Primary Pre-course Booklet PGCE Primary Education with QTS 2015 entry
Inclusive Services Statement Based in the University Library (1 st floor) and the Student Information Centre (SIC, ground floor), we provide information, guidance, support and resources for: Academic Skills Development Accessing Information and ICT Disability / Health Conditions Irlen Syndrome / Colour Sensitivity Specific Learning Difficulties / Differences (SpLDs) e.g. Dyslexia If you have specific requirements due to a disability or learning difficulty (e.g. physical or sensory impairment, mental health/anxiety issues, health condition, dyslexia or an autistic spectrum condition) or needs emerge when you are studying here, we can advise you on: Applying for Disabled Students Allowances (DSA) Specialist and/or personal support Dyslexia assessments Reasonable adjustments to learning, teaching and assessment Accessible facilities and equipment Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is essential that you contact us as early as possible. To contact the Inclusive Services Team: In person: University Library, 1 st floor and SIC, ground floor, Ormskirk Tel: 01695 584372 / 584190 E-mail: inclusiveservices@edgehill.ac.uk Also visit our Inclusive Services webpage at: http://www.edgehill.ac.uk/ls/support/inclusiveservices/ 2
Contents Welcome from your Programme Leader and Year Leader The Edge Hill University Primary Trainee Contact Information Preparation Activities Interview Targets Subject Activities and Reading School Based Activity Professional Skills Tests Timetable Information Your Professionalism 3
Welcome from your Programme Leader and Year Leader Congratulations on passing your degree and skills tests and welcome to the PGCE Primary Education or Mathematics Specialist Pathway. This is going to be a very busy but exciting year. You will need to put a great deal of effort in but you will reap the reward at your graduation next summer. At the centre of the PGCE Primary is resilient trainees who personify the Edge Hill University Primary Trainee Identity (further information in this booklet). You will be supported in your understanding of the importance of focusing on pupil outcomes, including their progress, achievement and well-being by our outstanding tutors. Practice based research and deep reflection both on professional practice and in university will enhance your academic and professional development. Extensive input and focused engagement with subject specialists will enable you to be highly confident and competent across the whole national curriculum. Evidence based research will prepare you to become future leaders of learning. The PGCE Primary should be one episode in your life long journey as a professional teacher researcher. We are both looking forward to working with you and celebrating your successes. Susan Shaw PGCE Programme Leader Claire Norcott PGCE Year Leader Contact Information If you have any queries regarding the programme, please contact:- Susan J Shaw shaws@edgehill.ac.uk 01695 650821 Claire Norcott norcottc@edgehill.ac.uk 01695 584460 Joint email PGCEPrimaryProgrammes@edgehill.ac.uk If you have any queries about the wider University including accommodation, finance etc please contact the Getting Started Team gettingstarted@edgehill.ac.uk
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Preparation Activities Your programme is designed to develop high quality, reflective teachers. There are a number of things we would like you to do before you arrive. All tasks are for all trainees regardless of chosen specialism. Further information linked to each task is on the following pages. Take the targets set on your offer letter from Edge Hill and complete a small portfolio of evidence demonstrating what you have done to address these targets. Have this ready to share at your first tutorial with your personal tutor. Complete the subject activities outlined on the following pages. These tasks are compulsory and will help you to prepare for the programme. They are not submitted and marked but will be referred to in taught sessions throughout the first few weeks. Engage with any reading highlighted in the tasks. Remember you don t need to purchase these books unless it indicates you need to, as there will be opportunities to purchase books when you arrive or to borrow them from the Edge Hill Library. If you have contact with a school* try and arrange to visit to observe: - how the teachers plan their individual lessons - how they manage behaviour in the classroom - how resources are developed and used with the children at school Please bring your notes and observations to your First Week sessions. These will not be submitted and marked but will be referred to in sessions. *If this is a school you would like to return to for a future professional practice please complete the attached form on p17/18 and bring it with you when you when you begin your programme. ***You must not contact schools you do not already have links with to request a professional practice*** 5
Interview Targets You will have received targets as part of your feedback from your interview with us. Note each of these targets below, what you plan to do to meet each of these targets and complete the update column as you work on them. Be ready to discuss these targets with your Personal Tutor when you meet them in the first week of your time with us. Your targets might include:- - subject knowledge targets - school experience targets - improving your grammar and punctuation in your writing - improving your spoken English For example Interview Target Actions Update To gain experience in a Key Stage 1 classroom To develop my subject knowledge in relation to fractions, decimals and percentages. Contact my local Primary school to arrange some experience. Spend time observing the teacher leading the children in their learning Re-visit notes/work from GCSE Mathematics. Source some subject knowledge books from the library. Access on-line subject knowledge revision sites e.g. BBC Bitesize Experience arranged to start on 15 th May 2015 I have observed in Year 1 and Year 2. I have watched how the teacher manages behaviour in each class. I have completed the on-line subject knowledge test on BBC Bitesize and got 18/20. 6
Interview Targets Please bring this complete document to your first meeting with your Personal Tutor. Name: Programme: PGCE Primary Education with QTS Interview Target Actions Update 7
2. Subject Activities and Reading English Activities Welcome to Core English. These activities will support you in preparing for the English element of your time at Edge Hill University. At your interview we gave you a test sorry about that! What this means is that you have probably picked up on some of the key aspects that will be covered in your English journey and you will have been given some targets within your congratulations letter. Please make sure you work on these as personal targets. We also suggest that you do some further thinking before you start; below are some prompts to get you underway. The National Curriculum for English We recommend that you become familiar with the National Curriculum for English (KS1/2) which can be found here: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmesof-study Phonics Phonics has lots of subject knowledge to go with it and the more you can build this up before you start your training, the better your confidence will be for teaching this in the classroom. This first link explores and explains some really important phonics knowledge and terminology for teachers. http://www.teachfind.com/national-strategies/letters-and-sounds-notes-guidance-practitioners-andteachers This second link http://www.mrthorne.com/ is an interesting site that explores many of the different elements of phonics, and some child friendly ways to teach them (applying subject knowledge to the classroom). Children s Literature The English team would like you to become familiar with some award winning children s authors. We hope that once you start reading you will find it difficult to stop! Keep a record of all the texts you have read and think how you would/could share these with children. We suggest that you use the following table a useful way to record what you read for future reference. You could also buy a notebook and start a reading journal and record your reactions to what you are reading. How do you feel about the main characters? What would you like to ask the author? Title Author Key Stage/ Age Phase Themes Main Characters How I could use this book in the classroom 8
e.g. Tadpole s Promise Jeanne Willis & Tony Ross KS1 Growth, Changes, Keeping promises Tadpole, Caterpillar Exploring the connection between text and illustration. Using drama to explore further dialogue between the two characters in the story. Here are two handy websites to get you started with your book bank: http://www.ukla.org/awards/ukla_book_award_2013_sponsored_by_mls/ - 2015 UKLA Shortlist http://www.carnegiegreenaway.org.uk/2015awards/greenaway_shortlist.php - 2015 Kate Greenaway Shortlist What will I need to purchase in September? When you begin the course you will be advised to make some purchases. The two books will be really useful all through your degree course, and on into your teaching career, so well worth the investment. 1. Mallett, M. (2012) The Primary English Encyclopaedia: the Heart of the Curriculum. 4 th edition. London: David Fulton Publishers 2. Waugh, D., Joliffe, W., Allott, K. (2014) Primary English for Trainee Teachers SAGE: Learning Matters 3. A lever arch file with extra wide subject dividers to store your English notes. 9
Mathematics Activities Readings will be given to you or suggested to you throughout the course once you start. Pre-course reading that we recommend however is our key text Haylock (2014) as listed below and some key documentations from Ofsted subject specific reports for mathematics (also listed below and available online). The Haylock (2014) text will help with your subject knowledge per se and the other documents will aid you in the understanding of what is expected and observed to be outstanding mathematical practice. Haylock, D. (2014) Mathematics Explained for Primary Teachers. (5th edition) London: Sage Publications Ofsted (2012) Mathematics: Made to Measure. London : Ofsted Ofsted (2011) Good Practice in Primary Mathematics: Evidence from 20 successful schools. London : Ofsted Ofsted (2008) Understanding the Score. London : Ofsted All of the above Ofsted documents can be found on and within the hyperlinks on the website below http://www.nationalnumeracy.org.uk/resources/43/index.html What do I need to do before I start the course? In your first session we will be discussing our own experiences of mathematics so far. The maths team are very aware of the different experiences and perhaps anxieties that you may all have and we always find it useful to address these as a group at the beginning (and throughout) your course. In preparation for your first session (pre course task 3), we would like you to write a very short overview of your own mathematical experiences from primary school up to the current day. This can be in note form and does not need to be typed up. Try and think of both positive and negative mathematical experiences and draw upon why you think they were so. Addressing your own mathematical experiences and attitudes is very important as there is evidence that, if this is not addressed, teachers anxieties can influence pupil s attitudes to the subject. There is an interesting article discussing this below Jackson E. (2008): Mathematics anxiety in student teachers, Practitioner research in higher education 2(1), 36-42. http://insight.cumbria.ac.uk/91/1/mathematical_anxiety_in_student_teachers.pdf Task 1 1) Register with the NCETM. This is a free website resource with excellent support materials to support both your subject knowledge per se and your subject knowledge pedagogy. https://www.ncetm.org.uk/ Task 2 2) Use the SET tools on the NCETM to gain a feel of your own subject knowledge level so far. https://www.ncetm.org.uk/default.aspx?page=40&module=sa&saareaid=1 10
Click on the individual areas and the examples tabs to see what is meant by these statements and click on your confidence level. This tool is just for you to use and you will not be asked to share this with others in your group. Highlight 3 target areas for yourself to work on and bring evidence of working on these along to your first session. Task 3 3) As mentioned above, write a very short overview of your own mathematical experiences from primary school up to the current day. This can be in note form and does not need to be typed up. Try and think of both positive and negative mathematical experiences and draw upon why you think they were so. The maths team look forward to welcoming you to the course. 11
Science Activities 1. We recommend that you become familiar with the National Curriculum for Science (KS1/2) which can be found here: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239132/primary_ national_curriculum_-_science.pdf You should print your own copy and bring it with you to each science session. 2. Begin to consider the importance of primary science education by reading: http://www.theguardian.com/science/2015/mar/10/how-science-can-be-a-childrens-playground-forserious-lessons 3. Begin to appreciate that engaging children in science education can be done with things you may find in your kitchen cupboards! http://www.sciencemuseum.org.uk/educators/teaching_resources/activities/kitchen_science.aspx You may like to try one of these out-following the safety guidance given. What do I need to do before I start the course? The science qualifications that you have achieved in order to be accepted on the course will include aspects of biology, physics and chemistry. It would be helpful if you could review your understanding in these areas, paying particular attention to the targets you have been set from your interview with us. If you have no experience of observing a primary science lesson then you may find it useful to contact a local school and ask if it would be possible to observe one or more science lessons before the end of term. If you do this then keep a record of your notes and observations-they will be a useful starting point to your science file. What will I need to purchase in September? When you begin the course you will be asked to purchase the following items: 1. Two books, which are the main texts used in Y1: Achieving QTS Primary Science Knowledge and Understanding by Peacock and Sharp (2014) 7 th Edition, published by Learning Matters. Primary Science: Teaching Theory and Practice by Sharp and Peacock (2014), 7 th Edition, published by Learning Matters 2. An inexpensive lab coat. (A large, old shirt may be used instead but should be light coloured and plain). 3. A lever arch file with extra wide subject dividers. Task 1 Note down your expectations of the science course. You will keep this list in your science file and use it periodically to compare with the course itself. 12
Task 2 Consider your own experience of science when you were a pupil in primary school. Note down some of the areas that you studied and how the teaching and learning was carried out within your own classroom Task 3 Consider these questions and make a note of your thoughts: a) What excites you about teaching primary science? b) What worries you? 13
Computing Activities Curriculum update There has recently been a review of the Primary National Curriculum. The ICT curriculum was disapplied and replaced with a new Programme of Study known as Computing, rather than ICT. It would be useful for you to find out about the rationale for these changes. The discussions and counter arguments are well documented, and you can read them online. The following would be a good place to start. https://www.gov.uk/government/speeches/michael-gove-speaks-about-computing-and-educationtechnology https://www.gov.uk/government/speeches/michael-gove-speech-at-the-bett-show-2012 Essential Texts At this point in time it is difficult to recommend an essential text. Having only had access to the new Computing curriculum for a relatively short period of time, relevant, up-to-date texts are only just being published. We would prefer to wait until we can confidently recommend a key text that will be a valuable resource. This will not be a problem in terms of any required reading for your studies as the team will provide relevant reports and articles, as appropriate. Pen Portrait In school you will encounter a range of attitudes and abilities in relation to technology. This includes staff and pupils. Think about your own profile as a technology user by completing the pen portrait overleaf. We will be reflecting on the potential impact that your experiences and attitudes towards technology can have on your teaching of the subject. 14
Pen Portrait Name: Please list any formal ICT/Computing qualifications that you hold. Please detail any knowledge and skills (relating to technology) that are self-taught. Please outline any experience with technology gained through previous or current employment. I consider myself to be a high / medium / low user. Please select one that best reflects you and explain why. Please list your typical uses of technology. What is your favourite gadget and why? Any other comments/summary: 15
Foundation Subjects Activities What do I need to do to be prepared for the start of the course? 1. For each subject we would like you to engage in the suggested activity. 2. Please access the National Curriculum in order to become familiar with the expectations for Primary children in the Foundation Subjects (links provided). Music Decide on a piece of music that would be your heritage track ; something you would like to hand down to the next generation. Think what it is about this track that you want to share: words and music! Perhaps identify some key moments from the song that you like especially - chord changes, changes to the tone or colour, changes to volume (dynamics), the instruments, particular vocal techniques, lyrics etc. Have something definite to say about it. Try to move way beyond - I just like it! www.gov.uk/government/publications/national-curriculum-in-england-music-programmes-of-study Religious Education List 3 different artefacts/resources for each of the six major faith traditions (Christianity, Islam, Judaism, Sikhism, Hinduism, Buddhism) and think of one lesson idea or activity that you could do with one of them. www.gov.uk/government/publications/religious-education-guidance-in-english-schools-nonstatutory-guidance-2010 History Consider an object that is precious to you. Be prepared to talk to the group about the object and explain why it is special to you. www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study Design & Technology Create a small mood board/collage that reflects a designer/inventor that has inspired you in some way. www.gov.uk/government/publications/national-curriculum-in-england-design-and-technologyprogrammes-of-study Physical Education Consider how important Physical Education is to the development of children and reflect on your own experiences at school. N.B. Please ensure that you have a suitable kit for Physical Education sessions. www.gov.uk/government/publications/national-curriculum-in-england-physical-educationprogrammes-of-study 16
Geography In the geography session we will be exploring how young children develop geographical skills such as map reading. To prepare for this session please can you draw a sketch map of a route you know well? This could be: From your house to a friend s house /school/college/ relatives / bus stop/ church/local shop/café. From a bus top to your favourite shop/café/take away/ library/ sports ground leisure centre. These are just ideas! Please include names of roads, buildings bus routes stations etc. Please include woods/ rivers/ grassed areas/farms etc. Bring your sketch map to the first session where we will share them with your group. www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-ofstudy Languages Look at the National Curriculum for Languages (link below) and examine the subject content. Choose a learner outcome (pupils should be taught to) and design an activity that you think would help the pupils to achieve that outcome. www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-ofstudy Art Reflect on your experiences of Art during your primary education. List the activities that you enjoyed most and make another list of the activities that you liked least give a reason why for each response. www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmesof-study Recommended Text: Webster, M. & Misra, S. (2015) Teaching the Foundation Subjects in the Primary Classroom OUPress 17
Academic and Professional Development Activities To prepare you for this part of your course please carry out the following: Task 1 Reflect on your experiences in the Primary classroom to date and identify areas that you wish to develop. Task 2 Consider why you have chosen teaching as a profession and be prepared to share this during your first week. Task 3 Think of a Primary Teacher who inspired you and make a note of why. E.g. What qualities did they have? What did they do that had an impact on you? Task 4 Look at the Teacher Standards and become familiar with them as they will be an integral part of your training. www.gov.uk/government/collections/teachers-standards Recommended texts MacBlain, (S) 2014 How children learn London:Sage Grigg, R. (2010) Becoming an Outstanding Primary School Teacher. Harlow: Longman Sellars, M. (2014) Reflective practice for teachers London:Sage 18
Professional Practice Assistance Form You may be required to undertake your Professional Practice at any point during the academic year and anywhere within the Edge Hill Partnership. If you have already established a relationship with a school that may consider hosting your professional practice then please complete this form and gain a signature from the school prior to the start of your programme. Completion of this form does not guarantee confirmation of a professional practice in the identified setting. Completion of this form is not compulsory Edge Hill University will source you a professional practice within the partnership. NB: This form must only be used where the trainee already has an established link or contact in the school. Trainees must not contact schools to request a professional practice where there is not already a connection. Section 1: Trainee Details Last Name: First Name: Programme: PGCE Primary Education with QTS Year of Study (In which the professional practice will take place): 1 Mobile Number: Email: @go.edgehill.ac.uk Professional Practice requirements: Live at term time address / Live at home address / Requires Accommodation (please delete) Section 2: Professional Practice details Phase: Dates: Payment to school: 1a 23.11.15-18.12.15 and 11.1.16-5.2.15 Section 3: School details Full Name of School: Full Address of School including Postcode: Most Recent Ofsted grade: Year group(s) available for placement: Contact Name: Summary of the relationship between trainee and school: 19
Email: Phone: Is the school currently in partnership with Edge Hill University?: Yes / No Name of Edge Hill University Partnership Trainer: Further information on the BA (Hons) Primary Education with QTS* programme and the Primary area at Edge Hill University https://www.edgehill.ac.uk/postgraduate/pgce/primary/ http://www.edgehill.ac.uk/primary/ http://www.edgehill.ac.uk/education/education-partnership/ Section 4: Declaration I confirm that I have verbally offered a professional practice for the Edge Hill University trainee named in Section 1 and agree to the terms and conditions of the Edge Hill University Partnership Agreement http://surveys.edgehill.ac.uk/partnershipagreement Signed:.. Print Name:.. Job Title: Date:. Please ensure all sections of the form have been completed to avoid delays in processing this information and submit a hard copy to.. For Edge Hill University Use Only: Offer of Professional Practice reviewed by: Name Signature Date. Decision: Reasons: Accepted Rejected: Contact with school: Offer on Database: Trainee Informed: 20
Professional Skills Tests You will know that one of the entry criteria for your programme is the successful completion of the Professional Skills Tests in Mathematics and English. If you have already passed them congratulations! If you have yet to start to work on them, we would really encourage you to begin now. Don t leave them until the last minute! We offer all sorts of support to help you prepare including:- - a website with full details of how to take them - free support sessions for anyone holding an offer with us - a test centre on campus Full information can be found at www.edgehill.ac.uk/study/professionalskillstests 21
Timetable Information Please be aware almost all university days are 9-6pm. When you are on professional practice this can be 8am to 5pm. Week beginning Mon 1hr PGP 9.00 1hr core subj 10.00 lectures PPD English Maths Tue Foundation Science Computing Wed Specialism Thurs 1hr PGP 9.00 1hr core 10.00 PPD English Maths Fri FD Science Comp Notes 31 Aug 15 1 7 Sep 15 2 Induction Induction 14 Sep 15 3 x x 21 Sep 15 4 x x Specialism 3 hrs 1 hr lecture Specialism 3 hrs 1 hr lecture Specialism 3 hrs 1 hr lecture 28 Sep 15 5 x x FD day EN1 EN1 x x Session 1 x x Session 2, 3 x x Session 4, 5 Session 6 EN1=EY/SEN/KS3 5 Oct 15 6 x x EN1 EN1 EN1 12 Oct 15 7 x x FD day EN2 EN2 19 Oct 15 8 x x EN2 EN2 EN2 26 Oct 15 9 x x 2 Nov 15 10 Specialism 3 hrs 1 hr lecture x x Session 7 EN1=EY/SEN/KS3 Session 8 EN2=EY/SEN/KS3 Session 9, EN2=EY/SEN/KS3 Session 10, 11 Sessions 12 & 13 online 9 Nov 15 11 Online timing according to professional practice 16 Nov 15 12 23 Nov 15 13 30 Nov 15 14 11 weeks within a 13 week block of time Phase 1 professional practice VT makes contact with school & trainees in week 1 of practice VT observes 2x before Christmas 7 Dec 15 15 14 Dec 15 16 Interim Report 21 Dec 15 17 28 Dec 15 18 CHRISTMAS 4 Jan 16 19 11 weeks within a 13 week block of time Phase 1 professional practice 11 Jan 16 20 VT observes 2x after Christmas 22
Week beginning Mon 1hr PGP 9.00 1hr core subj 10.00 lectures PPD English Maths Tue Foundation Science Computing Wed Specialism Thurs 1hr PGP 9.00 1hr core 10.00 PPD English Maths Fri FD Science Comp Notes 18 Jan 16 21 25 Jan 16 22 1 Feb 16 23 8 Feb 16 24 End of Practice Report 15 Feb 16 25 X** X** 22 Feb 16 26 X X Specialism 3 hrs 1 hr lecture Specialism 3 hrs 1 hr lecture LAC visit LAC visit LAC visit LAC visit 29 Feb16 27 x x FD day EN3 EN3 7 Mar 16 28 x x EN3 EN3 EN3 Session 14 **Reflective sessions Session 15 Session 16 EN3=EY/SEN/KS3 Session 17 EN3=EY/SEN/KS3 14 Mar 16 29 21 Mar 16 30 Good Friday March 27 th Easter Sunday 28 Mar 16 31 Easter Monday 4 Apr 16 32 11 Apr 16 33 18 Apr 16 34 12 weeks in school 2 weeks holiday when the school has their Easter break Phase 2 professional practice VT makes contact with school & trainees in week 1 of practice VT observes 5xduring the placement 25 Apr 16 35 2 May 16 36 9 May 16 37 May Bank Holiday May Bank Holiday Monday Interim Report 16 May 16 38 23 May 16 39 30 May 16 40 Bank Holiday 30th May BH 6 Jun 15 41 13 Jun 15 42 23
Week beginning Mon 1hr PGP 9.00 1hr core subj 10.00 lectures PPD English Maths Tue Foundation Science Computing Wed Specialism Thurs 1hr PGP 9.00 1hr core 10.00 PPD English Maths Fri FD Science Comp Notes 20 Jun 15 43 End of Practice Report 27 Jun 15 44 CEDP CEDP NQT Prep NQT Prep NQT Prep 4July 15 45 NQT Prep NQT Prep NQT Prep NQT Prep NQT Prep 11 July 15 46 18 July 15 47 25 July 15 48 1 Aug 15 49 8 Aug 15 50 15 Aug 15 51 22 Aug 15 52 Attendance and Holidays during Semesters Full attendance is a requirement of each programme. Please note that Edge Hill s teaching weeks often do not match traditional school holidays. To support you in organising holidays you will find a complete overview of the draft academic year timetable above. Any week containing an X requires your attendance so please do not book or seek permission for family holidays during the teaching weeks as this will be refused. 24
Your Professionalism You are joining a degree programme which is leading to the award of Qualified Teacher Status (QTS). As a result of this, there are certain expectations of you during your time at Edge Hill University and while you are working in our Partnership Schools. As a trainee teacher, you will spend a significant proportion of your programme on placement in schools. When on placement, you will be expected to present and conduct yourself in a way that is consistent with the professional expectations of a teacher. Detailed guidance is provided in the Code of Professional Conduct for I.T.T. Trainees. You will receive this during your programme induction and will be asked to sign a copy to indicate that you understand and accept the professional expectations and requirements of the school placements. Whilst on school placements we have clear roles, responsibilities and expectations for all involved. The detail of the aspects will be provided in documentation which you will receive prior to schoolbased training. 1. All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are programmes of professional training and education. As a trainee studying on an ITT programme you are expected to conduct yourself at all times in an appropriate professional manner. 2. You are entitled to expect that your professional practice settings mirror the professional experience of a teacher, and settings are entitled to expect that you will present and conduct yourself in a way that is consistent with the professional expectations of a teacher 1. 3. The Professional Code of Conduct is additional and complementary to the Edge Hill University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT programme is a student of Edge Hill University and you are therefore both bound by, and protected by, the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web. 4. The Professional Code of Conduct is additional and complementary to both the Edge Hill University Student Charter and a professional practice setting s own policies and practices. 5. This code has been drawn up in collaboration with the ITT partnership. The code takes into account the relevant and current policy and legislative frameworks including the Teachers Standards in England, September 2012, the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and Safeguarding legislation. 6. This code sets out the Faculty s expectations of you as you engage with a professional programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and as a representative of the university, from the point of enrolment onwards. 1 See Teachers Standards in England, September 2012 25
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