPD). Transferable Skills Proficient ability to communicate information, ideas, problems and solutions through various means to both specialist and non specialist audiences Effective ability to work cooperatively and collaboratively as part of a team in order to improve outcomes whilst also managing own learning successfully. By completing 120 credits at Stage 4, where credits are achieved at Level 7, in addition to the learning outcomes above the following will also have been demonstrated: Knowledge and Understanding Critical awareness of current problems and/or new insights informed by current thinking in the field of primary education A comprehensive understanding of techniques applicable to own research. Intellectual Skills Students will be able to: Evaluate methodologies used within research and develop critiques of them Approach complex issues systematically demonstrating sound judgement. 8

9 Practical and Subject Specific Skills A high level of professional skills, attitudes and qualities necessary to meet the required professional standards for employment within complex and different contexts appreciating the importance of participating in continued professional development (CPD). Transferable Skills An ability to act autonomously in planning and implementing tasks, exercising initiative and high levels of personal responsibility. A Curriculum Map detailing learning outcomes for Levels 4-7 and Module coverage can be located in APPENDIX 2. SECTION FOUR PROGRAMME STRUCTURE 4.1 Structure and Curriculum The BEd (Hons) programme is only studied on a full-time basis. All the modules that make up the programme have dual importance in that they are ensuring progression to achieving Qualified Teacher Status (QTS) and a full honours degree. The first year, Stage 1, is studied at level 4 (following the Framework for Higher Education Qualifications), Stage 2 is studied at level 5. Stages 3 and 4 are both studied at level 6. In order to progress from stage to stage (year to year) you must achieve the 120 credits for the particular year of study. The three-year programme is the default programme; however, there is an option at the end of Stage Two to decide to follow the four-year route. Students will undergo academic counselling through the professional tutor system and with appropriate staff in order to identify the most appropriate route for them academically, professionally and personally. When considering whether to follow the default 3-year programme or extend their studies into the 4-year programme, students should take into account the potential benefits of the reinforcement and challenge provided through: An additional school experience which could be in settings beyond mainstream primary contexts Additional subject expertise leading to a named subject pathway as part of the degree An opportunity to engage with level 7 study At the end of Stage Three on the four-year route students will attend further academic counselling to explore whether the Level 7 module options are appropriate. Students wishing to undertake study at level 7 will need to discuss this with the programme team. Total credit requirements: (3 Year Route) Bachelor of Education (Honours) Primary Education with Qualified Teacher Status: 360 credits. On the 3 year route, the final Award will be calculated using the average of the level 5 modules (20%) and the average of the best 120 level 6 modules including the Independent Study (80%). 9

10 (4 Year Route) Bachelor of Education (Honours) Primary Education (in Subject Pathway) with Qualified Teacher Status: 480 credits. On the 4 year route, the final Award will be calculated using the average of the level 5 modules (20%) and the average of the best 120 level 6 modules including the Independent Study (80%) taken from two years at Stage 3 and 4. Any level 7 credits will not contribute to the Undergraduate Award but will need to be passed. This will allow for future contribution to a Master s Level qualification. The curriculum map of the two BEd (Hons) courses can be located below. 10

11 BEd (Hons) Primary Education with Qualified Teacher Status 3 Year Route Stage 1 Level Credits Semester 1 Semester 2 Reflective Teaching 1: Introduction to Effective Pedagogical Practice Including 8-9 weeks assessed placement School and the Curriculum Introducing the Principles and Practices of English and Mathematics with Computing Developing the Principles and Practices of English and Mathematics with Computing Wider Curriculum: Subjects in Focus Developing an Understanding of the Wider Curriculum Stage 2 Level Credits Semester 1 Semester 2 Reflective Teaching 2: Principles and Practice Including 8-9 weeks assessed placement Acknowledging Diversity in the Classroom Alternative Setting Elective Extending the Principles and Practices of English and Mathematics with Computing Enhancing the Principles and Practices of English and Mathematics with Computing Extending Understanding of the Wider Curriculum Stage 3 Level Credits Semester 1 Semester 2 Reflective Teaching 3: Enacting Professional Accountabilities Including 8-9 weeks assessed placement The Professional Teacher in School Communities Excellence in English, Mathematics and Science Subject Pathway Independent Study (40 credits) 20 credit modules unless otherwise stated Reflective Teaching Strand: Through Modules incorporating required weeks on placement for QTS. Main strand for PDP and Professional Tutor System. Theories and Perspectives Strand Subject Strand Student Choice involved within prescribed module: Elective foci may include - Teaching Beyond the Classroom, Special Needs, Cultural Diversity, English as an Additional Language, International Contexts Subject Pathway choices may include: English, mathematics, science, Creative and Performing Arts, Humanities 11

12 BEd (Hons) Primary Education [in Subject Pathway] with Qualified Teacher Status 4 Year Route Years 1 and 2 as on 3 Year route followed by a different Year 3 route and the additional Year 4 course Stage 3 Level Credits Semester 1 Semester 2 Reflective Teaching 3: The Accountable Professional Including 8-9 weeks assessed placement alternative placement The Professional Teacher School in Excellence in English, Mathematics and Science Subject Pathway Independent Study (40 credits) Stage 4 Level 6 and Credits Semester 1 Semester 2 Reflective Teaching 4: Professional Identities of the Reflective Teacher Including 8-9 weeks assessed placement Wider Role of the Teacher (Level 6/7) Understanding the Learning Community inc. focus setting experience (Level 6/7) Enriching the Curriculum (40 credits) Subject Enhancement Modules 20 credits unless otherwise stated Reflective Teaching Strand: Through Modules incorporating required weeks on placement for QTS. Main strand for PDP and Professional Tutor System. Theories and Perspectives Strand Subject Strand Student Choice involved within prescribed module: Subject Pathway choices may include: English, mathematics, science, Creative and Performing Arts, Humanities Theories and Perspectives Strand with Level 7 Modules (Level 6 Shadow Modules). Setting foci for the Understanding the Learning Community module may include - Teaching Beyond the Classroom, Special Needs, Cultural Diversity, English as an Additional Language 12

13 4.2 Placements Placements Work based learning occurs through school based placements within schools working in partnership with the programme. School placements are an important and integral part of this course. Our BEd programme ensures that trainees complete at least the minimum Teaching Agency (TA) placement requirements, relevant to their route, outlined below. Programme type A four year undergraduate QTS programme A two or three year QTS undergraduate programme TA school placement requirements 160 days (32 weeks) 120 days (24 weeks) Assessed placements are designed in a progressive manner to enable you to meet the Teachers Standards (2012). The overall aims for the placements are to: Facilitate the development of students professional attributes, skills, knowledge and understanding; Provide specific experiences that enable students to build on professional strengths and address development needs; Develop understanding about ways in which the attainment, development and well being of children and young people should be promoted; Provide opportunities that enable students to adopt a creative and constructively critical approach towards innovative practice. Partnership Development Managers (PDMs) are academic staff within the programme team and are responsible for the operational and strategic management of the partnership and these related placements. PDMs quality assures these placements; train mentors and oversee the work of visiting university tutors. With support from an administrative team, they arrange placements for students and ensure clear communication between you, school and university. They also facilitate collaboration between partner schools and the university in order to develop, deliver and evaluate the programme. There are three types of placements within the BEd programme which are outlined below. a) Fully assessed block placements. There is a fully assessed placement every year during the BEd programme. They take place in a different school and within at least two different age phases over the course of your programme. Schools are selected on the basis of individual students professional development needs. You will be supported during placement by the following personnel: University Link Tutors (ULT) ULTs are tutors from the university who visit you during placement to support assessment, moderation and progress. They also have a quality assurance role and seek to manage issues arising to support your progress. Where necessary, they report concerns to Partnership Development Managers. They are the key line of communication for you should concerns or queries arise. 13

14 School Link Teachers (SLT) SLTs are senior mentors within the school who are responsible for inducting you into the placement. They selecting mentors and supporting moderation and quality assurance measures. Mentors are usually teachers within the placement class. They are responsible for your day to day support providing formal and informal feedback and assessment of attainment. They are supported in this role by ULTs and SLTs. All mentors are trained in the particular protocols and processes associated with the assessment of student attainment. Their skills in mentoring and coaching are also developed through training and the ongoing support of ULTs. Expectations for the placements are described in detail within the Reflective Teaching module handbook related to the placement. This is held by students, mentors and ULTs. The assessment criteria for each of the placements are housed within an assessment handbook which provides you, mentors and ULTs with clear guidance about standards of attainment and how their levels can be judged. The content of the handbook also supports summative assessment and formative target setting. All fully assessed placements are housed within Reflective Teaching modules. b) Non-assessed placements providing enhanced experiences During Year 2 when students are exploring the themes of Diversity and Inclusion you will have at least a week in a Special School Placement. This placement is organised by the Partnership Development Managers and the Partnership Office. This placement is not assessed but learning supports the Acknowledging Diversity module and supports students in future decision making about Alternative Assessed Placements. Enhanced experiences are also currently offered through Leading Partners in Literacy, Mathematics and EAL. These placements are organised by members of the Partnership Development Team and Subject Coordinators; schools are specially trained in preparation for the experience. c) Non-assessed experiences Throughout the programme there are opportunities within different modules to undertake additional experiences in schools and alternative settings. These experiences are located sometimes by the module leader and you to ensure specific needs are catered for. Placement referrals Referred and deferred assessed placements are organised in consultation with the Programme Leader, relevant Stage Leaders and the Partnership Development Managers. It is usual to offer only one placement referral across the entirety of the programme. Referred placements require significant resources in terms of school and university based support. The offer of two referred placements is regarded as resource allocation of an unreasonable magnitude. Where a student chooses to withdraw from a placement without due process and/or where the quality of support offered by the placement is deemed to be of at least a satisfactory standard by the university, a fail judgement will be made. A referral offer may not be offered. You must pass the placement in accordance with the Stage specific criteria in order to complete the second summative assessment incorporated within all the Reflective Teaching modules. 14

15 4.3 Personal Development Planning (PDP) During each year of study you will be expected to maintain a Personal Development Portfolio. Students develop this document to support their employment opportunities and enhance reflective practice. It is an opportunity to collate evidence of academic and professional practice alongside wider engagement with schools, the community and charitable organisations. All these aspects help to demonstrate your commitment and dedication to the teaching profession. PDP is intended to help students: Articulate their goals and evaluate their progress Become more effective, independent and confident learners Improve their knowledge, skills and understanding for study and employment Understand what and how they are learning and relate this to a wider context Develop a positive attitude to learning through a can do attitude The programme has an embedded model of PDP and therefore it is explored within many modules throughout the entire course. However, the main strand in which it is considered is Reflective Teaching. These modules also house your Professional Tutorial time. Professional reflection and development is also monitored and recorded through documentation in school leading effectively into the PDP process; this is fully supported during specific sessions during University based sessions. Scaffolding your understanding of academic working at each Stage of the programme is included in a focused manner within the Theories and Perspectives strand; however, other modules also support you towards meeting the expected learning outcomes at each Stage. You are supported in this PDP process by mentors and University Link Tutors in school and whilst at University you are guided by Stage Leaders, Module Leaders and more specifically Professional Tutors with whom you work with throughout each academic year and during each Stage at identified periods of time. Your Professional Tutor will also be responsible for writing part of your final reference and therefore over the three or four years there opportunities to build a secure professional relationship. SECTION FIVE PROGRAMME DELIVERY (LEARNING, TEACHING & ASSESSMENT) 5.1 Learning and Teaching Methods Your course is made up of a number of modules. Each module has its own syllabus, teaching and learning styles and methods of assessment. Each module is assigned a certain number of credits: a single module is worth 20 credits which relates to a notional 200 hours of student workload. In line with the University policy on learning and teaching, you will explore a variety of means of delivering the curriculum. As you progress through the course there will be less emphasis on direct teaching and an increased emphasis on collaborative learning with your peers and independent learning. Although there are specific areas of knowledge, skills and understanding that all students are required to gain, you will have opportunities to develop and pursue your own areas of interest with primary education. You are scaffolded throughout your course helping you develop the required skills to be effective. 15

16 Due to the professional nature of this programme it is important that you can cooperate and collaborate with a range of students and professionals. Sessions are planned carefully to enable you a wide range of experiences for working with others. The programme uses experiential learning and reflective practice models, recognising the importance of integrating practice and theory. Examples of our teaching and learning strategy include: Approach Indicative Examples Lectures Exploring models of learning, theories and principles of teaching in cohort-size sessions Workshops Engaging with professional and academic issues in smaller groups of Practical sessions related to your professional practice such as developing understanding of how to teach a subject area Seminars Focus sessions in which students prepare an area for discussion, for instance on the basis of school-based tasks. These often follow a lead lecture and enables you to explore a complex issues in more depth Tutorials Individual or small groups to gauge progress in learning within modules Personal tutorials across subjects allowing for detailed discussion Technology Blackboard: University of Derby s Virtual Learning Environment Enhanced Discussion environments Learning Feedback on the basis of prepared materials uploaded to a wiki Film and DVD materials related to practice Skype to enable discussion during classroom based observation Independent Academic reading and notes directed Pre and post session activities study Directed mini group projects School Traditional school-placements of approximately 8-9 weeks per Placements year (one or two students per class) Enhanced Subject specific projects e.g. Design Technology day, Problem placement Solving with number, Language festival opportunities Placements or experiences in Special Schools, Early Years settings and Key Stage 3 Peer Tutoring Subject knowledge development groups Dissemination of own research findings Problembased Using school based scenarios or problems to develop professional Special Needs case conference learning understanding Conferences Inter-professional Education conference All students are required to comply with research governance and ethics principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people e.g. for module assessments or independent studies. Information on these principles can be found on the University website at 16

17 5.2 Professional Conduct and Suitability The professional nature of this programme means that the academic regulations need to be complemented by the professional conduct requirements highlighted in the Teacher s Standards (2012) and the College Policy for professional programmes. You will be asked to sign the statement of professionalism at the start of each Stage so you are clearly aware of the conduct required at all times. Failure to comply with suitable behaviours will lead to removal from the programme. Part of your professional conduct is the expectation of full attendance. Procedures must be carefully followed if you are ill or cannot attend University or School Placement. Please note that even though you may be able to access notes/slides from Blackboard and may undertake a catch-up task they are not a substitute for attendance as you will be missing out on explanations, discussion and activities designed to support your learning. 5.3 Approaches to Assessment You will be assessed in a variety of ways, by providing you with a range of assessment opportunities you have the opportunity to demonstrate your progression as a learner and your knowledge and understanding more effectively. Every module incorporates both formative and summative assessments. The formative activity will allow you to gain some understanding of how you are progressing and highlight areas where further consideration or support is required. The summative assessment provides you with an opportunity to demonstrate your knowledge, skills and understanding relating to the learning outcome. This will provide you with your module grade. The course builds in assessment in some of the following ways: Approach Indicative Examples Self assessment Peer assessment School File Presentations Posters Viva Essay Seminar Observation Tests On line subject knowledge audits Reflection on pre and post module learning Feedback on subject knowledge peer tutoring and within presentations Portfolio of professional competence evidencing impact on children s progress Oral mental starters in maths Group presentations in Reflective Teaching Panel based presentation and discussion Key concepts in science Link between theory and practice in English and Maths End of placement interview to justify practice Subject Knowledge Viva Explanation of research and effective practice underpinning teaching and learning Presentation of school-based activities in groups with tutor and peer feedback Contribution to discussion and evidence presented Mentor and ULT observation and appraisals during assessed placement Law test Online subject knowledge test 17

18 Record of Reflective Practice Research Projects Document consisting of critical evaluation of personal learning Small scale investigation Dissertation You will receive feedback both formal and informal in a variety of formats; you ll be given an indication of your strengths, weaknesses and targets for future development. Progression in assessment expectations for each stage is aligned with the level descriptors shared with the students, these are also taken into account when deciding upon teaching and learning approaches: At level 4 you are introduced to concepts and these are developed throughout the modules. You are expected to demonstrate and communicate understanding clearly with an ability to reflect. At level 5 ideas are extended and enhanced. You are expected to be able to evaluate and analyse information discussing a range of possibilities. The ability to communicate through argument and discussion is more effective. At level 6 ideas require more depth and aspects of understanding are synthesized from many sources. You are required to justify your philosophy and practice, providing well chosen evidence. At this level you are required to demonstrate your understanding of the complex and problematic nature of the area of study and practice. At level 7 you will have a critical awareness of current issues and show an ability to evaluate methodologies used during research. You will demonstrate a systematic approach to dealing with complex issues revealing sound judgement and an ability to act autonomously. Assessment is the responsibility of the whole team including the marking tutors, module leaders, moderation team and external examiners. The Academic Assessment Board considers the performance of the students on this programme and ratifies the Awards. The Board usually meets twice a year (March and July) in order to consider the academic performance of students. 5.4 Deviation from UG Assessment Regulations The BEd (Hons) programme operates within the University s Regulatory Framework and conforms to its undergraduate assessment regulations apart from the following exceptions: As this is a professional programme and we work on the cyclical module (where the current module is a pre-requisite of the modules in the subsequent year) students must gain a full 120 credits to progress to the next stage of the course; The degree award for the 4 year route requires students to achieve 480 credits. The final degree will be calculated from 20% of the average Level 5 credits and 80% of the average Level 6 credits comprising the Independent Study and the best 80 remaining credits. Any Level 7 credits are required at a pass level but do not contribute to the final graded under graduate award. This allows future contribution of up to 40 credits towards a Master s qualification; We do not condone fail grades as we require all assessments to have been passed at 40% or above; 18

19 Referred and deferred assessed placements are organised in consultation with the Programme Leader, relevant Stage Leaders and the Partnership Development Managers. It is usual to offer only one placement referral across the entirety of the programme. Referred placements require significant resources in terms of school and university based support. The offer of two referred placements is regarded as resource allocation of an unreasonable magnitude. Where a student chooses to withdraw from a placement without due process and/or where the quality of support offered by the placement is deemed to be of at least a satisfactory standard by the university, a fail judgement will be made. A referral offer may not be offered. With all Reflective Teaching Modules students must pass the placement in order to complete the second summative assessment and therefore the module; Students must pass the QTS skills tests in order to be awarded the BEd (Hons) with QTS. QTS skills tests carry no credits (DfE policy adaptations 2012 may alter the details of this requirement). SECTION SIX ADMISSONS Entry Requirements Information on admissions criteria can be found following the link below: Further support for the admissions process can be accessed through the link: 19

20 SECTION SEVEN STUDENT SUPPORT AND GUIDANCE 7.1 Support Network During the Induction period at the beginning of the BEd course the programme Handbook will become available to you. This provides all the essential information about the programme and more detailed information about the support we can provide during your time at the University of Derby. Information is also easily accessible for the programme and each module through the virtual learning environment: Blackboard. The Programme Leader, assisted by Stage Leaders, oversees all the students enrolled on the programme. In addition you will be allocated a Professional Tutor who will guide your progress on an individual basis, throughout the entire programme. Our Partnership Development Managers and Partnership Team will find quality assured placements for the fully assessed experiences. Your opportunities in school will be guided and supported by mentors, School Link Tutors (SLTs) and University Link Tutors (ULTs). The University Central Student Support Services offer a range of general, specialist and professional support services for students as detailed in your Programme Handbook. 7.2 The Student Voice Whilst we develop academically robust programmes we constantly update and assess the appropriateness of the curriculum via a series of methods. Students play an integral part to these processes. In the first semester we will ask for student representatives to represent the student body and invite representation to join the programme committee (attendance three times a year). The students voice provides an opportunity for the student group to comment on the delivery and learning within the programme and inform the quality and professional standards of their studies. Although we will seek formalised feedback on delivery of each module the programme team also value informal comments/opinions as to the relevance of the programme in developing professional practice. Consequently the students views are important to us and the identification of a representative to convey the views of the student group is essential to the success of the programme. The student representatives meet regularly throughout the year with the relevant Stage Leader, who liaises with the Programme Leader, to feedback on areas of strength and areas for consideration as an ongoing process. The result of this dialogue is fed back to staff and the student body with action points identified and displayed on the VLE: Blackboard and the notice-board. Students will be asked to complete programme and module evaluation forms during the year. These are reviewed by the Programme Leader, Stage Leaders and module leaders and feedback is reported to the programme committee. Students may also be asked to complete other on-line surveys at different stages in their studies. 20

21 SECTION EIGHT POST PROGRAMME OPPORTUNITIES Once you have completed your degree you may wish to think about further study which may include the Masters programme. As a graduate of the primary BEd programme you will hold a diverse range of marketable experiences and skills. The course is a recognized and highly respected route into primary teaching. Once in post, many graduates move on quickly to become subject coordinators and gain advancement in the profession. The course promotes a strong commitment to the principles of lifelong learning, reflective practice and continued professional development (CPD), providing the skills required for engagement with higher degree programmes at the University of Derby or other institutions. For instance, progressing from your degree you may choose to study postgraduate professional development modules at the University of Derby, leading to a range of postgraduate qualifications including, Postgraduate Diploma, Master of Arts (Education) and Doctor of Education. SECTION NINE EMPLOYER LINKS We are delighted that we maintain good relationships with our graduates and they continue to help the development of the course and to ensure its currency. The design of this course has been a fully consultative process. The stakeholders involved in offering views included trainee teachers, mentors, school link tutors, university link tutors, ITE tutors and Newly Qualified Teachers (NQTs). Visits were also made to a range of ITE institutions as well as representatives from other educational bodies. Developments are continuous within Education; to ensure the course remains up-todate and relevant many stakeholders are invited to support the teaching of the programmes as they bring a variety of skills, knowledge and professional capabilities. Key issues and ideas are explored through steering groups, focus groups, and research projects which ensure a rich, continuous dialogue. Stakeholders are also an integral part of the Programme Committee and our Partnership Quality Group. When experience has been gained in school many of our graduates become mentors and School Link Tutors (SLTs) supporting the development of the next generation of teachers. We hope that once you have completed your degree you will keep in touch and let us know how you are getting on and be part of the continual development of the profession. 21

22 APPENDIX ONE TEACHERS STANDARDS (2012) TEACHERS STANDARDS PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2 Promote good progress and outcomes by pupils be accountable for pupils attainment, progress and outcomes be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study. 3 Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4 Plan and teach well structured lessons impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6 Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 22

23 7 Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8 Fulfil wider professional responsibilities make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils achievements and well-being. PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position o having regard for the need to safeguard pupils well-being, in accordance with statutory provisions o showing tolerance of and respect for the rights of others o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs o ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. 23

24 APPENDIX 2 Curriculum Map Learning Outcomes On completion 120 credits at Level 4 students will be able to: Level 4 Knowledge and Understanding 1. Sound knowledge and understanding of basic concepts and principles showing an ability to evaluate and interpret them in the context of primary education 2. Developing subject knowledge per se and pedagogical knowledge that is required to meet the required professional standards 3. Understanding of appropriateness of different approaches to solving problems within primary education. Intellectual Skills Students will be able to: 4. Relate theory to practice beginning to develop own informed personal philosophy to areas explored in primary education 5. Present, evaluate and interpret data and information to develop an argument and make sound judgements relevant to the theories and concepts explored. Practical and Subject Specific Skills 6. Professional skills, attitudes and qualities necessary to meet the required professional standards for the appropriate stage of development showing an awareness of strengths and areas required for improvement. Transferable Skills 7. Ability to communicate information, ideas and problems accurately and reliably demonstrating clear structure and coherence 8. Cooperative working as part of a team knowing own roles within the team exercising some personal responsibility. Qualification If they pass, students will have demonstrated: The successful completion of learning outcomes at this level Certificate of Higher Education Learning Outcomes Reflective Teaching1 School and Curriculum Introducing Eng, Ma, Comp Developing Eng, Ma, Comp Wider Curriculum: Focus Developing Wider Curriculum 1 x x x x x x 2 x x x x x x 3 x x x x x x 4 x x x x x x 5 x x x x 6 x x x x x 7 x x x x x x 8 x x x 24