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EXETER PARTNER
NEWSLETTER
UNIVERSITY OF EXETER – INITIAL TEACHER EDUCATION – PARTNERSHIP NEWSLETTER
Dear Colleagues,
The Autumn Term is almost at an end and it
will not be long before our trainees are
preparing to start their Spring Term
placement.
I know that it has been a busy term for you
and it certainly hasn’t been a quiet one here
either! We are delighted that we have been
able to recruit another strong cohort of PGCE
trainees who have been working hard in
preparation for their placements.
We’ve also been busy with the many new
initiatives in Initial Teacher Education,
particularly School Direct. We’re delighted to
be working with some of you in this way and
looking forward to seeing where this leads!
Currently there appears to be considerable
interest from applicants and we’re working
together to ensure that the highest quality
applicants are recruited.
We’re also very pleased to be working with
groups of teachers within schools on the MEd
course. Where you have a group of teachers
interested in studying together for an MEd it
may be possible for us to come to you to
deliver this course, do get in touch if you’re
interested.
Another very successful new initiative is our
NQT course, and more information about it
can be found in this newsletter. It has
sparked a new feature here and you will see
that we have included some subject specific
information, for primary and secondary,
which we hope you will circulate to NQTs and
other subject colleagues as well as to those
involved in ITE.
The Partnership Office would like to take this
opportunity to wish you all a Merry
Christmas and a Happy New Year, and we
look forward to seeing many of you at the …..
Curee Mentor Training Session
The University of Exeter is hosting a Curee
(Centre for the Use of Research and Evidence
in Education) Mentor Training Session at
Tiverton Hotel on 21st January 2013.
This free session is open to all experienced
Primary and Secondary Mentors who wish to
explore and develop practical tools and
resources to improve their mentoring skills
when providing sustained support for Initial
Teacher Education.
If you wish to deepen your understanding of
the underpinning rationale for mentoring to
provide you with the confidence to adapt
tools and processes to match the needs of
other professional learners in school and your
school hasn’t yet booked you onto this
session, then please contact Kathryn Gallery.
Email - exeterpartner@exeter.ac.uk
Telephone - 01392 724791.
AUTUMN 2012 EDITION
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DANCE
COLLABORATION
Motionhouse is one of the UK's foremost
dance theatre companies, touring highly
acclaimed and award winning productions to
theatres and festivals throughout the world.
An exciting opportunity arose for pupils at
Exmouth Community College who worked
alongside University of Exeter PGCE trainees
during an inspiring day of dance.
Learning repertoire from the GCSE set work
'Perfect', all students were challenged
through highly technical work, and through
developing
their
skills
in
Contact
Improvisation.
The PGCE trainees supported Motionhouse
in delivering a workshop to two Year 11 GCSE
groups and were instrumental in the growth
of skill and appreciation that evolved
throughout the day. The reward at the end of
the day was an advanced technique class for
the PGCE trainees with Giorgio from the
company.
“It’s been very inspiring to see so much talent, focus
and commitment to dance as an art form from so
many young people”
Giorgio De Carolis – Motionhouse Dance Company
“Having the workshop so early on in the course was quite
daunting but in hindsight there was no better time for it,
allowing you to develop your skills as a teacher whilst at the
same developing and encouraging the progress of students”
Hannah Dukes – PGCE Secondary Dance
MOTIONHOUSE
If you would like to find out more, or are interested
in booking Motionhouse to lead a workshop or
residency, then download the education
information PDF here
http://www.motionhouse.co.uk/
“I thoroughly enjoyed the rep that was delivered and will pocket this
treasure and will use it and make reference to it in my lessons. The
pupils learnt so much during the workshop and took on new
challenges, it was great to see pupils engaging with each other and
performing with a sense of professionalism.”
Melissa Hall – PGCE Secondary Dance
“The day came at a particularly useful stage
within the course and allowed me to draw
upon the theoretical aspects of the course to
inform my practice. Having the opportunity
to participate in a professional workshop that
engaged, challenged and inspired so many
was very beneficial”
Lindsey Gudgeon – PGCE Secondary Dance
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NEWS FROM THE UNIVERSITY
PHONICS
RESEARCH SEMINAR
PROGRAMME
A Jolly Good Day Out!
Seminars are aimed primarily at
those involved or interested in
educational research. Attendance is
free and teachers and other
professionals are welcome to attend.
The University of Exeter is hosting a one day
phonics conference at St Cuthbert’s Conference
Centre, Buckfast Abbey on 8th March 2013
The conference will disseminate the findings of
two phonics action research projects which took
place earlier this year, and will give an opportunity
to hear from teachers involved in the Oldway
Teaching School phonics project about the
learning that took place, both from the point of
view of changed practice and impact on pupils'
learning.
15 January 2013 – 17:00pm
St Luke’s Campus, Baring Court 114
Seminar by Professor Ann Phoenix
(University of London) - Title: Adults
looking back on childhood wellbeing
and language brokering
Further information will be circulated shortly
regarding the event.
TEACHING WRITING
Children in Need
The Children in Need live broadcast from the
Forum, Streatham Campus, was a big success!
Bake sales, dressing up and sporting challenges all
over our three campuses resulted in staff raising
more than £1,500 while the Guild of Students
raised more than £5,200.
The South West total was £722,580, contributing
to a record £26 million raised on the night. There
are lots of pictures on Flickr.
Following the release of the a new Ofsted
Framework for Inspection which places real
emphasis on literacy across the curriculum,
together with the development of a new
National Curriculum, the University of
Exeter’s Centre for Writing Research has
developed targeted training for teachers to
strengthen their teaching of writing. This one
day course is targeted are targeted at
secondary teachers but would also be of
benefit to year 6 teachers and other teaching
staff not normally within a classroom setting.
Course Title: Writing Beyond English: Writing
to analyse and explain
Date: 15 February 2013
Venue: St Luke’s Campus, Exeter
Time: 10.00am – 15.30pm
Delegate price: (including lunch): £150
Around the world, many children interpret
and translate for parents who have
difficulty communicating in the local
language. Their contribution to their
families and society is often either
unacknowledged or viewed as a major
social problem where children.
29 January 2013 – 13:00pm
St Luke’s Campus, Baring Court 114
Professor Julian Sefton-Green
(University of London) - The class:
social networking and the changing
practices of learning
In this talk, I will report on my current
research project, The Class, part of the
Connected Learning Research Network
funded by The MacArthur Foundation as
part of its Digital Media Learning
program.
12 February 2013 – 17:00pm
St Luke’s Campus, Baring Court 114
Seminar by Professor Rosamond
Mitchell (University of Southampton)
Further information to follow
In this course, strategies for cross-curricular
literacy will be explored, focusing attention
on how texts which analyse and explain are
constructed and how meanings are shaped
by language choices. This approach can
support writers in understanding how to
write academic texts in different curriculum
subjects.
If you would like to book a place on this
course, then please email:
exeterpartner@exeter.ac.uk
ADDITIONAL COURSES AVAILABLE ON
REQUEST (run in schools at £750 per day)
26 February 2013 – 13:00pm
St Luke’s Campus, Baring Court 114
Seminar by Dr Ann Childs (University of
Oxford)
Further information to follow
12 March 2013 – 17:00pm
St Luke’s Campus, Baring Court 114
Professor Brahm Norwich and Dr Hazel
Lawson (University of Exeter) - How
teachers learn to teach pupils with SEN
on PGCE programmes: implications for
policy and practice
More information can be found
here
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NEW FACES AT THE UNIVERSITY
Michelle Batstone has joined the University
after being released by Halwill Primary
School for a one year sabbatical to take up
the exciting role of PGCE Primary
Mathematics Subject Leader for ITE.
Michelle has been working in schools for
nearly 15 years as a Teaching Assistant and
then as a Teacher. In the last three years she
has taught every age group of the primary
phase by working part time in two small
schools for the week, which she feels has
helped her gain experience of progression in
Mathematics across a whole school
perspective.
Prior to starting a family, Michelle worked as
a Qualified Accountant, and so Mathematics
has always been a passion and a significant
part of her careers to date. This year she
completed a specialist PGCE in Primary
Mathematics after being selected by Devon
County to be part of their MaST programme
of study. It was as a result of this course that
Michelle sought an opportunity to influence
the teaching and learning of Mathematics
with a wider audience.
At the University of Exeter, Michelle has the
vehicle to enthuse new trainees on how
exciting and enjoyable Mathematics
teaching and learning can be. Through the
Specialist Mathematics Group she is able to
explore current thinking and inspire wouldbe Mathematics Coordinators on how they
can influence the teaching and learning of
Mathematics in their school for the benefit of
the staff and pupils alike.
Laura Webb is the new subject leader for
PGCE Secondary History. Laura trained at St
Luke’s in 1998 and has taught History in the
local area since she qualified.
Laura has also been a Head of Year and Head
of Key Stage 4. During her time in schools,
she has been both a PST and a Mentor and in
recent years, acted as a UVT.
Laura says: ‘Leading the second largest
cohort of History trainees in the country is
certainly an exciting (if somewhat daunting)
new challenge for me!
Kathryn Gallery works as an Administrative
Assistant for the Partnership Office, here at
St Luke’s Campus. Kathryn assists with
collection and retrieval of data, circulating
information and answering the many, various
and interesting enquiries which come to the
Office from Partner Schools, staff and
students.
Kathryn also assists with the new NQT
course administration, which is proving to be
a success!
Kathryn’s background is in art history and
learning in museums and she is an avid
printmaker and maker of textile things!
In addition to my role on the PGCE, I am also a
Teacher Education Research Fellow.
My current research interests concern the
extent to which trainee history teachers’
previous classroom experience prepares them
for the challenges of teacher training, and the
impact of history teachers’ subject knowledge
on students’ learning in the classroom.
EXETERPARTNER
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Of Interest to Subject Specific Teachers & NQTs
society/document_library/pdf_06/reportrocard-on-science-education_en.pdf).
By Keith
Postlethwaite
Secondary PGCE
Physics Subject
Tutor
By Jim Rogers
Geography PGCE Subject Leader /
Geography Teaching and Educational
Research Fellow
In 2012 some of the University’s Geography
trainees went to the annual Geographical
Association conference and were hugely
impressed and inspired by what they
encountered. The conference is open to
trainees and teachers alike. Details for this
academic year are:
Geographical Association Annual
Conference and Exhibition
University of Derby
4-6 April 2013
To take part in a range of lectures,
workshops, field visits and social events, or if
you want to find out about the latest ideas,
resources and support in primary and
secondary geography AND make a £20
saving if you book before January 4th 2013
then
click
on
the
link
below!
http://www.geography.org.uk/cpdevents/an
nualconference/derby2013
The theme for this year's event will be
'Looking to the future' and the programme
will reflect this in three key ways: how
geographers see the future of the human and
natural world, how the classroom of the
future might approach ways of learning, and
how new technologies can be used in
geography teaching and learning.
The GA also runs a selection of CPD courses:
http://www.geography.org.uk/cpdevents/gac
pdcourses/
The Secondary Geography Quality
Mark (SGQM)
Have you considered putting your
department forward for the Secondary
Geography Quality Mark? Click below
http://www.geography.org.uk/1119/secondaryqualitymark/#top
A National Curriculum Science
Policy Update
The report from the first phase of the
National Curriculum review suggests that the
NC should continue to provide a detailed
Programme of Study (PoS) for science and
closely linked Attainment Targets (ATs).
There should also be associated guidance on
the teaching of this programme. However,
schools will have greater autonomy in
deciding the whole curriculum that is
appropriate to their pupils and how to teach
this effectively. This whole curriculum is
expected to be broader than the NC.
There should be clear aims for the curriculum
as a whole and for science, which should
encompass: economic aims related to the
students’ economic wellbeing; cultural aims
related to encountering the best of their
cultural heritage, social aims related to
contributing to their family, to their
community and to society generally and
personal aims related to their own
intellectual, spiritual, moral and physical
development.
The PoS should be about both ’skills,
competencies and dispositions’ and specified
content. The current level descriptors in the
ATs are to be dropped as being insufficiently
precise. New ATs should be linked closely to
the PoS content. The Key Stages in
Secondary may be reorganized to give two
years to KS3 and three to KS4, but this is still
being considered
A consequence of these changes for all
science teachers, including NQTs, is that we
may have greater autonomy to design and
teach an appropriate science curriculum,
within a curriculum framework that requires
strong links between the science we teach
and economic, social and cultural issues, and
with more tightly specified attainment
targets. These changes are consistent with
the Rocard Report (2007) (available at
http://ec.europa.eu/research/science-
This report from a high level expert group
highlights the value of inquiry-based
science education (IBSE), which ’gives space
to observation, experimentation and the
teacher-guided construction by the child of
his/her own knowledge’. (Rocard Report,
2007: 10) and ’is the intentional process of
diagnosing problems, critiquing experiments,
and distinguishing alternatives, planning
investigations, researching conjectures,
searching for information, constructing
models, debating with peers, and forming
coherent arguments.’ (Linn, Davis, & Bell,
2004 – quoted in Rocard 2007:10). We are
currently researching some aspects of IBSE
as part of an EU-funded international
project. We will keep you informed!
You will recognize many of these points as
things that were emphasised in your PGCE
course. If you are currently involved in the
NQT programme, or are registered as a
student at Exeter for any other course, you
can access this year’s versions of the relevant
PGCE lectures on the ELE site, using this link
http://vle.exeter.ac.uk/course/view.php?id=9
19
A great source of ideas to inform IBSE (and
other approaches to science teaching) is the
“schoolscience” website which you can find
at http://www.schoolscience.co.uk
Here is an idea for a lesson that follows
some IBSE principles and is built on a social
constructivist view of learning: take a
favourite diagram or picture (e.g. your
favourite version of the carbon cycle
diagram, a diagram of a nerve cell, a circuit
diagram, a graph or a picture of the
collapsing edge of the polar ice sheet) and
build a lesson around it using it as a tool to
support pupil learning rather than just
something to be learnt. This could mean
encouraging your pupils to work in groups to
use the picture or diagram to identify its
different parts, identify the questions that it
raises for them, discuss their ideas about the
science that is relevant to the picture and
think about how it impacts on their lives.
Share the ideas and questions from the
groups with the class, and follow up some of
these ideas in subsequent whole class
activity.
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Academics at the University of Exeter and
University of Northumbria warmly invite
secondaryschool teachers and academics in
English and History to join our workshop ’The
First World War in the Classroom’.
By Michelle Batstone
Primary PGCE Mathematics
Following the draft National Curriculum for
Primary schools, one of the aims of the
review is to ensure pupils become fluent in
the fundamentals of Mathematics. The
NCETM (The National Centre for Excellence
in the Teaching of Mathematics), funded by
the DfE, is committed to ensuring all
teachers of Mathematics, from early years to
the post-compulsory sector, have access to
high
quality
continuing
professional
development (CPD). As a consequence, the
NCETM is providing funding for teachers to
work collaboratively on projects that focus
on Mathematical Proficiency in Schools, with
a particular focus on Arithmetic Proficiency
in Primary Schools.
The Collaborative
Teacher Projects’
(CTP)
are
promoting
Mathematical and Arithmetic Proficiency
with priority given to projects which involve
one or more schools where mathematical
attainment is below national average or
where other evidence can be provided of the
need to improve mathematical attainment.
Schools, teachers or an ‘improvement agent’
(an expert lead usually from a teaching
school, HEI, or other CPD provider) may lead
the application but the project should involve
more than one school and give supporting
evidence, including data, where available, as
to why some or all of the schools should be
given priority.
A further opportunity to apply for funding for
a Collaborative Teacher Project is now
available. Please download the application
form. This is to be submitted electronically to
info@ncetm.org.uk no later than noon on
Friday 18th January 2013.
If you are interested and would like to know
more about any of the above, please do not
hesitate
to
contact
me
m.batstone@exeter.ac.uk
By Laura Webb
History PGCE Subject Leader / History
Teaching and Educational Research Fellow
The
Historical
Association
(www.history.org.uk) has recently published
papers on the proposed changes to both
GCSE and A Level History. They provide a
useful overview of the likely nature of the
changes and there is also an opportunity for
you to respond to a discussion paper in
response to the Ofqual consultation.
It’s also really worth having a look at their
recently published survey into history
teaching in secondary schools so you can see
where your school does (or perhaps, doesn’t!)
fit into general patterns across the country.
Schools History Project events can provide
excellent CPD opportunities. Details for the
Summer conference are:
Schools History Project London Day
Conference: Changing School History
Leeds Trinity University College
5-7 July 2013
See www.schoolshistoryproject.org.uk for
more details.
This workshop, which is generously funded
by the Higher Education Academy and
hosted by the Institute of Historical
Research, offers a fantastic opportunity to
mingle with other teachers and researchers
from across the UK, engage in Continued
Professional Development, and share best
practice.
It comprises three keynote addresses by
leading experts in the field of First World War
Studies, a session on the use of new digital
resources, and a variety of subject-specific
breakout sessions.
The event is supported by the English
Association and the Historical Association.
The objective is to bring together secondaryschool teachers and researchers who teach
the First World War to discuss challenges,
methods and topics in the light of the war’s
centenary. The event is free of charge
(including lunch and dinner).
Schools wishing to send teachers to
participate in the event will have to part
cover travel and, if required, one night’s
accommodation in London, but we
anticipate being able to offer a subsidy of
around £100 per participant towards travel
and accommodation costs.
Please contact Dr Catriona Pennell or Dr
Ann-Marie Einhaus at humanities-ww1teaching@exeter.ac.uk
for
further
information.
NQT Development Course
The Exeter-led NQT Development Course
got off to a flying start on Friday 16th
November with the first of three Taught
Days. We very much enjoyed seeing well
over 55 NQTs attend, comprising Exeter and
Non-Exeter PGCEs predominantly from the
South West and beyond.
The NQTs were highly complementary about
the planning, learning activities and lectures,
as reflected in their Feedback Forms. The
next Taught Day takes place on Friday 1st
March 2013 at the University of Exeter.
If you were unable to attend the first Taught
Day, or have any queries relating to the NQT
Development Course, please make sure you
contact me – I’m looking after the Course in
Dr Carol Evans’ absence.
We look forward to seeing you on Friday 1st
March 2013. Information and further details
of the next Taught Day will be sent to you
shortly. Best wishes,
Will Katene
Graduate School of Education
Tel: (01392) 724756 (office)
Email: W.Katene@exeter.ac.uk
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Education Expert Wins Influential Doctoral
studentship
The University of Exeter’s Professor of
Education Wendy Robinson has won a
prestigious doctoral studentship award from
the Higher Education Academy (HEA).
It will build upon some initial interdisciplinary work in the area of professional
learning and professional training in the
areas of Education, Law, Medicine and
Higher Education.
Professor Robinson is one of fifteen
academics to receive the award which will
support the development of learning and
teaching across UK higher education.
She said: ’I am delighted to have been
successful in winning this HEA Doctoral
Studentship award. It will help to build
research capacity in the new Centre for
Research in Higher Education currently being
established at the University’s Graduate
School of Education. It will also offer exciting
new opportunities for inter-disciplinary
collaborative working and enhancing
professional academic practice’.
The HEA awards have been made to
academics to support Doctoral studentships.
Each of the awards will build on the HEA’s
work in one or more of its seven key thematic
areas of: assessment; education for
sustainable development; employability;
internationalisation;
flexible
learning;
retention and success; and reward and
recognition of teaching. Their outcomes will
also help to build an evidence base for
learning and teaching in these areas.
Professor Debra Myhill, Associate Dean for
Research in the College of Social Sciences,
said: ’The award of a prestigious HEA grant is
a real honour for Professor Robinson. The
studentship is an exciting opportunity to
explore professional education in universities
in rapidly changing times and signals the
Graduate School of Education’s place as
leading educational research and informing
important current educational debates’.
Professor Robinson’s award is for a doctoral
programme
entitled,
‘Educating
professionals
and
professionalising
education in research-intensive universities:
opportunities, challenges, rewards & values’
The research outcomes from the Doctoral
studentships
will
be
disseminated
throughout UK higher education.
Professor Craig Mahoney, Chief Executive of
the HEA, said: ‘The award winners will work
closely with the HEA to help us to make a
real difference to the learning experience of
potentially thousands of students. I’m
confident that the research outputs from our
new Doctoral programme will have a
significant impact on both policy and
practice’.
Professor Wendy Robinson,
Head of the Graduate School of Education
THE PARTNERSHIP OFFICE
The Partnership Office manages all the work related to the school-based aspect of ITE. We arrange placements for approximately 550 trainee
teachers in partner schools throughout the South West; ensure that school staff are prepared for their roles; manage the receipt and recording of
around 3,000 report forms per year, and are often the first point of contact for schools, trainees and tutors with questions about school-based work. If
you have any queries about partnership or need advice about how the Exeter Model of ITE works in school, then please do not hesitate to contact us.
Jocelyn Sumner, Partnership Director
01392 724717 J.A.Sumner@exeter.ac.uk
Lisa Fripp, ITE Programme Manager (Partnership)
01392 724868 L.M.Fripp@exeter.ac.uk
Rachel Ware, Secondary Partnership Coordinator
01392 724816 R.Ware@exeter.ac.uk
Lynda King, Primary Partnership Coordinator
01392 724842 L.C.King@exeter.ac.uk
Laura Hutchings, Partnership Administrator
01392 724950 exeterpartner@exeter.ac.uk
Alana Mitchell and Kathryn Gallery, Administrative Assistants
01392 724841 and 01392 724791 exeterpartner@exeter.ac.uk
University of Exeter, St Luke’s Campus, Heavitree Road, Exeter, EX1 2LU, Fax: 01392 724788