PGCE Primary Education - Pre Programme Information 2020-2021
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PGCE Primary Education
Pre Programme Information
2020-2021Programme
Programmeand andbook
book
title
title
2020-21
2020-21Contents PGCE Primary pre-programme information 2020 -2021........................................................................... 1 Life as a primary school teacher - what to expect ................................................................................... 1 Attendance and professionalism .............................................................................................................. 1 The Teachers’ Standards .......................................................................................................................... 2 Core Curriculum Framework……………………………………………………………………………………………………………. 2 E-safety and your professional E-profile................................................................................................... 2 Social, Moral, Spiritual & Cultural (SMSC) and PREVENT .......................................................................... 3 British Values ....................................................................................................................................... 3 Safeguarding........................................................................................................................................ 3 Prevent ................................................................................................................................................ 3 Pre-course Professional Development Activities (PDAs) ........................................................................... 3 Child Development ................................................................................................................................... 4 The National Curriculum .......................................................................................................................... 4 Mathematics............................................................................................................................................ 5 English ..................................................................................................................................................... 6 Science ..................................................................................................................................................... 6 Community building……………………………………………………………………………………………………………………………..7 Calendar……………………………………………………………………………………………………………………………………………… 8 General Reading ...................................................................................................................................... 9 Support Services .................................................................................................................................... 10
Manchester Metropolitan University
PGCE Primary pre-programme information 2020 -2021
The following document has been produced to help you prepare for your PGCE Primary Programme.
Please read it carefully and engage with the advice and action points. You can also more information on
our welcome page: https://www.mmu.ac.uk/welcome/induction/?occurrence_id=2202-1F
Life as a primary school teacher - what to expect…
When you undertake your Teaching Experiences in schools, you are expected to work, behave and act
as a fully professional member of the school staff. This means being conscientious and realistic about:
Being punctual and organised when you arrive at and leave school.
Being proactive about your own professional development.
Being professional at all times in and out of school.
Being fully prepared for each day and week.
Being positive.
Being aware that primary schools are very busy environments and teachers can have many
different responsibilities.
Progressing to becoming independent and autonomous in your role as a student primary
teacher.
ACTIONS FOR YOU:
Please see the following link:
https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-
education/life-as-a-primary-school-teacher
Attendance and professionalism
The terms “Professional” and “Professionalism” are used often and widely, but what exactly do they
mean? You have made an important decision to undertake a professional education programme, so
understanding these terms and the implications that being a professional has, is paramount to your
success on the programme. More specifically, the fact that you are about to embark on a teaching
programme would indicate that you are on the verge of becoming a professional. This is a serious
undertaking and requires a significant amount of self-regulation and a high level of personal
(professional) standards.
You will work towards the criteria of the Teachers’ Standards throughout your programme, but being a
professional is about more than addressing these. Being professional means that for example, you also
consider the following:
How you interact and communicate with people including having an awareness of how your
words and actions may affect others.
How you present yourself and interact on social media.
Your appearance.
Your attitude to work.
Your attitude to your ongoing professional development.
1This list is not exhaustive and there are many aspects of professionalism that you will develop as you
progress through your programme.
To successfully complete the course and be recommended for Qualified Teacher Status (QTS), you must
engage fully with the taught course and complete at least 120 days in/with school. You may be required
to extend your placement if you have not completed the required number of placement days to
successfully meet the Teachers’ Standards and thus the requirements of the course.
ACTIONS FOR YOU:
Due to the requirement to complete 120 days in school and the variation in school holiday patterns,
(these may differ within geographical areas and within the same local authorities) we strongly advise
that you do not make any holiday arrangements during the period of the course or immediately after
the final calendared day of the course. Whilst on Teaching Experience, you will be expected to take the
same holiday time as the school you are placed in. You may also be required to complete assessment
pieces during some holiday periods. We cannot authorise students to take time off from school for
family celebrations, weddings, holidays etc. It is the student’s responsibility to inform family and friends
of these regulations.
The Teachers’ Standards
Whilst on placements and throughout the PGCE Programme you will be assessed against the QTS
Teachers’ Standards. It is very important that you familiarise yourself with these prior to beginning the
course. They can be found here:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/66
5520/Teachers__Standards.pdf
Core Curriculum Framework (CCF)
You also need to be aware of the Core Content Framework for Initial Teacher Education. We have
integrated the content of the CCF into our Manchester Metropolitan University curriculum. We will share
documentation that illustrates your ‘journey’ through our curriculum once the course commences but it
is useful for you to be aware of the fundamentals we cover:
https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework
E-safety and your professional E-profile
Part Two of the Teachers’ Standards states: ‘Personal and Professional Conduct’
A teacher is expected to demonstrate consistently high standards of personal and professional conduct.
You are about to begin a professional programme and need to be aware of all the implications that this
has for you, Manchester Met and the schools you will be placed in. Please engage carefully with the
advice on the following website and act accordingly:
https://www.childnet.com/teachers-and-professionals
Top tips for protecting your professional reputation online:
1. The best way to find out your online reputation is to search for yourself regularly on a search
engine. Use your name and location first then check variations of your name and even
nicknames.
22. Always think before you post. Is that photo appropriate? Could that joke be seen as offensive?
Be mindful when sharing pictures, posts, or liking content online, which could bring your
reputation into disrepute.
3. Use privacy settings and safety features, which are provided by social media sites to help you
manage who can contact you and see the things you share online. The UK Safer Internet Centre
provides more detailed information on putting privacy settings in place.
ACTIONS FOR YOU:
Using the above guidelines please check and edit if necessary, all your online platforms: Facebook,
Twitter, Instagram etc.
Social, Moral, Spiritual & Cultural (SMSC) and PREVENT
SMSC is a statutory, inspected, and value-laden aspect of being a teacher.
British Values
Within SMSC development, a duty is placed upon you to protect children from extremism and to
encourage them to uphold fundamental British values, mutual respect and tolerance for different faiths
and beliefs. Please read the Department for Education (DfE) advice on this at:
https://www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc
Consider what you might do in class to meet this duty.
Safeguarding
The government requires that all staff should read at least part 1 of the statutory guidance ‘Keeping
Children Safe in Education’ (2016). Read it at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_chil
dren_safe_in_education.pdf
Prevent
Part of the requirement of safeguarding as a teacher, is your duty to protect children from extremism.
Read the government requirements at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-
duty-departmental-advice-v6.pdf
Finally, complete the Home Office online prevent training, print your certificate and keep it in a safe
place. Set aside 45 minutes uninterrupted time. Select your role as primary school teacher. Complete
the course at:
https://www.elearning.prevent.homeoffice.gov.uk/edu/screen2.html
Pre-course Professional Development Activities (PDAs)
As part of the PGCE, students are directed to and expected to engage with Professional Development
Activities.
PDAs are not assessed. These are for your professional development and support your employability.
They have been carefully chosen so that students are better prepared for placement, more confident to
answer questions at interview, are ultimately more skilled at teaching and thus more employable. It is
3important that you determine your subject knowledge needs for teaching the core and foundation
subjects before beginning the programme in September.
The following Pre-Programme PDAs have been chosen to support your understanding and awareness of
key issues prior to your beginning the programme. Completion of these PDAs will enable you to begin
the programme with confidence and a sound foundation level of understanding.
Child Development
Anyone embarking on an Initial Teacher Education (ITE) programme needs to be aware of the
fundamental stages of child development. The following activity is designed to support you to begin to
develop your awareness of the key milestones children achieve as they develop in the first few years of
life.
Part A
Use the link below to find out a little more about the developmental stages from birth – 36 months.
Your task is to read the information and create your own timeline. For e.g. you will highlight one piece
of information for each stage of development and add this to your own horizontal or vertical timeline
that you have created to capture this information:
https://www.hct.nhs.uk/children-and-families/your-childs-development/
Part B
Building on from your developmental timeline, use the Early Years Foundation Stage statutory
framework and the Development Matter’ documents (see links below) to support you to consider how
teaching one specific concept/subject/area of focus would look different for a typical 3, 4 or 5 year old.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/59
6629/EYFS_STATUTORY_FRAMEWORK_2017.pdf
https://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf
The National Curriculum
Most schools will follow the National Curriculum (2013) as a framework to design and structure
teaching and learning. The National Curriculum is a set of subjects and standards used by primary and
secondary schools so children learn the same things. It covers which subjects are taught and the
standards children should reach in each subject.
Other types of schools like academies and private schools do not have to follow the National
Curriculum. Academies must teach a broad and balanced curriculum including English, Mathematics
and Science as well as Religious Education.
The most effective teachers have high levels of subject knowledge.
ACTIONS FOR YOU:
Download and save:
National Curriculum -
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/42
5601/PRIMARY_national_curriculum.pdf
4with the subject content, consider your own areas of strength or areas for development, especially
within English and Mathematics.
Early Years Foundation Stage –
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/59
6629/EYFS_STATUTORY_FRAMEWORK_2017.pdf
Familiarise yourself with the Early Learning Goals.
Mathematics
KS1/KS2 route:
Track the pitch and expectations for the Number and Place Value domain within the National
Curriculum from Year 1 through to Year 6. Notice the rate of progression, key concepts children need to
learn and when:
https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-
programmes-of-study
EYFS/KS1 route:
Look at the Early Years Foundation Stage framework and the ‘Development Matters’ documents and
focus on what the expectations are for development of young children in the mathematics areas:
Numbers
Shape, space , measure
https://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
Track the pitch and expectations for the ‘Number and Place Value’ domain within the national
curriculum for Year 1 & Year 2. Notice the rate of progression, key concepts children need to learn and
when.
https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-
programmes-of-study
Subject audits
Visit the NCETM website: https://www.ncetm.org.uk/ for this self-audit. You will need to create a
personal login to do this (free). On this site, there is a wealth of information about teaching
mathematics and the mathematics curriculum. Please ensure that you look at the self-evaluation
sections, at the topics listed under Early Years, Key Stage 1 and Key Stage 2, and complete these
sections. The self-audit is entirely confidential and offers explanations and examples to support you.
Tutors regularly refer to resources on this site during the PGCE Primary Programme and expect all
students to be registered and familiar with its layout before they begin the course with us.
Suggested reading for Mathematics
Haylock, D. (2014) Mathematics Explained for Primary Teachers (5th Ed): London, SAGE
5 Haylock, D and Cockburn, A (2017) Understanding mathematics for young children: a guide for
teachers of children 3-7 (5th Ed): Los Angeles, SAGE
English
In preparation for joining us in September, you might want to improve your English subject knowledge.
Obviously, all of you can already speak and write English competently but if you think of yourself as a
teacher of English rather than just a user of English, there may be a few basic areas, which could do
with a bit of brushing up. So, think about the basics.
Handwriting - Can you write in even cursive (joined) handwriting which will be appropriate for
modelling handwriting on a whiteboard to KS1 and KS2 pupils? If not, use the link below:
http://www.cursivewriting.org/joined‐up‐handwriting.html and get practising!
Teaching reading and spelling - Are you confident about your spelling and your knowledge of the way
the sounds of English link to reading and writing? If not, have a browse through
http://www.phonicsontheweb.com (not perfect but has plenty of interesting material to get started
on)
Grammar - Can you explain the classes of words that make up a basic sentence? If not, have a dip into
BBC bitesize grammar resources questions. https://www.bbc.com/bitesize/topics/zwwp8mn
See English Appendix 2: Vocabulary, grammar and punctuation within the National Curriculum. Track
the pitch and expectations from Year 1 through to Year 6
https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-
study
Suggested reading for English:
Bearne, E. and Reedy, D. (2018) Teaching Primary English. London: Routledge.
Perkins M. (2017) Observing Primary Literacy, (2nd Edition). London: Sage.
Science
Please familiarise yourself with the science content (within Understanding the World) of the Early Years
Foundation Stage and the programme of study for science in Key Stage 1 and Key Stage 2 of the
National Curriculum.
The PGCE Primary Programme is very intense and we advise that you spend time, prior to the
programme, undertaking an initial needs analysis for science. From this initial audit, you are required to
focus on particular areas where your knowledge is less secure and undertake further study before the
PGCE Programme starts in September.
Suggested reading for Science
Byrne, J., Christodoulou, A. and Sharp, J. (2014) Primary Science Audit and Test (4th Ed). Exeter:
Learning Matters
Cooke, V. and Howard, C. (2016) Key Concepts in Primary Science: Audit and Subject Knowledge,
Northwich: Critical Publishing
Dunne, M.J. and Peacock, A. Eds (2014) Primary science: A Guide to Teaching Practice (2nd Ed.)
London: Sage
6 Loxley, P., Dawes, L., Nicholls, L. and Dore, B. (2017) Teaching primary science: Promoting
enjoyment and developing understanding (3rd Ed.) London: Routledge.
Community building
In preparation for joining our community, we would like everyone to prepare the following:
Choose an object that represents either:
The kind of teacher you want to be.
What teaching means to you.
Prepare a short explanation (a couple of minutes) justifying your choice in readiness for Welcome Week
– week commencing Monday 7th September 2020.
Bring this object to the first session with your personal tutor (remote or contact).
7Calendar
The following calendar is subject to change. It gives you an indication of the time you will spend in both
contexts – university and school. The numbers across the top of the columns are university week
numbers.
Teaching will take place in a ‘blended’ format. This means there will be a mixture of on-campus and
online learning. This will include live seminars, pre-recorded content and tutorial sessions. You will
collaborate and contribute to work in groups of various sizes as well as independently. Now is the time
to ensure you have the appropriate technical support to engage fully from the outset of the
Programme.
You will receive your detailed personal timetable in August. This will include all the details for your on-
campus and online teaching. Your assessments will be staggered across the academic year. You will find
out more information upon arrival in September.
University
PGA
PGB
Reading/Study and Half Term weeks
8General Reading
It is not essential to purchase your own texts but, if you are thinking of doing so, then we would
recommend any one of the following as an all‐round general guide to primary school teaching practices:
Arthur, J, Grainger, T., Wray, D. (2014) 3rd ed. Learning to teach in the primary school. Oxford:
Routledge. (earlier editions are also available).
Blatchford, R. (2017) The Teachers' Standards in the Classroom. Learning Matters.
Carden, C. (ed.) (2018) Primary Teaching: Learning and teaching in primary schools today. Sage
Publications. ISBN: 9781526436443
Dunn, D (2012) How to be an outstanding primary school teacher. London: Bloomsbury
Ewens, T. (2014) Reflective Primary Teaching Northwich: Critical Publishing.
Grigg, R. (2010) Becoming an outstanding primary school teacher. Essex: Longman.
Kyriacou, C (2014) Essential Teaching Skills. Oxford: OUP (4th ed), earlier editions are also available
Payne, J. Scott, M. (2017) Making every primary lesson count. Six principles to support great teaching
and learning. Carmarthen. Crown House Publishing.
Pollard, A. (2014) Reflective Teaching in Schools (4th ed). London: Bloomsbury.
Overland, E. Barber, J. & Sackville-Ford, M. (2020) Behaviour Management: An Essential Guide for
Student and Newly Qualified Teachers. Routledge.
Sewell, K. (2018) Planning the Primary National Curriculum: a complete guide for trainees and teachers.
9PGCE Primary Education Pre Programme Information 2020-2021
__________________________________________________________________________________
SUPPORT SERVICES AVAILABLE AT THE UNIVERSITY
Student services intranet
Student Support
Learner Development
Email l.development@mmu.ac.uk, phone 0161 247 33300
Student Support Officers - Drop-in on weekdays at the Business School.
Fridays 9 – 4.30 in Brooks Building
SSOs provide study skills and pastoral support. Includes: assignments; writing feedback; one to one
appointments
Study skills website
Also available: Specialist Learning Development Tutors, Writing Project, Peer assisted learning scheme
Disability Services
Disability.service@mmu.ac.uk
Phone 0161 247 3491, Monday to Friday, 9 to 5pm, Employability Hub, Business School
Available in Brooks Building on Friday.
Disability guidance on the web
If you declare a disability on your UCAS form, our staff will contact you directly before you start
studying with us to check if you need, and are eligible for, any support. A personal development plan
is produced for you and you give approval for this to be shared with your tutors and teaching
experience mentors, so that they can make any necessary arrangements for you.
The disability service also offers one-to-one appointments, webinars and lunchtime sessions.
Counselling, Health and Wellbeing Service
Phone 0161 247 3493, email counselling@mmu.ac.uk, open door 1 to 2pm in term time, Room 1.13,
Business School.
Counselling
Phone 0161 247 3493, email counselling@mmu.ac.uk
Open 8.45-12 and 12.45-4.30, Monday to Friday.
Also available, Manchester Met Student Support Framework
If you are in crisis
Academic staff can phone the Counselling, Health and Wellbeing Service during the working day
(between 8.45 and 4pm) and can arrange for you to speak to a counsellor.
Online and 24/7 guidance
SilverCloud
School of Teacher Education & Professional Development, Faculty of Education, Manchester Metropolitan University Page 1PGCE Primary Education Pre Programme Information 2020-2021 __________________________________________________________________________________ This is an online programme, which is a safe and secure online space offering personalised programmes. You complete it at your own pace, when and where it suits you. Support tools can help you with a wide range of mental and behavioural health conditions, including depression, social anxiety, health anxiety, eating issues and OCD. This service is only available to students and you need to register with the counselling and well-being service first. Well-being podcasts Useful apps from the counselling, health and well-being service Advice for students in a crisis Start 2 help and guidance The Education Support Partnership Website This charity provides mental health and well-being support services to education staff and organisations and you can contact them as a student. They offer telephone support and counselling, email support and live chats, and provide information and advice including handling stress, dealing with disruptive behaviour and managing time. This is a resource well worth checking out in advance, so you can use it if you need it. Students’ Union Advice Centre The students’ union offers email and telephone support, Monday, Wednesday, Thursday and Friday 9.30–4. Phone 0161 247 6533, email s.u.advice@mmu.ac.uk Drop-ins are available, but you can phone and they will phone back; they try to respond within 24 hours. They can also offer small emergency loans, which must be paid back in three months. They can help with advice around: repeat years; financial issues; funding; exceptional factors; finance; appeals; Student Finance England loan issues; practical advice; housing; the law and help with landlords. For those with a disability, the SU can help access benefits, help with applications for support and independence payments. They can help negotiate extra time for your assessments and your application for a personal learning plan (PLP). SU officers also offer representation at official university meetings e.g. appeals. Student financial support Go to Student Financial Support or to the Students’ Union Advice Centre Phone 0161 247 1045, Monday to Friday 9-4.15 They offer a drop-in service from the student hub, ground floor, Business School. Tuesday to Thursday, 10-3. These sessions are 15 minutes each. Support funds Day to Day Support – some students are given priority e.g. students with children, carers, mature, low income backgrounds. Approx. 70% who apply get an award. School of Teacher Education & Professional Development, Faculty of Education, Manchester Metropolitan University Page 2
PGCE Primary Education Pre Programme Information 2020-2021
__________________________________________________________________________________
There is an online application form via Career Hub. You can apply, in 2019/20 from 17 September to
24 May. It’s worth applying if your situation changes. The Students’ Union Advice Centre can help you
complete the form. It takes four weeks to confirm any financial support, and the amounts can be
substantial if needed. Larger amounts are paid termly.
The Accommodation Fee Support Scheme can help you pay for the initial fee for MMU
accommodation. Bridging Loans are a short term interest free loan e.g. if student loan is late. Crisis
Support is also available from financial support or the student’s union Advice Centre.
Other financial support bursaries are available; Care Leavers Bursary, Estranged Students Bursary, DSA
Reimbursement Bursary, Educational Psychology Assessment bursary
Chaplaincy
There are chaplains for many faiths and they have quiet spaces, chaplaincies and prayer rooms where
you might find support.
Christian – St. Peter’s, office@stpeters.org.uk, 0161 275 2894, stpeters.org.uk and
www.milkandhoneycafe.org
Catholic Chaplaincy, general.muscc@gmail.com, 0161 273 1456, www.muscc.org
Multi-Faith Quiet Space, St Peter’s House Chaplaincy, Monday to Friday, 10am to 3pm
Muslim Prayer Rooms, Cavendish North Building, Ground Floor, Monday to Friday, 9 am to 9 pm,
Saturday to Sunday, 10 am to 4 pm
Chaplains include multi-faith, Buddhist, Christian, Hindu, Jewish, Muslim, Roman Catholic, Sikh.
Student hubs
studenthubbirley@mmu.ac.uk
Term time, Monday to Thursday 8.30 – 6.30, Fridays 8.30 – 5.00
Outside term time, Monday to Thursday 8.45 – 4.30, Friday 8.45 – 4.30
They can help with queries and direct you to the right people/place.
On behalf of the tutors at Manchester Metropolitan University, we are looking forward to meeting you
in September.
Dr Charlotte Booth
PGCE Primary Education Programme Lead
School of Teacher Education & Professional Development, Faculty of Education, Manchester Metropolitan University Page 3PGCE Primary Education Pre Programme Information 2020-2021 __________________________________________________________________________________ School of Teacher Education & Professional Development, Faculty of Education, Manchester Metropolitan University Page 4
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