Further Education and Training
Programme Handbook
Further Education and Training University Higher Diploma /
Post Graduate Certificate in Education
Full Time Programme
2015 - 2016
Disability Support Services Statement


SpLD (Specific Learning Difficulties) Support Team
Inclusion Team (Physical and Mental Health)
Our approach is friendly yet professional and you can discuss your individual learning
requirements in complete confidence. It is important to contact us as early as possible.
SpLD Support Team: Based in the University Library, 1st floor
You can contact us in relation to:





SpLD assessments (Dyslexia, Dyspraxia)
Specialist SpLD support
Using assistive technology
Applying for Disabled Students’ Allowances (DSA)
Visual stress / Meares-Irlen
The Inclusion Team: Based in the Student Information Centre (SIC), ground floor
If you have specific requirements due to a physical or sensory impairment, mental health/anxiety
issues, health condition, an autistic spectrum condition, or needs emerge when you are studying
here, we can advise you on:




Applying for Disabled Students’ Allowances (DSA)
Specialist and/or personal support
‘Reasonable adjustments’ to learning, teaching and assessment
Accessible facilities and equipment
SpLD Support Team
In person: University Library, Ormskirk, 1st floor
Tel: 01695 584372
E-mail: SpLD@edgehill.ac.uk
The Inclusion Team
In person: SIC, Ormskirk, ground floor
Tel: 01695 584190
E-mail: InclusionTeam@edgehill.ac.uk
2
Equality and Diversity – Policy Summary
Edge Hill University’s vision is to ‘provide an environment where everyone feels able to
participate, contribute, enjoy and influence their experience; and where inclusive practices
underpin everything we do. Respect for, and celebration of, individual diversity will shape
institutional strategy, direction and behaviour.’
The University seeks to identify and eradicate any practice which discriminates on the basis of
race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership,
pregnancy and maternity, religion, belief or none, or socio-economic background.
The University recognises that equality and diversity embraces all aspects of employment and
service delivery including curriculum; teaching; learning and assessment; research issues; and
extra-curricular activities.
The University makes it a condition of service and admission that staff and students adhere to the
Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student
Disciplinary Procedures, as appropriate.
The University makes every effort to ensure that traders, contractors, institutions, organisations
or individuals who interact with Edge Hill University are aware of the policy. Discovery by the
University of any inequitable policy or practice by them may result in Edge Hill University breaking
links and ceasing to do business with them.
Edge Hill University widely distributes this policy summary and accompanying Equality and
Diversity Policy throughout the University.
Making Contact
Students are encouraged to make any concerns known. The first point of contact for this is the
Student Services Information Desk in the Student Information Centre on the Ormskirk campus
(01695 584554, or student services@edgehill.ac.uk). The Student Information Officer will refer
you on to an individual member of staff as appropriate.
A full copy of the Equality and Diversity Policy can be obtained from the Student Services
Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.
3
Contents
Page no.
Disability Support Services Statement
2
Equality and Diversity
3
Welcome
6
Introduction
8
Glossary of Terms
9
Trainee Identity
11
Roles and Responsibilities
14
Overview of Programme
19
Trainee Voice
23
Quality Assurance and Quality Enhancement
26
Teaching, Learning and Assessment
27
EHU ITT Professional Practice*
28
Lines of Communication
31
Useful Contact Information for Trainees
32
Employability, including References
33
NQT Programme
34
Teaching Unions
35
Timetables
36
Assessment Schedule
37
Extension Policy
37
Professional Code of Conduct*
38
On Programme Self Declaration Procedure*
39
(Updated 2nd December 2015)
4
Attendance Expectations
41
Academic and Professional Review Meetings (APRM)*
42
Exceptional Mitigating Circumstances (EMC)*
43
Safeguarding – Management of a Cause for Concern*
44
Further Education and Training Professional Standards
46
Appendix – Coherence Maps
47
Items above that are marked with * denote that there is further information /
documentation available in the Policies and Procedures folder in Blackboard
Learning Edge
(Updated 2nd December 2015)
5
Welcome
Meet the Further Education and Training Team
Margaret Postance
Jane Wood
Head of Area
Assistant Head of Area
Heather Mather
Programme Leader
Lindsey Lythgoe
Course Leader
John Dickinson
Senior Lecturer
Mike Stoddart
Senior Lecturer
Andy Whittle
Senior Lecturer
Kristian Robinson
Senior Lecturer
Vicky Duckworth
Senior Lecturer
Lucy Mitchell
Lecturer
On behalf of all the tutors in the Further Education and Training (FET) Partnership,
we welcome you to the Faculty of Education at Edge Hill University.
We are sure you will enjoy an exciting and rewarding year during which you will face
opportunities and challenges. These will help develop your skills as a teacher in the
Further Education and Training sector, and enable you to move towards obtaining
Qualified Teacher Learning and Skills (QTLS).
In April 2011, the programme was rated as outstanding by Ofsted and achieved a
grade 1 in all 11 inspection cells. In June 2014 the programme was again rated
Outstanding by Ofsted. This makes the Further Education and Training provision at
Edge Hill University the only provider in the country to have achieved all cells as a
grade 1 on two successive occasions. It is, in the words of the Lead Inspector, a
programme that is “the benchmark for the sector” and you are now part of that
programme.
6
You may start the year with some apprehension, but please feel confident in
approaching appropriate staff from the Further Education and Training team who will
be happy to help and guide you.
It is worth pointing out that all information relevant to the programme is provided in
the appropriate handbook: Programme Handbook, Module Handbook(s) and/or
Professional Practice handbook and important policy documents are also included in
the Policies and Procedures folder in Blackboard Learning Edge Further Education
and Training Area. It is important also to note that you are subject to wider university
policies and regulations, for example Academic Regulations, which can be found on
the university website. Please check handbooks and Blackboard Learning Edge if
you have a query, especially if you are out on professional practice and not due to
see tutors face to face.
Best wishes for a successful and productive year
The Further Education and Training Team
7
Introduction
The Further Education and Training sector is diverse and rapidly changing. We aim
to help you develop the knowledge, skills, flexibility and resilience that will help you
to develop into outstanding teachers who are valued by the sector.
The Programme Handbook for September 2015 is designed to provide you with a
range of information that will guide your understanding of the Further Education and
Training programme and should be read in conjunction with the Professional
Practice Handbook and Module Handbooks.
The programme will be challenging, innovative, rigorous and enjoyable: it requires a
great deal of commitment from you. Important policies and procedures are detailed
in this handbook and on the Further Education and Training programme area in
Blackboard Learning Edge and it is your responsibility to ensure you are familiar
with them and follow them. If you have any queries about any aspect of this
information, please bring this to the attention of your Personal Tutor, your Group
Tutor or the Course Leader.
8
Glossary
The following glossary is intended to be a quick reference guide and is supported by
more in-depth information later in the handbook / in the Professional Practice
Handbook.
Associate Tutor
Associate Tutors (ATs) are employed by the university but not in
a full time role. Associate Tutors may also be module tutors and
Personal Tutors.
Course Leader
The Course Leader has responsibility for your programme and is
involved in all aspects of the programme
EMC
Exceptional Mitigating Circumstances – this is an application to
request special arrangements linked to your Professional
Practice or for submission of academic assignments. The
application form is available from Student Services and must be
supported by medical or other appropriate evidence. Full
information can be found in the Policies and Procedures
folder in Blackboard Learning Edge
Group Tutor
A Group Tutor is appointed to every group of trainees and can
discuss relevant issues during Group Tutorials.
Group Tutorials
Group Tutorials are embedded into the programme, either
immediately preceding or immediately following the Practising
Teacher module delivery on a weekly basis. Group Tutorials are
not ‘free time’ but a useful opportunity to share experiences of
the programme and/or your Professional Practice. Attendance is
tracked for these sessions as well as for module delivery.
Intercalation
This is an application to suspend your studies for a specific
length of time. Full information can be found in the Policies and
Procedures folder in Blackboard Learning Edge.
Mentor
Your mentor is a partner in your training who works in your
Professional Practice setting and has both subject expertise and
teaching experience.
Module Tutor
Responsible for the delivery of one or more modules on the
programme. This is the person who can answer day to day
questions about the specific module they are delivering and
should be first port of call if you have any questions about
content or assessment of the module.
Module Leader
Has overall responsibility for a specific module and who is
responsible for the content and the assessment activities.
NQT
Newly Qualified Teacher – increasingly graduates from the
Further Education and Training programmes are referred to as
NQTs, although this term specifically applies to graduates from
9
Primary and Secondary Initial Teacher Training Programmes,
and implies a legal requirement to carry out certain activities
during the first year of teaching. This requirement does not
extend to graduates of Further Education and Training
programmes (see information on Professional Formation).
Ofsted inspectors use this term to mean any graduate of any
Initial Teacher Training programme who is in their first year of
teaching, and they track the progress of all such graduates
during their inspections. You may also see the term ‘Former
Trainees’ used in this context.
Personal Tutor
Your Personal Tutor is a partner in your training who works for
the university and who has overall responsibility to hold tutorials
with you and regularly checks your progress with your eportfolio. Your Personal Tutor will visit you regularly at your
Professional Practice setting to observe your practice and
discuss your progress with your Mentor.
PDO
The Placement Development Officer works closely with other
members of the Further Education and Training team to secure
settings that are able to offer Professional Practice
opportunities.
PQO
The Placement Quality Officers work with the PDO and the rest
of the Further Education and Training team to ensure that we
have up to date information on all the Professional Practice
settings that we are using.
QTLS
Qualified Teacher Learning and Skills. This programme gives
you threshold QTLS status. You do not have full QTLS status
until you have completed Professional Formation via the Society
for Education and Training.
QTS
Qualified Teacher Status. This status only applies to graduates
of Initial Teacher Training programmes for Primary or Secondary
school teaching.
RQT
Recently Qualified Teacher is used to describe graduates from
Initial Teacher Training programmes who are in their second
year of teaching.
SSCF
Staff Student Consultative Forum. This term covers meetings
between Student Ambassadors (elected by every group within
the cohort) and senior members of the staff team.
Teacher Number
When you are applying for jobs, you may be asked for your
Teacher Number. This only applies to graduates who hold QTS
status. Graduates from Further Education and Training
programmes, regardless of whether they have achieved full
QTLS status do not have a Teacher Number.
10
Trainee Identity
The Edge Hill University Further Education and Training Trainee
The Edge Hill University Further Education and Training ITT programme supports
each trainee in developing their own individual teaching personality and drive to
become good/outstanding and reflective professional practitioners. As such, they
present personal traits including honesty, resilience, integrity, empathy, and
conscientiousness and are highly knowledgeable, excellent communicators who
possess an informed capacity for critical reflection. Above all they are highly
professional in attitude and behaviour, demonstrating an awareness of the public
perception of teachers within social media and ensuring that they fulfil the role to the
highest expectations including dress, language and personal conduct.
Each trainee receives bespoke training and support from highly qualified expert
trainers from across the EHU Partnership – both university and professional practice
based - to enable them to become inspirational, creative and innovative teachers.
As such, EHU Further Education and Training trainees are offered every opportunity
to become outstanding leaders of education and training who are highly competent
in offering the highest levels of student experience to learners within the sector.
They will be a significant asset to any Further Education sector setting offering
employment opportunities.
Every trainee will be offered optimum opportunity to develop their own individual
teaching ‘personality’ and personal professional principles relating to the professional
standards for the sector with the following elements forming the essential core
necessary to be an outstanding practitioner:
Teaching and Learning / subject knowledge:
 Subject Knowledge - expert subject knowledge across the breadth and depth of the curriculum
to support teaching, learning and assessment
 Specific Curriculum - understand the relevant curriculum requirements, including vocational
education, for the subject specialism, and its associated examination and assessment
arrangements.
 Awareness of Current Sector Developments – confidence and competence in own awareness
of emerging issues relating to the sector e.g. raising of the school leaving age, developing and
maintaining resilience, importance and impact of total professionalism (appropriate professional
dress), 14 – 19 agenda etc.
 English / Literacy / Functional Skills - confidence and competence in promoting opportunities
for the development and reinforcement of the skills required relating to all aspects of literacy –
specifically reading, writing and communication.
 Mathematics / Numeracy / Functional Skills – confidence and competence in promoting
opportunities for the development and reinforcement of the skills required relating to all aspects of
numeracy.
 Technology Enhanced Learning - effective use of appropriate new and emerging technologies
to effectively support learning and fully engage learning potential.
11
Professionalism:

Professionalism – maintain professional behaviour at all times including an appropriate attitude
and dress code.
 Dual Professionalism – teachers who are already professionals in their specialist area (e.g.
Accountancy, Engineering, Nursing) are being supported to develop the dual professionalism of
combining that with teaching expertise.
 Professional Identity - developing the set of attitudes, beliefs, experiences, ideals and principles
that define a person in their professional career through interaction with other
people/professionals.
 Working in a Team - work with colleagues – teaching and non-teaching, as part of a wider team.
 Leading the Work of Other Adults – where appropriate, demonstrate confidence and
competence in leading the work of other additional adults in the learning setting to achieve
learning objectives (e.g. learning support staff).
 Communication - confidence and competence in communicating effectively with all stakeholders
– students, parents, colleagues, line managers etc.
Assessment for and of Learning:
 Assessment and Using Data
o collect and record appropriate formative and summative assessment data
o use assessment data effectively to identify students’ progress and to support their learning.
o use assessment data to comprehensively evaluate the quality of teaching, learning and
assessment.
 Reporting Student Progress - report students’ progress to a range of colleagues in the setting to
meet requirements of a range of purposes.
 Giving Feedback - give effective feedback (written and verbal) to students to enable them to
reflect on their progress and identify their own emerging needs.
Safeguarding:
 Safeguarding - knowledge of the teacher/ trainer's statutory responsibilities for the welfare and
safeguarding of students.
 E-safety - understand and promote e-safety.
Behaviour for Learning:

Good Behaviour and Discipline - develop strategies to promote and manage good behaviour
successfully and tackle bullying, including cyber and prejudice-based bullying.
 Challenge and Motivate - challenge and motivate all students and in particular in schools/colleges
and settings where attainment is low.
12
Inclusion / Differentiation / Protected Characteristics (Equality Act 2010):
 Causes of Low Attainment - understand the causes of low attainment in underperforming
individuals/ groups of students.
 Ensuring Student Progress o Identify and build on students’ prior knowledge to ensure their progress.
o Select and use learning and teaching strategies, including the identification of appropriate
learning resources that are effective in ensuring progress for all students including those from
underperforming groups.
 Minority Ethnic Backgrounds - confidence and competence in preparing to teach students from
minority ethnic backgrounds.
 English as an Additional Language (EAL) / English for Speakers of Other Languages
(ESOL) - confidence and competence in preparing to teach students with English as an
additional language.
 Special Educational Needs and Disabilities - confidence and competence in preparing and
delivering learning for students with special educational needs and disabilities with appropriate
professional support.
 Protected Characteristics – confidence and competence in preparing and delivering learning
for students who have protected characteristics under the Equality Act 2010; gender, sexual or
gender identity, ethnicity, age, different faiths, disability, special educational needs - in order to
ensure inclusion and progression.
Research and Progression:
 Educational Research - access educational research; assess the robustness of that research and
apply outcomes to the development of teaching, learning and assessment practice.
 Applying Theory - integrate the theoretical elements of the ITT programme with professional
practice to support critical reflection and personal and professional development.
 Professional Development - commitment to identifying and engaging with on-going professional
development needs.
 Gaining Employment - confidence and competence in applying for teaching posts within the
sector.
13
Roles and Responsibilities
Leadership of your Programme
Margaret Postance
Jane Wood
Heather Mather
Lindsey Lythgoe
Head of Area
Assistant Head of
Area
Programme
Leader
Course Leader
margaret.postance@edgehill.ac.uk
01695 650902
jane.wood@edgehill.ac.uk
01695 650949
matherh@edgehill.ac.uk
01695 657357
lindsey.lythgoe@edgehill.ac.uk
01695 657 289
mike.stoddart@edgehill.ac.uk
01695 587991
dickinsj@edgehill.ac.uk
01695 650830
lindsey.lythgoe@edgehill.ac.uk
01695 657289
whittlea@edgheill.ac.uk
01695 657378
robinsk@edgehill.ac.uk
01695 657360
Module Leaders
Mike Stoddart
John Dickinson
Lindsey Lythgoe
Andy Whittle
Kristian Robinson
The Developing
Teacher
The Professional
Teacher
The Practising
Teacher
The Specialist
Teacher
The Outstanding
Teacher
Dr. Vicky Duckworth
Module Tutor
vicky.duckworth@edgehill.ac.uk
01695 650861
Lucy Mitchell
Module Tutor
mitchell@edgehill.ac.uk
01695 657286
Professional Support Team
Russell Sugden
Hannah Brocken
Administrative
Team Leader
Programme
Administrator
01695 650896
FETSupportTeam@edgehill.ac.uk
01695 584271
14
Roles and responsibilities in the Further Education and Training
Partnership
The delivery of effective training depends on a well-coordinated partnership, with all
participants having clear and mutually understood roles and responsibilities.
The main participants are:










The Trainee
The Personal Tutor
The Mentor
The Group Tutor
The Module Tutor
The Module Leader
The Course Leader
The Programme Leader
The Assistant Head of Area
The Head of Area
Their respective roles and responsibilities are summarised below:
The Trainee (You)
As a trainee in the Further Education and Training Partnership, from the start of your
programme you will be introduced to issues of professionalism in teaching, and you
are expected to take full responsibility for your own professional development. You
are a partner in the training process and are expected to be proactive in identifying
your training needs and to use your time on Professional Practice to develop both
your understanding of these issues and your own practice.
It is expected that you will:








Adopt a professional approach to all aspects of your classroom-based training
and your professional practice in a college/training setting
Attend regularly and punctually and contact relevant people in the event of
any absence
Familiarise yourself with institutional policies and procedures and adhere to
them
Conform to appropriate professional standards (including dress and
demeanour)
Be available to discuss progress with tutors and mentors at agreed times and
engage constructively with feedback offered
Ensure your e-portfolio is kept up-to-date
Seek to take a full and active part in the wider aspects of a further education
teacher’s role
Engage in a positive way with all module and course evaluations.
15
As a Trainee you will acknowledge and recognise your professional
responsibilities by signing a Code of Professional Conduct at the start of the
Programme.
Edge Hill University treats breaches of this Code of Conduct very seriously
and will implement the Academic and Professional Review Meeting
mechanism as soon as a breach is reported.
Please note that, when a breach of the Professional Code of Conduct is
considered to be extremely serious, the outcome can result in a trainee being
removed from the programme.
The Personal Tutor
All trainees will be allocated a Personal Tutor. Your Personal Tutor will meet with you
regularly during the course of your study to set appropriate targets for the next stage
of training. They will have a responsibility to observe your Professional Practice and
will monitor your completion of your e-portfolio.
Your Personal Tutor will be engaged in on-going communication with your Mentor to
supervise and support your professional development. They have overall
responsibility for you whilst you are on Professional Practice and will ensure that the
training embedded into your Professional Practice is of high quality and that mentor
support and guidance meets the guidelines in the Professional Practice Handbook.
The Personal Tutor will undertake two joint observations of your teaching, alongside
your Mentor to standardise the assessment judgements and will also attend and
contribute to the progress meetings at which interim and summative grades are
agreed.
The Mentor
Your Mentor is an experienced teacher who is qualified in your subject area and who
will help you to settle into your Professional Practice and then work closely with you
throughout the period of the practice. They will assist with the practical day to day
issues such as timetabling and will respond to any pastoral and professional issues.
They will meet with you on a regular basis and provide support and guidance in your
subject specialism and may be able to support your Breadth of Experience.
After the first joint observation with your Personal Tutor they will complete their own
subject specific session observations of your teaching. They will also be part of the
interim and summative meetings that will identify your grades for professional
practice and establish relevant targets, which will further structure your development.
All Mentors undergo mentor training either at the University, at a Further Education
and Training Partnership Centre or in-situ. The Professional Practice Handbook
provides detailed guidance for mentors on their role.
You can gain important information about your role in the mentoring relationship by
attending the Expert Practitioner Series of lectures.
16
The Group Tutor
The Group Tutor plays an important role within the programme and facilitates
discussion of experiences that you and other trainees may have whilst on
Professional Practice and can help allay worries you may have about modules or
assignments, although you should always ask your module tutor if you have a
specific question about a module or assessment. The Group Tutors may pass
concerns on to the Course Leader or Programme Leader if any serious concerns are
raised during Group Tutorial sessions.
Trainee feedback on the Group Tutorial sessions has included:
“I now feel more prepared for any challenges I may face from hearing about
the challenges that other trainees in the group have faced and overcome”
“(Group Tutorials) were a great way to be able to exchange views and
opinions with other trainees who are able to relate and offer solutions to any
challenges we may be facing.”
The Module Tutor
This is the tutor who will deliver the module(s) and guide trainees through its content
and assessment requirements. In most circumstances the Module Tutor will also be
the first marker of trainee assignment(s). Module Tutors do not provide definitive
guidance on the module or the assessment strategy, as that is the responsibility of
the Module Leader (see above). Module Handbooks contain information and
guidance on the module and on the assessment strategy and you should read these
carefully.
The Module Leader
This is the tutor who has developed the module and is responsible for guiding the
Module Tutors who will be delivering the module, Module Leaders coordinate the
moderation of assignments for all trainees studying that particular module. The
Module Leader will also collate the module evaluations provided by trainees in order
to inform future planning. If you have a serious concern about your module you
should contact the Module Leader in the first instance.
The Course Leader
The Course Leader has responsibility for your programme and is involved in all
aspects of the programme, including tracking attendance and achievement across all
areas of the programme. The Course Leader supports Personal Tutors, Module
Leaders and Module Tutors to ensure they can support trainees over the duration of
the programme. If you have a serious concern about your programme you should
contact the Course Leader in the first instance.
17
The Programme Leader
Oversees the day to day running of the programmes within the Area including
school/college/setting based training and franchise provision, and ensures that the
programmes are effectively administered in respect of programme timetables,
assessment procedures and communications to trainees.
The Assistant Head of Area
Leads the effective development of tutors (including those on probation), associate
tutors and liaison tutors across the partnership in order to ensure outstanding training
and outcomes for all trainees, supporting the Head of Further Education and Training
to ensure that staff are deployed, inducted, trained and developed effectively. The
Assistant Head of Area also ensures the regular tracking and monitoring of trainee
achievement and attainment data to ensure that the data is accurate, analysed, and
reported on regularly throughout the year; and ensure appropriate interventions are
undertaken for individuals and groups as appropriate
The Head of Area
This is a key senior management role within the Faculty of Education. Working
closely with the Dean of Education and the Associate Dean (ITT) the role carries with
it shared responsibility for the strategic direction of the Further Education and
Training Area and for all aspects of operational planning and management. The
Head of Area reviews Further Education and Training Area structures to ensure that
roles and responsibilities are clearly defined, reporting lines operate effectively and
that accountabilities are clear. The Head of Area also ensures the currency and
competitiveness of both curriculum design and content and the learning
environment, provides leadership in driving and supporting improvement, and in the
management and recording of data and documentation in ongoing anticipation of
Ofsted inspection.
18
Overview of the Programme
The Further Education and Training full-time programme is a structured programme
that has been designed to support the trainee journey from early-stage to
outstanding teacher.
Teaching on the programme takes place over two full days per week on Thursdays
and Fridays. Formal teaching takes place in two sessions per day. Morning sessions
take place at 9:00 – 12:00 and afternoon sessions at 1:00 – 4:00.
We expect trainees to be available until 5:00pm in order to facilitate any additional
activities such as individual tutorials, attendance at the Expert Practitioner series of
lectures or any other activity that will have a positive impact on personal or
professional development. You will not be required to stay until 5:00 every week, but
will receive plenty of notice of the occasions that we do need you to stay until this
time.
The Further Education and Training full time programme is a 12 month (3 term)
programme that consists of:
1. Five taught modules. To successfully achieve a PGCE or UHD you must have
achieved a minimum of a Pass grade in all five modules (150 credits).
2. Personal and Professional Development. This relates to your individual
learning needs and your achievement of the Professional Standards for
Teachers and Trainers in Further Education and Training. It includes a focus
on teachers’ legal responsibilities, statutory requirements, professional conduct
and relationships with students, parents and other agencies. Your e-Portfolio is
a record of your individual learning and development over the entire length of
the programme and incorporates the evidence of your professional practice.
3. Professional Practice. You will undertake Professional Practice in a
school/college/training setting, with a minimum of 100 hours teaching together
with enhancement opportunities that will take your total to 130 hours.
To be successful on the Further Education and Training programme, which includes
the recommendation for Qualified Teacher Learning and Skills (QTLS), you will be
required to:
• satisfactorily complete all of the assessment outcomes of the modules that you
study
• demonstrate that you have met all of the Professional Standards for Teachers
and Trainers in Further Education and Training and performed these to a high
level
• meet all professional and academic requirements relating to the programme
 Your overall achievement on the PGCE or UHD is recorded as a Pass, it is
not graded on your Certificate.
 Your performance on your Professional Practice is graded against the
Ofsted framework (Outstanding, Good, Requires Improvement or
Inadequate) as well as against the Grading Criteria for Professional
Standards and these grades are recorded in your reference.
19
The programme consists of 5 modules and is delivered as shown below:
The Developing Teacher - establishing the basics in
planning, delivery and context. Starts September, finishes
early November. 30 Credits at Level 4 or Level 6
The Professional Teacher – fulfilling your role and
responsibilities. Builds on information and skills from
the first module. Starts early November, finishes midJanuary. 30 Credits at Level 4, Level 5** or Level 7*
The Specialist Teacher – embedding English and
maths for different learners, subjects and contexts.
Develops knowledge and skills against core
government drivers within the sector. Starts mid-January,
finishes mid-March. 30 Credits at Level 5 or Level 7*
The Outstanding Teacher – ensuring you drive up the
quality of teaching and learning and the outcomes for
your learners. Brings knowledge and skills together and
looks to your future. Starts early February, finishes midMay. 30 Credits at Level 5 or Level 7*
The Practising
Teacher – engaging
with learners and
colleagues at your
professional practice
placement. This module
runs for the entire
programme and
enables you to put
theory into practice as
well as provide
evidence of your
personal and
professional
development and
teaching.
Starts September, finishes
mid-May.
30 Credits at Level 5 or
Level 7*
The Programme aims to develop practitioners who:
1. Are passionate, committed and enthusiastic in nurturing educational
opportunities to enable all learners to develop and fulfil their aspirations and
reach their academic and personal potential
2. Build positive relationships to create a culture of mutual trust, professionalism
and respect with learners and colleagues in order to challenge beliefs,
assumptions and practice.
3. Work cooperatively and collaboratively with stakeholders, colleagues and
learners to meet the requirements of employers and the diverse needs of all
learners in the sector.
4. Design, deliver and evaluate a variety of creative and innovative teaching,
learning and assessment practices including the imaginative use of
technology enhanced learning.
5. Are critically reflective, committed to continuous professional development
and engage in research to update and enhance their personal expertise and
subject knowledge.
Teaching and Learning within the Programme.
Each element of the programme has a clearly structured taught element. Trainees
will have varying amounts of learning and contact time across the different
elements, including:
20





Face-to-face taught time
Technology informed learning
Reading and research time/independent study
Work-based preparation and investigation
Professional practice.
It is important to note that, in line with all other universities, Edge Hill University
assumes 10 hours of study for each credit awarded; thus each 30 credit module
should require 300 hours of study. All modules on the course are taught on a
nominal 60 hours contact, so you will see that we expect you to invest a
considerable amount of your time outside classes to autonomous learning.
Outcomes and Levels
For graduates, the programme comprises five modules, leading to a Post Graduate
Certificate (PGCE) in Further Education and Training at Level 7. In total the credit
value of all modules is 150 credits, 30 at Level 6 and 120 at Level 7. In order to
achieve a Level 7 award you need a minimum of 60 credits at this level.
You will be assessed at Level 7 in each of the modules identified as carrying Level 7
credits in the table above*. Should you be unsuccessful at your first attempt, there
will be a further opportunity to resubmit at Level 7. If you are unsuccessful for a
second time, and therefore fail the re-assessment opportunity, the work will be
assessed again against Level 6 criteria to result in a Level 6 attainment for any of the
four modules. There will then be no further re-assessment opportunities. If you do
not achieve a minimum of 60 credits at Level 7, then you would be awarded a Level
6 award entitled Professional Graduate Certificate.
A Level 7 award will provide you with a minimum of 60 (and a maximum of 90 out of
a possible 120) credits that can be carried towards an Edge Hill University Master’s
Degree in Education, which will help your professional development profile as a
teacher. Further guidance and support on studying at Level 7 will be given on this
during the programme.
For under-graduates, the five modules lead to an Edge Hill University Higher
Diploma in Further Education and Training, a Level 5 Award. In total the credit value
of all modules is 150 credits, 30 – 60 at Level 4, and with a maximum of 120 credits
at Level 5. Trainees on the University Higher Diploma will be assessed at Level 5 in
each of the modules identified as carrying Level 5 credits in the table above**.
Please note that the second module, The Professional Teacher will be assessed at
Level 5, should you be unsuccessful at this level in your first attempt, there will be a
further opportunity to resubmit at Level 5. If you are unsuccessful for a second time
and therefore fail the reassessment opportunity, the work will be assessed again
against Level 4 criteria. In order to pass the University Higher Diploma at Level 5,
you must achieve a minimum of 90 credits at Level 5.
There is a progression route from the University Higher Diploma to the Foundation
Degree in the Lifelong Learning Sector and then to BA (Hons) Teaching in the
Lifelong Learning Sector.
21
Trainee Voice
“All students should have the opportunity to be involved in quality enhancement and
assurance processes…….. In considering approaches it is important that higher
education providers create a culture and environment where students are
encouraged to take up the opportunities on offer.”
Chapter B5, QAA Quality Code
Our aim within the Faculty of Education is to go beyond mere consultation, or
representation of trainees in decision-making, and to try and create a genuine
partnership with each and every trainee. We believe that where a genuine
partnership exists, trainees not only identify enhancement opportunities but also offer
ways to take forward those enhancements. Our primary means of developing this
partnership is to create an environment in which all parties feel valued; and to create
a wide range of opportunities for any trainee to engage in dialogue which leads to
educational enhancement and assurance of quality.
The following list sets out some of the main ways in which every trainee can have a
voice within their programme:
o
o
o
o
o
o
o
Evaluation; including The Internal Student Survey and The NQT Survey
Staff-Student Consultative Forums (SSCFs)
Focus Groups
Boards and Committees
Course Representation
Curriculum Development
Personal Tutor discussions
The purpose of gathering trainees’ feedback is twofold. Firstly, it allows best practice
to be recognised, celebrated and built upon; and secondly, it allows areas for
improvement to be identified and acted upon.
In the past year trainees have fed back many positive things relating to the Further
Education and Training programme including:
“Tutors have in depth subject knowledge which has resulted in “first class
teaching”.
The tutors’ teaching methods - specifically their differentiation and the way
that they used their own experiences as examples in teaching showed us how
to put things into practice”.
“Tutors are great role models in helping us discover our own specific teaching
styles”.
Based on all of the helpful feedback received the programme team has undertaken
the following enhancements to module delivery and the structure of the e-portfolio for
2015 - 16.
o Order of topics within modules has been revisited and coordinated across all
modules
o The structure of the e-portfolio has been further refined to enhance navigation
between sections
The table overleaf sets out the ways in which the trainee voice will be captured
during the coming academic year.
22
Trainee Voice Overview – Further Education and Training
September
Potential
Trainees
October
November
December
January
February
March
April
May
June
SSCF
Student
Consultative
Meeting 2
End of year
Evaluation and
Exit Survey
SERIM
July
Aug.
Feedback questionnaire after each open event/recruitment event
Feedback questionnaire after each interview, including questions about the rigour of the selection process
Trainees
First Week/
Induction
Evaluation
Partnership
Programmes
Board
ITT Board
Faculty Board
SSCF
Student
Consultative
Meeting 1
SERIM
Focus
Group
Mid-year
Evaluation
Internal Student
Survey
Partnership
Programmes
Board
ITT Board
Faculty
Board
Partnership
Programmes
Board
ITT Board
Faculty Board
NQTs/
Former
Trainees
Partnership
Programmes
Board
ITT Board
NQT Survey
Faculty Board
Partnership
Programmes
Board
NQT/CPD
Conference
Feedback
Employability
Survey
ITT Board
ITT Board
Faculty Board
Faculty
Board
RQTs/
Past
Trainees
Partnership
Programmes
Board
ITT Board
Faculty Board
Partnership
Programmes
Board
ITT Board
Faculty
Board
Employability
Survey
ITT Board
Faculty Board
Feedback to Trainees after:
Induction Evaluation, SSCF Meetings, Focus Groups, Mid-year Evaluation and End of year Evaluation
23
Staff-Student Consultation
The process of Staff-Student Consultation is set out below:
Full Time Cohort
Aim – To gather feedback from individual groups within the programme in order to celebrate
achievements and successes, and to identify any issues; and provide prompt, on-going feedback.
-
1 - 2 Student Ambassadors per group to
be elected and trained in role
-
A minimum of two SSCFs per year to be
planned
-
Programme Leader and Student Union to
train all Student Ambassadors, and to
confirm processes/expectations at the
start of the year
-
Student Ambassadors meet with
Programme Leader for discussion
-
Chaired by Programme Leader
On-going feedback mechanisms to be
established via Blackboard, as
appropriate, and Course Leader to
receive on-going feedback
-
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
-
-
-
Year Course Leader to produce an
overview of actions on a termly basis for
management team review
Programme Leader to provide summary
report to Programmes Partnership Board,
within Programme Leader report
-
Number of focus groups per year to be
planned by the Head of Area or Assistant
Head of Area
-
Timing to be planned by the Head of Area
or Assistant Head of Area
-
Chaired by Head of Area or Assistant
Head of Area
-
Minutes of meetings discussed, and
actions confirmed, with Area Management
Team
-
Focus to be confirmed but linked to Area
priorities and issues raised at previous
stages of the process across all
programmes
24
Quality Assurance and Quality Enhancement
External Examination
Degree‐awarding bodies are responsible for the quality of their educational
programmes and the standard of the awards to which they lead; and the external
examination system within UK higher education is one of the principal means for
assuring both.
Within Further Education and Training we work with an External Examiner and an
External Consultant and both of these roles are taken by experts in their subject, or
field of work. Both the External Examiner and the External Consultant are colleagues
from other Higher Education institutions. They are independent experts who have no
significant prior association with the programme team.
Our externals are valued partners at Edge Hill University and the work they undertake
allows us to be assured of the quality of the programmes we deliver. They also provide
invaluable advice and identify enhancement opportunities in order to continue to
improve programmes.
External colleagues may also visit a sample of trainees on placement and will observe
them teaching and may also look at trainees’ files. They will also talk with
school/college/setting colleagues. All of these activities allow externals to judge the
quality of the programme being delivered.
Externals also review samples of assessments in order to judge the accuracy,
reliability and fairness of marking being undertaken; and they will meet with a group of
trainees at the university to discuss all aspects of their studies.
At the end of the academic year externals attend the relevant assessment boards in
order to confirm that due process is happening across every area of the assessment
process.
Following this process external colleagues write a report which outlines their findings,
observations and judgements. This is a significant document which allows programme
teams to celebrate strengths and identify areas to develop. The reports are located in
the relevant area of Blackboard Learning Edge for you to read; along with the
programme team’s response to the report.
The External Examiner for your programme is:
Dr Jane Salisbury, Senior Honorary Lecturer at Cardiff University.
The External Consultant for your programme is:
Andrew Armitage, Honorary Tutor at Canterbury Christ Church University and Chair of
the Post 16 Committee at the University Council for the Education of Teachers (UCET)
It is not appropriate for trainees to contact externals individually, however, many of you
will have chance to talk with them as outlined above.
25
Teaching, Learning and Assessment
The Faculty of Education’s approach to teaching, learning and assessment is built
around a concept of a learning entitlement for all students/trainees that includes:

programmes that provide academic and professional challenge and which are
underpinned and informed by practice based research

explicit engagement that addresses learners’ academic and professional needs
and develops their relevant skills and knowledge

a focus on learner centred approaches to teaching, learning and assessment

provision of a wide range of pedagogies designed to role model excellent
practice and to promote effective learning opportunities

the effective integration of new and emerging technologies designed to enhance
the learning potential of sessions, modules and programmes

assessment opportunities (formative and summative) that are equitable,
consistent, transparent, time appropriate and closely aligned with aims and
learning outcomes

comprehensive and effective feedback procedures that clearly articulate targets
for progression and improvement

opportunities to develop teaching, learning and assessment techniques within a
range of settings as appropriate to the programme of study
26
Edge Hill University ITT Professional Practice
Whilst on Professional Practice, your first point of contact with the University will be
your designated Personal Tutor. We will allocate your Personal Tutor at the start of the
programme and they will contact you to give you their contact details and request an
initial meeting.
In the event that you are unable to contact your Personal Tutor on an urgent matter,
you must contact the Further Education and Training Professional Support Team,
FETSupportTeam@edgehill.ac.uk who will direct you to an appropriate member of
staff.
Professional Practice allocations
Professional Practice allocations are secured on behalf of all trainees by the Faculty
Team.
Timing of Professional Practice
Due to the large variety of schools, colleges, settings within our extensive partnership
there are times that we and you may need to be flexible. This means that you may
start or end your Professional Practice at different points within a specific window of
time. There are also occasions where schools/colleges/settings withdraw their offer of
a Professional Practice (due to an adverse Ofsted inspection, poor exam results,
changes in staffing, illnesses and maternity covers etc.). If, for any of these reasons,
you may have to begin your Professional Practice later than other trainees in your
cohort, the Further Education and training team will support your continued
progression and development through engagement with an enhancement opportunity.
All trainees have access to this opportunity, but the timing will be arranged to suit
individual circumstances. The programme is designed to be flexible so that aspects
can be moved around in order to ensure that differences in Professional Practice
dates and in training needs can be accommodated.
Deferred Professional Practices
A Professional Practice is termed ‘deferred’ when a trainee has been obliged to
withdraw from a Professional Practice after its commencement for reasons beyond
their control, or they are unable to complete the Professional Practice within the
normal timeframe. If you find yourself in this situation, you need to contact your
Personal Tutor, or the Course Leader for guidance. You may need to submit an
application for acceptance of Exceptional Mitigating Circumstances. This is usually
termed an ‘EMC’. Once an EMC has been accepted, where appropriate, the Faculty
team will work towards securing an additional Professional Practice or to extend the
agreement with the original Professional Practice provider, whichever is most
appropriate to your individual circumstances. Where possible, this will normally be
within the same academic year, so as to cause minimal disruption to the training
programme. This requires special negotiation with schools, colleges, settings
because of the unusual timing of the Professional Practice. We will keep you informed
at every stage of the process, but it is important that you maintain contact with the
Course Leader if you are not currently attending classes at the university. It is vital that
you ensure that your contact details are up to date and known to both Academic
27
Registry and to the Course Leader, especially if you may be resuming your
Professional Practice after the normal end of programme date.
Referred Professional Practice
A Professional Practice is termed ‘referred’ if you fail to meet the requirements
expected of you. This may be due to the school/college/setting requiring an end to your
engagement with you, of if you take the decision to leave your allocated Professional
Practice setting. In either of these circumstances you will be required to attend an
APRM meeting and the decision whether to allow you a further Professional Practice
opportunity will be made by the next appropriate Assessment Board.
Contact Details for Professional Practice
If there is any change in your address or contact details whilst you are on the
programme, you must ensure that you update your details via the Go Portal as
appropriate, to ensure we are able to contact you.
Blackboard Learning Edge
You are expected to access Blackboard on a regular basis and also to check your
Edge Hill email account, which will be used for urgent communications about both the
programme and your Professional Practice. You are also expected to engage regularly
with your e-portfolio in order to demonstrate progression and personal/professional
development.
Travel and Accommodation Policy
If costly travel is incurred by your attendance at Professional Practice, then you may
be able to claim support towards your expenses. This support is only payable for any
distances over and above that which equates to your normal journey from home to the
university. Claim forms (known as Trainee Expense Forms) are available from the
Faculty of Education Information Desk. You should check your eligibility to claim
expenses by reading the Travel and Accommodation Policy, which can be found in
the Policies and Procedures folder in Blackboard Learning Edge.
Prior to starting Professional Practice a trainee will need to think about expenses that
they will incur until they receive them back e.g. transport and decide if they can
manage these costs. Trainees can seek advice on how to manage their money from
the Student Money Advisors. Please contact moneyadvice@edgehill.ac.uk for further
information.
28
Additional information related to Professional Practices








Issues of a practical nature, such as transport, finance, etc., should be raised by
completing the appropriate form, available from the FoE Information Desk
If you have any concerns or personal issues regarding the Professional Practice
allocated to you, for example, medical conditions, personal issues, financial
issues, etc., these should be reported within one working day of the notification
of the Professional Practice. If you believe the issues will prevent you from
attending the allocated Professional Practice, you will need to complete a
Professional Practice Rejection Form, obtainable from FoE Information Desk. This
will then be scrutinised by both the Programme and Course leader, who will need to
support your submission, and the Assistant Head of Area/Head of Area who will
make the final decision. Please be aware that, in some cases, further documentary
evidence, e.g., a doctor’s note, may be required.
You must consider all other options, e.g., submitting a Transport Request Form
(when required travel is very difficult), or applying for additional funding (when
genuine financial hardship is a factor), before you reach the decision to reject a
proposed Professional Practice, as the refusal of a Professional Practice
Rejection Form could result in failing the Professional Practice on a technicality,
i.e., you been offered a suitable Professional Practice but have declined it.
You must complete a minimum number of hours in school/college/setting. If you do
not complete these requirements, you will not satisfy compliance requirements and
will not be able to achieve the qualification.
If planning out of school/college/setting activities it is vital that you work alongside
your mentor. The final arrangements and risk assessments must always be carried
out by your mentor or other suitably qualified member of staff at your Professional
Practice.
Some trainees and schools/colleges/settings may be visited by External Examiners
at some point during your Professional Practice. If this happens, details of External
Examiner visits will be shared nearer the time. The role of the External Examiners is
to act as critical friends to Edge Hill University and to offer views about how we can
develop and improve our provision. These visits do not include making judgements
about your performance.
Whist you are on Professional Practice, it is possible that your school/college/setting
may be visited by Ofsted and you may be observed by them as part of that setting
team. Please let your Personal Tutor know of any Ofsted inspection so that they can
fully support you through the process.
If the university is subject to an Ofsted inspection, you may be selected to be
observed by one of the inspectorate, and again you will be fully supported by your
Personal Tutor and the rest of the Further Education team.
29
Further Education and Training Lines of Communication: Who do I ask if I have a query or
a concern?
If you have a query relating to procedures, timetables or locations, have you first checked all the information available, including handbooks,
announcements and the News Flash folder in Blackboard Learning Edge? Have you checked with members of your peer group?
If you have a personal concern or an
academic query (e.g. in relation to your
academic writing)
If you have a concern or query in relation to
your professional practice.
If you have a query relating to a particular module
(including the content, tasks or assignment)
Please make contact with your Personal
Tutor initially via email to arrange a time to
meet.
Your Personal Tutor will usually be able to
resolve your issues or direct you to the
most appropriate point of contact.
Note: Issues and or concerns may also be
raised with your Group Tutor.
If you have not yet started your professional
practice please contact your Personal Tutor
(Edge Hill University based)
If you have started your professional practice
please contact your Mentor (setting based
trainer) or your Personal Tutor.
Note: Issues and or concerns may also be
raised with your Group Tutor
Please contact the individual module tutor who
teaches you for that module in the first instance.
Your module tutor will usually be able to resolve your
issues, however, if necessary they may be referred to
the Module Leader. Note: Issues and or concerns
may also be raised with your Group Tutor
If necessary your Personal Tutor, Group Tutor, Module Tutor or Module Leader will refer your queries or concerns on to the
Course Leader. NB: Due to data protection we cannot discuss your training with anyone other than you.
Certain matters may be referred by the Course Leader, to the Programme Leader.
NB: You should not make contact with the Dean of Education, Head of Area or Assistant Head of Area.
For wider support outside the faculty please access support from Student Services or Learning Services.
Student Services for
Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support
Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday
Tel –- 01695 584554
Leaning Services for
Library/ IT help / Media Facilities /SpLD support
Tel – 01695 650800
https://www.edgehill.ac.uk/studentservices/student-information-desk/
Email, live chat or text message – ehu.ac.uk/askus
https://www.edgehill.ac.uk/ls/about/
30
31
Useful Contact Information for Trainees
Careers Service
Website: http://www.edgehill.ac.uk/careers/
Tel: 01695 584866 (out of hours answer machine available) Email
General Enquiries: careers@edgehill.ac.uk
Linda Powell – Further Education and Training contact: Powelll@edgehill.ac.uk
Address: Careers Office - Student Information Centre (ground floor), Edge Hill
University, St Helens Road, Ormskirk, L39 4QP.
Learning Services (including support services)
Website: http://www.edgehill.ac.uk/ls/
Tel: 01695 584286
Email: enquiries lsdesk@edgehill.ac.uk
Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/
Further Education contacts:
Ruth Wilson Wilsonr@edgehill.ac.uk
Andy Tomkins andrew.tomkins@edgehill.ac.uk
Finance
The Student Financial Support Team is based in the Student Information Centre at Edge
Hill.
Academic Registry
Academic registry is based in Student Information Centre (SIC) Tel:
01695 584554 – Academic Registry Helpdesk
Counselling
Tel: 01695 650988
Email: counselling@edgehill.ac.uk
32
Employability Including References
Employability is fully embedded within the Further Education and Training programme and
may be addressed within all modules in slightly different ways, in addition to being
supported through departmental, Faculty and University events. (see Employability
Coherence Map in Appendix 1)
Personal Tutors write academic references for their trainees at two points during the
programme. The initial reference is written following the Interim Review meeting and is
then updated following the Summative Review meeting.
References are stored centrally to ensure that requests are not delayed in any way. All
requests for references should be referred to FETteachingreferences@edgehill.ac.uk
It is common practice to be asked to provide two references and it can be useful to ask
your mentor from your professional practice setting if they would be amenable to providing
your second reference. Please remember that you are not automatically entitled to a
reference from your professional practice setting and should ask your mentor if they would
be prepared to write you a reference before giving their name to any potential employer.
Further Education and Training graduates may wish to complete a process of Professional
Formation in order to obtain their Qualified Teacher Learning and Skills (QTLS) certificate
via the Society for Education and Training, which is part of the Education and Training
Foundation.
It is not a legal requirement to go through Professional Formation, however if you wish to
look for work in a Secondary School, you are unlikely to be paid as a qualified teacher
unless you do so. Once you have your QTLS certificate you are considered to be legally
equivalent to a graduate with Qualified Teacher Status (QTS) and should be paid at the
equivalent rate.
Staff on the Further Education and Training team are happy to support former trainees
through the Professional Formation process, by checking SET portfolios and writing
supporting statements.
33
Newly Qualified Teacher/Former Trainee Development and
Enhancement Programme
Faculty of Education staff are here to support you through your studies and throughout
your teaching career. The Development and Enhancement programme supports
graduates in their first year of teaching through the following:
•
•
•
•
•
•
Workshops/Collaborate sessions
Blackboard dedicated to NQT/Former Trainees and their professional
development
Access to the Public Lecture Series
3 NQT/Former Trainees Conferences
Dedicated email address nqt@edgehill.ac.uk
Support from Area Coordinators
We also provide support throughout your teaching career including:
•
•
•
•
Invitations to TeachMeets
Support in planning your career
Free Library and online journal package
Help with further study
We very much welcome you to be a part of the Edge Hill University alumni community
once you graduate.
Please help us to keep in contact with you by updating your personal details
whenever they change, via the Go portal.
34
Teaching Unions
We strongly advise you to join a union. The three listed below all offer similar general
benefits:
o legal support and advice (this is particularly important in case you become involved
in an accident in your school/college/setting)
o general advice and information for members
o professional representation
o free membership for trainees
o online application process
To help you decide which one to join, you could:
o study their websites
o talk to teachers in a setting, school, or college
o take out multiple free trainee memberships, before choosing one union to subscribe
to as an NQT/Former Trainee
Union
Website
The University and College Union
http:// www.ucu.org.uk
The National Association of
Schoolmasters Union of Women
Teachers
http://www.teachersunion.org.uk
The Association of Teachers and
Lecturers
http://www.atl.org.uk
Union representatives are normally invited to give a brief introductory talk to trainees
during the course of their programme.
35
Timetables
The following grid gives an overview of the Full-Time Programme. For detailed teaching
timetables you should see the NEWS FLASH folder within Blackboard Learning
Edge.
2015/2016
PGCE / University Higher Diploma - Full Time Programme
Week
beginning
31-Aug-15
07-Sep-15
14-Sep-15
21-Sep-15
28-Sep-15
05-Oct-15
12-Oct-15
19-Oct-15
26-Oct-15
02-Nov-15
09-Nov-15
16-Nov-15
23-Nov-15
30-Nov-15
07-Dec-15
14-Dec-15
21-Dec-15
28-Dec-15
04-Jan-16
11-Jan-16
18-Jan-16
25-Jan-16
01-Feb-16
08-Feb-16
15-Feb-16
22-Feb-16
29-Feb-16
07-Mar-16
14-Mar-16
21-Mar-16
28-Mar-16
04-Apr-16
11-Apr-16
18-Apr-16
25-Apr-16
02-May-16
09-May-16
16-May-16
23-May-16
30-May-16
06-Jun-16
13-Jun-16
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
Monday
Tuesday
Wednesday
X
X
Thursday
Friday
Notes
X
X
X
X
X
X
X
X
X
X
X
X
Induction
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
X
X
X
X
X
X
X
X
Prof. Prac.
Prof. Prac.
Prof. Prac.
Prof. Prac.
X
X
X
X
Prof. Prac.
Prof. Prac.
X
X
Prof. Prac.
Shadowing
Half Term
Christmas Break
Half Term
Easter
Easter
NQT / Former Trainee Development & Enhancement Programme intro.
NB. The pattern of delivery after Easter is slightly different from that shown in this grid and
you should refer to your Group timetable for the exact details.
36
Assessment Schedule
All assignments must be submitted electronically via module drop boxes within individual
module folders. Please note that Assignment Submission dates are embedded into the
Achievement Tracker within the e-portfolio and are reproduced below. You will receive
feedback on your submitted assignments four working weeks from the date you
submitted them, via Blackboard.
The Developing Teacher module finishes during the week commencing 9th November
2015 (the exact date depends on which group you are in)
Assignment submission due: Friday 27th November 2016.
The Professional Teacher module finishes during the week commencing 11th January
2016 (the exact date depends on which group you are in)
Assignment submission due: Friday 29th January 2016
The Specialist Teacher module finishes during the week commencing 14th March 2016
(the exact date depends on which group you are in)
Assignment submission due: Friday 8th April 2016
The Outstanding Teacher module finishes during the week commencing 16th May 2016
(the exact date depends on which group you are in)
Assignment submission due: Friday 20th May 2016
The Practising Teacher module finishes during the week commencing 16th May 2016
(the exact date depends on which group you are in)
e-portfolio completion and submission of Summative Report due: Friday 3rd June
2016
You will also be assessed during your Professional Practice through direct observation of
your practice, through engagement with and demonstration of the Professional Standards
and through completion of your e-portfolio. The exact schedule of observations and
meetings is individualised in consultation with your Personal Tutor.
Extension Policy
Trainees who experience difficulties that may adversely affect their ability to submit work
for assessment by the published hand-in date are advised to contact their Module Leader
as soon as possible.
Trainees are encouraged to attempt to submit their work by the published hand-in date but
in some cases this is not possible and in these circumstances it is reasonable to grant an
extension. The maximum extension period is two weeks. An extension has to be
approved by an approved member of the programme team. A form is provided for this
process and must be signed before the extension is granted.
Extensions must be agreed at least 48 hours before the published hand in date.
You can find a copy of the Extension Request form in Blackboard Learning Edge
37
Professional Code of Conduct
Faculty of Education
Initial Teacher Training (ITT) Professional Code of Conduct
Introduction
All Initial Teacher Training (ITT) programmes leading to a recommendation for the award
of Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are
programmes of professional training and education. As a trainee studying on an ITT
programme you are expected to conduct yourself at all times in an appropriate
professional manner.
You are entitled to expect that your professional practice settings mirror the professional
experience of a teacher, and settings are entitled to expect that you will present and
conduct yourself in a way that is consistent with the professional expectations of a
teacher. This could mean, for example, attendance at start of day staff meetings, or
attendance at an after school club.
The Professional Code of Conduct is additional and complementary to the Edge Hill
University Student Regulations, which incorporate the Student Code of Behaviour and
Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT
programme is a student of Edge Hill University and you are therefore both bound by, and
protected by, the entitlements included in the Academic Student Regulations in force at
the time of enrolment and study. These are issued to each student at the point of
enrolment and subsequent updates are accessible via the web.
The Professional Code of Conduct is additional and complementary to both the Edge Hill
University Student Charter and a professional practice setting’s own policies and
practices.
This code has been drawn up in collaboration with the ITT partnership. The code takes
into account the relevant and current policy and legislative frameworks including the
Teachers’ Standards for Early Years, 2013, Teachers’ Standards in England, 2012, the
current Professional Standards for the Further Education Sector managed by the
Education and Training Foundation leading to Qualified Teacher Learning and Skills
(QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring Services
legislation and Safeguarding legislation.
This code sets out the Faculty’s expectations of you as you engage with a professional
programme. You are signing the document in order to evidence and agree to abide by the
behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and
as a representative of the university, from the point of enrolment onwards. You will be
given a copy of the Code of Conduct during Induction and we collect your signed
agreement at this stage of the programme. You can find a copy of the full Code of
Conduct in the Policies and Procedures folder in Blackboard Learning Edge.
38
On Programme Self-Declaration
All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees
have the health and physical capacity to teach and will not put children and young people
at risk of harm. In addition, Statutory guidance, Safeguarding Children and Safer
Recruitment in Education, requires providers to ensure that entrants on all routes,
including salaried schemes, have been subject to a Disclosure and Barring Service (DBS)
criminal records check, including a check of the children’s barred list, and they should
keep records showing that trainees have obtained these.
All trainees undertaking programmes leading towards Qualified Teacher Learning and
Skills (QTLS) must therefore inform their Head of Area without delay of any issues relating
to their health and physical capacity to teach; and any change relating to a criminal record,
which arise after enrolment on a programme. In addition, the details of any criminal
convictions must be detailed on the Self Declaration document which is in the Policies
and Procedures folder in Blackboard Learning Edge, and then shared with the Head of
Area.
The flow chart overleaf sets out the detail of the relevant procedures.
39
Self-Declaration Procedure
Health Issue
disclosed - Faculty
Assistant Registrar
(FAR) requests
further information
and informs Head
of Area (HoA)
Character issue (i.e. a criminal
offence) disclosed at enrolment Faculty Assistant Registrar (FAR)
organises Disclosure and Barring
Services (DBS) panel and results to be
passed to Academic Registry
During programme
trainee declares a
character issue
(following DBS
clearance) OR the
University are made
aware of an offence
HOA to make initial
decision related to
trainee's ability to
undertake a
Professional
Practice
HoA to report issue
to ITT Leadership
Team, maintaining
anonymity, for
decision to be
confirmed - ILT to
make decision as
to next steps
Trainee cleared
and proceeds
with
programme
HoA to report
outcome to trainee
Team Leader
produces DBS
letter and
confirms with
FAR that letter
has been
produced
Trainee not
cleared trainee is
supported in
leaving the
programme
Trainee completes
Self-Declaration
Form and submits
form to Academic
Registry
DBS Panel
arranged
DBS letter
produced and
passed to
CL/PL to
distribute to
trainee
40
Attendance Expectations
Trainees on the Further Education and Training programmes are expected to demonstrate
excellent attendance, which means no less than 80% attendance in all modules.
Attendance is recorded by module tutors via an electronic register which is completed
during or immediately following every session. The Course Leader actively monitors
attendance and contacts trainees’ Personal Tutors in the event that any trainee has less
than 80% attendance for any module.
Persistently low attendance will result in individual trainees being invited to speak to the
Course Leader via the Academic Progress Review Meeting procedure. Trainees are
reminded that attendance is one of the elements that are included in References sent to
potential employers.
We recognise that there may be valid reasons for lack of attendance, and we request that
you inform us of any anticipated absences via the Further Education Support Team email,
FETSupportTeam@edgehill.ac.uk before 9.00 am if you are due to attend classes at the
university.
Absence from Professional Practice
If you are going to be unavoidably absent from your professional practice setting, you
must notify the setting by no later than 8.30 am, on each day of your absence, so that
your mentor has the opportunity to plan cover for you. You must not simply leave a
message with the setting’s switchboard, but should ensure that you speak personally to
your mentor.
You should recognise that your absence may have a significant impact on your mentor
and other colleagues at your professional practice setting. You have a responsibility to
send your mentor copies of your lesson plan(s) for the days that you are going to be
absent, along with copies of any resources that you intended to use had you been able to
attend.
Please note that holidays should only be booked for during the periods noted in timetables
as Half Terms, Christmas or Easter. It can be disruptive for you, and for your own learners
if you are absent during term times. We would also caution against booking a holiday
immediately following the end of taught sessions in May, as you may still have work to do
on assignment submissions and holidays at this time have in the past prevented trainees
from graduating with the rest of their cohort.
It is important to note that your Professional Practice has all the characteristics of a job in
terms of the expectations on you regarding attendance, dress, professional demeanour
and reliability. Many previous trainees have acquired jobs at their Professional Practice
setting as they have been able to demonstrate the qualities that are valued in the Further
Education sector, some trainees have even said that their Professional Practice was like
one long job interview!
41
Academic and Professional Review Meetings (APRM)
The ITT programmes’ Academic and Professional Review procedure (APRM) is the Facultybased, staged approach that operates within the University’s Fitness for Practice Academic
Regulations, and alongside the ITT Professional Code of Conduct.
The APRM procedure has been drawn up by the ITT partnership. It takes into account the
relevant and current policy and legislative frameworks including the Teachers’ Standards in
England, 2012, and the current Professional Standards for the Further Education Sector
managed by the Education and Training Foundation leading to Qualified Teacher Learning
and Skills (QTLS).
1.
The ITT Academic and Professional Review procedures are staged, transparent, fit
for purpose and documented for every ITT trainee
2.
The ITT Academic and Professional Review procedures form part of the overall
tracking and monitoring of trainees’ academic and professional progress on their ITT
programme
3.
Review meetings will be triggered1 if trainers wish to meet with a trainee in order to
provide a specific level of support; or to clarify/address concerns that may be
impeding a trainee’s progress and/or development, including possible breaches the
Code of Conduct; these may be linked to:
-
attendance and engagement
performance and/or engagement whilst in university or partnership setting
performance through assessment
ability to meet the requirements of the ITT Professional Code of Conduct
4.
The procedures should be easily operational, with realistic timescales at Programme
and Area level, taking into account ethics, confidentiality and safeguarding
5.
Clear, easy to understand documentation relevant to each ITT Programme will be
provided to trainees to enable the procedures to operate smoothly and efficiently
6.
The purpose of a scheduled APRM will be communicated prior to the meeting to the
trainee
7.
The Faculty Academic and Professional Review procedure has four stages, including
an initial tutorial stage; the stages are detailed in each ITT Programme Handbook.
Trainees who fail to meet their targets from Stage 1 are referred on to a Stage 2
review meeting. If a significant concern emerges, this may trigger a direct move to
Stage 2 of the review procedure, by-passing Stage 1. If trainees fail to meet the
targets set as part of Stage 2, they move to Stage 3. Academic staff may exercise
academic and professional judgement to undertake an APRM meeting at any stage
outlined in the following procedure depending upon the nature of the first infringement
of the Code of Conduct
1
Note - all trainees who fail a Professional Practice must attend a Stage 2 APRM meeting
42
The final stage of the process, Stage 4, involves referral by the Faculty Associate
Dean (ITT and Quality), to the Academic Registrar and Director of Student Services,
as identified in The Professional Review Procedures within the University Academic
Regulations, 2014/15. The referral will result in action which is dealt with under the
Edge Hill University Code of Behaviour and Disciplinary Procedures and/or under the
Fitness for Practice Procedure
8.
The Head of Area will liaise with the Faculty Associate Dean (ITT and Quality) in
relation to the triggering of review procedures beyond Stage 3 and in a case which
could potentially either involve gross misconduct or where there are concerns in
relation to fitness to practice
You can find a complete copy of the information and documentation linked to the
APRM procedure in the Policies and Procedures folder in Blackboard Learning Edge.
43
Exceptional Mitigating Circumstances (EMC)
The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The
guidelines can be found on the Academic Registry wiki
https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014 and in the Policies and
Procedures folder in Blackboard Learning Edge
If you have questions about the content please discuss with the Course Leader who will
advise you on the best course of action.
It is important to note that the EMC procedure is entirely separate from the Further
Education and Training team and therefore all applications must be supported by
appropriate documentary evidence, for example a doctor’s note. We will publish dates of
the EMC panels for 2015/16 in Blackboard Learning Edge as soon as these become
available.
If you feel you need to apply for an EMC, you must do so in good time – you cannot be
granted an EMC for an assignment date that has already passed. Your Course Leader
can advise you about what to do if your circumstances are of significant duration.
44
Safeguarding – Management of a Cause for Concern
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE
RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
Safeguarding is everybody’s responsibility and there may be occasions where we need to
act quickly to identify and minimise any risks to children/vulnerable adults.
This policy sets out the actions that must occur if a student/trainee has a concern for the
safeguarding and welfare of a child/vulnerable adult during the Professional Practice
element of their programme. It also clarifies how a student/trainee will be supported
throughout any process of enquiry.
POLICY TITLE
MANAGEMENT OF A CAUSE FOR CONCERN ON
PROFESSIONAL PRACTICE RELATED TO
SAFEGUARDING OF A CHILD/VULNERABLE
ADULT
NEXT REVIEW DATE
June 2016
REVIEW RESPONSIBILITY
N. Baker
LAST REVISION MADE
July 2015
Please note: You can find a copy of the ‘Incident Reporting Form’ in the Policies and
Procedures folder in Blackboard Learning Edge
45
MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE
RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
The following sets out the actions to be taken by a trainee and Faculty staff
Trainee has concerns relating to
safeguarding of a
child/vulnerable adult
Trainee must inform the Faculty of Education DSO
immediately (within 24 hours) using the designated
email safeguarding@edgehill.ac.uk and
must be copied to the appropriate HoA.
Trainee must inform the school/college/setting’s
DSO immediately (within 24 hours) using the
details provided during the induction into the
Professional Practice.
The HoA will ask the trainee to complete an incident
reporting form and submit this to the Faculty DSO,
who will refer to the appropriate body, as necessary
(and concerns of a serious nature will be reported
directly to the local authority’s Safeguarding Officer).
The school/ college/setting’s DSO will guide and
support the trainee in following the
school/college/setting’s relevant procedure.
The HoA will advise the trainee to seek support from
their Personal Tutor.
The FoE’s DSO will contact the *relevant
school/college/setting’s DSO to ensure the
appropriate procedures are in place.
As appropriate, the HoA will work with the relevant
Personal Tutor to ensure the trainee is supported
in their Professional Practice.
The FoE’s DSO will seek and record the outcome,
and share with HoA and with other colleagues
within the University, as necessary.
The FoE’s DSO will ensure the partnership
database details are amended, as necessary.
Trainee to be informed of
outcome by HoA.
DSO – Designated Safeguarding Officer
FoE – Faculty of Education
HoA – Head of Area
* The FoE (DSOs) are Nadine Baker, Associate Dean (ITT & QME), email: bakern@edgehill.ac.uk, Tel: 01695
584336 and Leon Fraser, Secondary Partnership Development Officer, FOE, email: fraserl@edgehill.ac.uk
Tel: 01695 584314
Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been
reported (please note the specific details should not be shared).
46
Further Education and Training Professional Standards
Professional Standards for Teachers
and Trainers in Education and
Training – England
Introduction
Teachers and trainers are reflective and enquiring practitioners who think critically
about their own educational assumptions, values and practice in the context of a changing
contemporary and educational world. They draw on relevant research as part of
evidence-based practice.
They act with honesty and integrity to maintain high standards of ethics and
professional behaviour in support of learners and their expectations.
Teachers and trainers are ‘dual professionals’; they
are both subject and/or vocational specialists and
experts in teaching and learning. They are committed
to maintaining and developing their expertise in both
aspects of their role to ensure the best outcomes for
their learners.
These expectations of teachers and trainers
underpin the 2014 professional standards, with their
overall purpose being to support teachers and
trainers to maintain and improve standards of
teaching and learning, and outcomes for learners.
The professional standards are set across three
sections each of equal importance: each links to and supports the other sections.
The 2014 professional standards:
•
•
•
•
Set out clear expectations of effective practice in Education and Training;
Enable teachers and trainers to identify areas for their own professional
development;
support initial teacher education;
provide a national reference point that organisations can use to support the
development of their staff.
The corresponding Guidance, which was developed with the support of practitioners, aims
to help teachers and trainers use the standards and apply them to the context in which
they work.
47
www.et-foundation.co.uk
Professional Standards
As a professional teacher or trainer you should demonstrate
commitment to the following in your professional practice.
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and
training
1
2
3
4
5
6
Reflect on what works best in your teaching and learning to meet the diverse
needs of learners
Evaluate and challenge your practice, values and beliefs
Inspire, motivate and raise aspirations of learners through your enthusiasm and
knowledge
Be creative and innovative in selecting and adapting strategies to help learners to
learn
Value and promote social and cultural diversity, equality of opportunity and
inclusion
Build positive and collaborative relationships with colleagues and learners
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and
practice
Maintain and update knowledge of your subject and/or vocational area
Maintain and update your knowledge of educational research to develop evidencebased practice
9 Apply theoretical understanding of effective practice in teaching, learning and
assessment drawing on research and other evidence
10 Evaluate your practice with others and assess its impact on learning
11 Manage and promote positive learner behaviour
12 Understand the teaching and professional role and your responsibilities
7
8
Professional skills
Develop your expertise and skills to ensure the best outcomes for learners
13 Motivate and inspire learners to promote achievement and develop their skills to
enable progression
14 Plan and deliver effective learning programmes for diverse groups or individuals
in a safe and inclusive environment
15 Promote the benefits of technology and support learners in its use
16 Address the mathematics and English needs of learners and work creatively to
overcome individual barriers to learning
17 Enable learners to share responsibility for their own learning and assessment,
setting goals that stretch and challenge
48
18 Apply appropriate and fair methods of assessment and provide constructive and
timely feedback to support progression and achievement
19 Maintain and update your teaching and training expertise and vocational skills
through collaboration with employers
20 Contribute to organisational development and quality improvement through
collaboration with others
www.et-foundation.co.uk
49
Appendix 1
50