Course Summary

Science is an exciting and rapidly progressing subject that is both challenging and rewarding to teach. During the course you will study science in the curriculum and develop the skills and experience necessary to teach scientific concepts in a variety of ways. You will attend subject-specific sessions, lectures and seminars designed to develop awareness and understanding of general professional issues, the content of the science curriculum and practical issues such as lesson planning and assessment.

You will explore a wide range of resources and teaching strategies available to present science in an interesting, informative and relevant way, including the use of practical and investigative work. You will also examine the role of Information Communication Technology (ICT) in the teaching and learning of science.

The University works in partnership with local schools to provide you with a professionally focused course. You will undertake two placements in different schools in addition to observation practice in a primary school. While in the school placements, you will be supported by teachers who have extensive experience in teaching science.

Why choose this course?

Teaching is a rewarding and varied career that can see you follow a structured progress into senior teaching roles. Graduates from this course are in great demand for teaching posts throughout the UK.

During the course you will:

• Become a first-class science teacher
• Undertake at least 120 days of practical school placement
• Study with one of the largest providers of Initial Teacher Education (ITE) in the UK
• Benefit from our impressive record for training teachers and our high graduate employment rate - in some cases 100 per cent

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Assessment

The assessment strategy is based upon the premise that critical evaluation of theoretical perspectives as they apply to your own teaching is an intrinsic element of best teaching practice. Throughout the course, therefore, you will continually be encouraged to explore what is known about teaching and learning, and to demonstrate independence and creativity in evaluating the relevance of that knowledge in your own context. Sound subject knowledge is a fundamental quality of an effective teacher and you will be expected to demonstrate a commitment to ongoing development of that knowledge throughout the course. Also key to the course is a focus on the development of research informed teaching, culminating in an extended systematic study of your own practice.

By embedding the professional requirements for Qualified Teacher Status within the academic requirements of a Post Graduate Certificate, the course supports you in developing the qualities which define the University of Bedfordshire graduate teacher: an independent, reflective, creative, innovative, collaborative and resilient professional who is committed to ongoing personal and professional development.

The assessment for this course seeks to support you in developing your understanding of the interplay between the Subject Specialism and Professional Practice units. In your Professional Practice Portfolio you will be developing your skills of research and evaluation, critical thinking, creativity and independence. The focus areas for your reflective writing are developed from the Professional Standards for Teachers and, therefore, allow you to develop the evidence of your understanding of values and principles underpinning the standards. (Superficial statements of performance against the standards oppose the principles which underpin this course and are not accepted.) By building your reflections around these focus areas, you will generate the evidence which will be used as the basis for the assessment of your professional performance: the Profile Review Points. Hence, the assessment items are intrinsically connected and, in combination, allow you to demonstrate your achievement of all learning outcomes.

The Profile Review Point is the process by which the Placement Based Mentor reviews your progress in your teaching practice. The Professional Standards for Teachers `Q standards provide the framework by which this progress is judged and the Focus Areas offer descriptors which support you in understanding the qualities which define the level at which you meet the standards. The Focus Area descriptors are included in the Professional Practice: Perspectives, Values and Principles Unit Handbook.

All the assessment items within the course are developed progressively from unit 1 to unit 2. The Professional Practice 1 and Subject Specialism 1 units carry 0 credit but you must be awarded a `Pass in order to progress to Professional Practice 2 and Subject Specialism 2. This arrangement ensures that you are supported in developing the skills and knowledge required for level 7 (Masters level) assessment before you begin the credit bearing units. The assessment grid, used throughout all units, offers a continuum of Level 6 and Level 7 assessment criteria in order to provide a clear record of your progress, and well defined targets for your progression.

The Focus Area Reflections, Critical Review of Progress and Unit of Work assignments will be marked using this grid. At the end of the Professional Practice 2 and Subject Specialism 2 units your course outcome will be decided as follows:

If you have passed 60 Level 7 credits you will be awarded a Post Graduate Certificate in Education with recommendation for QTS

If you have passed either 60 Level 6 credits or 30 Level 6 and 30 Level 7 credits, you will be awarded a Professional Graduate Certificate in Education with recommendation for QTS.

Referral (re-sit) regulations are explained in the Course Handbook.

The e-Portfolio is the medium through which you will manage the range of evidence accumulated during the course. You will be supported to develop a structured system which enables you to: organise your work to meet the requirements of the course; share your work with your tutor; receive regular feedback intended to guide you to improve; adapt your work in response to the feedback; maintain effective cross-referencing to related documents; and access course information with ease. The majority of your assessment work will be managed and presented by giving tutor access to parts of your e-Portfolio.

Engagement with published research is a fundamental aspect of the course and you will be supported in developing skills of critical analysis of the literature. Rigorous attention to referencing conventions is, therefore, essential and you will be required to adopt the Harvard system. You will be supported in developing your understanding of plagiarism and in the use of Turnitin as a means of ensuring that referencing requirements are satisfied.

QTS skills tests

To achieve the QTS standards you are required to pass skills tests in numeracy, literacy and information and communications technology (ICT).

Information about how and where to register for the tests will be provided by the Course Administrator during the course induction programme.

Registering with the General Teaching Council for England (GTCE)

The GTCE is the independent professional and regulatory body for teaching in England. From September 2008, anyone starting a course of initial teacher training (ITT) in England, leading to qualified teacher status is required to be provisionally registered with the GTCE. Information about how to register with the GTCE will be provided by the Course Administrator during the course.

The Professional Standards for Teachers

The Professional Standards for Teachers are grouped into three categories as follows

1. Professional attributes

These standards outline the attitudes and commitment to be expected of anyone qualifying to be a teacher. Expectations relate to the teachers ability to: develop professional relationships, communicate with others, understand relevant legal frameworks, and engage with professional development.

2. Professional knowledge and understanding

These standards require newly qualified teachers to be confident in the subjects they teach and to have a clear understanding of how all children and young people make progress. Additionally, they require an understanding of how teachers contribute to the well-being of children and young people and of the variety of influences affecting child development.

3. Professional skills

These standards relate to the skills of teaching, including planning, assessing, monitoring, giving feedback, team working and collaboration. They establish clear expectations relating to the promotion of positive attitudes to learning, discipline and safe learning environments. They are underpinned by the attributes and knowledge covered in the first two sections.

Full details are available at http://www.tda.gov.uk/Recruit/thetrainingprocess/qualifiedteacherstatus/achievingqts.aspx

Course Learning Outcomes

Upon successful completion of the course you will be able to:

1. Take responsibility for your own professional development through appropriate and rigorous critical reflection on your practice, relevant literature and advice from others

2. Collaborate effectively with peers, professional colleagues and other members of the teaching community in order to monitor and improve learning outcomes for pupils

3. Communicate and interact skillfully with pupils from diverse backgrounds in a range of contexts, demonstrating enthusiasm and creativity in the application of knowledge of child development and pedagogy

4. Plan for pupil progression and offer rigorous justification for your preparation and planning by reference to clearly articulated learning outcomes and assessment strategies which meet the needs of groups and individuals

5. Monitor and evaluate the impact of your teaching on pupils, demonstrating critical awareness by improving your subsequent planning

6. Seek and generate opportunities to promote pupils understanding of social and cultural diversity, personal development, citizenship and the world of work

7. Synthesise theoretical and practical perspectives in order to articulate your pedagogical position in relation to the management of learning and behaviour

8. Demonstrate autonomy and insight in setting targets to improve your own practice informed by critical evaluation of your subject knowledge for teaching

9. Manage the work of a range of professionals, drawing on their expertise, to secure the further development of your pupils

10. Initiate and engage with original practice-based research to inform and improve your professional development

External Benchmarking

TDA: Professional Standards for Teachers (2007)

Educational Aims

The course is designed to develop practitioners for the 21st century classroom capable of engaging pupils in transformational education. The course aims to support you in developing the characteristics of a University of Bedfordshire graduate teacher, a teacher who is:

• Independent, reflective, creative, innovative, collaborative and resilient practitioners
• Developing expertise in learning and teaching, based upon a sound knowledge and understanding of child development and pedagogy
• Able to engage in the development of curriculum
• Committed to life-long personal and professional development, underpinned by critical engagement with practice based research
• Committed, and accountable, to meeting the needs of all children within a culturally diverse society
• Developing leadership and management skills
• Effective communicators with children, colleagues, parents/carers, other professionals
• Able to develop appropriate subject knowledge expertise and subject knowledge for teaching

Underpinning the course design is a commitment to research informed and evidence based teaching. These principles are embedded in all aspects of the course and the teaching and assessment strategies provide continuous development of the knowledge and skills required. Throughout the course you will be encouraged to adopt an attitude of critical analysis, evaluating the impact of theory in the context of your teaching practice, and analysing evidence from your practical experience to inform your future actions.

Student support

The PGCE Secondary course is an intense year of study that will present challenges, rewards and a journey of self discovery. You are encouraged to share good practice, work collaboratively and generally support each other through your training year. You will work with a network of tutors with both subject and practice expertise in university and on placement. This collaborative partnership of university and placement gives you access to a broad range of knowledge, experience and support. The roles of the partners are clearly defined in the Course Handbook and briefly summarised below:

Subject Quality Assurance Tutor (SQAT) the SQAT leads the Subject Specialism units in university, liaises with placement based mentors and has responsibility for assuring the continuous development of your subject specific knowledge and related pedagogy. Your SQAT will visit you on placement to observe your teaching and support you in setting targets for your development.

Partnership Quality Assurance Tutor (PQAT) the PQAT leads the Professional Practice units in university, liaises with placement based tutors and has responsibility for assuring the integration of placement and university experience. Your PQAT will visit you on placement to monitor the professional development opportunities and support provided. PQATs are allocated by geographical region (known as a consortium). Hence the Professional Practice tutor group will consist of students from a range of subjects, providing opportunities to share practice, develop cross-curricular links and form peer networks for support whilst on placement.

Placement Based Mentor (PBM) the PBM is the subject specialist responsible for the management of your placement experience. Your PBM will meet with you formally for one hour each week to review your progress; set targets for your ongoing development; and plan actions and experiences designed to support you in meeting those targets. Your PBM will plan your timetable and liaise with the teaching staff with whom you work, in order to ensure that you are receive appropriate support with the planning and delivery of lessons. The PBM will also monitor your e-Portfolio and the accumulation of evidence required to achieve Qualified Teacher Status.

Placement Based Tutor (PBT) the PBT is a senior member of the placement staff who leads the placement based elements of the course. The PBT will plan your induction into the placement, support the PBM in the management of your placement experience and coordinate the delivery of taught sessions to enhance the university Professional Practice sessions.

Other aspects of the course which offer specific support include:

• Frequent formative feedback which ensures that you are fully informed about your progress through specific targets matched to the assessment criteria. In this way you are afforded frequent opportunities to reflect on your progress and make informed choices about ways to improve.
• The course virtual learning environment (BREO http://breo.beds.ac.uk), which is used to maintain effective communication between you and your tutors throughout the course, whether in university or on placement. Tutors will post session notes and resources, notices, reminders and ideas on the VLE. You will be encouraged to use this medium to share resources and to host peer support networks.
• Workshops which develop skills of literature searching to support your ongoing evaluation of theory in practice
• Workshops which develop skills and knowledge in relation to the use of ICT for teaching, including use of interactive whiteboards
• Workshops to support your use of voice and body language
• Workshops to prepare you for the skills tests in literacy, numeracy and ICT

Course and Unit Handbooks

You will receive a Course Handbook, and Unit Handbooks for the Professional Practice and the Subject Specialism units. Information about taught content, assignments and assessment criteria can be found in the Unit Handbooks. The Course Handbook provides information about:

• Course team i.e. those responsible for delivering the course
• Staff communication procedures
• Academic content of the course
• Assessment
• Skills and personal development
• Academic skills that the course will require you to develop
• Health and safety aspects of the work in the course
• Reporting absence procedure
• Disability i.e. support available to students

Pastoral support is available in relation to a broad range of aspects of student experience. Information about these services will be given during your induction at the start of the course.

PAD

The Professional and Academic Development team offers support for your academic development. Support from PAD includes advice on how to manage your time and workloads and development of specific study skills. Information about PAD is available from http://lrweb.beds.ac.uk/pad

Student Voice

Each Subject Specialism and Professional Practice tutor group will elect a student representative to carry forward the views of the group to the termly Staff Student Consultative Committee (SSCC) meetings. The elected SSCC representative will receive training in the expectations and responsibilities of the role The SSCC meetings enable the staff team to hear your views and to gain information about the course from the student perspective. Items presented at SSCC meetings are recorded by the course administrator and taken forward to course team and Field Committee meetings. Student representatives will be invited to represent the SSC committee at the Field Committee meetings, in order to present a summary of the findings of the SSCC and to hear the responses to items raised.

The following is an extract from the University of Bedfordshire Handbook Help:

The University is strongly committed to providing a high level of customer service for its students. We want to build on the positive, memorable and stimulating experiences you have had and to improve in those areas where you feel we can do better. Your views are therefore extremely valuable to us and you are encouraged to express them. Your views will be listened to and action will be taken where appropriate.

There are several ways in which you can ensure that your voice is being heard:

• Acting as a student representative to speak for your fellow students on a course/field committee or faculty board (see below)
• Asking the Students Union to raise issues with the Academic Board (a senior University committee) or with the Vice Chancellor (the Universitys Chief Executive)
• Participating in focus group discussions, where students are given the opportunity to offer their opinions in confidence
• Becoming involved in quality assurance and enhancement activities, for example departmental reviews, validation events, and reviews by national bodies
• Discussing matters informally with your tutors
• Attending the Students Unions annual general meeting and student representative councils

For more information about acting as a student representative see: http://publications.beds.ac.uk/lrc/help/ pp.77-78

For more information about the Student Union (UBSU) see: http://www.ubsu.co.uk/

Learning Resources

Learning Resources is the name given to the package of services and support provided by the university library. Learning Resources is accessed at http://lrweb.beds.ac.uk and will be introduced during your induction to the course.

The online subject guides http://lrweb.beds.ac.uk/guides will help you to identify some of the best resources available. You can also access on-line help through the `Invisible library available at http://lrweb.beds.ac.uk/invisiblelibrary . This covers a range of issues including:

• The University Library
• Finding and locating information
• Understanding your subject
• Understanding information
• Sources of information
• Planning a search strategy
• Evaluating the effectiveness of your search
• Referencing your sources, and
• Managing your time

Team working

Opportunities for group work include:

• Working within departments in schools


• Working with the class teacher


• Working with teaching assistants in the classroom


• Working with peers in Subject Specialism and Professional Practice seminars and workshops


• Team teaching in the classroom


• Collaborative learning and teaching projects (specific to subject) with schools/ colleges

Career Management Skills

Tutors will help you to structure your career profile in a number of ways:

• Career Entry Development Profile (CEDP) - this document will help you to identify the areas for continuous professional development during the NQT (newly qualified teacher) year. You are required to take this profile with you to your new place of employment in order to engage readily in a dialogue about your career development needs.


• e-portfolio helps you to monitor your progress, record your achievements and plan for future development more effectively. In addition this resource can be shared readily with all those involved in your professional development. This improved level of access allows for greater personalisation opportunities to better meet your development needs.


• Profile Review Points (PRPs) there are four review points in total spread throughout the academic year. You will be assessed at the point in time by your placement based mentor so as to establish the progress you have made, your strengths and areas for development. PRPs provide an opportunity for the student and PBM to set personalised targets to help you improve further.

Further support and resources are available from the Centre for Professional and Career Development (CPCD) and include:

• One-to-one career coaching on job search, applications, interviews, postgraduate study and career planning/exploration both face-to-face and through E-guidance


• The careers website www.beds.ac.uk/careers or via the BREO Careers tab - gives access to a wide range of information sources on such topics as: Finding Work, Careers Events, Subject discipline related information on employment, vacancy sources, our Jobshop for part time casual, placements


• Full-time graduate vacancies and UoB Volunteering which enables current students to engage in a wide variety of community and employer based unpaid experience


• Teaching Fair


• Interview and application taught session

Self assessment tools are available on the Careers tab of BREO

Career/Further study opportunities

Career:

The course provides knowledge and skills relevant to a career in teaching. The transferable skills that you will develop through the course, together with the ITE requirements as prescribed by the Training and Development Agency, provide the basis for careers in education management and education administration.

You will receive help and advice from a number of sources regarding preparation for your first teaching post including: mock interviews; guidance on completing application forms; writing a cover letter; references and rights in the workplace.

Further study:

Any level 7 credits awarded on the course may count towards credit on either the MA Education or Masters in Teaching and Learning courses at the University of Bedfordshire or other institutions.

Entry

Applications for PGCE courses are made online through the Graduate Teacher Training Registry (GTTR). www.gttr.ac.uk To enquire about this course please contact the Admissions team at the Bedford campus (PGCE.admissions@beds.ac.uk or +44(0)1234 793279.

Candidates must possess a second class honours degree or abovein a relevant science subject, or a degree 50 per cent of which is in science. A levels in science subjects are desirable. All applicants must have GCSE grade C (or equivalent) in English and Maths. Applicants whose first language is not English and who do not have GCSE grade C in English need to have IELTS with an average score of at least 6.0. All applicants should have recent and relevant experience of working with children in a mainstream UK school. For suitable applicants who want to train as teachers of chemisty but do not have sufficient knowledge and understanding of chemistry to allow them to teach the subject confidently, the university offers a 20 week chemistry subject knowledge enhancement (SKE) course. This offers a period of developing personal chemistry subject knowledge and focussed reflection on the learning of chemistry.

Candidates who are successful in being shortlisted will be invited to attend interview. This includes a written literacy test and an assessment to judge their suitability for teaching. All suitable applicants will undergo a check by the Criminal Records Bureau.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

Your development as a creative, innovative and reflective practitioner will involve specific skills, a detailed knowledge of educational processes, an academic understanding of education and the application of professional attitudes and discipline in all areas of study. Your course consists of four units of work. These are:

• Professional Practice: Principles, Values and Perspectives (units 1 and 2)
• Subject Specialism: Knowledge and Pedagogy (units 1 and 2)

The Subject Specialism units are led by a university tutor with expertise in the subject and, in your placement, supported by a placement based mentor. University sessions are normally in the form of workshops in which tutors: model and analyse best practice; introduce and evaluate key theories and policies; explore aspects of subject knowledge in the context of teaching and help you to develop the skills required for teaching the subject. In your placement, your mentor will support you in the application of that learning to practice through: supported and collaborative planning and evaluation of teaching; weekly progress review and supported target setting; and by creating opportunities for subject knowledge development.

The Professional Practice units are coordinated by the course leader, with sessions led by university and/or school based tutors. Tutor led sessions will normally take the form of workshops and seminars, in order to encourage your active participation and collaboration. A lecture format will be used occasionally, where guest speakers offer particular areas of expertise or interest, or as a means of disseminating information efficiently.

When appropriate, notes and resources to support the taught sessions will be posted on the VLE. You will also be encouraged to develop and share your own resources and this may be through a wiki hosted by the VLE.

Your progress in all units will be enhanced by regular engagement with related literature. The Unit Handbooks include a schedule of taught sessions and directed reading to support the sessions. Wherever possible you should prepare for the taught session by reading the set texts beforehand.

The schedule of taught sessions also indicates tasks to be undertaken in university and/or on placement. The tasks are designed to complement the teaching and to offer potential foci for your reflective writing. Placement based tasks should be organised by negotiation with the placement based mentor and/or placement based tutor.

Tutorial meetings are included in the schedule of university sessions and are intended to support you to improve your assessed work.

Regular target setting and progress review is fundamental to your professional and intellectual development. You will have weekly meetings with your placement based mentor to support this process and you should ensure that you maintain an awareness of your development targets in order to share them with the colleagues with whom you work.

SQATs and PQATs will visit you on placement to monitor your professional development. SQATs will observe your practice and provide verbal and written feedback relating to your subject knowledge and pedagogy.

Professional, Statutory and Regulatory Body Accreditation

TDA/GTCE

Students with disabilities

Extract from: http://www.teachernet.gov.uk/management/atoz/f/fitnesstoteach/

Teachers, and those training to become teachers, need a sufficient standard of health and physical fitness to enter or remain in the teaching profession. Teaching is a demanding yet rewarding career and teachers have a duty of care for pupils in their charge. The health, education, safety and welfare of pupils are important in deciding on an individual's health and physical capacity to train and subsequently to teach.

Fitness to teach is one of the checks required as part of Safer Recruitment for teaching staff.

The course is inclusive and welcomes students with disabilities. During the application process disabled students can be expected to be invited to the university to discuss their needs with the Disability Advice team as well as individual academic staff where appropriate. The course will endeavor to ensure full access to all disabled students in line with the universitys policy on support for students with disabilities.

The University Disability Advice team is available to discuss and provide students with support on the following:

- Sign language interpreters

- Note takers

- Dyslexia screening/ tuition

- Support materials for dyslexia/ dyscalculia

- Support for mobility on campus

The Disability Advice team will also provide students with advice and information on special arrangements for examinations/assessments, applying for Disabled Student Allowance (DSA) and buying suitable equipment.

Skills Development

Communication

You will spend the majority of your time in an educational setting (up to 70%) where you will observe practitioners and other teaching staff in order to develop your own teaching style. Placement based practice will be supported by university tutors, namely SQATs and PQATs. Placement based practice is intended to develop your classroom persona and confidence. You will also receive support to:

• synthesise information from relevant sources and select effective ways of structuring this information to support your hypothesis, discussions, insights and conclusions;
• develop an appropriate academic style which is objective and analytical
• demonstrate accurate, concise and fluent use of language in presenting information
• become critically reflective practitioners to establish ways of enhancing your knowledge, skills and understanding in the future

Information Literacy

This is an integral skill that you will actively develop throughout your time on the course, especially through the completion of the e-portfolio and related assignments. Development of ICT skills is an on going feature of the course. You will receive guidance to:

• identify sources of reliable empirical findings and theoretical models ands conceptual frameworks
• locate various analytical and evaluative frameworks and determine their appropriateness
• evaluate findings and communicate the information in an ethical manner

It is a training requirement that you know how to use skills in literacy, numeracy and ICT to support your teaching and wider professional activities.

Research and Evaluation

Reference to research underpinning all reflections will be captured in your e-portfolio. You are expected to engage in research informed teaching (RIT) and demonstrate how your investigation has impacted on your classroom practice. Furthermore, you are expected to complete the investigative assignment regarding an aspect of your practice for submission at M-level. You will be guided in the use of effective educational research methodology. In particular:

• choice of approaches and methodologies
• appropriateness of various analytical and evaluative frameworks
• effective communication and presentation formats

Creativity and Critical Thinking

You will be given a range of references to develop your critical skills. Theoretical concepts will be explored and evaluated. All assessments require critical thinking and creativity. To develop these the you will:

• Examine the nature and limitations of a range of theories and evaluate their appropriateness in response to issues related to learning and teaching
• Apply theories to their own pedagogical practices
• Move beyond criticism of national frameworks and policies to develop their own position on educational issues

Through the use of your e-portfolio, subject knowledge record and target setting you will be expected to:

a) Identify areas of your own practice for further investigation

b) Provide a clear conclusion arising from the investigation into practice

c) Provide recommendations for further development

Improving learning and performance

All unit activities and assignments are designed to encourage you to critically reflect upon your own performance and identify personal action plans for your future development in academic and professional contexts. You will receive:

• constructive written feedback
• advice and guidance from professionals which you should be prepared to act on
• advice where necessary in respect of learning support (PAD, Careers Advice)

By the end of the course you will be able to take responsibility for identifying your personal strengths and areas for improvement, and have the skills necessary to commit to continuous professional development and initial career development.

Personalised Learning

Many aspects of the course will be shaped exclusively by your individual developmental needs.

The observations of your teaching practice, weekly meetings with your placement based mentor, monitoring of progress against the Professional Standards and regular profile reviews ensure that targets set and actions to address them are determined by your personal achievements and aspirations. Formative feedback from your assessed work will provide information about your progress so far and guidance as to how to improve.

Progress files

The e-Portfolio is the medium through which you will manage the range of evidence accumulated during the course. It will include:

Evidence of meeting the requirements for the Professional Standards

Assessed assignments with feedback

Profile Review Point feedback and targets

QTS skills test certificates

CRB certificates

Professional Standardswww.tda.gov.uk/standards

www.dcsf.gov.uk/legislation

Professional standards

www.tda.gov.uk/standards

www.dcsf.gov.uk/legislation

Professional Framework

(extract from `School Teachers Pay and Conditions Document 2009 and Guidance on School Teachers Pay and Conditions)

The framework of professional standards for teachers will form part of a wider framework of standards for the whole school workforce. The standards provide the framework for a teachers career and clarify what progression looks like. The standards clarify the professional characteristics that a teacher should be expected to maintain and to build on at their current career stage. After QTS is achieved, as a new entrant to the profession the expectation is that you would continue to meet the core standards and to both broaden and deepen your professional attributes, knowledge, understanding and skills within that context. The standards support you in identifying your professional development needs and will help you decide the `next steps. As a teacher you have a professional responsibility to be engaged in effective, sustained and relevant professional development throughout your career.

All the standards are underpinned by the five key outcomes for children and young people as identified in the Every Child Matters framework and the six core areas for the Common Core of skills and knowledge for the childrens workforce. Your practice should be informed by an awareness of legislation concerning the development and well-being of children and young adults.

All strands of the course will build on aspects of the profession and will be reinforced through the Professional Practice and Subject Specialist units of the course. The course is audited against the QTS standards. You will self assess against the standards and record your progress in the e-portfolio. Your progress on the course is monitored by your Placement Based Mentor and quality assured by your SQAT and PQAT. Assessment of your progress against the standards is both formative and summative.

Criminal Records Bureau (CRB) and ISA (Independent Safeguarding Authority)

Extracted from: http://www.isa-gov.org.uk/

The Independent Safeguarding Authority (ISA) has been created to help prevent unsuitable people from working with children and vulnerable adults.

We do this by working in partnership with the Criminal Records Bureau (CRB) and other delivery partners.

Increased safeguards have now been introduced under the Vetting and Barring Scheme, from October 12th 2009:

• It is now a criminal offence for individuals barred by the ISA to work or apply to work with children or vulnerable adults in a wide range of posts - including most NHS jobs, Prison Service, education and childcare. Employers also face criminal sanctions for knowingly employing a barred individual across a wider range of work;


• The three former barred lists (POCA, POVA and List 99) are being replaced by two new ISA-barred lists;


• Employers, local authorities, professional regulators and other bodies have a duty to refer to the ISA, information about individuals working with children or vulnerable adults where they consider them to have caused harm or pose a risk of harm.

If you start this course after November 2010 you will have to be ISA registered.

You must complete a CRB form and register with the ISA. Documentation will be sent to you at the appropriate time. The safeguarding checks inform the placement about the position of trust you have been placed in and ensure that the school provides and maintains its protection of pupils/students. You should keep your CRB and ISA registration in a safe place and provide a copy for each placement setting you attend. Where possible the PBT should take a copy of the original CRB and ISA registration documentation.

You will undertake safeguarding training whilst on the course and receive a certificate on completion.

General Professionalism

Teacher professionalism is outlined in the GTCEs professional code of conduct. As a training professional, you are expected to conduct yourself in an orderly, dignified and professional manner at all times.

You are expected to demonstrate honesty and integrity in all dealings with your placement school/ college and the Secondary and Post Compulsory Education department within the University of Bedfordshire.

You are expected to attend all university seminars and lectures in addition to fulfilling the required training days on placement as stipulated by the TDA. If there are occasions when you are unable to attend a university session, you should inform the tutor as a matter of professional courtesy. Full details of attendance requirements and notification of absence are provided in the Course Handbook.

Strategy for developing and embedding the professional standards

All teacher education courses are required to provide support to achieve Qualified Teacher Status (QTS) by meeting the requirements of the Professional Standards for Teachers `Q standards (see http://www.tda.gov.uk/Recruit/thetrainingprocess/qualifiedteacherstatus/achievingqts.aspx)

The Focus Areas, within which your reflective writing will be framed, offer descriptors which define the holistic view of a student teacher who is meeting those standards. The assessment strategy, described in detail above, ensures that your critical analysis of experiences from the course forms the basis of your evidence against the Professional Standards. In this way, your intellectual and performance development are intrinsically linked.

The Focus Area descriptors are provided in the Professional Practice Unit Handbook.