Postgraduate Certificate in Education: School Direct Primary Programme Handbook 2020-21
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Postgraduate Certificate in
Education: School Direct
Primary Programme Handbook
2020-21
PGCE Primary, School Direct Handbook, 2020/21
_______________________________________________________________________________________
Contents
1 Introduction ............................................................................................................................................... 4
1.1 General Principles ............................................................................................................... 4
1.2 Time in school..................................................................................................................... 5
1.3 University days ................................................................................................................... 6
1.4 Assignments ....................................................................................................................... 6
1.5 Manchester Metropolitan University Covid-19 guidelines ....................................................... 6
1 Key People, Contact Details and Communication ..................................................................................... 7
2.1 Key People ......................................................................................................................... 7
2.2 Contact Us .......................................................................................................................... 8
2.3 Communication .................................................................................................................. 8
2 List of Key Dates and Calendar .................................................................................................................. 9
3.1 Key Dates ........................................................................................................................... 9
3.2 School Direct Calendar 2020-21 .......................................................................................... 11
3.3 Engagement ..................................................................................................................... 12
4 The Programme ....................................................................................................................................... 12
4.1 Teaching Experience .......................................................................................................... 15
4.2 ............................................................................................................................................. 15
Data Protection whilst on placement ............................................................................................. 16
5 Programme Specific Learning and Teaching Approaches ....................................................................... 17
6 Themes and Dimensions for Teaching and Learning ............................................................................... 18
6.1 SMSC ............................................................................................................................... 18
6.2 Equality and Diversity ........................................................................................................ 18
7 Assessment .............................................................................................................................................. 19
7.1 Progression and Achievement Document ............................................................................. 19
7.2 PGCE Primary School Direct Assessment Dates 2020-2021 ..................................................... 20
7.3 Failure of an assignment or placement ................................................................................ 21
8 Teaching Experience ................................................................................................................................ 22
8.2 Teaching Experience a Quick Guide for Students ................................................................... 22
8.3 Overview of PGA First Placement ........................................................................................ 23
8.4 Overview of the PGB Alternative Placement ......................................................................... 24
8.5 Overview of the Inclusion Placement ................................................................................... 24
8.6 Overview of PGA2 Final Placement ...................................................................................... 24
9 Supporting Students on Teaching Experience – Mentors and Tutors .................................................... 25
9.1 Record of Lesson Observation (ROLO).................................................................................. 25
9.2 Targets during placement................................................................................................... 27
9.3 Reflection, Evaluation and the Learning Journal .................................................................... 28
9.4 Cause for Concern ............................................................................................................. 28
10 References and Employability ............................................................................................................. 29
Faculty of Education, Manchester Metropolitan University Page 2
PGCE Primary; School Direct Handbook 2020/21 ________________________________________________________________________________________________________________________ 11 Programme Aims ................................................................................................................................. 30 11.1 Programme and Professional Outcomes .............................................................................. 31 11.2 Professional Values and Practice ......................................................................................... 31 11.3 Observance....................................................................................................................... 32 11.4 Academic Ethical Procedures .............................................................................................. 32 11.5 Evaluation of the Programme ............................................................................................. 33 11.6 General Guidelines for Responding to Concerns.................................................................... 34 11.7 Student Support Strategy ................................................................................................... 36 Appendix 1 Record of subjects you have taught whilst on placement ........................................................... 38 Appendix 2 PGCE School Direct Teaching Experience week-by-week guidance ............................................. 39 Faculty of Education, Manchester Metropolitan University Page 3
PGCE Primary; School Direct Handbook 2020/21
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1 Introduction
Welcome to School Direct, an innovative post-graduate
programme led by schools, in partnership with
Manchester Met. All university taught sessions are
delivered online this year, due to the Covid-19
pandemic.
This handbook contains general information about the
programme and is the guide for all student teachers,
mentors and staff involved in the programme. It will
provide all the basic information you need to steer you
through the next academic year.
Guidance on Teaching Experience and proformas used on placement, such as the Record of Lesson
Observation, can be found in the Teaching Experience Handbook
https://www.mmu.ac.uk/stepd/partnerships/ . If you have any queries at all, please contact the
Programme Leader, Zoe Crompton (see contacts). The employment prospects for those who attain
qualified teacher status (QTS) accredited by Manchester Met are excellent. Previous students highly
recommend this route into teaching.
Acknowledgement
We acknowledge the enormous part our Partnership Schools play in developing the next generation of
teachers and we thank you for your involvement and commitment to this.
1.1 General Principles
The School Direct programme is led by schools working in partnership with Manchester Metropolitan
University. The recruitment and selection of student teachers is undertaken by schools. Potential student
teachers are interviewed by a school and if successful, this may become their main placement school, where
they will spend the larger part of their teaching experience, or they may be offered a place in another school
in the alliance.
Schools work in alliances, with a Lead School taking responsibility for the co-ordination of the School Direct
programme across the alliance. Sometimes this Lead School is primary, secondary or a special school. The
Lead School organises professional development days for student teachers on key aspects of teaching and
learning such as planning, assessment and meeting individual needs. They also have responsibility for
preparing students to teach the Foundation Subjects and RE.
Intent
Students engage with the MMU Primary Education curriculum throughout their programme, which
incorporates all elements of the ITT Core Content Framework (CCF) - the minimum entitlement for all initial
teacher education programmes. We understand that becoming a primary teacher is a complex process and
our curriculum responds to the on-going development of a professional teacher identity through supporting
students to become responsible, independent learners who can explore their individual interests and needs
through a personalised academic programme involving increasing stages of independence, research and
choice of study. Our curriculum will support students in key aspects, such as:
o learning to teach (generic pedagogy, including adaptive teaching and classroom management)
Faculty of Education, Manchester Metropolitan University Page 4
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o learning to teach a subject (subject knowledge and pedagogy, curriculum design, planning and
assessment)
o learning to be a teacher (teacher identity, reflexivity, professional behaviours, developing reflective
practice, educational ideologies and values)
o learning to be a teacher-researcher (critical thinking, exploring research, evaluating the impact and
effectiveness of research on teaching and learning)
Our curriculum takes varied forms and is planned holistically and in responsive ways. It is co-designed and
co-taught across our partnership, sharing a pedagogical approach with an agreed division of labour and
expert knowledge between our schools and university tutors.
Implementation
The Manchester Met curriculum offers students to engage through dialogic means, becoming responsible for
co-creating their programme with support and guidance from personal tutors and provides the opportunity
to take increasing responsibility for their own professional development through building a culture of
research, reflection and enquiry. Student choice and a personalised programme with well-considered
sequencing of the knowledge and skills to be learned across the theoretical and practical dimensions will
build throughout the year. Delivery of the curriculum will take place in a ‘blended’ format, co-produced and
delivered by university tutors and school mentors. This means there will be a mixture of in-school and online
learning. This will include seminars, webinars and workshops, Massive Open Online Courses (MOOCs), pre-
recorded content and tutorial sessions. Students will collaborate and contribute to work in groups of various
sizes as well as independently.
Impact
The Manchester Met curriculum is exciting, challenging and rewarding, creating excellent teachers for the
future. It is designed to enable student teachers to make successful progress and provide opportunities for
them to gather the required evidence to demonstrate that the
Teacher Standards have been met. It is underpinned by a
desire on the part of the schools involved, and all at
Manchester Met, for student teachers to develop as
professional, beginning teachers, able to critically reflect on
practice and aiming to achieve the best for themselves and the
children that they teach. The carefully planned sequencing of
knowledge, skills and understanding will provide the
necessary tools to prepare students to be confident,
innovative, inspirational practitioners, capable of teaching in a
variety of settings, in an increasingly diverse society.
1.2 Time in school
Students are in their main school initially for 10 weeks (PGA). They then undertake a placement of
approximately 10 weeks in an alternative second school (PGB). Students also engage in a 1-week inclusion
placement, focussing on Special Educational Needs and Disabilities (SEND). Students then return to their
main school for a further 7 weeks (PGA2). All placements are organised by the Lead School.
Faculty of Education, Manchester Metropolitan University Page 5
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1.3 University days
In addition to work in school, students will remotely access pre-recorded and live university sessions. There
is an expectation that students participate in a Spiritual, Moral, Social and Cultural (SMSC) day conference,
‘Living and Learning in Diverse 21st Century Britain’ on 16th February 2021. SMSC explores important themes
and dimensions; these go across subjects and are central to the delivery of a broad and balanced curriculum
and the wider professional responsibilities of teachers.
1.4 Assignments
Students will complete four assessments over the year, each contribute 15 M level credits towards a PGCE.
The four units are led and marked by university tutors. Students must score an average of 50 or above for
their assignments and pass their Teaching Experience (TE) to achieve qualified teacher status (QTS). On
completion of the programme, successful students will gain 60 credits at Masters level, which they may use
towards a Masters, they will be awarded a PGCE and be recommended for Qualified Teacher Status. PGCE
certificates are graded as pass, merit or distinction according to the average grade obtained from the
assessed units.
1.5 Manchester Metropolitan University Covid-19 guidelines
General
All student teachers must take steps to ensure they are compliant with any requirement from Government
or Public Health England to keep themselves and others safe. They must follow the guidelines given by
MMU when on campus.
All student teachers should ensure they:
• Wash hands regularly with soap and water for a minimum of 20 seconds, or use hand sanitizer if
soap and water is not immediate available.
• Catch coughs and sneezes with a tissue and dispose of immediately (into your elbow if no tissue)
followed by the washing of hands.
• Maintain social distancing when greeting others, this includes avoiding shaking hands.
• Wear masks/face coverings when stipulated.
On placement
All student teachers must follow the schools policy and procedures in relation to Covid-19 whilst on their
placement. They must follow government guidelines in terms of appropriate social distancing and regular
handwashing.
What should a student do if they start to display Covid-19 symptoms?
All student teachers must inform their:
placement school: class mentor and professional mentor
personal tutor
They must then follow the government guidelines and self-isolate. Manchester Met will complete a track
and trace. The student teacher remains attached to the placement school whilst isolating at their term-time
address and returns after the regulated period of isolation.
What if a school closes or partially closes due to Covid-19?
All student teachers will remain attached to their placement school and be treated like a member of staff.
They will continue to engage in online teaching or in-school teaching of key worker children, until the
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school reopens. They should remain in regular contact with their class mentor. Student teachers have a
responsibility to inform their personal tutor as soon as their placement school or class bubble moves to a
Covid-19 related closure.
1 Key People, Contact Details and Communication
2.1 Key People
PGCE Primary Programme Lead Charlotte Booth c.booth@mmu.ac.uk
Charlotte is responsible for the
PGCE programme (Core and
School Direct).
PGCE School Direct Programme Zoe Crompton z.crompton@mmu.ac.uk
Leader
Zoe is your first point of contact
for most things to do with the
School Direct programme.
School Direct Assistant Salma Qurashi schooldirect@mmu.ac.uk
Programmes Officer
0161 2472016
Salma is part of the Programme
Office team. She deals with
references and the day-to-day
administration of the
programme.
School Partnership Lead Karen Fuller k.fuller@mmu.ac.uk
Karen is responsible for
placement related issues across
primary and secondary.
Faculty of Education, Manchester Metropolitan University Page 7
PGCE Primary; School Direct Handbook 2020/21 ________________________________________________________________________________________________________________________ 2.2 Contact Us There are a number of ways to contact the School Direct Team, including post, email, and telephone. By post: PGCE School Direct Primary Programmes Management – Education, Manchester Metropolitan University, 1st Floor, 6 Great Marlborough Street Manchester M1 5AL By email: schooldirect@mmu.ac.uk By telephone: The Education Programme office phone number is 0161 247 2016 2.3 Communication Partnership website All Teaching Experience documentation is on the Primary Partnership page of the Faculty of Education’s website: https://www.mmu.ac.uk/stepd/partnerships/ Everyone has access to this page (students, tutors, schools) and it is advisable to check for changes and additions regularly. Lead Schools It is important that all School Direct schools make sure their contact details, key staff information and addresses, are regularly updated. It is the Lead School’s responsibility to inform the Programme Office of schools in their alliance, placement details and any changes to a student’s school placement over the course of an academic year. Students The university provides all students with an e-mail account and e-mail is the ‘official’ form of communication between staff and students. All students must check their university e-mail account regularly and aim to reply to messages received within two days. Students may prefer to set up their student email account so that messages and announcements are immediately forwarded to their personal email account. All students, once enrolled, have access to Moodle. This is the main way the university disseminates programme information and students should check regularly for updates. Faculty of Education, Manchester Metropolitan University Page 8
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2 List of Key Dates and Calendar
3.1 Key Dates
Event Date
University Induction 7th September 2020
tbc September (this will vary – please check with
School Induction
your alliance and placement school)
PGA placement Commences in w/b 5th October
University Visiting Tutor virtual visit 1 Takes place prior to Interim
Week beginning 16th November, email Progression
PGA Interim and Achievement Document (PAD) to University
Visiting Tutor
Class mentor and personal tutor record
PGA Final
assessment on the PAD by 16th December
PGB, alternative school placement Commences in alternative school 4th January
PGA Class/Professional Mentor communicates
January 2021
with PGB Class Mentor
SMSC PGCE Conference 16th February 2021
University Visiting Tutor virtual visit 2 Takes place between weeks 4-7 of PGB
PGB Interim Week beginning 15th March email PAD to
Set targets for return to PGA school University Visiting Tutor
Inclusion placement 19th April to 23rd April 2021
Return to PGA2 (Final) placement Commences 27th April 2021
Week beginning 15th June 2021 email PAD to
PGA2 Final Summative
University Visiting Tutor
21st to 24th June 2021 (dates flexible, 3 in PGA, 1 in
Enrichment days
PGB)
Celebration Day and final tutorial Friday 25th June 2021
Faculty of Education, Manchester Metropolitan University Page 9PGCE School Direct Primary Programme Handbook 2020-21 __________________________________________________________________________________ Course ends Last day Friday 25th June 2021 Faculty of Education, Manchester Metropolitan University Page 10
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3.2 School Direct Calendar 2020-21
All university sessions are online – the university timetable is subject to change and students should regularly
check their timetable. Students may attend their placement school in between university sessions.
Week Week Monday Tuesday Wednesday Thursday Friday
no. beginning
7 7-Sep Uni induction Uni ind. PDE PS M level session Alliance ind.
8 14-Sep PS PS PDE Alliance day
9 21-Sep PDE PS PS PDE CS Alliance day Alliance day
10 28-Sep PS CS Alliance day Alliance day
11 05-Oct PGA induction week
12 12-Oct PS CS
13 19-Oct PS
14 26-Oct
15 02-Nov
16 09-Nov
17 16-Nov PGA Interim Report PDE
18 23-Nov EYFS exp.#
19 30-Nov (delivery
20 07-Dec flexible)
21 14-Dec PGA Final Report
22 21-Dec BH
23 28-Dec BH BH
24 04-Jan Sub. CS PGB induction week PDE
25 11-Jan
26 18-Jan
27 25-Jan
28 01-Feb PBR PS PBR PS PBR PS
29 08-Feb PDE PBR PBR PBR
30 15-Feb SMSC
31 22-Feb Sub. PS
PBR data
32 01-Mar
collection
33 08-Mar
(1 day)
34 15-Mar PGB Interim Report
35 22-Mar PDE PBR
36 29-Mar BH
37 05-Apr BH
38 12-Apr
39 19-Apr Sub.PBR Inclusion Experience/Placement
40 26-Apr PGA2
41 03-May BH
42 10-May Sub.PDE
43 17-May PDE Viva* KS3 visit#
44 24-May (1 day)
45 31-May BH
46 7-Jun
47 14-Jun PGA2 Final Summative Report PDE
48 21-Jun Enrichment days Celebration day
* Vivas take place throughout w/b 17th May
# Students on 3-7 programme have KS2 experience.
Key
University
PGA
PGB
Inclusion
Holidays
Faculty of Education, Manchester Metropolitan University Page 11PGCE School Direct Primary Programme Handbook 2020-21 __________________________________________________________________________________ 3.3 Engagement All students are expected to engage fully with the programme and includes: preparatory reading or completion of tasks for sessions contribution to whole group and small group discussion Please see the University assessment regulations at http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php for more details. 4 The Programme The programme addresses the age range 5-11 or 3-7. Students benefit from experience in a wide range of educational settings. It explores diversity and promotes equality. The Spiritual, Moral and Social aspects of education are considered across the course and the importance of safeguarding and Prevent acknowledged through university sessions, teaching experience and specific events e.g. the annual SMSC conference. The programme aims to respond flexibly to individual needs and to the ever-changing influences, developments and demands on schools and teachers. The programme is made up of distinct yet complementary units. University taught units, are structured so that there is 50% directed time, 25% assessment time and 25% independent study. Students are taught and assessed through six units, two units are placements and the remaining four are academic. Placement 1 Practice credits On successful completion of this unit students will be able to meet the Teachers’ Standards required of a beginning teacher. This unit will enable students to research and practice the skills of being a teacher within a specific context. They will be supported by a mentor in school who will meet on a regular basis and support them in identifying targets for action. The class/professional mentor and personal tutor record the student’s progress against the Manchester Met curriculum on Phase 1 and 2 of the Progression and Achievement Document (PAD). Placement 2 Practice credits On successful completion of this unit students will be able to meet the Teachers’ Standards required of a beginning teacher. Faculty of Education, Manchester Metropolitan University Page 12
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This placement will require students to build up their experience until they are able to operate
almost as a qualified teacher within the classroom. They will be supported by a mentor in school
who will meet on a regular basis and support them in identifying targets for action.
The class/professional mentor and personal tutor record the student’s progress against the
Manchester Met curriculum on Phase 3 of the Progression and Achievement Document (PAD).
Professional Development and Employability
15 Level 7 Credits
Unit Leader – Katharine Pyke k.pyke@mmu.ac.uk
On successful completion of this unit students will be able to:
1. Audit and evaluate personal professional and academic knowledge and understanding in
order to identify areas for professional development.
2. Represent themselves as compelling candidates for progression to a specific graduate
destination.
3. Synthesise examples of the ways in which their learning across their programme have
supported their development of career and academic aspirations.
4. Produce evidence against the Manchester Met curriculum and Teachers’ Standards to
demonstrate understanding and engagement.
This unit explores what makes an expert teacher and prepares students to become a resilient
practitioner and part of the teaching workforce. The PGCE programme is presented as part of a
learning journey that leads to Masters degrees and supports students to be resilient as practitioners
and attractive employment propositions. This unit supports students in making choices that will
enable supported yet challenging professional development both within the programme context and
for progression on into their NQT year.
Curriculum Studies
15 Level 7 Credits
Unit Leader – Ben Sedman b.sedman@mmu.ac.uk
On successful completion of this unit students will be able to:
1. Appraise situations and contexts within primary education in order to evaluate impact on
themselves as teachers and children as learners.
2. Compare and contrast a range of approaches to specific aspects of teaching and learning
identified as relevant to themselves as beginning teachers.
3. Work independently to select and complete units of study that enable them to understand
and manipulate the primary curriculum to meet the needs of learners.
4. Synthesise practice and theory to form new and appropriate evidence based strategies or
approaches to teaching and learning.
This unit is an exploration of the primary school curriculum, through a holistic, thematic approach
where subjects and pedagogies are explored together to evaluate the impact on the learner.
Alongside this, students will explore how political policies affect education, what this means for the
learner and for the curricula they follow. Key lectures are followed by small group discussion and
Faculty of Education, Manchester Metropolitan University Page 13PGCE School Direct Primary Programme Handbook 2020-21
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tasks. This unit requires a strong engagement with blended learning to ensure students leave with
good subject knowledge across the primary curriculum.
Practice Based Research
15 Level 7 Credits
Unit Leader – Zoe Crompton z.crompton@mmu.ac.uk
On successful completion of this unit students will be able to:
1. Identify and investigate an aspect of practice in order to formulate new or different ways of
working.
2. Analyse data within the context for collection, to support potential conclusions.
3. Recognise and judge the impact of context on the data and eventual conclusions.
4. Produce a small-scale research project that supports and enhances personal professional
development.
The research unit offers students choice and the development of a specialist area of study. This is a
tutorial-based unit where students are supported and challenged by university tutors. Students will
engage in a self-directed enquiry into an aspect of practice or provision that interests them. In doing
so, they will develop key research literacies. Culminating in a small scale research project, this unit
will provide a bridge into eventual completion of a Masters as it will enable students to specialise
and potentially develop this initial small scale project into a full scale Master’s dissertation.
Professional Studies
15 Level 7 Credits
Unit Leader – Archana Hinduja a.hinduja@mmu.ac.uk
On successful completion of this unit students will be able to:
1. Articulate a “pivotal moment” in practice and evaluate the learning that emerged from this
2. Engage in discussion with peers to explore alternative approaches and strategies to specific
aspects of teaching and learning
3. Evaluate how alternative approaches to aspects of teaching and learning might impact upon
themselves as beginning teachers
4. Provide and explore illustrations of practice that demonstrate understanding of the role of
the teacher
This unit will combine exploration of the more general aspects of being a teacher such as exploring
learners and learning, with documenting professional development against the Teachers’ Standards.
The unit will focus strongly on developing skills of reflection, analysis and evaluation to enable
students to adapt practice as the context and children require.
Faculty of Education, Manchester Metropolitan University Page 14PGCE School Direct Primary Programme Handbook 2020-21 __________________________________________________________________________________ 4.1 Teaching Experience Teaching Experience forms the major part of the School Direct Primary Programme, it complies with the national requirements laid down in the ITT Core Content Framework. All student teachers must complete a minimum 120 days school-based work; on the School Direct programme, this requirement is exceeded. PGA First Placement PGA, in the main school, starts in October and finishes when PGA schools finish for the Christmas Holidays. School will provide information about the requirements for this placement in terms of planning, teaching, evaluation and assessment. These should all be in accordance with the University’s requirements. Examples of possible proformas and good practice are on the partnership website http://www2.mmu.ac.uk/primary/partnerships/resources/ There are Professional Development Activities and independent work from the university-based course that students have to complete while on placement; students will be advised of these in university. Students are expected to receive support for their lesson planning and initially teach small groups and progress towards teaching 40% of the timetable including whole class teaching, by Interim and 50% by the end of PGA. This should provide opportunities for getting a feel for teaching, with the support of the Class Mentor and Professional Mentor. In Early Years or key stage 1, this may involve focus group teaching and leading ‘whole group/class’ time e.g. story/singing, circle time. PGB Alternative Placement Takes place in a different age phase to PGA. Students build up to taking on responsibility for teaching and learning in a class and delivering 60% of the timetable. They then return to their main school for the last part of their training (PGA2 Placement), taking responsibility for 70% of the timetable by the end of the placement. Inclusion Placement The 5-day Inclusion placement can be in a mainstream and/or specialist setting and may take place in PGA in 2021, due to restrictions imposed by the Covid-19 pandemic. The placement provides an opportunity to explore inclusion and education for children with special needs and disabilities, considering how they may be supported through personalised learning. The Inclusion placement is arranged by the Lead School. Please see the Inclusion Placement Handbook for more information. Enrichment days This is shown on the calendar as the final week of PGA2. However, the activities students want to take part in may occur at another point in the school year, so students can ‘cash in’ 3 days anytime during PGA and 1 day during PGB. Examples of activities: visits/visitors, International Day, music project, science week, Wellbeing week, Forest school, sports event etc. There are no requirements for % teaching or formal lesson observations during enrichment days. 4.2 Faculty of Education, Manchester Metropolitan University Page 15
PGCE School Direct Primary Programme Handbook 2020-21 __________________________________________________________________________________ Data Protection whilst on placement You will be aware that when you handle personal data during the course of your studies with the University, the University’s data protection policy (https://www.mmu.ac.uk/policy/pdf/policy_ref_data_protection_policy.pdf#page=) applies. During your placement, where the school has trained you and provided you with a copy of their data protection policy, the school’s data protection policy and guidance will apply but only when handling personal data relating to any pupil or employee or anyone else of the school or college. If you have not been provided with a copy of the data protection policy and training, you must continue to apply the University’s data protection policy during your placement or until you have been trained and provided with a copy of the school’s data protection policy. We advise you do not store, or take outside of school, personal data unless instructed to do so by the school. Should you wish to keep records about events or incidents, please ensure all records are anonymised (i.e. remove all information identifying the individual you are referring to). For example, you should not disclose pupil’s personal data to anyone outside of school (including anyone at Manchester Met). When referring to your concerns with your tutor at Manchester Met or anyone outside of the school, please do not disclose personal information about the pupil such as their first and last name. If you are in any doubt about which data protection policy applies to which situation, please speak to your tutor here at Manchester Met or your mentor at school for further guidance. Below is a link to the DfE’s GDPR Toolkit, which schools will be using, and which you may find useful background reading. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/fil e/702325/GDPR_Toolkit_for_Schools__1_.pdf Faculty of Education, Manchester Metropolitan University Page 16
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5 Programme Specific Learning and Teaching Approaches
The programme is underpinned by a set of principles which determine how learning and teaching are
organised. Manchester Metropolitan University aims to develop future excellent teacher
practitioners who are motivated, active and independent learners.
To facilitate this, the learning and teaching strategy for students:
is inclusive, promotes equality, recognises diversity and commonality and the problems and
possibilities inherent within these
contextualises education, teaching and learning
personalises learning
enables students to manage their own learning
demonstrates fitness for purpose with learning and teaching methods which are appropriate for
the intended purpose
models good practice
illustrates links between theory and practice
links University-based learning with professional work in school
takes account of recent research findings, statutory guidance and duties (e.g. SEND, SMSC,
safeguarding and Prevent) and utilises professional experience and judgement of all engaged in
the learning and teaching process.
The learning and teaching approaches which are typically used in the PGCE Primary Programme
include:
independent and self-managed learning where possible
peer education to support learning
online teaching sessions, seminars and tutorials
a variety of methods, organisation and groupings, including,
large group, small group and individually-focused work
a balance between structured, guided and self-directed work;
and a balance between providing access to knowledge and
reflection on learning
use of electronic means of communication to support
learning, including the use of intranet and internet, Web CT,
video and presentation software.
Faculty of Education, Manchester Metropolitan University Page 17PGCE School Direct Primary Programme Handbook 2020-21 __________________________________________________________________________________ 6 Themes and Dimensions for Teaching and Learning These elements are addressed across the course, both in schools and University; they incorporate the aspects of education that extol the core values essential to all learning communities and that promote community cohesion and help teachers prepare children for life in a diverse, just, safe and equitable society. 6.1 SMSC SMSC and elements of Prevent are addressed across the programme. Recent Government guidance stresses the importance of SMSC in upholding fundamental British values, encouraging mutual respect and tolerance for all faiths and beliefs and exploring difference, equality and belonging across the curriculum. The DfE stresses that SMSC has a part to play in preventing extremism and building resilience to grooming and radicalisation. It should form part of every school’s safeguarding, curricular and extra-curricular provision, as an integral part of educating for a safe, equitable and just society and fulfilling a school’s Prevent duty. 6.2 Equality and Diversity The University is in the heart of multi-cultural Manchester, a context that reaffirms Manchester Met’s recognition of the need to prepare students to teach in a diverse society; this is a focus of Professional Studies, but evident elsewhere in the programme too, for example the Foundation Areas, English, Religious Education and the annual SMSC conference. There is an expectation that students will challenge stereotypes, recognise multiple identities, promote equity, explore diversity, commonality, rights, responsibilities and democracy in both their teaching and academic studies. Faculty of Education, Manchester Metropolitan University Page 18
PGCE School Direct Primary Programme Handbook 2020-21 __________________________________________________________________________________ 7 Assessment 7.1 Progression and Achievement Document The Manchester Met curriculum is designed to enable student teachers to make successful progress. Progress made is evidenced on the student teachers’ Progression and Achievement Document (PAD). The curriculum is divided into four phases to support the increase in teaching requirements. In each phase students undergo an assessment of their progress against the MMU curriculum, recorded on the PAD. In most phases, the assessment is carried out by both the Personal Tutor and Mentor. Tutors and Mentors should indicate in each key aspect whether a student is making appropriate progress against the curriculum or not. Any student not making appropriate progress within a phase is placed on an Individual Support Plan (ISP), with clearly identified targets for improvement. Additionally, the PAD records the required evidence needed for the final assessment where it is decided by both Tutor and Mentor whether there has been appropriate progress against the curriculum over the year, noting grades for the academic units undertaken. If it is deemed that there has been insufficient progress on placement, the student will be recorded as a Fail for the placement unit at the Academic Board. Progress A student teacher is deemed to be making appropriate progress, if they are achieving and being set new targets regularly. Cause for Concern A student teacher would be deemed to not be making appropriate progress and a Cause for Concern, if they are working on the same set of targets for an unreasonable length of time. In such cases, this prompts an ISP to be completed and followed. Target Setting It is vital that all students are to be supported in making progress with targets that are clear and specific. They should be achievable within a specified timeframe of no more than two weeks and against the current phase of the curriculum. Faculty of Education, Manchester Metropolitan University Page 19
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7.2 PGCE Primary School Direct Assessment Dates 2020-2021
Students complete four assessments over the year, each contribute 15 M level credits towards a PGCE,
all are led and marked by University tutors. Further details of assessment requirements and
assessment matrices are on Moodle.
Curriculum Studies
A group presentation.
Assessment
Strategies
4th January 2021
Submission date:
Professional Studies
Assessment
A reflective and analytical 3,000 word assignment that demonstrates professional
Strategies
values and beliefs in relation to teaching and learning.
Monday 22nd February 2021 – via Turnitin on Moodle
Submission date:
Curriculum Studies
Assessment
A group presentation.
Strategies
Submission date:
4th January 2021 – Group presentation
Practice Based Research
A 3,000 word critical and reflective written assignment, which requires you to carry
Assessment
Strategies out a small-scale study of your own practice in relation to a topic of your personal
choice.
Submission date: 19th April 2021 – via Turnitin on Moodle
Professional Development and Employability
Assessment A OneDrive folder of evidence, summative reflections and an individual Viva
Strategies
Submission date: Wednesday 20th May 2020 – Portfolio handed in to tutors
PGA First
Placement Progression and Achievement Document (PAD) 18th December 2020
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Evidence of meeting the Manchester Met curriculum and Teachers’ Standards. The
Assessment
Strategies minimum requirement is that all Standards must be met, in order to pass the
placement.
PGB Alternative
and PGA2 Progression and Achievement Document (PAD) 18th June 2021
Placements
Evidence of meeting the Manchester Met curriculum and Teachers’ Standards. The
Assessment
Strategies minimum requirement is that all Standards must be met, in order to pass the
placement.
Please remember that there are ethical procedures that must be followed in all written work.
Students should always ask themselves:
Have all names (e.g. pupils, students, teachers, schools) been removed from the work?
Have I stated explicitly in the body of the work that the anonymity of individuals and places has
been maintained?
Is this my own work? Plagiarism is to be avoided at all costs and may lead to severe penalties.
Students must not reuse their own written work if they have already received credit for it (self-
plagiarism). See https://www.celt.mmu.ac.uk/plagiarism/faq.php
7.3 Failure of an assignment or placement
Most students encounter no significant problem with assignments or placements; however, this is
not always the case. Student must score an average of 50 or above for their assignments and pass
their placements to graduate and be recommended for Qualified Teacher Status (QTS). If a student
fails an academic assignment, it may be condoned, provided the average score is 50 or above, but if
it is below 50 they will be asked to re-submit. Assignments may only be re-submitted after the Exam
Board meets at the end of June and so students will not receive a mark for their re-submission, or be
able to graduate until August. This does not usually impinge upon a student’s ability to commence
work in September, BUT will prevent a student from graduating with their peers in July. Failure of a
placement will result in a student having one opportunity to re-sit the placement; this will usually be
in the following academic year: See
http://www.mmu.ac.uk/students/assessments/ for definitive information on assessment, failure
and resubmission.
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8 Teaching Experience
For School Direct students, Teaching Experience is the central element of their PGCE programme. It
is an opportunity to develop and enhance their skills and synthesise their school and University
training for the benefit of themselves and the children they teach, in response to a range of
increasing demands.
There is separate information on the website for Teaching Experience; all the supporting proformas
and documentation are located on the same page, see:
https://www2.mmu.ac.uk/primary/partnerships/resources/
If you have any questions about Teaching Experience that are not answered on the website please
contact your Lead School, University Visiting Tutor or Programme Leader.
What follows is a brief summary of the main pattern and requirements for each placement for
students, mentors and University Visiting Tutors.
8.2 Teaching Experience a Quick Guide for Students
Students are expected to attend all placement days. Lead schools
and their alliances are expected to provide a programme of
professional development for students, to complement taught
sessions in University. The details of this training programme
should be shared by the Lead School with the Programme Leader.
This in-school training is an ideal opportunity to:
Share how schools use data and the impact this has on the
classroom teacher
Explore positive behaviour management strategies
Provide opportunities for students to observe expert colleagues
Examine approaches to the teaching of Early Reading, synthetic phonics and mathematics
Identify, map and plan for cross-curricular themes and dimensions e.g. SMSC
There is an obligation on the part of the Lead School to see that the main school provides:
An initial induction to enable the student/s to become familiar with the school and its ways of
working
A planned weekly meeting to review progress
Regular weekly focussed lesson observations and written feedback (ROLOs)
Regular monitoring of students’ lesson planning and assessment of pupils’ progress
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Completion of the Progression and Achievement Document (PAD)
Phonics and mathematics focused feedback
KS3 1-day visit - see proforma for KS3 visit on partnership website. This can take place at any
point in the year (or KS2 for students on the 3-7 programme)
Early Years Foundation Stage – students must gain some experience in EYFS, for example to
learn about teaching early reading and phonics. Your PGA school will organise for this to take
place towards the beginning of the placement. The Lead School determines how many days
students spend in total in EYFS. (Students on the 3-7 programme spend time in KS2)
Training in planning, teaching and assessment; subject content and pedagogical principles for
the foundation subjects and RE
Students’ professional development time
This constitutes a student’s basic minimum entitlement.
8.3 Overview of PGA First Placement
Your first placement takes place in the autumn term. You will be expected to contribute to the work
of the teaching team within the school and to join in with the range of experiences that occur during
that time. You will be attached to a base class but at some part of the first placement, you must have
the opportunity to learn about teaching and learning Early Reading and Phonics through focused
observations in the relevant age phases. Your time in the first week should be in a variety of classes
observing teaching. You will also spend time in your base class where you will begin to understand
and observe the routines of the classroom and work with small groups. From week beginning 12th
October, you should be predominantly in your base class and building up to teaching 30% of the
timetable. This may be made up of whole class and group teaching, but you should be responsible for
the planning (with support). See Appendix 2 for a week-by-week breakdown of placement
requirements.
After Interim, you should be teaching 50% of the timetable with an emphasis on core subjects. You
should include at least one foundation subject and observe PE or work with a group to support the
teacher. Record the subjects you teach during PGA on Appendix 1.
Your Progression and Achievement Document (PAD) will be completed by your Class Mentor and
Personal Tutor (after discussion between student, Professional Mentor and Class Mentor).
The expected outcomes of this first placement are that students will:
have experience of observing teaching across at least two age phases
have experience of independently teaching and planning sequences of lessons in numeracy,
literacy, science, computing and at least one foundation subject
demonstrate an awareness of SMSC and have evidence of having engaged with this through the
curriculum
understand how assessment fits into the planning and teaching cycle
be confident in teaching whole class lessons independently
engage with Bilingual learners (EAL) and managing pupil behaviour booklets (a minimum of one
section in each) and complete relevant Mathematics and Phonics/reading Professional
Development Activities.
Additional information and handbooks for placements are available at
https://www.mmu.ac.uk/stepd/partnerships/
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8.4 Overview of the PGB Alternative Placement
You will be attached to your alternative school from January 2021 for 10 weeks. You will be expected
to see yourself as part of the school team. You will fit in with the school’s holidays. The main purpose
of the placement is to develop a more refined view of teaching and learning, including consideration
of issues such as creativity and inclusion in a different age phase. You will spend time in your base
class familiarising yourself with the children and the context in which you will be teaching but also
taking the opportunity to observe in a range of other classes. See Appendix 2 for a week-by-week
breakdown of placement requirements.
The expected outcomes of this alternative placement are that students will:
have experience of observing teaching across at least two age phases
have experience of independently teaching and planning sequences of lessons in numeracy,
science, computing and a range of foundation subjects
demonstrate how assessment fits into the planning and teaching cycle
engage with with Bilingual learners (EAL) and managing pupil behaviour booklets (a minimum of
one section in each) and complete relevant Mathematics and Phonics/reading Professional
Development Activities
enhance their understanding of teaching across a different age phase in a different setting
identify in planning and evaluate at least one lesson with an aspect of SMSC focus
build up to teaching 60% of the timetable (record the subjects you teach during PGB on
Appendix 1)
Your Progression and Achievement Document (PAD) will be completed by your Class Mentor and
Personal Tutor (after discussion between student, Professional Mentor and Class Mentor).
8.5 Overview of the Inclusion Placement
This is a short 5-day placement/experience, where you will focus on furthering your understanding of
teaching and learning for children with Special Educational Needs and/or Disabilities (SEND). Your
lead school will arrange this placement.
The Inclusion placement can be in a mainstream and/or specialist setting or nursery and may take
place in PGA in 2021, due to restrictions imposed by the Covid-19 pandemic. The range of tasks that
you will undertake will be differentiated according to the setting you are in. You will not be attached
to a base class and will not be expected to undertake class teaching. This is an opportunity to observe
good practice so make the most of conversations with SENCOs and other experienced colleagues.
The placement will enhance your understanding of catering for children with SEND, although it will
not be assessed, your engagement will be noted through completion of appropriate tasks in your
Inclusion placement handbook. In this way, it will contribute to your overall programme final
summative assessment.
8.6 Overview of PGA2 Final Placement
You will return to your main school from the end of April to the end of the course in June. You may
return to the same class as at the start of the year, or you may be allocated an alternative class; this
is up to the school. You will build up to teaching 70% of the timetable. In Early Years or key stage 1,
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this may involve leading ‘whole group/class’ time such as story time or register, circle time, focus
group teaching, planning for and overseeing learning in continuous provision.
Your Progression and Achievement Document (PAD) will be
completed by your Class Mentor and Personal Tutor (after
discussion between student, Professional Mentor and Class
Mentor). It will be written in the week beginning the 14th
June. During the final weeks, if you have obtained a teaching
post in your alliance or elsewhere, then your main school may,
at their discretion, allow you to spend some time in your new
class or school.
9 Supporting Students on Teaching Experience – Mentors and Tutors
It is essential that students receive good quality feedback and support in schools in order to develop
into excellent practitioners. The School Direct Programme relies on the undoubted expertise of our
partner schools and mentors (supported by University Visiting Tutors) to make sure that students have
a quality experience. What follows is a reminder of agreed roles and responsibilities.
9.1 Record of Lesson Observation (ROLO)
In order to make progress, a student needs regular written and verbal feedback to help them to reflect
on his/her teaching and target areas for development. This should take place once a week as a bare
minimum. Students on the School Direct Programme have a wide range of previous experience in
classroom settings; therefore there will be a small number of students who are capable of exceeding
individual Standards, even in their first placement. The Record of Lesson Observation form (ROLO),
should be used to provide written feedback whenever the student has been observed (see Teaching
Experience Handbook for this proforma). The observation should be based around an agreed focus
and feedback should comment on evidence provided of progress towards the Standards.
The ROLO has spaces for comments, which might refer to specific aspects of the Teachers’ Standards
and identify positive achievements within the lesson. A separate section is provided for targets and
development points. The completed ROLO should be copied for the student, mentor and if
appropriate, the University Visiting Tutor.
Focus of ROLOs
The focus of each observation should be agreed with the student in advance and will generally be
related to previous targets set, however we require that at least one observation on each of the
following be completed before the end of each placement:
The teaching of phonics and early reading - feedback from teachers is given within each
student’s Phonics/Reading Professional Development Activities.
Subject and pedagogical knowledge in mathematics
Overcoming barriers to learning
SMSC, including British values.
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