PPT introducing the final year on the BA (Hons) Secondary Design and Technology Education course at Nottingham Trent University

1. School of Education
Nottingham Trent University
Secondary Professional Year: Introduction
Monday 10 September 2012
Alison Hardy/ Beverley Lawe

2. School of Education
Contents
•Courses
•Vision, Standards and Aims
•Modules, Assessment and Awards
•Course Overview
•Roles
•Course Documentation
•Questions
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3. School of Education
Secondary Professional Year Courses
Postgraduate Certificate in Education (PGCE)
BA (Hons) Secondary Design and Technology
Education (BA)
Graduate Teacher Programme (GTP)
School Direct (SD)
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4. School of Education
Our Vision of a Teacher
Over 50 years of teacher training at NTU has led to a clear and
unambiguous vision of a teacher.
•adaptable and resilient;
•critically aware and reflexive;
•empathetic, thoughtful and a good communicator;
•inspirational, dynamic and exciting;
•knowledgeable, innovative and forward thinking;
•proactive, self-directing and collegial.
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5. School of Education
Standards
ITT Criteria
All accredited providers must meet the ITT criteria. The criteria
ensures that all courses provide trainees with the environment,
opportunities, training and support to fulfil the Teachers’
Standards.
The Teachers’ Standards
Training to become a teacher is underpinned by the Teachers’
Standards set by the government’s Teaching Agency. The
Secondary Professional Year is designed to provide trainees
with all the opportunities to develop and demonstrate their
competence against the Teachers’ Standards.
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6. School of Education
Course Aims
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7. School of Education
Modules
There are five modules which are core to all trainees:
Secondary Professional Practice Module (Level 3 only)
0 credits (Pass/Fail)
Learning and Teaching in the Subject
Module (Level 3 or M Level)
20 credits (Graded)
Skills of Enquiry Module (Level 3 or M Level)
20 credits (Pass/Fail)
Learning and Teaching in the Wider Context Module (Level 3 or M Level)
20 credits (Graded)
Secondary Education Independent Study Module (Level 3 or M Level)
60 credits (Graded)
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8. School of Education
Secondary Professional Practice Module
Aims
•Develop you as a teacher in your subject and the wider
context
•Provide you with opportunities to put your knowledge and
understanding, skills, qualities and attributes into practice in
school
•Enable you to critically evaluate and consistently improve
your practice
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9. School of Education
Secondary Professional Practice Module
Content
•National Curriculum, frameworks and specifications
•Knowledge, skills and understanding in the subject and the wider school curriculum;
•Teaching the subject at KS3 and KS4 (KS4 and KS5 for Business Studies)
•Learning objectives, strategies to monitor learning, lesson evaluation and feed forward
into planning;
•Assessment strategies
•Individual needs:
•Managing pace, environment, resources, relationships and behaviour;
•Use of teaching assistants and others who contribute to learning; and
•Professional responsibilities, conduct and development.
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10. School of Education
Secondary Professional Practice Module
Assessment
•continuously assessed through the use of a Professional
Development Record and the development of a Portfolio of
Evidence.
•Weekly progress meetings with mentors and regular progress
meetings with tutors;
•Formative observations and feedback by mentors and tutors;
•Formative three-way meetings with mentors and tutors
leading termly progress reports
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11. School of Education
Learning and Teaching in the Subject Module
Aims
•Develop your understanding of the frameworks, curricula and
specifications relevant to your subject
•Develop your subject knowledge, your understanding of
subject pedagogy and your ability to apply this to your
professional practice
•Develop your ability to critique research and resources
relating to your subject
•Develop your ability to use reflection as a tool for improving
your practice
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12. School of Education
Learning and Teaching in the Subject Module
Content
•The development of relevant subject knowledge;
•The investigation of a range of current issues and innovation relating to subject
pedagogy;
•The discussion of subject frameworks, curricula and specifications;
•The development of practical skills associated successful teaching and learning in your
subject;
•Independent study and work-based practice supported by tutorials/e-tutorials tailored
towards individual contexts and needs;
•The implementation of appropriate subject pedagogy that effectively responds to
relevant subject curricula and specifications; and
•Reflection upon your developing professional practice.
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13. School of Education
Learning and Teaching in the Subject Module
Assessment
•Subject specific assignment brief
•A portfolio submission evidencing the devising, delivery and
critical evaluation of subject based practice.
•Assignment work is discussed and formative feedback given
as part of the module delivery model, through tutorial support
and through practice-based observation feedback.
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14. School of Education
Learning and Teaching in the Wider Context Module
Aims
•Develop your deep understanding of the fundamental
principles of schools, learners and the learning process
•Develop your critical awareness of the factors that enable
learning for the individual
•Develop your personal and professional skills and knowledge
required to teach
•Develop your team-working and communication skills
required to forge positive relationships
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15. School of Education
Learning and Teaching in the Wider Context Module
Content
•Professional role of the teacher;
•Different types of schools and the wider corporate life of schools;
•The curriculum;
•Learning theories and Learning styles;
•Behaviour management;
•Role of assessment;
•Inclusive classrooms, personalisation and differentiation;
•Citizenship;
•Safeguarding & child protection;
•Use of statistics and data in schools;
•Legal requirements and constraints
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16. School of Education
Learning and Teaching in the Wider Context Module
Assessment
•submission of a contextualised practitioner enquiry into one of the current national
priorities for teachers:
– Creating the inclusive classroom;
– The effect of pupil behaviour on learning; and
– The impact of literacy strategies within the classroom.
•Aided by the completion of a number of formative tasks that might include:
– Interrogation of a school policy document;
– Personal reflection on experience;
– Analysis of academic articles;
– Defence or challenge to a controversial proposition;
– Response to an article or post an online comment on the discussion board;
– Evaluation of trainee led seminar;
– Response to a lecture; and
– Evaluation of your own teaching.
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17. School of Education
Skills of Enquiry Module
Aims
•Develop your ability to identify, review and critically assess
appropriate sources
•Develop your ability to synthesise and articulate your
approach to teaching and learning
•Enable you to use enquiry to improve your professional
practice
•Enable you to develop and deploy transferable skills as a
basis for your continuing professional development
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18. School of Education
Skills of Enquiry Module
Content
•Theories, knowledge, concepts, research and debate;
•Skills of enquiry: literature review, methodology, research
methods; and
•Academic writing: synthesis, drawing conclusions,
referencing.
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19. School of Education
Skills of Enquiry Module
Assessment
•module supports the development of processes and skills
required of the Wider Context and Subject Modules
•Assessed through the assessment processes of the other two
modules
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20. School of Education
Independent Study Module
Aims
•Develop your research and professional enquiry skills
•Enable you to reflect on your own practice and implement
changes based on your reflections
•Provide you with opportunity to use professional and
academic sources within your own practice
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21. School of Education
Independent Study Module
Content
•Skills in using resources to understand about current
themes;
•How research is conducted;
•How research is used in your specialist subject;
•Research skills and enquiry skills; and
•Presentation skills for a professional audience.
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22. School of Education
Independent Study Module
Assessment
This module is assessment through a combination of
a presentation, associated materials and a written report.
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23. School of Education
Awards
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24. School of Education
Course Overview/Calendar of Professional
Practice
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25. School of Education
Roles
School-based: University-based:
•Subject Mentor •Subject Tutor
•ITE Coordinator •Professional Tutor
•Class Teacher •Subject/Strand Leader
•Other Colleagues •Wider Context Tutor
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26. School of Education
Core Course Documentation
The Course Guide
The Course Guide contains information and guidance for trainees,
mentors and tutors about the Secondary Professional Year.
The Professional Development Record (PDR)
The PDR constitutes an ongoing record of trainees’ professional
development, including Subject Knowledge Audit, Action Planning, the
Training Plan and Reflections. It acts as a record of the weekly
Progress Meeting between the trainee and their Subject Mentor.
The Professional Practice File (PPF)
The PPF will hold all information relevant to the trainees’ Professional
Practice Placements, including information about the School,
Department, Learning and Teaching in the Subject and Wider Context
and Classroom Observations
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27. School of Education
Other Course Documentation
The Portfolio of Evidence
The Portfolio of Evidence is trainees’ final evidence that they have met the
Teachers’ Standards and are ready to be recommended for QTS. It is compiled
from their PDR, PPF and Module Assessments. Contains information and guidance
for trainees, mentors and tutors about the Secondary Professional Year.
QTS Skills Tests
All trainees are required to pass Skills Tests in numeracy and literacy before they
can be recommended for the award of QTS.
The NTU Online Workspace (NOW)
NOW is a unique and comprehensive VLE. Every course and module has its own
NOW Learning Room that brings together all the information trainees need.
The NTU Partnership Website
The Partnership Website gives access to trainee, mentor and tutor support
information.
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28. School of Education
Questions?
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