Primary Education PGCE Course Handbook, 2014/15
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Contents
Section No.
Title
Page No
1
General information including contacts
3
2
The Academic Year
5
3
The course
9
4
Participation and feedback
25
5
Administration
27
6
Academic Integrity
31
7
Research
33
8
Learning Support
34
9
Other support services
37
Appendix 1
Teachers’ Standards
40
Appendix 2
Indicative timetable
42
Appendix 3
Course Modules
45
Appendix 4
Remediation process
47
School of Education and Professional Development, University of Huddersfield
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1
General information
1.1 Courses and years/levels covered
This handbook covers the one year full-time PGCE Primary Initial Teacher Training
course in the School of Education and Professional Development at the University of
Huddersfield.
1.2 Welcome
On behalf of the staff of the University of Huddersfield School of Education and
Professional Development and mentors in our Partnership Schools we would like to
take this opportunity welcome you to the University and to the course.
You are embarking on a learning journey that will ultimately enable you to become
facilitators of learning in the early years. This is at the same time both a huge
responsibility and a great privilege. It is our aim to support and challenge you in your
professional development to enable you ultimately to become reflective, innovative
teachers who can adapt to work in a range of teamwork contexts to do your best for
the children in your care.
I do hope that you find the course an enjoyable and productive start to your teaching
career and look forward to working with you.
Jonathan Glazzard
Head of Primary ITT Programmes
1.3 We provide you with a link to an early version of this handbook via the pre-enrolment
portal in the summer before you start, also a link to our welcome guide (information
to prepare you for study here) and virtual guide (with guidance for when you are
studying).
Any queries, ask your tutors or our staff in the Student Support Office on the ground
floor of Lockside building – even if they don’t know the answer, they can find
someone who does! And they will always be willing to help you, just ask.
Contacts
Our address:
School of Education and Professional Development
University of Huddersfield
Queensgate
Huddersfield HD1 3DH
University switchboard: 01484 422288
School phone number: 01484 478249
Email: sepd@hud.ac.uk
Notification of absence: sepdattendance@hud.ac.uk
The University website is: www.hud.ac.uk
The University Virtual Learning Environment is: http://unilearn.hud.ac.uk
To find the staff/your way round- all our rooms start with LS for Lockside or CEG for
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Canalside East building. The next letter/number – G, 1 or 2 is the floor and then the
last number is the room. All rooms are numbered and signed around our buildings –
but if you do get lost, just ask at Student Support Office on the ground floor in
Lockside – we hold copies of maps to help you find your way round and if you don’t
recognise a room number/code we can help you find it!
Name
Kate Aspin
Responsibility and Contact Details
Primary Mathematics Tutor/Admissions Tutor/Link Tutor/
Dissertation Tutor/Academic and Personal Tutor
E-mail: k.aspin@hud.ac.uk Tel: 01484 478145
Jonathan Glazzard
Head of Primary ITT Programmes, Primary English Tutor,
Examinations Tutor/Link Tutor/Dissertation
Tutor/Academic and Personal tutor
E-mail: j.glazzard@hud.ac.uk Tel: 01484 478113
Jean Palmer
Partnership and Placements/ Link Tutor/Humanities Tutor
E –mail: j.f.palmer@hud.ac.uk
Tel: 01484 478242
Louise Coverdale
Senior Lecturer/NQT Lead
E-mail l.j.coverdale@hud.ac.uk Tel : 01484 478201
Liz Zsargo
Senior Lecturer/ School Direct Lead
E-mail e.zsargo@hud.ac.uk Tel: 01484 478276
Jane Mullen
Academic Skills Tutor (Tel: 01484 478103)
E-mail j.mullen@hud.ac.uk, Room LS2/28
Fiona Woodhouse
Science Tutor, Tel: 01484 478128
E-mail f.j.woodhouse@hud.ac.uk
Jayne Price
Head of Division (Schools)/Music Tutor,
Tel: 01484 478102, E-mail: j.price@hud.ac.uk,
Course Administrator: Geraldine Allport
E-Mail: g.allport@hud.ac.uk Tel: 01484 478221
Geraldine is based in the Course Administrative Support office, on the second floor
of Lockside Building. Contact her with any issue any time. If she isn’t there the other
staff will be pleased to help.
You will be asked from time to time to supply the administrative staff with information
required by, for example, the DfE (Department for Education) for their training of
teachers records.
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2
The Academic Year
2.1 Term dates/Academic Administration timetable/University calendar
The indicative timetable for your programme can be found in Appendix 2. Please
note the timetable is subject to change for a number of reasons, so may not exactly
reflect the course you will follow. In particular additional activities or tasks may be
required to ensure that you meet all of the standards for Qualified Teacher Status.
The University produces the Academic Administration Timetable - an annual
schedule showing details of key administrative activities such as registration dates,
term dates and the dates for the release of results. To check the dates that affect
your course please go to
http://www.hud.ac.uk/registry/academicadministrationtimetable .
The University sets provisional term dates a few years in advance and confirms
them for the forthcoming year on an annual basis. To check the term dates for the
next few years please go to
https://www.hud.ac.uk/students/keydates/termdates/
You are expected to be available for the full length of the University academic year.
2.2 Attendance Monitoring
As a registered student of the University, you are expected to attend your scheduled
classes – if you are unable to attend a class, you are expected to record your
absence by clicking on the ‘record your absence’ link on the Attendance Monitoring
section on the Student Portal. If you miss classes, your absence will be noted and
you may find that you have to explain your poor attendance. Continued poor
attendance will lead to exclusion from your course. The regulations governing this
can be found at http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs,
just click on the Student Attendance Policy.
If you swipe your attendance at a class please do make sure that you notify the tutor
if you need to leave before the end of the class. Spot checks on attendance are
carried out and discrepancies between the record of those swiped as present and
those actually present at the time of the check may result in disciplinary action.
Attendance for both the University and school based elements of the course is
compulsory and attendance registers will be taken. When you are in taught sessions
at the University, you must ‘swipe’ your University identity card in the correct room
just before the advertised start time of your class on your personalised timetable.
You will receive texts and emails about any absences. If you think the information is
wrong please contact the administrative staff so we can put things right. You can
also see messages about the level of your attendance and any concerns we have on
the student portal.
Please note the University considers unexplained or prolonged absence from the
University element of the course as a very serious matter, which will be reported to
the Course Assessment Board (CAB). You may also be required to explain any
absence to the Course Leader, Head of Department or tutors at a specially convened
meeting. If you are absent for prolonged periods without medical evidence we may
apply the fitness to practice policy and withdraw you from the course. Attendance at
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university sessions is an important pre-requisite to the completion of successful
school-based placements. We may defer the placement if attendance has been poor
in specific elements of the course.
The National College for Teaching and Leadership requirement for teachers in
training is that at least 120 days must be spent in school unless, in exceptional
cases prior accreditation has been agreed. All absences must be made up during
study days.
A medical certificate is required for absence of one week or more. Requests for
leave of absence, where known in advance, must be made. Ask at the Student
Support Office if you aren't sure how to do this. If you are absent from any session
of the course your module tutor must be notified.
Please note that when the Course Assessment Board is considering each trainees
profile at the end of each academic year, it may recommend penalties, including
extra work, extension to the course or even failure if a pattern of unsatisfactory
attendance is recorded.
If you are or know you are going to be absent for more than one week on placement
absence then we may take the decision to terminate the placement. We have a duty
to protect children’s education. In cases of genuine and proven illness or other
situation you can apply for Extenuating Circumstances for placement modules but
we still reserve the right to terminate or defer the placement.
2.3 Notification of absence
If you are going to be absent or if you are ill, please inform us via your Student Portal
why you will be/were absent. You are allowed 24 hours to self-certify your absence
and this is logged automatically into your student attendance record. If you are
unable to complete the information on the portal, then please email
sepdattendance@hud.ac.uk. We can update your attendance record and make sure
that you don’t get unnecessary or inaccurate messages. The reason for absence
should be exceptional and be the sort of situation for which you would seek leave
from work. When you are on placement, you should contact both the placement
organisation and email sepdattendance@hud.ac.uk if you are unable to attend.
If you find you cannot attend for more than a week, please ask us for an authorised
absence form by emailing sepdattendance@hud.ac.uk or phone the main enquiry
line 01484 478249. You should note that this is not confirmed or registered in our
attendance monitoring system until it has been approved by your personal tutor or
Course Leader. Please note that we may ask for a doctor’s note, medical evidence
or other documentation to support your request. Either way, it’s important that you let
us know so we can help and support you.
If you cannot attend for more than two weeks, you may need to consider suspending
your studies. If you are sick or out of contact for a longer time, the University will
complete the suspension on your behalf. Further information about suspension and
withdrawal is included in section 5.6.
2.4 How will I be informed of cancellations or changes to timetabled sessions?
Wherever possible, we will inform you of any changes to your timetabled sessions
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by email and/or through UniLearn announcements in advance of the planned
activity. Unfortunately, there are occasions when a lecture may be cancelled at
short notice, usually due to staff absence or as a result of severe weather conditions
(resulting in cessation of public transport).
If a session has to be cancelled at short notice, you will be notified as follows:
1. An announcement will be placed on the module in UniLearn.
2. An email will be issued to those of you who will be affected by the
cancellation.
If a cancelled session is notified to you in this manner, you will not be attendance
monitored.
2.5 Examination/assessment periods
The main examination timetable is also uploaded in full to the University’s website
and, once finalised, can be found at http://www.hud.ac.uk/registry/exams/
You’ll have a range of assessments and deadlines during the course of the year but
if your course includes formal examinations at the end of the session, they will be
arranged through the Registry and a personalised exam timetable with details of
when and where your exams are will be emailed to you via your Unimail account
around Easter time. Dates of the main and resit exam period are included on the
Academic Administration timetable (see section 2.1 above). On this course there are
no formal examinations but a range of assessments which you much submit. Dates
will be given to you by the course tutors.
The University’s resit period is within the final term – the resit exam timetable will be
published after the release of results in June in the same way as the main exam
timetable. Although classes may have finished at or around Easter you are
expected to remain available until the end of the third term.
2.6 How and when to access your results
Although you will receive feedback on your assessments during the course of the
year, until the marks have been agreed by the Course Assessment Board (CAB),
any marks you are given will only be provisional. Once the marks have been
confirmed by the CAB, the University publishes the formal results for all students online and you can access your results via the University’s Student Homepage and
clicking on the My Results button.
You will receive an email detailing the dates and times that your marks will be
published.
We will let you know the date for the official publication of your results on this course
by email to your University email account. If you haven’t heard the date by late
spring please come and ask the administrative staff.
It’s your responsibility to access your results promptly. This is particularly important
as there are time limits for the submission of referred work or appeals – and any
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delay in accessing your results may mean that you miss the chance to complete
referral work or ask for a review of your results. If you can’t access the results on
line after the publication date, you should call your Student SupportOffice to report
your difficulties.
It’s a good idea to print off a copy of your results – then, if you have any queries, you
can take your results along to the Student Support Office or your tutor and ask for
further clarification.
If you want to request a review of your published results, there are limited grounds
on which you can do so – and these can be found at
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs
Just scroll down and click on Section 4 Assessment Regulation 7 ‘Appeal against a
decision of an Assessment Board’.
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3
3.1
The course
Aims and learning outcomes of the course
Rationale
There are some principles which run throughout the content, structure and processes
of delivery of the programme, with the aim of developing reflective, innovative trainee
teachers, capable of critical analysis and reasoned argument. A central theme of this
professional training course is transformative learning, through which your values,
beliefs and assumptions are challenged, potentially leading to changes in your
philosophy of education.
The programme is designed to prepare you to be able to provide your pupils with a
range of appropriate learning experiences relevant to the Foundation Stage/Key
Stage 1/ Key Stage 2 age phase. During the course, you will have opportunities to
develop a range of academic, professional and vocational skills, knowledge,
understanding, and values. This training will prepare you to teach in schools in
England, Wales and Northern Ireland.
The School of Education and Professional Development operates within the
University’s Equal Opportunities Policy and is committed to providing equal
opportunities to ensure inclusion in all aspects of the programme, taking into account
the latest legislation (see the University website).
The design of the programme reflects this commitment through the provision of
support and our flexibility in allowing ‘reasonable adjustments’ to assessment and
other opportunities for disabled trainees.
This course leads to the recommendation for Qualified Teacher Status (QTS) for
teaching and has been designed to address the Teachers’ Standards (DfE)
whichever is the latest (as of May 2013 the latest were dated 1 September 2012 on
the DfE website and linked here) and initial teacher training requirements. You will
also be required to follow school, University, local and national requirements,
expectations and policies including the Early Years Foundation Stage framework and
the National Curriculum for Key Stage 1. You will also need to be familiar with the
primary frameworks for literacy and mathematics.
Programme outcomes, the design of the assessment and the systems to support you
provide opportunities for you to reflect upon your own experiences as learners, and
as teachers. Within the framework, you will take responsibility for your own learning
through negotiation with tutors and consultation with experienced Class and Senior
Mentors within partnership schools and early years settings.
Partnerships between the School of Education and Professional Development and
schools are developed through mentor training. All trainee teachers must receive a
minimum of 120 days of training in schools or other educational settings and have
experience in at least two schools in two consecutive age-phases.
Overall aims
The ultimate aim is to produce innovative, reflective and self-motivated practitioners
who are able to respond to the learning needs of their pupils in a creative way to
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facilitate engagement in the learning process and provide a range of appropriate
learning experiences relevant throughout the Foundation/Key Stage 1/Key Stage 2
age phases.
The programme is designed to provide you with the necessary theoretical
knowledge, understanding and practical skills to enable you to attain a level of
professional competency, as measured against the Teachers’ Standards, which will
lead to recommendation for the award of Qualified Teacher Status. A fundamental
aim of the programme is to facilitate development of understanding into how children
develop and learn in the early years.
The course encourages development of the values and ethics of education. Critical
engagement in the analysis of educational processes, systems and approaches is
facilitated through research and reflection. Opportunities to develop key transferable
skills including problem solving, communication, numeracy, ICT and working with
others are strands which run throughout.
The structure facilitates the development of your skills, knowledge and understanding
of the principle features of education in a wide variety of contexts.
Aims
The overall aim is to enable you to meet all the Teachers Standards (DfE) by the end
of your training.
If you are studying the Postgraduate Certificate in Education, the course will
enable you;
 To consistently critically reflect on your own practices and value systems,
drawing on theoretical models of reflection.
 To develop the professional attributes, knowledge and skills to enable you to
teach effectively.
 To develop a critical knowledge and understanding of relevant theories,
contemporary research and literature in relation to early years and primary
education, including a critical engagement with fundamental debates.
 To develop a critical understanding of the cultural, societal, political, historical
and economic influences on learning.
 To develop an informed and personal philosophy of early years and primary
education.
 To develop a systematic and critical understanding of the subject matter and
the uncertainties and ambiguities inherent within it, including the ability to
organise and control complex material.
 To use a wide range of high quality literature, including seminal work related
to the field of enquiry.
 To enunciate, develop and support an argument.
 To critically analyse, synthesise and evaluate literature, educational policy and
practice.
 To apply conceptual ideas and theory to professional practice.
 To develop a high standard of written and oral communication.
If you are studying the Professional Graduate Certificate in Education, the course
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will enable you;
 To consistently reflect on your own practices and value systems
 To develop the professional attributes, knowledge and skills to enable you to
teach effectively.
 To develop a critical knowledge and understanding of relevant theories,
contemporary research and literature in relation to early years and primary
education, including a critical engagement with fundamental debates.
 To develop an understanding of the cultural, societal, political, historical and
economic influences on learning.
 To develop an informed and personal philosophy of early years and primary
education.
 To develop a systematic understanding of the subject matter and the
uncertainties and ambiguities inherent within it.
 To use a wide range of high quality literature, including current and recent
sources.
 To initiate and pursue a line of argument.
 To critically analyse, synthesise and evaluate literature, educational policy and
practice.
 To apply theoretical perspectives to practical contexts.
 To develop a high standard of written and oral communication.
Learning outcomes
It is expected that you should be able to demonstrate capability in:
 Subject-specific knowledge and understanding and skills;

Pedagogical knowledge, understanding and skills;

Practical teaching skills;

Critical thinking skills;

Key transferable skills.
You should:
1. Attain a secure knowledge and understanding of the statutory and non-statutory
requirements for teaching and learning in the Foundation Stage and Key Stage
1/ Key Stage 2 as appropriate.
2. Gain a systematic understanding of key processes and approaches used in
early years education.
3. Develop a critical understanding of the purposes of education and the formative
influences that have shaped educational policy and practice.
4. Question and critically evaluate theories of early child development and their
use to direct educational policy and reform.
5. Develop a critical understanding of the nature of the contexts for learning in the
early years and the values underpinning their organization.
6. Gain a systematic knowledge and understanding of the diversity of learners.
7. Investigate the effects of cultural, social, linguistic and gender differences on
attitude and attainment and a systematic understanding of the principles and
practice of entitlement and inclusion for all pupils.
8. Systematically analyse and interpret a range of theoretical frameworks
underpinning educational policy and processes.
9. Interpret, analyse and critically evaluate research findings.
10. Synthesise reasoned arguments based on a critical analysis of research
findings and theoretical frameworks.
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11. Apply theoretical, pedagogical and subject-specific knowledge and
understanding in practical contexts.
12. Observe and analyse the interactions taking place in complex teaching and
learning situations in early years settings.
13. Apply a critical understanding of theoretical principles of multiple intelligences
and preferred learning styles to improving the effectiveness of learning and
teaching.
14. Plan and implement research into educational issues in practical early years
contexts.
15. Appreciate the limitations of theoretical frameworks that attempt to explain the
processes and problems of education.
16. Develop practical teaching skills and personal professional values and critically
reflect on and evaluate progress, setting realistic and attainable targets.
17. Appraise your role and contribution to the effective operation of teams involved
in supporting learning and develop effective and supportive working
relationships with colleagues
18. Diagnose and resolve problems in a variety of practical contexts.
19. Critically appraise and become competent users of information and
communications technology in a wide range of learning contexts.
20. Communicate effectively to specialist and non-specialist audiences for a variety
of purposes related to education.
Professional standards
Modules have clearly defined learning outcomes based on the standards and
requirements in the Teachers’ Standards and cover a range of essential knowledge
and expertise in the areas of:
 Challenging pupils
 Securing pupil progress and outcomes
 Subject and curriculum knowledge
 Planning and teaching
 Addressing diverse needs
 Assessment
 Behaviour management
 Fulfilling wider professional responsibilities
The Teachers’ Standards underpin the course. The course is regulated by the
National College for Teaching and Leadership and Ofsted. The course is subject to
regular inspections to check its compliance with the requirements for Initial Teacher
training. These can be found on the DfE website (these are the latest from the
website at May 2013 and are subject to change).
3.2
Course structure
There are several routes:
-The Postgraduate Certificate in Education: Primary Education (Early Years and Key
Stage 1)
-The Postgraduate Certificate in Education: Primary Education (General)
-Postgraduate Certificate (School Direct)
Everyone starts the course on the Postgraduate route.
-The Professional Graduate Certificate in Education: Primary Education (Early Years
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and Key Stage 1)
-The Professional Certificate in Education: Primary Education (General)
- Postgraduate Certificate
A table of modules follows for each. If you are taking the Professional route you take
a mix of modules at Honours undergraduate level. If you are taking the Postgraduate
route then you take some (90 credits) Masters level credit.
The Masters level credits are taken in the spring term, so that we can assess your
potential to succeed during the autumn term. Both routes have parity of esteem. The
decision as to which route you take is ultimately yours and is taken in February.
Everyone is taught together in the spring term with extra lectures and tutorials for
those taking the masters modules, with a focus on the development of critical writing
skills.
Support for core subject knowledge
Additional subject knowledge support is available in each of the core subjects;
English, Mathematics, Science and ICT. We conduct subject knowledge audits as
tools for needs assessment and subject tutors will provide individual support to help
you with your subject knowledge.
School experience
You must complete a minimum of 120 days school-based learning during the
course. In each year of the course you will be required to undertake a block teaching
placement and you will also be required to undertake a range of complementary
placements in a range of different schools.
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3.3 Explanation of credits, core, compulsory and optional choices
Postgraduate Certificate in Education
PGCE Primary Education with QTS
(Early Years and KS1)
DMB3330
Core Curriculum Studies in Early Years and
Primary Education (30M)
DMB3030
Developing Critical Professional Practice in Early
Years and KS1 (30M)
DMX6930
Inclusion, Equality and Diversity (30M)
DHB7730
The Wider Curriculum in Early Years and Primary
Education (30H)
PGCE Primary Education with QTS
(Early Years and KS1)
School Direct
DMB3330
Core Curriculum Studies in Early Years and
Primary Education (30M)
DMB3130
Developing Critical Professional Practice in
Early Years and KS1 (School Direct) (30M)
DMX6930
Inclusion, Equality and Diversity (30M)
DHB7830
The Wider Curriculum in Early Years and
Primary Education (School Direct) (30H)
PGCE Primary Education with QTS
(Primary General)
DMB3330
Core Curriculum Studies in Early Years and
Primary Education (30M)
DMB4030
Developing Critical Professional Practice in
Primary Education (30M)
DMX6930
Inclusion, Equality and Diversity (30M)
DHB7730
The Wider Curriculum in Early Years and Primary
Education (30H)
PGCE Primary Education with QTS
(Primary General)
School Direct
DMB3330
Core Curriculum Studies in Early Years and
Primary Education (30M)
DMB4130
Developing Critical Professional Practice in
Primary Education (School Direct) (30M)
DMX6930
Inclusion, Equality and Diversity (30M)
DHB7830
The Wider Curriculum in Early Years and
Primary Education (School Direct) (30H)
PGCE (SCITT)
DMX5130
Curriculum Development (30M)
DMX6030
Evidence Based Practice (30M)
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Professional Graduate Certificate in Education
PGCE Primary Education with QTS
(Early Years and KS1)
DHS7330
Understanding the Core Curriculum in Early Years and
Primary Education (30H)
DHB7530
Developing Professional Practice in Early Years and
KS1 (30H)
DHS7130
Developing Inclusive Practice (30H)
DHB7730
The Wider Curriculum in Early Years and Primary
Education (30H)
PGCE Primary Education with QTS
(Primary General)
DHB7730
Understanding the Core Curriculum in Early Years and
Primary Education (30H)
DHB8130
Developing Professional Practice in Primary Education
(30H)
DHS7130
Developing Inclusive Practice (30H)
DHB7730
The Wider Curriculum in Early Years and Primary
Education (30H)
PGCE Primary Education with QTS
(Early Years and KS1)
School Direct
DHB7730
Understanding the Core Curriculum in Early Years and
Primary Education (30H)
DHB7630
Developing Professional Practice in Early Years and
KS1 (School Direct) (30H)
DHS7130
Developing Inclusive Practice (30H)
DHB7830
The Wider Curriculum in Early Years and Primary
Education (School Direct) (30H)
PGCE Primary Education with QTS
(Primary General)
School Direct
DHB7730
Understanding the Core Curriculum in Early Years and
Primary Education (30H)
DHB8230
Developing Professional Practice in Primary Education
(School Direct) (30H)
DHS7130
Developing Inclusive Practice (30H)
DHB7830
The Wider Curriculum in Early Years and Primary
Education (School Direct) (30H)
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Module design
The modules are designed to provide an integrated approach to the development
of subject-specific knowledge in conjunction with pedagogical knowledge,
understanding and skills. Within each emphasis is placed on developing your
cognitive, intellectual and key transferable skills. Throughout the course there is a
progression in the development of these skills. Programme design ensures a
balance in the focus of the modules between teaching and learning in the
Foundation Stage and Key Stage 1/2.
Teaching, learning and assessment strategies
Rationale
A wide variety of teaching and learning strategies are employed to support and
challenge you with different preferred learning styles and approaches. The
teaching and learning strategies employed is structured so as to model and
facilitate development of your ability to;
 reflect on a range of current educational issues;
 critically analyse research findings and challenge accepted
theoretical frameworks;
 evaluate practical situations and find solutions to problems;
 develop reasoned arguments and communicate their ideas and
opinions to a variety of audiences for a range of purposes;
 select and implement different approaches to teaching and learning
based on analysis of the context and through informed judgment.
Teaching and learning activities
Teaching and learning activities take place to reflect a variety of different models
and you will be required to reflect critically on these as part of the learning
experience. Visiting lecturers, including school mentors from partnership schools
and early years settings and Local Authority representatives, will support the
teaching programme within the University. Structured school-based teaching
placements in partnership schools and early years settings, together with visits to
other early years settings, will form a central part of the trainee teachers’
professional development.
How we deliver the course
Within the University-based and school-based parts of the trainees’ training there is
an overlap of learning and teaching strategies which facilitate the integration of
theory and practice. In order to optimise educational opportunities, the programme
offers you a range of learning, teaching and assessment methods to accommodate
a range of different learning styles and to provide support for individual learning
needs. Much of the training is led by schools.
Lectures
These are used to present key concepts and theories and to introduce new topics.
They provide basic frameworks for later discussion and learning activities in
tutorials and seminars. This form of teaching is also used when visiting speakers
are invited to provide expert input on specific educational issues.
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Seminars
These provide smaller groups with opportunities for discussion and personal
reflection. Within such sessions you will present papers based on your own
individual or collaborative research on specific areas, allowing you to discuss and
interpret research findings and apply them to your own learning. You will also
experience role play and a wide range of interactive teaching approaches. Many of
these sessions will follow the lecture programme and are aimed at encouraging
you to:
 reflect upon and discuss issues relating to educational practice to
develop a greater depth of understanding;
 learn to think critically about educational issues;
 present reasoned and clear arguments that have been carefully
prepared and clearly presented;
 reflect upon and discuss issues relating to their own professional
development.
Interactive workshops
In these sessions the focus is on enabling you to explore practical aspects of
teaching and learning. They will also provide opportunities to develop teaching
skills and to extend understanding of the rationale behind a variety of teaching
approaches. You will have the opportunity to analyse:
 pedagogical and subject specific knowledge, understanding and skills;
 basic techniques which are essential to all teaching activities;
 strategies for the effective use of a variety of classroom resources.
As often as possible you will have teaching in our two bases in Lockside; room 12
on the second floor and room 27 on the first floor, both of which have extensive
materials and equipment to help you. The first floor room includes equipment to
reflect high quality early years pedagogy, providing opportunities for innovative
teaching and learning styles based on the principles of active and discovery
learning. The room is large with different areas so you can work there as an
individual, in groups or as whole cohorts. The room is shared with others studying
early years. We hope it exemplifies a model of an effective learning environment in
the early years and provides you with a chance to create areas of interest and
exploration for children.
Individual and group tutorials
These sessions will provide you with opportunities to receive individualised and
small group support. A major focus in these tutorial sessions will be Professional
Development Planning (PDP) to facilitate evaluation of progress and target setting
for future development. Additional tutorials will be available if you are taking the
Postgraduate route to help you meet the Masters level criteria for the Masters
modules.
Directed learning tasks
School-based
Specific tasks are outlined in the school experience handbooks and these tasks
form a compulsory part of your training.
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University-based
These include:
 Reading articles and extracts from books
 Completing set tasks e.g. planning lessons, creating non-assessed files
Self and peer assessment will be used in many of these tasks.
Auditing and developing personal subject knowledge
This gives you an opportunity, and the responsibility, to audit and build your own
subject knowledge base and to identify areas in which you need to develop.
Developing secure subject knowledge is a requirement of the Teachers’ Standards.
Therefore you will be required to complete audits in English, Mathematics, Science
and ICT and provide evidence, in subject knowledge files, that you have worked on
identified areas of weakness.
Internal moderation
School Senior Mentors and Class Mentors comment on and grade trainee
teachers’ progress in practical teaching using criteria based on the Teachers’
Standards. Summative reports are completed at the end of each section of your
assessed School Experience.
They are completed together with you, so you can subsequently produce an action
plan identifying aspects of your practice to be developed with reference to the
Teachers’ Standards. Each summative report is then passed onto the Link Tutor
who monitors the progress that you are making.
Link tutors confirm all grades for placement in a moderation meeting. This
confirmation is based upon moderation visits comprising joint lesson observations
[involving link tutor and school mentor] and monitoring of trainee teachers’ files.
The University retains copies of the reports and the grades are entered into our
student record system. Where concerns are raised during School Experience, Link
Tutors make further visits and normally suggest that a Remediation Procedure is
followed.
Each school is assigned a University Link Tutor, who visits a trainee teacher on
placement to observe lessons and moderate teaching observations made by
School Mentors against criteria based on the Teachers’ Standards. Link tutors also
visit trainees in other schools to moderate the judgements made by other Link
Tutors.
Senior Mentors also moderate Class Mentors’ assessments of trainee teachers
through joint lesson observations. Assessment of trainee teachers is a shared
three-way process involving the trainee teacher, school mentors and the University
Link Tutor. Where a trainee teacher is experiencing problems with progress or
where a mentor is experiencing difficulties, e.g. if new or inexperienced, more visits
are made by the Link Tutor. Cause for concern sheets are completed by the school
for trainees who are experiencing difficulties in teaching the standards, which are
forwarded to the Course Leader. Trainee’s progress towards meeting the
standards is discussed formally at a mid-placement and end-of-placement review
meeting.
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3.4 Assessment
The assessments
All the modules on this course are assessed through course work. This is because
all the assessments are linked to the Teachers’ Standards and many of the
assessment tasks relate to work that you undertake in school. Please be careful to
ensure that you submit all the required pieces of work.
We are committed to ensuring that all trainees achieve their full potential. All
trainees will have reviews of their academic progress during the course and targets
are set to aid further development.
All trainees are assigned a personal and academic tutor during the course of their
studies.
Your tutor is responsible for providing regular reviews of your academic progress
and for setting you targets. However, for assignment specific advice, you should
consult the marker.
Ethical procedures
You are advised to adhere to the following ethical procedures when writing
assignments. We take breeches of ethical procedures very seriously.
 Never use pupils’ names in academic work. We have a duty to safeguard
children and young people and children’s rights to anonymity and confidentiality
must be respected at all times.
 Never name teachers
 Never name schools or other institutions in academic work.
 If an assignment involves working with a pupils or a group of pupils you must
seek permission from the class teacher (and the Head teacher if this is deemed
necessary).
 Photographs of children must not be used without parental consent and the
consent of the school. You are advised to take back shots or to phase out
identifying features to avoid the need to gain such consent.
 If an assignment involves carrying out research with children e.g. interviewing
children, then you must apply the principle of informed consent. This will be
discussed during the course.
 You must never make unprofessional comments about teachers, schools or
pupils’ families.
 Data about pupils must not be taken out of school.
Assessment of school experience
Our assessment of your School Experience is based on formative and summative
observations of teaching, as well as a general assessment of professional
standards for carrying out the wider teaching role.
Assessment of professional requirements
You will be expected to demonstrate competence in all aspects of the teaching role
and to show a broad knowledge base and understanding of education issues
relating to teaching and learning in the Foundation Stage and Key Stage 1. In
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addition you are required to have an awareness of current subject specific debates,
practices and approaches through the exploration of fundamental issues in
education. You are expected to demonstrate the ability to manage your own
learning and to work effectively as individuals and as members of a team, in
structured learning environments and within the wider community. In addition you
must demonstrate an ability to collect and evaluate relevant information, using it to
plan and develop strategies to facilitate learning and to communicate clearly and
effectively both in teaching and your wider professional role.
By the end of the programme you must provide sufficient evidence to demonstrate
that you have satisfied the Teachers’ Standards. These standards are assessed
both within the University of Huddersfield and partnership schools. The Teachers’
Standards outcomes are demonstrated through professional practice as well as
practical and reflective material produced as part of summative taught module
assessments. Learning outcomes emphasise not only knowledge and
understanding but also attainment of skills and developing abilities.
Assessment of the Teachers’ Standards
Assessment criteria
The criteria for assessment of professional outcomes are based on the Teachers’
Standards. Specific criteria for assessment of teaching competence are outlined in
the placement handbook, which enable us to monitor progress towards standards
attainment. Assessment is graded as outstanding, good, requires improvement or
inadequate. Professional judgment is used by the assessor to determine whether
the standard has been achieved and the grade category. This process will be
carried out in consultation with the trainee teacher and all judgements are
moderated by the Link Tutors. You are required to achieve the Teachers’
Standards regularly and consistently by the end of the course.
Assessment procedure for school-based training

Focused observation of lessons carried out by Senior Mentors,
Class Mentors and University Tutors against criteria based on the
Teachers’ Standards

Mid-placement reviews

Summative reviews
The end of placement review meetings consist of a meeting with the trainee
teacher and the Class and Senior Mentors, who feedback their overall summative
assessments to the trainee. Together you define targets and a developmental
action plan. Where there have been difficulties, the University Link Tutor may also
be present.
Evidence of attainment
Evidence of attainment must be accessible in your placement files, with records of
lesson plans and evaluations, assessed lesson observations and summative
reports. Teaching assessment is followed by individual tutorial sessions when you
have opportunities to receive formative and summative feedback on your progress
and to discuss strategies for development.
The role of the External Examiner
All courses have an external examiner appointed by the University Teaching and
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Learning Committee. External Examiners have expertise in the academic area and
are appointed in the first instance for four years. They are members of the Course
Assessment Board and are appointed to ensure fair treatment, appropriate
standards of assessment are maintained and assessments are conducted in
accordance with University regulations. Samples of marked scripts are sent to the
External Examiner – they normally see the work of the trainee(s) with the highest
mark plus any work graded below 40%, plus samples from each other grade. They
do have the right to see all of the assessed work for a cohort of trainees for a
module if they wish.
In addition, on this course, the External Examiner visits a sample of trainees on
school experience to observe teaching.
The examiner is also required to submit a report to the University following the
Course Assessment Board. These reports are taken very seriously and any actions
proposed are carefully monitored.
The course is also subject to Ofsted inspections. Inspectors scrutinise samples of
assignments from trainees and can request to look at all assignments completed
by a trainee on the course to track a trainee’s progress throughout the course. This
is why you must retain copies of all your assignments in a box file, clearly labelled
with your name and course title. Ofsted inspectors also visit trainees in school to
moderate University judgements on your teaching.
External moderation of school-based provision
The Course External Examiner moderates the school-based assessment of trainee
teachers in the second and third year of training against the requirements and
standards identified in the Teachers’ Standards, on visits to a selection of schools.
Trainees across a range of attainment levels are visited, including all failing
trainees. Moderation takes place to ensure the consistency of assessment across
the partnership, to monitor the standards of trainee teachers’ work and raise any
developmental issues for the course as a whole. External Moderators also visit a
sample of trainees across all grade bands. The purpose is to confirm the accuracy
of tutor judgements.
Internal moderation
A sample of work for each assessment for each module is second marked
including:
 all work gaining 70% or over;
 all referred work;
A sample of scripts for all assessed work at all levels is subject to moderation. A
minimum of 10% of the trainee cohort or 10 trainees (whichever is greater) will
undergo internal moderation through second marking. An internal moderation
meeting takes place once a term to look at scripts across modules marked by
different tutors. The purpose is to look at parity between tutors, to examine the
quality of feedback and to identify issues in trainees’ academic work throughout the
course.
External moderation
In addition, a selection of marked module assignments at all levels is passed to the
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external examiner for moderation including
 work gaining 70% or over;
 referred work
 Samples of work from other grade bands
All referred work and work that has been the subject of tutor re-assessment is
internally moderated before being passed to the External Examiner.
Integration of assessment opportunities
Significant emphasis is placed on the integration of assessment within the practical
elements of the course, through the development of assessments based on
observation and case studies in practical early years settings. Some assignments
require you to work with individual children and groups of children to raise their
attainment levels. We believe these tasks provide you with excellent coherence
between school and University-based training.
3.5 Progression and award regulations
The University has a standard set of assessment regulations that applies to all
courses. These can be found in Appendix 1 at
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs
Please make every effort to familiarise yourself with these regulations as you will
be expected to be aware of the regulations under which you are to be assessed. If
you have any queries about the regulations please ask for clarification from your
Course Leader or Module or Personal Tutor.
School experience requirements for progression
In order to be able to gain the award of PGCE with recommendation for the award
of QTS, you must pass the school experience as well as your assignments. You
must demonstrate good progress or better in your development towards attaining
the Teachers’ Standards in your school experience. Assessment across the groups
of professional standards must be graded good at least in order to pass the final
placement.
If you are considered to have made inadequate progress toward attaining any of
the standards, you will be required to carry out additional school experience. The
length will be determined by the school-based mentors, Link Tutor, Course Leader
and in consultation with the External Examiner. You may be assigned to a different
school for this.
If following this additional experience you have made good progress then we will
recommend that you gain the award at the re-sit Course Assessment Board. If at
the end of the additional placement, your overall progress against the groups of
standards is not good the Course Assessment Board will recommend that another,
additional placement is carried out and you will attend the University as an
‘assessment only’ student.
In exceptional circumstances, where in the view of the Course Assessment Board,
you have demonstrated conduct that contravenes the Code of Professional
Conduct for trainee teachers then you may be required to leave the course. In this
instance the University fitness to practice policy will be applied.
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Recommendation for the award of Qualified Teacher Status
You are required to consistently and regularly demonstrate that you can attain the
Teachers’ Standards to at least the minimum level. No individual standard or group
of standards may be graded as inadequate by your final assessment for you to be
recommended for the award of QTS.
You will be recommended by the Course Assessment Board if you:
 demonstrate overall achievement against the Teachers’ Standards, with
no individual standard or group of standards being graded as inadequate;
 successfully pass all placements and provide evidence to support this;
 attain a pass mark or better in all module assignments;
 complete a minimum of 120 days in school;
 demonstrate your ability to uphold the personal and professional code of
conduct set out in the Teachers’ Standards.
 complete subject audit tasks and demonstrate that deficiencies in subject
knowledge no longer remain;
 by the end of the course, you must submit a completed Induction Action
Plan before the Course Assessment Board.
Successful completion entitled you to be recommended for the award of qualified
teacher status and to follow the induction year.
3.6 Maintaining the accuracy and currency of the student record (name spelling,
contact details, module registration etc.)
When you completed your registration, you will have been asked to confirm that
the personal and contact details held for you by the University are correct. You
must keep this information up-to-date, amending such things as your local address
and mobile numbers as necessary. If the University tries to contact you in line with
the details you have provided and you have moved and so miss out on vital
information, the University will not accept this as a good reason for you being
unaware of something.
It’s also important to be sure that your name is recorded correctly as the name
which will appear on your award certificate will be exactly as it appears on the
system. Award Certificates will not be reissued if your name has been incorrectly
or incompletely recorded.
To check and update your details please go the University’s Student Homepage
and click on MyDetails.
You will be asked to complete a record card at the start of the course and to
provide the Course Administrator with a Curriculum Vita.
3.7 Aspects of Health and Safety specific to the course
We take your health and safety extremely seriously. If there is anything you note in
the University or on your placement please report it. Health and safety information
for your placement will be provided separately including a checklist of matters to
consider.
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3.8 Professional Development Planning (PDP)
PDP is ‘a structured and supported process undertaken by an individual to reflect
upon their own learning, performance and/or achievement and to plan for their
personal, educational and career development.’ (QAA, 2004). The Quality
Assurance Agency for the UK requires universities to provide opportunities for PDP
for all trainees. Your PDP will be a vehicle for identifying the knowledge,
understanding and skills you have gained during your time at University and for
focusing your learning in the most effective way.
PDP is fully integrated into the course. This is facilitated by your personal tutor.
The process involves:

Regular reviews of your progress;

Target setting;

Formulating individual training plans;

Support with planning for periods of flexible initial teacher training;

Student participation in intervention and support sessions;

Directed school-based tasks
3.9 Placements
There is a separate partnership handbook which you should check for further
details. However, you should note that you are able to claim limited travelling
expenses to your placement. The Student Support Office can offer guidance on
how and what to claim.
The University will reimburse limited expenses arising from approved activities
including school visits which are not covered by the supporting Local Authority’s
obligations under Grant Regulations.
Claim forms must carry both your signature and that of your Personal Tutor. Failure
to obtain signatures can cause delay in the reimbursement of expenses. The date
of every journey must be recorded on the claim forms and all receipts and travel
costs must be submitted. On no account should claim forms be sent in before the
date of the last claim on the form. The cheapest form of transport must be used.
Claims for taxi fares or first class train fares will not be considered.
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4
4.1
Student participation and feedback
Student panel – how to raise an issue/student reps
Student panels are held twice a year. Student representatives are elected to present
the views of the student body to course tutors. We are very interested in listening to
the student voice and we welcome comments from students on ways of improving
the course. The meetings are held for each year group and the results are placed in
a ‘rolling log’ on UniLearn for all to view. These are discussed at the Course
Committee. The students’ union offers representative training and it can be a useful
feature on your future CV.
4.2
Partnership (Course) Committee
The Partnership (Course) Committee is held once a term and is made up of trainee
teachers, tutors, teachers and Head Teachers from partnership schools and Local
Authority representatives. The Committee deals with strategic issues and students
are invited to feed forward their views via the student representatives who sit on the
Committee.
The dates of the Partnership Course Committee in 2015/16 are available here
Mentor meetings
Mentor meetings are attended by tutors from the University and mentors from
partnership schools and early years settings to discuss a range of curriculum
and quality matters and are also regarded as staff development events. Part of
the Link Tutor’s role is to act as a contact person and academic advisor for
staff within their cluster of partnership schools and early years settings. Link
Tutors maintain contact with and visit their schools and early years settings on
a regular basis to discuss the progress of trainee teachers and other
partnership issues. Staff from partnership schools attend Course Committee
meetings and take part in working parties set up to address specific curriculum
issues.
4.3
Representation on School Board and other School Committees
Every year we seek student representatives for School Board. This is a strategic
body which addresses strategic issues across the School of Education and
Professional Development and meets three times a year on Wednesday afternoons.
Ask at the Student Support Office if you are interested.
4.4
Course and module evaluation
NSS
The University participates in the National Student Survey (NSS) - a census of
students across the UK, which has been conducted annually since 2005. It is aimed
at mainly final-year undergraduates and collects feedback from students about their
experience of their courses. The survey operates in the Spring Term and students
eligible to participate will receive notification of how and when to participate.
UCES (University Course Evaluation Survey)
Students are also invited to give feedback on their course via an internal on-line
survey. The survey is run towards the end of the Spring term and you’ll be notified
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via email when it is available for you to complete.
Module Evaluation Survey
Students are also invited to give feedback on individual modules via an internal online survey. The survey is run towards the end of each module and you’ll be notified
via email when it is available for you to complete.
Other evaluations
Annual school placement evaluation questionnaires are completed by all trainees at
the end of school-based training to determine the quality of school-based training
and to identify areas for development. Senior Mentors also complete an evaluation
to gain their perspective of the school-based aspect of our partnership. Training for
mentors to support their delivery of training programmes in schools and early years
settings takes place and link tutors monitor the quality of mentor meetings and the
quality of feedback given to trainees.
4.5
Complaints process
The University makes every effort to provide you with a rewarding and stimulating
learning experience but it accepts that there may be occasions when you wish to
raise a concern. If you do have a concern it is important that you raise it as soon as
possible so that necessary actions can be taken to resolve the situation. You may
find that options for resolution are limited if you allow your concerns to continue
indefinitely. You may want to discuss the issue in the first instance with a relevant
tutor or your personal tutor or raise it via the Student Panel for your course.
The formal complaints procedure compromises three stages: an informal approach
with emphasis on local resolution, a formal procedure which includes mediation, and
an appeal stage. The University has a pool of Student Conciliators and you may find
it useful to approach your School’s Conciliator with a view to resolving your concern
without the need to enter the formal complaints process. A summary of the
conciliation process and a list of Conciliators can be found here:
http://www.hud.ac.uk/regs/
The full regulations on complaining can be found at Section 8 at the following link:
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs
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5
5.1
Administration
Where to find information: available documentation (e.g. module handbooks,
University regulations)
The University publishes a range of documentation which forms the regulations that
underpin your course. For further guidance on where to access various aspects of
these regulations please have a look at
http://www.hud.ac.uk/regs/index.php/index.php
Included in the regulations is information on the Code of Conduct and the Student
Charter which outline the expected responsibilities of both students and the
University.
The main course documents are the course programme specification and the
module specification, both of which are available on the University website and
UniLearn. There is also a handbook for school experience. You can find out more
information in our Virtual Guide.
5.2
Submission of assessed work
It is important that you keep a copy of all of the work you submit for assessment.
You need to keep a copy of all your assessed work until the end of the course – it
may be required for moderation or an Ofsted inspection.
You should submit assessment as follows:
Electronic copy: You are required to submit your assignments through Turnitin in
UniLearn. This is the University’s plagiarism detection software, which enables us to
check for academic misconduct. A ‘window’ will be opened during which time you
will submit your work. After the ‘cut-off’ time the system will not accept your work.
Where a hard copy is required (e.g.creative resource) it should be handed in to
Student Support Office Reception (Ground Floor Lockside). Hard copies need to be
posted to the Drop Box which is located to the left of reception window. All hard copy
assignments must be submitted before 10am on the agreed submission date. If
alternative arrangements are made for an assignment hand in, then you will be
informed by e-mail prior to the submission date. You must attach a front cover sheet
with your work. This can be downloaded from Unilearn (front page under school
announcements). You will receive confirmation of receipt by e-mail.
Please note that tutors cannot accept assignments submitted via e-mail.
The dates for the final submission of your work are available here
Final Submission Dates
Checklist for handing in:

Submit through UniLearn

Get the receipt and keep it

Hand it in with an evidence of progress sheet

Retain a copy of all your assignments

Don’t email them to staff

If you need an extension or to claim extenuating circumstances, make the
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
claim/complete the form in good time.
If you are not sure or need help ask!
Guidelines on the presentation of assessed work
Try to adhere to the following guidelines:
 All should be word processed and submitted on white paper in an easily
legible font such as Arial or Times New Roman. We prefer Arial 12 pt. type.
This handbook is in Arial 12 pt. type.
 Do not use Comic Sans for academic work.
 Adhere to the length required for each assignment. If you exceed/are below
that required by more than 10% your work will be penalised.
 Use consistent font sizes throughout. For example size 16 for main headings,
14 for sub-headings and size 12 (Times New Roman) or size 11 (Arial) for the
main body of the text.
 Include a footer on each page with your name, module title and module code.
 All pages should be numbered in the centre at the bottom of the page and
can be included in a footer.
 Use double-line spacing for the main body of the text and single line spacing
for indented quotations.
 Use consistent paragraph spacing throughout. Use two line breaks between
paragraphs.
 Assignments must be submitted in a soft file, usually with a thin spine down
the side.
 You must not put each page in a plastic pocket.
 Include a cover sheet, which includes your name, ID number, the module
name and number, your tutor’s name, the title of your work and the total word
count.
 You should keep a backup of your work, which might be on CD or a memory
stick, on a lap top as well as the University space you are given, in each any
one malfunctions. You can also e-mail your work regularly to your own e-mail
account.
 You should always retain a copy of your marked scripts.
External Examiners, University auditors and Ofsted inspectors have a right to
see all your assessed work and so we may ask you to produce all your
assignments to date. Once your work has been returned to you it should be
carefully filed away and produced on request.
Unexpected outage of TurnItIn
The standard means for submitting written coursework is via TurnItIn. Although rare,
unplanned service outages do happen. The University does not wish to see
students disadvantaged by such outages and, depending on the length of the
outage, may arrange for deadlines to be extended to give students reasonable
opportunity to submit their work. If this is the case, a message will appear on the
system to explain when service was lost and what arrangements have been made to
extend your deadline. If you are at all uncertain of the arrangements, please do
contact your Student Support Office.
5.3
Deadlines/Extensions/Extenuating Circumstances
Deadlines for the submission of assessed work are strictly applied. There are
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procedures in place for you to request a short extension to a deadline but this
request has to be made no later than two working days after the published
submission date. If you have difficulties such as a short term illness and need to
request an extension, you should submit a request via the Student Portal.
Late requests for extensions are not accepted and you run the risk of scoring a
maximum of 40% for that piece of work if submitted late but within 5 working days of
the original deadline, or 0% if submitted later than this without an approved
extension.
Extensions are problematic due to their impact on subsequent assignments. They
will not be authorised for reasons related to poor time management or work load.
They will be considered in cases of illness providing that medical evidence can be
provided. Please fill in an extension form (available on UniLearn).
The University understands that there may be times when your ability to complete a
piece of assessed work or to concentrate on your studies may be hindered by
factors beyond your control – such as illness or personal difficulties. The regulations
include a process to allow students who are affected in this way to bring these
extenuating circumstances (ECs) to the attention of the relevant people in the
School (such as the Course Assessment Board) so that proper account can be
taken. Please be aware that a claim for ECs will usually only be accepted where
you’ve been able to demonstrate that the circumstances described have had a direct
impact on you and were substantial and unexpected - in all other cases students
would be expected to negotiate an extension. The regulations for ECs can be found
in Section 5 at http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs
When completing an EC form please be careful to include the correct modules and
assessments and to be sure that you attach appropriate and acceptable evidence to
your claim.
Once completed your claim has to be submitted to the Course Administrative
Support Office on the second floor, Lockside, within 5 working days of the date by
which your assessment should have been completed.
5.4
Arrangements for the return of work and feedback
You will be given a written report and a recommended grade for your work.
Feedback is always intended to be constructive. The feedback will make reference
to how well you have addressed the marking criteria and learning outcomes. We aim
to show you clearly how effectively you have addressed each element of the
assessment criteria. The feedback will celebrate the successful aspects of your
work. In addition, all feedback will include clear targets to aid your future
development. You will be expected to act on these targets on subsequent
assignments. All assignment feedback makes reference to the Teachers’ Standards.
Tutors will mark and return your assignments within 3 weeks of the official deadline.
Please note that if you have been granted an extension, then tutors have a right not
to return that assignment until three weeks after the hand in date. Tutors will never
discuss your marks with other trainees in the interests of confidentiality and we
expect you to respect other trainees’ rights to confidentiality. Therefore you must
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never ask a trainee what mark they received for an assessed piece of work.
Assignments will be returned directly to you, usually in teaching sessions.
Occasionally they will be returned via post or e-mail.
You are respectfully asked not to pressurise academic staff by constantly asking
when work will be returned. All tutors teach other groups of trainees and tutors have
a right to be granted a full three-week turn around. You are also reminded that we
have rigorous quality assurance mechanisms, such as second marking, internal and
external moderation. These processes take time and therefore work will not be
returned before the standard 3-week period.
5.5
Arrangements for borrowing equipment/accessing labs
IT support – Computing Services helpdesk
IT support in the School of Education can be found from the Student Support Office
on the ground floor of Lockside building. The University also has a Computing
Services helpdesk which operates 24 hours a day, 365 days a year. They can be
contacted on 01484 473737 or by email to it.support@hud.ac.uk. There are several
computer labs in Lockside available when the rooms are not being used for taught
sessions and one lab (first floor, room 42) which is always free for you to use. All
these computers plus those in the library give you access both to Microsoft Office
plus a range of specialist software. Our labs also include printers and scanners. You
should be able to pay for printing online through your student account. There is a
cash machine in the cafe on third in Canalside East and the library.
5.6
Requests to change personal tutors/modules/courses/ withdraw/suspend
studies
At the start of your course you will be allocated a personal tutor. If you wish to
change your tutor speak to the course leader in the first instance.
It may be possible early in the academic session to ask to swap modules or courses
if you’re unhappy with the choices you have made. This cannot be guaranteed and
can only happen if you make your request within the first three weeks of your course
and if the tutors involved agree. If you’re thinking about making a change please
discuss this as soon as possible with a member of academic staff – probably your
personal tutor or Course Leader.
Deciding to suspend or withdraw is an important decision, so please discuss with
your personal tutor and/or course leader.
5.7
Use of University email account
If anyone from the University needs to contact you by email, we will only use your
Unimail account. There is a facility within that for you to forward all emails arriving in
your Unimail account to your private email account. If you wish to activate this
facility please do so by following the directions at
You should check your email account regularly to be sure that you have not missed
any important emails.
The regulations regarding the use of the University’s IT system, including emails can
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be found in Section 10 at http://www2.hud.ac.uk/registry/students_handbook.php
5.8
Intellectual Property
The default position is that postgraduate students studying on taught courses shall
own all IP in their work. The University reserves the right to acquire IP from such
students; it is anticipated that this is most likely to occur where a Masters project
contributes to a larger commercial opportunity from the research group of the
supervising academic.
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6
6.1
Academic Integrity
Students’ responsibilities
The University regards any action by a student that may result in an unfair academic
advantage as a serious offence. It is your responsibility to ensure at all times that
the assessments you complete are entirely your own work and that you have used
the relevant referencing technique correctly and in full. Please be particularly careful
when discussing your assessments with others – it is a breach of regulations to
share your work with other students.The full set of regulations which govern
academic integrity can be found under Section 4, Assessment Regulations 3 and 4
at
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
This includes information on what we consider to be an offence, how we deal with it
and the penalties applied.
If you are struggling with an assignment and need help with academic protocols in
terms of referencing please contact your module tutor or the School’s Academic
Skills Tutor.
Please remember that making your work available to another student (even if you
tell them not to copy it) ) may lead to an allegation of a breach of the academic
integrity regulations being brought against you.
Trainees are also reminded that academic misconduct is a breach of the personal
and professional code of conduct set out in the Teachers’ Standards.
You are expected to maintain academic integrity throughout your period of study.
This means that they must respect other members of the academic community, both
within and outside the University, and uphold the ethical values of that community
when producing work.
6.2
Available support for referencing
The University has an approved referencing methodology which you should follow at
all times. You will be given training at the start of the course. You can find guidance
on this in the virtual guide. If after the initial training you aren’t sure, then your tutors
or the Academic Skills Tutor should be able to help you.
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7
7.1
Research
Staff research interests
If you are interested in what the teaching staff are researching then there is a page
for each member of staff on the website. The links are provided in section 1 of this
handbook – here’s the link to all University staff profiles.
7.2
Opportunities to access research seminars
The University and School offer a range of public research seminars and lectures,
some of which will be relevant to you. They are advertised on the University website.
If you want to be kept informed, join or like the School twitter or Facebook page,
search for eduhuduni.
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8
8.1
Learning Support
Tutors
The provision of support systems is designed to support all trainees in the
assessment process, particularly those who, under the terms of the Equality Act
(2010) are classed as disabled. For these trainees extra support will be available
and reasonable adjustments will be made to the assessment process to make it
accessible and fair and to eradicate barriers to participation and achievement.
Support available:
 Induction programme at the commencement of the programme, including
Library induction which includes tuition in accessing electronic resources offcampus and use of study skills packages;
 Extensive library and ICT facilities (24-hour access) are available at the
University Library, and labs in Lockside;
 Academic Skills Tutor to provide support in study skills and essay writing;
 University Support Services including Dyslexia, Careers, Faith Centre,
Counselling and Disability;
 Access to UniLearn, email and your own, backed-up space to save your work;
 Assignment of a personal tutor;
 Link Tutors for placements;
 Access to a link tutor and school-based mentor during school-based training;
Module tutors will provide guidance and support for specific modules and
assignments;
 Formative assessment is integral, enabling you to discuss issues and plan
and revise work with tutor support to develop skills, knowledge and
understanding. Support in planning assignments will gradually reduce as you
progress.
 Clear guidelines for the planning and presentation of assessed work including
planning frameworks/writing frames and clear criteria for assessment;
 Clear developmental criteria for assessing practical teaching skills to support
your development towards attaining the standards set out in the Teachers’
Standards by the end of the final school experience.
 Adjustments will be made to placements where necessary.
If you have recognised disabilities you are entitled to individual support in the
preparation of assignments. This is a legal obligation and complies with the Equality
Act. You can expect full tutor support in completing assignments and you can
access Disability Services to help you with their studies. If you have recognised
disabilities you have a right to reasonable adjustments made to your school-based
training if required.
Tutorial support
Tutorials will operate to ensure that you have access to support and advice for all
elements. They should have a pre-arranged, agreed purpose for which you and your
tutors should be prepared.
They serve a range of purposes, including to:
 offer advice on personal issues;
 discuss progress on the course as a whole and within particular units;
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
support you in setting personal targets in both subject specific and generic
areas;
 develop pedagogic and subject-specific knowledge and understanding;
 provide general academic advice and guidance, including the planning and
revising of assignments
All tutorials will take place in module teaching time.
Personal Tutor
You will be assigned a Personal Tutor at the start of each year to ensure continuity
of support. Their role is to:
 Support you with personal difficulties, to listen and to understand
 To advise academic staff on personal difficulties (with your consent) so that
arrangements can be made to support you in completing academic work
 To review your progress termly and to set future development targets.
 To review progress and set targets at the end of each year.
 To review your personal development planning
 To review subject knowledge files
 To review your individual training plan
 To review your progress towards the standards at the end of each year.
School-based training roles and responsibilities
The roles and responsibilities of the Senior Mentor, Class Mentor and Link Tutor are
outlined in the placement handbook.
School-based support
The mentoring system within schools and early years settings is developed in
partnership through opportunities for training and discussion at the University and
regular school visits by Link Tutors, who can advise on issues relating to the
practical implementation of the school-based Initial Professional Development
programme. Each school has a Senior Mentor, who is responsible for the
organisation and moderation of the mentoring programme within their school. Class
Mentors provide a role model for professional practice and have responsibility for the
majority of formative assessment of the trainee assigned to their class. School
mentors meet with trainees regularly to monitor and review progress and to offer
support and guidance for particular problems and areas of professional
development.
8.2
E-learning opportunities including UniLearn
Our course materials are placed on UniLearn, our virtual learning environment and
this e-learning tool supports students with self-directed study. We will give you
training on how to use UniLearn at the start of the course and we have a specialist in
the School, Jebar Ahmed who can help you. He is based in the technicians’ office on
the second floor of Lockside. We use UniLearn to support all taught modules.
Specific directed tasks are posted on it and you will be expected to contribute to
discussion boards. Additionally it is used to disseminate research, articles and
general information about primary education.
8.3
Learning Centre and Academic Skills Tutor
At the start of the course you will be introduced to the Library and shown how to
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locate sources. The library search facilities are excellent and easy to use. You
should learn how to use the library catalogue and our online search facility,
Summon. The internet can sometimes be useful, particularly for Department for
Education and Ofsted reports; although we recommend that you do not overuse
web-based material as it has often not been subject to rigorous academic scrutiny.
The library staff will be pleased to help you whenever possible.
We have an Academic Skills Tutor, Jane Mullen, who provides academic support to
all students. The nature of this support varies from student to student depending on
need but typically includes:

Help with academic referencing;

Help with structuring an assignment;

Advice of accessing the higher mark range;

Study support for students with dyslexia.
She is based in Lockside on the 2nd floor in room 28, email j.mullen@hud.ac.uk,
telephone 01484 4781403. If you can’t reach her, then contact the Student Support
Office and they’ll put you in touch with her or you can leave a message for her (and
any other staff there).
8.4
IT support – Computing Services helpdesk
Technical Support
The School has a range of audio or video recording equipment which you can loan.
To work out what would suit your needs best please go to the Student Support
Office on the ground floor of Lockside Building. The technicians also maintain and
install the computers, printers and AV equipment in teaching rooms and computer
labs so let them know if something isn't working so we can put it right.
Please note that we expect all student teachers to have access to a personal laptop
and e-mail/internet facilities. If you do not have access to these then you must let the
Course Leader know.
The University support team are available 24/7, 365 days a year on 01484 473737
or it.support@hud.ac.uk
8.5
Students with specific circumstances or other responsibilities
If you feel you have a condition or circumstances that require specific support or, for
example, you want to talk to someone about being assessed for dyslexia, please
make contact with Disability Support Services.
Please remember that at any point in your studies if you are facing any difficulties or
challenges in managing your work, you are welcome to approach any of your tutors
or discuss the matter with your personal tutor.
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9
9.1
Other sources of support
PortalPlus
You can change your personal details (including your address), view your end of
year results and re-register for the next stage of your course on-line via PortalPlus.
This is your 24/7 online one-stop shop that gives you access to a wealth of
University resources from any location.
Login using your University username (e.g. u0812345) and password. PortalPlus
understands who you are, logs you in automatically and displays information,
options and applications which are relevant to your personal profile.
Use PortalPlus for instant access to:







Your library account; catalogue, E-journals and e-resources via Summon
UniMail
UniLearn
My details, My results
Personal Storage
Timetables
University and World News and much more
PortalPlus can be found at http://portalplus.hud.ac.uk whether you are on or off
campus and is available to you 24/7.
9.2
Students’ Union
You can access advice and information on anything related to the Students’ Union at
http://www.huddersfieldstudent.com/
9.3
Showcasing your research
Interested in showcasing your research? Fields: journal of Huddersfield student
research is a peer reviewed journal that features primarily work by undergraduate
students but can include occasional postgraduate taught work. The journal will only
accept submission from students registered at the University of Huddersfield and will
include articles but also welcomes submissions from practice based research which
can include poems, designs, music scores, drama productions, case studies etc.
Where creative or non-textual work is submitted a short commentary is required. The
remit is to support and showcase the best of our student work in terms of research
across all the seven Schools that make up the University of Huddersfield. More
information at: http://www.hud.ac.uk/tali/fields/
9.4
Academic Librarians
The Library provides a range of facilities and materials to help your studies. We give
you access to a wide range of printed, audio-visual and electronic information
sources including e-journals and e-books via our library search engine SUMMON.
Most electronic sources of information are available on our computers at the
University or off-campus from any internet-connected computer. There is a choice of
study space within the library and you can expect excellent customer service from
experienced, friendly staff who are information and IT specialists, including Subject
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Librarians. For more details on subject resources please see our Library Subject
Guides at: http://hud.libguides.com/
The Library staff are organised into subject teams to help students get the most out
of the service. You can request help in your subject by contacting the team direct.
For more details, see the website and look for the Education subject team.
You can find out about the library and their services here. Of particular use may be
information about our many varied online services.
9.5
Wellbeing and Disability Services
We are here to support you throughout your time at University so that you can make
the most of your experience while you are here and leave better equipped to face
the future.
We provide disability support and support with personal issues through welfare,
counselling and mental health support. We help students who are falling behind with
their studies or attendance, or experiencing difficulties with their course through
Back on Track.
We offer one-to-one drop-in, booked appointments and group sessions. We provide
a wide range of information at events and through our website and Facebook page
and Twitter.
Web: www.hud.ac.uk/student-services
Facebook: UoHWellbeing Twitter: @Disability_HudU
Contact us: 01484 472227 or visit us in the Student Central
9.6
Careers and Employability
How do you become an employable graduate? Who is in control of your career
planning at University? Where can you turn to when you need support and advice?
We offer careers appointments, free workshops and dropins all year round and you
can still receive help from us for up to three years after graduation. You can also use
our Student JobShop where we advertise full and part time vacancies.
Look out for the green EmployableME character around campus and particularly
within the Careers Centre in Student Central. EmployableME is our innovative and
fresh approach to careers and employability at the University of Huddersfield. It is
about taking control of your own career planning – with support from your
professionally qualified and experienced award winning careers team.
Whatever point you’re at on your course, the Careers and Employability Service is
here. From the moment that you arrive on campus everything that you do and learn
from that point onwards – whether from Careers, your course, the Student’s Union or
on work placement – will help you reach your end destination of becoming an
employable graduate.
Find out more about us at Student Central or online at
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www.hud.ac.uk/careers
@HudUniCareers
Facebook HuddCareers
9.7
Student Finance Office
Student Finance Office offers information and guidance regarding possible sources
of funding for all courses in the University. You can also access budgeting advice
and discuss a variety of options and strategies in order to manage on a budget.
The service manages facilities for the billing and payment of income to be collected
by the University, and can offer debt advice via personal and confidential sessions
with trained staff. They have a web page with information about how to contact them
and opening hours.
9.8
Health Centre
All students (and their partners and children) are eligible to register, as long as you
live in the practice area. The Heath Centre’s website can be found at
http://www.universityhealthhuddersfield.co.uk/
9.9
Student Centre
If you have queries about aspects of your course to do with fees, replacement ID
cards, council tax letters and fee queries – or if you want to make an appointment to
see a Disability Advisor or Welfare Officer, please refer to the iPoint team in Student
Central.
9.10 Faith Centre
The Faith Centre is for all students, whatever your faith and even if you haven’t got
one. It has a range of prayer rooms and quiet rooms and its website can be found at
http://www.hud.ac.uk/wellbeing-disability-services/faithcentre///index.php
9.11 Student Charter
The Student charter, which explains what you can expect from us and what we
expect from you, can be found on the University website.
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Appendix 1 Teachers’ Standards
Preamble
Teachers make the education of their pupils their first concern, and are accountable for achieving the
highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong
subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.
Part one: Teaching
TS1 A teacher must set high expectations which inspire, motivate and challenge pupils
-
Establish a safe and stimulating environment for pupils, rooted in mutual respect
Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
TS2 Promote good progress and outcomes by pupils
-
Be accountable for pupils’ attainment, progress and outcomes
Plan teaching to build on pupils' capabilities and prior knowledge
Guide pupils to reflect on the progress they have made and their emerging needs
Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
Encourage pupils to take a responsible and conscientious attitude to their own work and study.
TS3 Demonstrate good subject and curriculum knowledge
-
Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest
in the subject, and address misunderstandings
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the
value of scholarship
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy
and the correct use of standard English, whatever the teacher’s specialist subject
If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
TS4 Plan and teach well-structured lessons
-
Impart knowledge and develop understanding through effective use of lesson time
Promote a love of learning and children’s intellectual curiosity
Set homework and plan other out-of-class activities to consolidate and extend the knowledge and
understanding pupils have acquired
Reflect systematically on the effectiveness of lessons and approaches to teaching
Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
TS5 Adapt teaching to respond to the strengths and needs of all pupils
-
Know when and how to differentiate appropriately, using approaches which enable pupils to be taught
effectively
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to
overcome these
Demonstrate an awareness of the physical, social and intellectual development of children, and know how to
adapt teaching to support pupils’ education at different stages of development
Have a clear understanding of the needs of all pupils, including those with special educational needs; those of
high ability; those with English as an additional language; those with disabilities; and be able to use and
evaluate distinctive teaching approaches to engage and support them
TS6 Make accurate and productive use of assessment
-
Know and understand how to assess the relevant subject and curriculum areas, including statutory
assessment requirements
Make use of formative and summative assessment to secure pupils’ progress
Use relevant data to monitor progress, set targets, and plan subsequent lessons
Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to
the feedback.
TS7 Manage behaviour effectively to ensure a good and safe learning environment
-
-
Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and
courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour
policy
Have high expectations of behaviour, and establish a framework for discipline with a range of strategies,
using praise, sanctions and rewards consistently and fairly
Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and
motivate them
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
TS8 Fulfil wider professional responsibilities
-
Make a positive contribution to the wider life and ethos of the school
Develop effective professional relationships with colleagues, knowing how and when to draw on advice and
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-
specialist support
Deploy support staff effectively
Take responsibility for improving teaching through appropriate professional development, responding to
advice and feedback from colleagues
Communicate effectively with parents with regard to pupils’ achievements and well-being.
Part two: Personal and Professional Conduct
A teacher is expected to demonstrate consistently high standards of personal
and professional conduct. The following statements define the behaviour and
attitudes which set the required standard for conduct throughout a teacher’s
career.
A. Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
-
Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position
Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
Showing tolerance of and respect for the rights of others
Not undermining fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different faiths and beliefs
Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them
to break the law.
B. Teachers must have proper and professional regard for the ethos, policies and practices of
the school in which they teach, and maintain high standards in their own attendance and
punctuality.
C. Teachers must have an understanding of, and always act within, the statutory frameworks
which set out their professional duties and responsibilities.
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Appendix 2: Indicative timetable
Please note that this is an indicative timetable and that sessions at the University will
be made available via your student portal. The timetable is always up to date so it’s
vital that you check it regularly. The timetable will include the room information. All
sessions on the timetable are subject to attendance monitoring procedures.
(N.B. This timetable is subject to change. You are expected to be available for the
full length of the academic year)
Date
Monday
07/09/2015
Monday
14/09/2015
WEEK
WEEK 2
PGCE
WEEK 3
University –
conference
Monday
21/09/2015
WEEK 4
Monday
28/09/2015
WEEK 5
Monday
05/10/2015
MON
TUES
WED
THURS
FRI
9.15-3.15
Induction /
Maths
9.15-3.15
Conference
9.15-3.15
Maths
9.15-3.15
Maths
9.15-3.15
Maths
9.15-3.15
Maths
9.15-3.15
Conference
9.15-3.15
Conference
9.15-3.15
Conference
9.15-3.15
Conference
Uni –
phonics /
science
Phonics
Placement
in main
placement
school
9.15-3.15
Phonics /
Science
9.15-3.15
Phonics /
Science
9.15-3.15
Phonics /
Science
9.15-3.15
Phonics /
Science
9.15-3.15
PE
Phonics
Placement
Phonics
Placement
Phonics
Placement
Phonics
Placement
Phonics
Placement
WEEK 6
University –
core- English
/wider curric
9.15-3.15
English /
Wider
Curriculum
9.15-3.15
English /
Wider
Curriculum
9.15-3.15
English /
Wider
Curriculum
9.15-3.15
English /
Wider
Curriculum
Monday
12/10/2015
WEEK 7
UNI - IPDage
specific
WEEK 8
9.15-3.15 IPD
EYFS
KS1
KS2
3 rooms all
week
Placement (SE
Week – maths
focus)
9.15-3.15 IPD
EYFS
KS1
KS2
3 rooms all
week
Placement (SE
Week – maths
focus)
Monday
26/10/2015
Monday
02/11/2015
Monday
09/11/2015
Monday
16/11/2015
Monday
23/11/2015
Monday
30/11/2015
WEEK 9
Maths
placement
in main
placement
school and
SE week
Reading
Week
9.15-3.15 IPD
EYFS
KS1
KS2
3 rooms all
week
Placement (SE
Week – maths
focus)
EYFS/ KS2
Placement
Monday
19/10/2015
9.15-3.15 IPD
EYFS
KS1
KS2
3 rooms all
week
Placement (SE
Week – maths
focus)
Reading
Week
Reading
Week
Reading
Week
Reading
Week
Reading
Week
Placement
Placement
Placement
Placement
WEEK
10
WEEK
11
WEEK
12
WEEK
13
WEEK
14
Placement 1
Placement
EYFS/ KS2
Placement
Placement (SE
Week – maths
focus)
Placement 1
Placement
Placement
Placement
Placement
Placement
Placement 1
Placement
Placement
Placement
Placement
Placement
Placement 1
Placement
Placement
Placement
Placement
Placement
Placement 1
Placement
Placement
Placement
Placement
Placement
School of Education and Professional Development, University of Huddersfield
Page 42
Primary Education PGCE Course Handbook, 2014/15
__________________________________________________________________________
Placement 1
Placement
Placement
Placement
Placement
Placement
Placement 1
Placement
Placement
Placement
Placement
Placement
Christmas
Christmas
Christmas
Christmas
Christmas
Christmas
Christmas
Christmas
Christmas
Christmas
Christmas
Christmas
University
(Inclusion)
SEN
SEN
Special
School /
RP
SEN
Placement
- PRU
UNI
9.15-3.15
Conference
9.15-3.15
Conference
9.15-3.15
Conference
9.15-3.15
Conference
9.15-3.15
Conference
PRU / Special
School
Placement
PRU / Special
School
Placement
PRU / Special
School
Placement
PRU / Special
School
Placement
PRU / Special
School
Placement
PRU / Special
School
Placement
PRU / Special
School
Placement
PRU / Special
School
Placement
PRU / Special
School
Placement
PRU / Special
School
Placement
9.15-3.15
Maths/ English
9.15-3.15
Maths/ English
9.15-3.15
Maths/ English
9.15-3.15
Maths/ English
9.15-3.15
Maths/ English
Uni PE
Sports Hall
PE
Placement
Reading
Week
University
–wider
curriculum
inc.
computing
Universitywider
curriculum
9.15-3.15
PE
9.15-3.15
PE
9.15-3.15
PE
9.15-3.15
PE
9.15-3.15
PE
PE Placement
PE Placement
PE Placement
PE Placement
PE Placement
Reading
Week
Reading
Week
Reading
Week
Reading
Week
Reading
Week
9.15-3.15
Wider
Curriculum
(Inc.
computing)
9.15-3.15
Wider
Curriculum
(Inc.
computing)
9.15-3.15
Wider
Curriculum
(Inc.
computing)
9.15-3.15
Wider
Curriculum
(Inc.
computing)
EYFS/ KS2
Placement
9.15-3.15
Wider
Curriculum
(Inc.
computing)
9.15-3.15 IPD
EYFS
KS1
KS2
3 rooms all
week
Placement (SE
Week /
Flexible
Placement)
9.15-3.15
Wider
Curriculum
(Inc.
computing)
9.15-3.15 IPD
EYFS
KS1
KS2
3 rooms all
week
Placement (SE
Week /
Flexible
Placement)
9.15-3.15
Wider
Curriculum
(Inc.
computing)
9.15-3.15 IPD
EYFS
KS1
KS2
3 rooms all
week
Placement (SE
Week /
Flexible
Placement)
9.15-3.15
Wider
Curriculum
(Inc.
computing)
9.15-3.15 IPD
EYFS
KS1
KS2
3 rooms all
week
Placement (SE
Week /
Flexible
Placement)
EYFS/ KS2
Placement
Easter/ SE
Week for
some
Easter/ SE
Week for
some
Easter/ SE
Week for
some
Easter/ SE
Week for
some
Easter/ SE
Week for
some
Easter
Easter
Easter
Easter
Easter
Monday
07/12/2015
Monday
14/12/2015
Monday
21/12/2015
Monday
28/12/2015
Monday
04/01/2016
WEEK
15
WEEK
16
WEEK
17
WEEK
18
WEEK
19
Monday
11/01/2016
WEEK
20
Monday
18/01/2016
WEEK
21
Monday
25/01/2016
Monday
01/02/2016
Monday
08/02/2016
Monday
15/02/2016
Monday
22/02/2016
WEEK
22
WEEK
23
WEEK
24
WEEK
25
WEEK
26
Monday
29/02/2016
WEEK
27
Monday
07/03/2016
WEEK
28
UniversityIPD- age
specific
Monday
14/03/2016
WEEK
29
SE Week
for some /
(Flexible
EYFS/ KS2
Placement
Placement (SE
Week /
Flexible
Placement)
placement for
others (KS3 –
birth to 3)
Monday
21/03/2016
WEEK
30
Monday
28/03/2016
WEEK
31
Easter for
some / SE
week for
others
Easter
School of Education and Professional Development, University of Huddersfield
Page 43
Primary Education PGCE Course Handbook, 2014/15
__________________________________________________________________________
Monday
04/04/2016
Monday
11/04/2016
Monday
18/04/2016
Monday
25/04/2016
Monday
02/05/2016
Monday
09/05/2016
Monday
16/05/2016
Monday
23/05/2016
Monday
30/05/2016
Monday
06/06/2016
Monday
13/06/2016
Monday
20/06/2016
Monday
27/06/2016
WEEK
32
WEEK
33
WEEK
34
WEEK
35
WEEK
36
WEEK
37
WEEK
38
WEEK
39
WEEK
40
WEEK
41
WEEK
42
WEEK
43
WEEK
44
Easter
Easter
Easter
Easter
Easter
Easter
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Reading
Week
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Reading
Week
Reading
Week
Reading
Week
Reading
Week
Reading
Week
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement
Final
Placement /
Flexible
Placement
Final
Placement/
Flexible
Placement
Final
Placement/
Flexible
Placement
Final
Placement/
Flexible
Placement
Final
Placement /
Flexible
Placement
/ Flexible
placement for
others (KS3 –
birth to 3)
Monday
04/07/2016
WEEK
45
University
–Induction
year
9.15-3.15
NQT/
Induction year
9.15-3.15
NQT/
Induction year
9.15-3.15
NQT/
Induction year
9.15-3.15
NQT/
Induction year
9.15-3.15
NQT/
Induction year
Monday
11/07/2016
WEEK
46
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition into
employment
Transition
into
employme
nt
Monday
18/07/2016
WEEK
47
Transition
into
employme
nt
School of Education and Professional Development, University of Huddersfield
Page 44
Appendix 3
Postgraduate Certificate in Education
PGCE Primary Education
with QTS
(Early Years and KS1)
PGCE Primary Education
with QTS
(Early Years and KS1)
School Direct
PGCE Primary Education
with QTS
(Primary General)
DMB3330
Core Curriculum Studies in
Early Years and Primary
Education (30M)
DMB3030
Developing Critical
Professional Practice in
Early Years and KS1 (30M)
DMB3330
Core Curriculum Studies in
Early Years and Primary
Education (30M)
DMB3130
Developing Critical
Professional Practice in
Early Years and KS1
(School Direct) (30M)
DMX6930
Inclusion, Equality and
Diversity (30M)
DHB7830
The Wider Curriculum in
Early Years and Primary
Education (School Direct)
(30H)
DMB3330
Core Curriculum Studies in
Early Years and Primary
Education (30M)
DMB4030
Developing Critical
Professional Practice in
Primary Education (30M)
DMX6930
Inclusion, Equality and
Diversity (30M)
DHB7730
The Wider Curriculum in
Early Years and Primary
Education (30H)
DMX6930
Inclusion, Equality and
Diversity (30M)
DHB7730
The Wider Curriculum in
Early Years and Primary
Education (30H)
PGCE Primary Education
with QTS
(Primary General)
School Direct
DMB3330
Core Curriculum Studies in
Early Years and Primary
Education (30M)
DMB4130
Developing Critical
Professional Practice in
Primary Education (School
Direct) (30M)
DMX6930
Inclusion, Equality and
Diversity (30M)
DHB7830
The Wider Curriculum in
Early Years and Primary
Education (School Direct)
(30H)
PGCE (SCITT)
DMX5130
Curriculum
Development (30M)
DMX6030
Evidence Based
Practice (30M)
Primary Education PGCE Course Handbook, 2014/15
__________________________________________________________________________
Professional Graduate Certificate in Education
PGCE Primary Education
with QTS
(Early Years and KS1)
PGCE Primary Education
with QTS
(Early Years and KS1)
School Direct
PGCE Primary Education
with QTS
(Primary General)
PGCE Primary Education
with QTS
(Primary General)
School Direct
DHS7330
Understanding the Core
Curriculum in Early Years
and Primary Education
(30H)
DHB7530
Developing Professional
Practice in Early Years and
KS1 (30H)
DHB7730
Understanding the Core
Curriculum in Early Years
and Primary Education
(30H)
DHB7630
Developing Professional
Practice in Early Years and
KS1 (School Direct) (30H)
DHB7730
Understanding the Core
Curriculum in Early Years
and Primary Education
(30H)
DHB8130
Developing Professional
Practice in Primary
Education (30H)
DHS7130
Developing Inclusive
Practice (30H)
DHB7730
The Wider Curriculum in
Early Years and Primary
Education (30H)
DHS7130
Developing Inclusive
Practice (30H)
DHB7830
The Wider Curriculum in
Early Years and Primary
Education (School Direct)
(30H)
DHS7130
Developing Inclusive
Practice (30H)
DHB7730
The Wider Curriculum in
Early Years and Primary
Education (30H)
DHB7730
Understanding the Core
Curriculum in Early Years
and Primary Education
(30H)
DHB8230
Developing Professional
Practice in Primary
Education
(School Direct) (30H)
DHS7130
Developing Inclusive
Practice (30H)
DHB7830
The Wider Curriculum in
Early Years and Primary
Education (School Direct)
(30H)
School of Education and Professional Development, University of Huddersfield
Page 46
Appendix 4
PGCE Remediation process
If trainees are at risk of failing in any group of standards for a placement, a cause
for concern form will be completed by the mentor at this point and forwarded to the
Course Leader. Before a cause for concern is issued we would normally expect
there to be an audit trail which identifies that a trainee has a persistent problem with
a specific aspect of teaching. This audit trail will normally be documented on the
weekly Review of Progress (ROP) forms. This documentation will provide evidence
that areas of concern have been identified, targets have been set and have been
carefully monitored.
It is important to stress that normally trainees cannot fail a placement if the
remediation process has not been implemented. The only exception to this is if the
code of conduct has been breached or if the Head Teacher terminates a placement
due to the trainee having a detrimental impact on children’s achievement, attainment
and progress. The remediation process is a mechanism which is built into the course
and has been validated by the University. Consequently trainees cannot opt not to
take part in the remediation process. If the trainee refuses to go through remediation
the placement will be terminated and the trainee will fail the placement.
Supporting trainees through the remediation process
If a cause for concern is issued, trainees will then be placed on remediation (see
remediation flow chart). It is important to stress that school mentors and Link
Tutors can action a cause for concern form at any time. However, a cause for
concern will normally be issued following the mid-point review.
Trainees placed on remediation are required to create a separate section in their file
entitled Remediation and Action Plans. This section should be labelled as section
9. Copies of the cause for concern form and remediation action plans must be stored
in this section.
The process of remediation ensures that trainees are provided with additional
support to help them meet the standards in which achievement has been assessed
as inadequate. A remediation action plan will be drawn up. Trainees must
subsequently receive clear, specific and timed targets for the remainder of the
placement. We are keen that trainees see the remediation process as a supportive
process.
If a trainee is placed on remediation the Senior Mentor will play a key role in
monitoring and reviewing progress and setting targets. The nature of the support
offered by the school and the University will largely depend on the nature of the
difficulties experienced by the trainee. However the following intervention strategies
may be considered:




Additional visits by the link tutor to support the trainee;
Collaborative planning with the class mentor;
Collaborative teaching with the class mentor –team teaching;
Arrange for the trainee to observe other teachers or practice in other schools.
Primary Education PGCE Course Handbook, 2014/15
__________________________________________________________________________
The class mentor and senior mentor should keep a record of intervention to
support trainees on remediation. This should document the additional support,
which has been provided to enable the trainee to make progress, and this should be
kept in the planning and teaching file in the remediation section. Link tutors will
contribute to this form.
The Senior Mentor is required to keep a copy of all the documentation that supports
the remediation process.
School of Education and Professional Development, University of Huddersfield
Page 48
Primary Education PGCE Course Handbook, 2014/15
__________________________________________________________________________
Remediation process (PGCE) and progression through placements
Weekly lesson observations
Mid-Point Review (Interim Review)
Cause for concern?
Cause for concern sheet completed – copy given to
trainee/senior mentor and link tutor. Link tutor to pass copy
of form to Course Leader
Complete interim report and action
plan for second half of placement
Remediation Stage 1
School to request additional visit by Link Tutor. School to
complete a remediation action plan (action plan 1) in
collaboration with link tutor and trainee. Set targets for the
trainee and review progress by an agreed date.
Targets met?
Remediation Stage 2
Further
lesson
observations:
one long and one short
per
week
Link tutor visit to monitor progress and to assist school with
drawing up a second action plan.
Second action plan drawn up by school (action plan 2)
Additional support provided by University and school.
Trainee has made rapid
progress at stage 2
Complete summative report and make
a recommendation to the Board of
Examiners
Targets met?
Formal meeting with ITE Partnership staff to explain the trainee
has not met the minimum expectations required to pass the
placement.
Complete end of placement action
plan with trainee – set targets for
subsequent
placement.
Senior
Mentor to send all documentation to
the University
Resit placement
FAIL
School of Education and Professional Development, University of Huddersfield
Page 49