A joint award of the University of East Anglia and the University of Essex
The information contained within this programme specification is correct as at January 2010
UCS Course Code:
For guidance please contact Admissions on 01473 338833 or e-mail admissionsucs.ac.uk|
Level of Award
Framework for Higher Education Qualifications (FHEQ) Level 6
Professional Accreditation
The programme offers teaching practice and theoretical study to meet the requirements of the Department for Children, Schools and Families and the Training and Development Agency for Schools Standards for the award of Qualified Teacher Status.
Course Summary
The course is a 1 year route into teaching ending with the attainment of QTS and a PGCE. It covers all aspects of Secondary teaching from a generic and subject specific approach. Trainees experience teaching in 2 different schools as well as having experience of Primary and alternative education establishments. We work closely with local partnership schools where most trainees find employment at the end of the course.
Entry Requirements
Students applying for the SCITT programmes must apply directly to the programme coordinators at:
North Essex Teacher Training (NETT) Secondary SCITT Programme Coastal Confederation
Clacton Coastal Academy
Jaywick Lane
Clacton on Sea
CO16 8BE
A UK degree or equivalent in the subject you wish to teach
GCSE Maths and English at Grade C or above
Course Aims
The SCITT programme seeks to bring together the very best of school and university training. We expect to provide trainee teachers with an intellectually stimulating course that challenges their assumptions, whilst providing them with an in-depth practical experience of the classroom environment and its associated issues. The Course provides an interesting range of opportunities for study in differing schools and, most importantly, it creates the opportunity to work full time within a school environment and to be a part of the school community.
The major aims of the programme are:
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To prepare trainee teachers effectively as a specialist in their chosen subject
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To produce teachers who are confident and competent in the craft of teaching as well as being able to contribute within an active school environment
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To facilitate trainee teachers in their development of critical inquiry
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To engage trainee teachers in the application of educational theory and current research
These latter elements contribute to the Professional Graduate Certificate of Education qualification awarded to Trainees along with the QTS Certificate.
The foundation for the design of the programme and assessment of Trainees is the list of QTS Standards set out in the Professional (Q) Standards Framework. These Standards, which must all be met for the award of QTS, are the focus for termly review meetings and individual tutorials with trainees. At the end of the course, levels of competence within the Standards will provide a framework for Trainees to develop their Career Entry Development Profiles.
Programme delivery is strongly influenced by Trainee centred strategies which involve group and individual reflection, negotiation and individual learning audits and contracts and individual development profiles.
Learning Outcomes
These course aims are broken down into sets of related skills, which are known as learning outcomes.
A. Knowledge and Understanding
By the end of the course you should be able to demonstrate Knowledge and understanding in the following areas:
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The professional role, responsibilities and development of a teacher including ethical issues
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Learning Theories, Teaching and learning pedagogical approaches Assessment of and for learning Planning and designing lessons and Schemes of work
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Working in a culturally diverse environment – issues surrounding equality, entitlement and inclusion
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Working with students of all abilities and disabilities Reflective practice
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Subject Knowledge for teaching should be secure
B. Mental or Cognitive Skills
By the end of the course you should be able to:
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Reflect critically on your own and others’ performance and use this information to inform future planning
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Understand how children learn
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Show a mature responsible attitude to the role of a teacher and take responsibility for your own professional development
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Think analytically about areas of your role as a teacher
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Use self evaluation successfully
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Display clarity and accuracy in written work
C. Subject Specific and Practical Skills
By the end of the course you should be able to:
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Plan lessons / SOW
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Use a range of pedagogical approaches to support teaching and learning. This will be on going.
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Use a range of classroom management strategies
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Design and use a range of resources
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Communicate effectively with students and colleagues
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Use ICT to enhance teaching
D. Key Skills
Key Skills, also known as graduate key skills, transferable skills or general skills, comprise communication, information technology, problem solving, numeracy, working with others and improving own learning.
By the end of the course you should be able to show competence in:
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Communication
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ICT
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Numeracy
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Working with others
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Problem solving
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Professional development
Module Framework
Programme Content – Compulsory Units
5.1 Professional Studies and Research
5.2 Information, Communication and Technology (ICT)
5.3 Subject Application and Assessment
5.4 Professional Practice
There are no Optional Units
Teaching, Learning and Assessment
ASSESSMENT REGULATIONS
These regulations are consistent with the PGCE regulations for the University of East Anglia.
General
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In order to qualify for the award of Professional Graduate Certificate in Education trainees must have passed all assessments. All assessments will be examined by two or more examiners. Written work will be first marked by a Subject Leader, second marked by the Programme Manager and subject to internal moderation by UCS.
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The award is 100% coursework assessment and the final award will not be graded.
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The normal duration of the programme is one academic year.
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All assessments will be examined at the end of the programme by the Assessment Board. This Assessment Board is made up of staff involved in the formal assessment process during the Course and includes Major Subject Leaders, School Co-ordinators, the Programme Manager and the External Examiner. The Assessment Board will be chaired by UCS.
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The Assessment Board will meet twice during the Programme. The first meeting will enable the Board to ratify assessed work up to that point in the Course, including the first formally assessed Teaching Practice. The second meeting of the Assessment Board will be at the end of the Course when all the trainee assessments will be examined and decisions made regarding the final award of P.G.C.E. and Q.T.S.
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All assessments will be graded on a distinction, pass, referral or fail basis.
Written Assignments
(A form for presenting Mitigating Circumstances is available from the Programme Manager)
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If a candidate is prevented from completing one of the written course assignments and has presented evidence of ill health or other urgent cause as constituting sufficient reason for failing to complete the work, the Assessment Board may, if the overall written work submitted by the candidate is deemed to be sufficient in amount, act as if the candidate has completed the assignment.
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In the case of any item of assessment, other than teaching practice, graded ‘referral’, the Assessment Board can decide, depending on the circumstances prevailing, and the progress made, to allow the trainee to resubmit work by a specified date. Referral and resubmission are allowed in up to two items. Thus if a trainee has failed more than two items he or she will have been deemed to have failed the course. If an assessment is deemed a fail at the Assessment Board Meeting, further attempts are at the discretion of the Board on a case by case basis. Candidates will need to satisfy the Board that they are able to support any extended study period financially and independently of school resources.
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In exceptional circumstances, QTS could be awarded without a PGCE award.
Teaching Practice Assessment
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In terms one and two, trainees do not have to pass every section of the Standards. This shall not apply to the Term Three assessment of the Required Teaching Standards. By Term Three’s Profile Review meetings, the trainee must have met every Professional (Q) Standard.
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In order to pass each of the teaching practice components the trainee will undergo three formal observations which must be awarded a pass. These are carried out by a subject leader or head of department at the base school, the senior teacher/co-ordinator and the programme manager. If one of these observations is deemed a fail, trainees will be offered a further formal observation before the end of that teaching practice which must be passed to achieve an overall pass for the teaching practice component. If two or three of the formal observations are deemed a fail then the teaching practice is failed and referred to the end of course assessment board where the opportunity for a further teaching practice will be considered.
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Candidates who satisfy the examiners in all assessments except in practical teaching shall be permitted, on one occasion only, during the ensuing academic year, to undertake a further period of observed teaching practice. If the examiners are then satisfied, the candidate shall be recommended for the award of the Certificate. Trainees will need to satisfy the board in such circumstances that they are able to support themselves financially during the extended teaching practice.
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If a trainee misses three days or more, up to a maximum of five days, of any teaching practice block, the practice period will be extended by a further week. Absence over five days during a teaching practice will result in that teaching practice being deemed a fail unless mitigating circumstances are accepted.
(See Mitigating Circumstances form already referred to.)
Benchmarks / Professional Standards / Competency Frameworks
The course meets the professional standards for Qualified Teacher Status (QTS)
Timetable
Induction to the SCITT Scheme
The first three weeks of the Course form an Induction Programme.
These weeks are as follows:
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Pre-Course Introductory School Placement
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Lead School Induction Week
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Base School Induction Week
Details of these weeks are given on the following pages.
Induction Outcomes
As a result of these three weeks of induction, trainees will:
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Have met and started to work with their tutors and trainee colleagues
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Be familiar with the SCITT partnership institutions
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Have started to become familiar with the QTS and PGCE requirements
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Have begun to be aware of different teaching and learning strategies
Week One - Pre-course School Placement
Trainees offered a place on the Course are required to complete a one-week introductory school placement designed to foster familiarity with the practices of a subject department in a secondary school. Trainees are expected to arrange this themselves, however the Programme Manager will help with placements if difficulties are encountered. Trainees are expected to complete a report on this school experience which includes their observations of Class Management Strategies, Teaching and Learning Styles and planning the delivery of their subject area.
The objectives of the introductory school placement are:
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To experience the functioning and organisation of a secondary school
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To experience the functioning and organisation of a subject department
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To become familiar with different teaching and learning methods
Week Two – Lead School Induction
Trainees come together for the first time during this Induction week. As well as opportunities to meet key Programme Staff and begin to familiarise themselves with the school context, Trainees complete Course Registration requirements and participate in introductory workshops and lectures. Trainees are also given the opportunity to register with UCS.
See detailed programme on following pages.
The objectives of the lead school induction week are:
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To enable trainees to become familiar with the training requirements
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To enable trainees to explore different aspects of teaching and learning
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To enable trainees to get to know each other
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To develop the cohort into a mutually supportive group
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To prepare trainees for their Base school induction week
Week Three - Base School Induction Week
Trainees will spend their second week in their assigned Base School. The aim of the week is to introduce trainees to as many aspects of school life as possible in order to provide a clear picture of the broader workings of the school and its personnel structure. The programme within each school will vary slightly but will include as much of the following elements as possible:
Meeting all staff; staff structures and school policies; pastoral structure; student and staff shadowing; school curriculum; form tutoring; school-based special educational needs; resources; assemblies etc.
Information will be given on school etiquette including staff dress, student expectations and professional relationships. During this induction process there will also be opportunities to resolve any administrative problems that may have occurred.
Week Four
Monday, Trainees meet in the Lead School SCITT Training Room for General Professional Studies. Tuesday, Trainees go to their Subject Locations for their first Subject Theory Day. In addition to the General Programme Handbook, Trainees are provided with Subject specific Handbooks which include the Subject Theory Programmes.
The last three days of this week are spent in induction to subject departments at allocated Base Schools. Trainees will have the opportunity to become familiar with their department’s resources and ways of working, and to finalise timetable arrangements for the first term’s Collaborative teaching experience.
Activities will include completing Subject Knowledge Audits based on awareness, understanding and knowledge of the Trainees’ curriculum area across KS3, KS4 and Post - 16. This audit will inform both subject leaders and Trainees and provide a base for development of subject expertise and setting of initial targets.
Practice And Theory
The two theory days each week are followed by three days Collaborative Teaching Experience assigned to developing practice through classroom experience in the Base School: one day at Clacton County High School spent on General Professional Studies and one in the subject lead school on Subject Theory. The underlying philosophy behind this structure is to interweave practice and theory to support professional development. In this way Trainee Teachers are given the opportunity to test theory into practice with evaluation and reflection being an essential part of the learning process.
Course Delivery
School Definitions
The LeadSchool (Clacton County High School) is the administrative centre and is also the school where the majority of the General Professional Studies teaching programme takes place. GPS theory days are generally on Mondays and the whole Trainee body is taught as a single cohort.
The Subject Lead School *is the school of the Major Subject Leader who is responsible for the delivery of the subject theory part of the course (see table below)
The BaseSchool is the Centre where Trainees undergo School based teaching experience and first teaching practice. In 2008-2009 the Base Schools are as follows:
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Subject
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Base School
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History
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Colbayns High School*
Clacton County High School
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Mathematics
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The Colne Community School*
Clacton County High School
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English
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Clacton County High School*
Colbayns High School
Tendring Technology College
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Information Technology
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Tendring Technology College*
Colne Community School
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Science
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The Harwich School*
Clacton County High School
The Colne Community School
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Trainees are integrated with the teaching staff of these Schools and in particular become part of the subject teaching teams. Each Trainee is assigned a Subject Mentor in their Base School.
During the first term the subject theory days are generally as follows:
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Subject
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Day
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Location
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English
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Tuesday
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Clacton County High School
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History
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Tuesday
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Colbayns High School
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ICT
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Tuesday
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Tendring Technology College
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Mathematics
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Tuesday
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The Colne Community School
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Science
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Tuesday
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The Harwich School
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The FinalTeaching Practice School will be a different one to the Base School and will be visited during term two in preparation for the final teaching practice in terms two/three. This School is normally any Confederation School but could be any other locally, approved Secondary School.
Additional School Experience
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All Trainees are expected to complete a one-week pre-Course observation placement in a Secondary School Department of their subject specialism
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During the Course, a Primary School Placement and visits to other schools form part of the programme to broaden Trainee experience and awareness of issues affecting teaching in a range of learning environments
Placements / Work Based Learning / Work Experience
The Training Centre is located at Clacton County High School and during teaching practice trainees will travel to two partner schools in Clacton, Harwich, Brightlingsea, Thorpe-le-Soken and Frinton-on-Sea.
Tutorial and Study Support
Trainees have access to the tutors throughout their course and benefit from formal information sessions to enable them to plan for summative assignments and tasks as well as personal and individual or small group module tutorials. These tutorials include critical feedback on performance and assessment on the module, academic advice associated with each topic and opportunities for trainees to identify concerns related to the module in general.
Opportunities on Completion of the Course
The vast majority of trainees gain their first teaching post in the Eastern Region after the successful completion of the SCITT year.
Alternative format
Should you require this programme specification in an alternative format, please contact us on 01473 338000.
UCS reserves the right to amend the information in this programme specification as and when required.