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Further Education and Training

Programme Handbook
Post-Graduate Certificate in Education
Edge Hill University Higher Diploma

Full Time

September 2014

CONTENTS
Contents
Contents list
Support Statement
1
...
1 Further Education and Training Key Information
1
...
3 Organisational Structure
1
...
5 List of Appendices and location
1
...
Introduction
3
...
1 Equal Opportunities
3
...
3 Absence
3
...
5 Raising issues of concern
4
...
1 Trainee
4
...
3 Module Leader
4
...
5 Visiting/Personal Tutor
4
...
Programme Overview
5
...
2 Teaching and learning
5
...
4 Achievement across the programme
5
...
6 Programme Calendar
5
...
8 Blackboard (VLE)
6
...
1 Malpractice
6
...
3 Word limits
6
...
4
...
4
...
5 Marking and Feedback
6
...
7 External Examination
6
...
9 In-Year reassessment
6
...
11 Assessment Board dates
7
...
1 Professional Practice Overview
7
...
3 Dress Code
7
...
5 English (Literacy) and Maths (Numeracy)
7
...
7 On-Programme Self-Declaration
7
...
9 Total hours required
7
...
11 Breadth of Experience/Enrichment
7
...
Assessed Observations
8
...
2 Pre-observation Coaching
8
...
Student Voice
9
...
2 Programme Evaluation
10
...
1 Professional Formation and achieving QTLS
10
...
3 Progression for University Higher Diploma trainees
10
...
5 References
10
...
7 NQT Development and Enhancement Programme
11
...
1 Tutorials
11
...
3 Fees and funding
11
...
5 Learning Services
11
...
7 Education students and Learning Services
11
...
g
...
If you feel your ability to study,
read, write or concentrate is affected by a disability, mental health need or a Specific Learning
Difficulty, Edge Hill can offer learning support and guidance tailored to your individual
requirements
...

Disability (e
...
physical, sensory or mental health)
Inclusion Team, Student Information Centre
Tel: 01695 584190 Email: inclusionteam@edgehill
...
uk

Specific Learning Difficulties (e
...
Dyslexia, Dyspraxia)
For further advice and guidance you can contact the SpLD Support Team:
In person (at the Ormskirk site): Ask Desk, 1st Floor, University Library
Tel: 01695 584372
Tel: 01695 584018 (to make or change an appointment)

Email: inclusiveservices@edgehill
...
uk
Concerned about your studies?
Every year we have students who have concerns about aspects of their study skills (for
example: reading and writing) and worry about their ability to study at this level
...
It may be that you have a Specific Learning Difficulty, in which case we can offer you
appropriate assessments and guidance/support to help you achieve your potential
...

Inclusive Learning
It is Edge Hill University’s aim to make our services and provision accessible to all our users
...
g
...


Further Education and Training Programme Handbook
Full-time 2014/15

4

Welcome
On behalf of all the tutors in the Further Education and Training (FET) Partnership, we welcome
you to the Faculty of Education at Edge Hill University
...
These will help develop your skills as a teacher in the Further
Education and Training sector, and enable you to move towards obtaining Qualified Teacher
Learning and Skills (QTLS)
...
In June 2014 the programme was again rated Outstanding by Ofsted
...
It is, in the
words of the Lead Inspector, a programme that is “the benchmark for the sector” and you are
now part of that programme
...

It is worth pointing out that all information relevant to the programme is provided in the
appropriate handbook: Programme Handbook, Module Handbook(s) and/or Professional
Practice handbook
...

Please note that some of the information in this handbook may vary slightly depending on
which centre you are studying at
...
Please consult with your Course Leader and/or Centre
Programme Coordinator for further clarification
...

Lindsey Marsh and Mike Stoddart
Course Leaders
Jane Wood
Assistant Head of Area
Further Education and Training
Margaret Postance
Head of Area
Further Education and Training

Further Education and Training Programme Handbook
Full-time 2014/15

5

1
...
2 Key Roles
Head: Further Education and Training
Margaret Postance
Room S37
Faculty of Education
Tel: 01695 650902
e-mail: margaret
...
ac
...
wood@edgehill
...
uk

Course Leaders:
Lindsey Marsh

Mike Stoddart

57 St Helens Road

57 St Helens Road

Ormskirk

Ormskirk

Tel: 01695 657289

Tel: 01695 587991

e-mail: lindsey
...
ac
...
stoddart@edgehill
...
uk

Further Education and Training Programme Handbook
Full-time 2014/15

6

FURTHER EDUCATION AND TRAINING
Organisation Structure
To be included

Further Education and Training Programme Handbook
Full-time 2014/15

7

Further Education and Training Staff List September 2014
Professional behaviour in contacting staff: in addition to complying with the Code of
Professional Conduct it is important that you are professional in all contacts with all staff
including teaching staff, college/training setting staff and administrative staff
...

Core Team
Margaret Postance

Tel: 01695 650902

E-mail: margaret
...
ac
...
wood@edgehill
...
uk

John Dickinson

Tel: 01695 650830

E-mail: dickinsj@edgehill
...
uk

Vicky Duckworth

Tel: 01695 650861

E-mail: vicky
...
ac
...
marsh@edgehilll
...
uk

Mike Stoddart

Tel: 01695 587991

E-mail: mike
...
ac
...
leight@edgehill
...
uk

Andrew Whittle

Tel: 01695 657378

E-mail: whittlea@edgheill
...
uk

Kristian Robinson

Tel: 01695 657360

E-mail: kristian
...
ac
...
mather@edgehill
...
uk

Associate Tutors
Geoff Appleton

E-mail: geoff
...
ac
...
com

Alan Baker

E-mail: alan
...
ac
...
com

Lesley Davis

E-mail: davis12009@yahoo
...
uk

Jane Dickinson

E-mail: dickinja@edgehill
...
uk

Ray Dwerryhouse

E-mail: ray
...
ac
...
co
...
ac
...
co
...
ac
...
ac
...
ac
...
net

Chris Stokes

E-mail: stokesc@edgehill
...
uk

Joanne Sutcliffe

E-mail: sutclifj@edgehill
...
uk

Mark Hughes

E-mail: westlancsteacher@hotmail
...
uk

Further Education and Training Programme Handbook
Full-time 2014/15

8

APPENDICES
The Appendices listed below can be found on Blackboard in the folder titled
‘Policies and Procedures’ in order to ensure that you have access to the most up to
date information

Appendix 1: Code of Professional Conduct for ITT Trainees
Appendix 2: ITT Academic and Professional Review Meeting Procedures
Appendix 3: Health and Safety
Appendix 4: Assessment Level Descriptors
Appendix 5: Professional Standards for Teachers and Trainers in Further Education and
Training
Appendix 6: Research Ethics
Appendix 7: Teaching and Learning terminology
Appendix 8: Writing Concisely
Appendix 9: Intercalation/suspending your studies
Appendix 10: Exceptional Mitigating Circumstance

(taken from Academic Regulations)

Appendix 11: Student withdrawal/intercalation Fees Policy 2014/15
Appendix 12: Contact information

Further Education and Training Programme Handbook
Full-time 2014/15

9

The Edge Hill University Further Education and Training Trainee
The Edge Hill University Further Education and Training ITT programme supports each trainee in
developing their own individual teaching personality and drive to become good/outstanding
professional practitioners
...
Above all they are highly professional in
attitude and behaviour, demonstrating an awareness of the public perception of teachers within
social media and ensuring that they fulfil the role to the highest expectations including dress,
language and personal conduct
...
As such, EHU Further Education and
Training trainees are offered every opportunity to become outstanding leaders of education and
training who are highly competent in offering the highest levels of student experience to learners
within the sector
...

Every trainee will be offered optimum opportunity to develop their own individual teaching
‘personality’ and personal professional principles relating to the professional standards for the
sector with the following elements forming the essential core necessary to be an outstanding
practitioner:
Teaching and Learning / subject knowledge:
• Subject Knowledge - expert subject knowledge across the breadth and depth of the curriculum
to support teaching, learning and assessment
• Specific Curriculum - understand the relevant curriculum requirements, including vocational
education, for the subject specialism, and its associated examination and assessment
arrangements
...
g
...

• Literacy / English / Functional Skills - confidence and competence in promoting opportunities
for the development and reinforcement of the skills required relating to all aspects of literacy –
specifically reading, writing and communication
...

• Technology Enhanced Learning - effective use of appropriate new and emerging technologies
to effectively support learning and fully engage learning potential
...

• Dual Professionalism – teachers who are already professionals in their specialist area (e
...

accountancy, Engineering, Nursing) are being supported to develop the dual professionalism of
combining that with teaching expertise
...

• Working in a Team - work with colleagues – teaching and non-teaching, as part of a wider team
...
g
...

• Communication - confidence and competence in communicating effectively with all stakeholders
– students, parents, colleagues, line managers etc
...

o use assessment data to comprehensively evaluate the quality of teaching, learning and
assessment
...

• Giving Feedback - give effective feedback (written and verbal) to students to enable them to
reflect on their progress and identify their own emerging needs
...

• E-safety - understand and promote e-safety
...

• Challenge and Motivate - challenge and motivate all students and in particular in schools/colleges
and settings where attainment is low
...

• Ensuring Student Progress o Identify and build on students’ prior knowledge to ensure their progress
...

• Minority Ethnic Backgrounds - confidence and competence in preparing to teach students from
minority ethnic backgrounds
...

• Special Educational Needs and Disabilities - confidence and competence in preparing and
delivering learning for students with special educational needs and disabilities with appropriate
professional support
...

• Applying Theory - integrate the theoretical elements of the ITT programme with professional
practice to support critical reflection and personal and professional development
...

• Gaining Employment - confidence and competence in applying for teaching posts within the
sector
...


Introduction

The Programme Handbook for September 2014 is designed to provide you with a range of
information that will guide your understanding of the Further Education and Training
programme
...
Important policies and procedures are detailed in this
handbook and on Blackboard and it is your responsibility to ensure you are familiar with
them and follow them
...


3
...
1 Equal Opportunities
All who contribute to the course intend to ensure that all staff and trainees are valued
...
”
Edge Hill University Policy on Equality and Diversity
In addition to the Edge Hill University guidelines available in the Policies and Procedures
folder in Blackboard, it should be noted that all Further Education and Training trainees
work in colleges/training settings, which also operate equal opportunities policies
...

All teachers have a particularly important role to play in the promotion of equal
opportunities
...
You will be encouraged to think in
terms of equal opportunities when planning lessons and assessing learners, and you are
expected to fully exploit possibilities to promote learners’ understanding and appreciation
of social and cultural diversity
...

3
...

You are expected to attend all modules
...
If your attendance falls below 60% your
professional practice opportunity may be terminated
...

Module Tutors will take a register for attendance and Visiting/Personal Tutors will check
and discuss attendance during tutorials
...

3
...
sugden@edgehill
...
uk

•

Contact your Visiting/Personal Tutor via e-mail/office ‘phone

•

If on Professional Practice, you MUST contact your college/training setting at
the earliest opportunity (no later than 9
...
It is your responsibility to speak
to an appropriate person (most probably your mentor)
...
Whilst on Professional
Practice, you should note the importance of attendance and punctuality, in
establishing of an effective working relationship with your Edge Hill University
Partnership Mentor (EHUPM)
...
g
...
If you are unwell, you
will be expected to provide a sick note from your doctor if the illness is likely to prevent
you attending university classes or Professional Practice for more than one week
...
4 Punctuality:
You have responsibilities to yourself, fellow trainees and the course team and you will be
expected to actively contribute to sessions
...

3
...

Generic concerns: If you have a concern that has not been resolved by a Module Leader
or your Visiting/Personal Tutor, then you should contact the Course Leaders
...
There is also a
confidential counselling service available through Student Services, an appointment can
be made via the Health Centre on 01695 584246
...
If the matter is not
resolved, then it needs to be taken to the Course Leaders
...
Following this there is a formal complaints procedure, details of
which are available through the Student Information Centre
...


4
...

The main participants are:
•
•
•
•
•
•

The Trainee
The Course Leaders
The Module Leader
The Module Tutor
The Visiting/Personal Tutor
The Edge Hill University Partnership Mentor

Their respective roles and responsibilities are summarised below:
4
...
You are a
partner in the training process and are expected to be proactive in identifying your training
needs and to use your time on Professional Practice to develop both your understanding
of these issues and your own practice
...


As a Trainee you will acknowledge and recognise your professional responsibilities
by signing a Code of Professional Conduct at the start of the Programme
...

4
...
The Course Leaders support Visiting/Personal Tutors, Module
Leaders and Module Tutors to ensure they can support trainees over the duration of the
programme
...

4
...
The Module Leader will also
collate the evaluations provided by trainees at the mid-point and end of the module in
order to inform future planning
...

4
...
In most circumstances the Module Tutor will also be the first
marker of trainee assignment(s)
...
Module Handbooks contain information and guidance on the module and on the
assessment strategy and you should read these carefully
...
5 The Visiting/Personal Tutor
All trainees will be allocated a Visiting/Personal Tutor
...
They will have a responsibility to observe your Professional Practice
and will monitor your completion of your e-portfolio
...
They have overall responsibility for you whilst you are on Professional
Practice and will ensure that the training Professional Practice is of high quality and that
mentor support and guidance meets the guidelines in the Edge Hill University Partnership
Mentoring Handbook
...


Further Education and Training
Programme Handbook 2014/15

16

4
...
They will assist with the practical day to day issues such as timetabling and will
respond to any pastoral and professional issues
...

After the first joint observation with your Visiting/Personal Tutor they will complete their
own subject specific session observations of your teaching
...

All EHU PMs undergo mentor training either at the University, at a Further Education and
Training Partnership Centre or in-situ
...

You can gain important information about your role in the mentoring relationship by
undertaking the Mentee Training on-line pack, which is embedded into The Practising
Teacher module and in the Expert Practitioner Series of lectures
...


Overview of the programme

5
...

The Programme aims to develop practitioners who:
1
...
Build positive relationships to create a culture of mutual trust, professionalism and
respect with learners and colleagues in order to challenge beliefs, assumptions and
practice
...
Work cooperatively and collaboratively with stakeholders, colleagues and learners
to meet the requirements of employers and the diverse needs of all learners in the
sector
...
Design, deliver and evaluate a variety of creative and innovative teaching, learning
and assessment practices including the imaginative use of technology enhanced
learning
...
Are critically reflective, committed to continuous professional development and
engage in research to update and enhance their personal expertise and subject
knowledge
...
2 Teaching and Learning within the Programme
...
Trainees will
have varying amounts of learning and contact time across the different elements,
including:

Further Education and Training
Programme Handbook 2014/15

17

•
•
•
•
•

Face-to-face taught time
Blended learning
Reading and research time/independent study
Work-based preparation and investigation
Professional practice
...
All modules on the course are taught on a nominal
60 hours contact, so you will see that we expect you to invest a considerable amount
of your time outside classes to autonomous learning
...
3 Outcomes and Levels
For graduates, the programme comprises five modules, leading to a Post Graduate
Certificate (PGCE) in Further Education and Training at Level 7
...
Further guidance and support on studying at Level 7 will be given on this during
the programme
...

For under-graduates, the five modules lead to an Edge Hill University Higher Diploma in
Further Education and Training, a Level 5 Award
...

5
...


Five taught modules
...


2
...
This relates to your individual
learning needs and your achievement of the Professional Standards for
Teachers and Trainers in Further Education and Training
...
Your e-Portfolio is a
record of your individual learning and development over the entire length of the
programme and incorporates the evidence of your professional practice
...


Professional Practice
...


Further Education and Training
Programme Handbook 2014/15

18

To be successful on the Further Education and Training programme, which includes the
recommendation for Qualified Teacher Learning and Skills (QTLS), you will be required
to:
•
satisfactorily complete all of the assessment outcomes of the modules that you
study
•
demonstrate that you have met all of the Professional Standards for Teachers
and Trainers in Further Education and Training and performed these to a high
level
•
meet all professional and academic requirements relating to the programme
•
•

Your overall achievement on the PGCE or UHD is recorded as a Pass, it is not
graded
...


5
...
The journey through the modules will model the trainee
teacher’s journey from developing teacher to an outstanding teacher, fully engaged in the
wider role and effectively and successfully employed within the sector
...
One module, The Specialist Teacher,
allows a choice of specialisation
...

PGCE Further Education and Training
Module 1: The Developing Teacher (Core 30 credits)
Module 2: The Professional Teacher (Core 30 credits)
Module 3: The Practising Teacher (Core 30 credits)
Module 4: The Specialist Teacher (Option 30 credits)
Module 5: The Outstanding Teacher (Core 30 credits)
Module
Code
PET3620
PET3621
PET3622
PET3623

Module Titles:

PET4721
PET4722
PET4723

PET3624
PET3625
PET3626
PET3627
PET3628

PET4724
PET4725
PET4726
PET4727
PET4728

The Developing Teacher
The Professional Teacher
The Practising Teacher
The Specialist Teacher –
Subject Specialism (Option )
The Specialist Teacher – English (Option)
The Specialist Teacher – Maths (Option)
The Specialist Teacher – EAL (Option)
The Specialist Teacher – SEND (Option)
The Outstanding Teacher

Credit
Value
30
30
30
30

L6

L7

X
X
X
X

X
X
X

30
30
30
30
30

X
X
X
X
X

X
X
X
X
X

Edge Hill University Higher Diploma in Further Education and Training
Module 1: The Developing Teacher (Core 30 credits)
Module 2: The Professional Teacher (Core 30 credits)
Further Education and Training
Programme Handbook 2014/15

19

Module 3: The Practising Teacher (Core 30 credits)
Module 4: The Specialist Teacher (Option 30 credits)
Module 5: The Outstanding Teacher (Core 30 credits)
Module
Code
CET1420
CET1421

Module Titles:

CET2521
CET2522
CET2523
CET2524
CET2525
CET2526
CET2527
CET2528

The Developing Teacher
The Professional Teacher
The Practising Teacher
The Specialist Teacher –
Subject Specialism (Option )
The Specialist Teacher – English (Option)
The Specialist Teacher – Maths (Option)
The Specialist Teacher – EAL (Option)
The Specialist Teacher – SEND (Option)
The Outstanding Teacher

Credit
Value
30
30
30
30

L4
X
X

30
30
30
30
30

L5

X
X
X
X
X
X
X
X

5
...
You should attend university
sessions whenever they are running, and if your Professional Practice is open for
teaching then you should attend your Professional Practice regardless of any
holiday schedule the programme is following
...
The typical
number of teaching hours per week on the 3 term programme is between 6 and 9 hours
...

5
...


Further Education and Training
Programme Handbook 2014/15

20

5
...
You will be asked
to engage with the VLE throughout the programme
...
It also provides a trainee-to-trainee communication facility, which has been shown to
be very beneficial, particularly with regard to assessment
...

Please note that e-mail is not an immediate form of communication
...
Please do not send reminder emails within this period
...

Personal emails are not used as default address by the system
...

Please check regularly for messages and please respond in an appropriate time scale, i
...

one that reflects the tutor response
...
This will include copies of programme and module handbooks together with
copies of any resources (where available electronically) of any materials used in a
particular session
...

Please note that Blackboard is not a substitute for attendance at timetabled classes
but a fallback resource if you are unavoidably absent
...
While
there is a core of content and material, tutors may contextualise a module depending
on their cohort
...

Teaching and Learning: your experience of using a VLE as a trainee should inform
your use of VLE as a teacher
...

It is important to appreciate that posting materials up does take time and that not all
tutors have editing rights
...


Further Education and Training
Programme Handbook 2014/15

21

Professional Development: A major component of your programme is the use of
Campus Pack, a facility within Blackboard that supports your e-portfolio, which helps
you track your development as a teaching professional
...
The use of your e-portfolio
demonstrates your commitment to utilising new and emerging technology, which is a
core requirement of teachers in the sector
...


6

Assessment

A variety of assessment strategies will be used during the programme and the module
handbooks will include details of assessment and some guidance on how best to
address the task as set
...

The learning experience in all modules will be underpinned by an awareness of
equality of opportunity, both in relation to your own learning experience and to the
experience of your learners
...

Written work is graded at levels 4, 5, 6, and 7 in accordance with the Faculty of
Education criteria for assessment
...

The Grading Criteria are used to give you an indication of the quality of your work, and
feedback will give you indications of how you can improve subsequent assignments
...

In order to pass any given module, you must demonstrate achievement of all specified
learning outcomes for that module through the completion of all set tasks
...
Each year trainees on
the programme ask if they can see examples of previously submitted work, and as
assignment briefs may be updated on a yearly basis we are always eager to have
access to examples that will assist trainees
...
It is important to note however, that the
programme is newly validated so no trainees have completed the assessments in their
current form before
...


Further Education and Training
Programme Handbook 2014/15

22

6
...
Malpractice may be broadly defined as an attempt
to gain an advantage over other trainees by the use of unfair and unacceptable
methods
...

Types of malpractice include cheating, collusion and plagiarism
...
Plagiarism is defined as ‘the appropriation of ideas, passages etc
...
Sentences and paragraphs should not be copied from any
printed material, or inserted from any electronic source such as databases or Internet
sites, without clearly identifying the source nor should they be copied from other
trainees or teachers
...
If you have questions or
concerns, please ask one of the course team
...
Turnitin software is in
place to assist students in avoiding plagiarism and to assist staff in detecting it
...
Please ensure you
are aware of University Regulations and guidelines as provided in your student handbook
...

6
...
5 line spaced
Be stapled/clipped together and not be in a ring binder or other folder
Include a header identifying your student number, the course and the module code
Be in Arial font, minimum pt
...
If you do this it will be
returned to you unmarked
...

All work submitted for assessment must be your own and must acknowledge other
sources appropriately
...
However, clear guidelines for the
completion of individual work in the final submission will be provided
...
Neglect of these aspects will have a
significant impact on the indicative grade awarded so please ensure you make use of
study support for academic writing
...
3 Word Limits
The size of the assessment is determined by the number of credits awarded to each
module and the level at which they are delivered
...
This is expressed as an ‘equivalence’
for those assessments involving the production of evidence e
...
in a portfolio of work
...
Documents included as
appendices do not count towards word totals
...
, where these are produced as part of the assessment strategy, do
not count towards word totals
...
As an intending
teacher you need to develop the skill of being clear and concise when writing
...

As a rough guide, 10%+/- the word limit is acceptable
...
Although tutors will continue to
assess the rest of your work they will take account of the excess when arriving at their
assessment decision, although penalties will not be implemented, this is in accordance
with Edge Hill University assessment guidelines
...

6
...

•

You are required to submit your assignments electronically via module
submission folders within Blackboard unless told otherwise
...
All submissions must be accompanied by an assignment submission
form, these can be found in the assignment submission folders for each module
...


•

All coursework must be submitted by the required date and time
...
Please
take care to note the submission date for your particular cohort
...
4
...

Extensions can only be agreed before the published submission date, in
consultation with the relevant Module Tutor
...
There should be a specific and appropriate reason:
just asking for ‘more time’ will not guarantee an extension
...


•

Course Leaders will monitor the use of s extension requests and Personal Tutors
will be advised of any trainee making repeated requests
...
Extensions that
take the submission date beyond the relevant Programme Assessment Board will
not be allowed
...
4
...

You must read the guidance notes carefully and comply fully with the advice given,
particularly with regard to submitting evidence
...
If the request is approved the candidate is
awarded a ‘Deferral’ rather than a ‘Referral’ (see below for explanation of the
difference)
...
Trainees are eligible for reassessment at the discretion of the
Assessment Board
...
5 Marking and feedback
Submitted work will be marked and feedback uploaded for you to access via
Blackboard
...
This allows time for
a sample of second marking and moderation within and between centres
...
Concerns and development points will be identified as necessary
...
You should note any academic development
targets in your Individual Development Plan within your e-portfolio so that your
Visiting/Personal Tutor can support your completion of the targets
...

6
...
These
require a sample of assignments that are representative of the spread of grades to be
considered and presented to the External Examiner
...

6
...

The External Examiner for the programme is …TBC……………… from the
University of ………………………
...


6
...

This is a “Referral” and means you have only one more opportunity to submit the
work
...
It
might be possible to re-register at a future date but you may not receive financial
support for the tuition fees in these circumstances
...
It is important to note that EMC applications must be renewed
if you wish to continue with the Deferral beyond the first available Assessment Board
...

Details on the EMC process can be found in the Policies and Procedures folder in
Blackboard
...

6
...
This is known as an in-year reassessment opportunity
...
If the first submission is of a very low standard then the work will be given
the appropriate referral code and another reassessment opportunity will be
offered (usually in August)

•

Trainees who do not resubmit by the agreed original date will be given the
appropriate referral code and offered another reassessment opportunity (usually
in August)
...
Any mark awarded will be uncapped
...

Note: you must discuss any in-year reassessment opportunity with your Module
Tutor and/or Visiting/Personal Tutor
...

6
...
All marks should be considered provisional until
you receive your transcript
...
g
...

If you do need to re-submit work you will be formally notified after the relevant
Assessment Board and you will be given an appropriate deadline
...
If you do not resubmit you will fail the module
...
Submission of work in any other place or
by any other method may mean that your work is not ready for the formal ReSubmission Board that meets in early September
...
Whenever you have re-submitted work
you must advise your Module Tutor by email
...
g
...

6
...
1 Professional Practice – an overview
The taught part of your programme will take place on Wednesdays and Thursdays and
therefore you will be required to attend your Professional Practice placement on Monday,
Tuesday and Friday
...
Full
details can be found in the Professional Practice Handbook
...
g
...
These have been designed to raise your awareness and
experience of working with learners who have a range of learning needs; such as those
learners who have English as their second language and/or learners who have moderate
Further Education and Training
Programme Handbook 2014/15

28

to severe learning difficulties and disabilities
...

An initial shadowing experience will allow you to explore the host institution and the
curriculum that is offered there
...
The shadowing experience develops into the
start of some team-teaching with your Edge Hill University Partnership Mentor and will
provide an opportunity for you to familiarise yourself more fully with the curriculum and the
learners
...

If, for whatever reason, you have concerns about your Professional Practice then you must
discuss these with your Visiting/Personal Tutor
...
You should NOT MAKE ANY ARRANGEMENTS before discussing
your situation with your Visiting/Personal Tutor and, if circumstances allow, with your
EHUPM
...
You should not negotiate your end date independently, this should be
discussed and agreed between your EHU PM, your Visiting/Personal Tutor and you
...
2 Professional Practice Calendar
Programme
Start Date
September
2014

Induction,
Shadowing
Team Teaching
20 October 2014

Solo Teaching
starts

Solo Teaching
ends

Mid November 2014

April/May 2015

Please note
The dates given for the commencement of Professional Practice are provided as a guide
only
...
In some
instances, you might commence your enhancement hours prior to commencement of your
Professional Practice
...
However, please note
that it is not possible to achieve your qualification without all the assessed observations
and the required teaching hours being successfully completed
...

7
...
You should ask your EHUPM if the placement has a dress code and
if it does you must comply at all times
...
For example, low cut or tight tops and very short
skirts should be avoided as should clothing which reveals underwear
...

7
...
It is well known that prospective
employers may check Facebook pages, so you need to be aware of this and take care to
ensure that your identity, including photographs, is suitably professional
...
There is nothing wrong, per se, with giving yourself a
noticeable personal email, however consider the possible message that ‘fluffybunnikins@’
or ‘lotsofbooze@’ might give either to your Professional Practice provider or potential
employers
...
5 English (Literacy) and Maths (Numeracy)
It is an expectation of the sector that English and Maths, sometimes known as the
‘functional skills' of literacy and numeracy, are supported in all programmes and for the
foreseeable future it will be a very important aspect of a teacher's work
...
Achievement of QTLS will require evidence of this and so
identifying and improving your own skills in the minimum core is a key part of your ePortfolio and then these skills must be demonstrated in your actual practice
...
6 Safeguarding
Significant developments in recent years have been the impact of the Every Child Matters
(ECM) and Safeguarding Children agendas
...
Trainee teachers need to be fully aware of these
changes, the ‘personalisation of education’ and the impact upon their role as a
professional in the learning environment
...

Trainee teachers should ensure that they are familiar with the Safeguarding website
(www
...
gov
...

In addition, you should familiarise yourself with the recently published guidance, Working
Together to Safeguard Children, (DfE, 2013) on revised safeguarding which came into
effect from 15 April 2013
...

7
...
In addition, Statutory guidance, Safeguarding Children and Safer
Recruitment in Education, requires providers to ensure that entrants on all routes,
including salaried schemes, have been subject to a Disclosure and Barring Service (DBS)
criminal records check, including a check of the children’s barred list, and they should
keep records showing that trainees have obtained these
...
In addition, the details of any criminal convictions must be
detailed on the document overleaf and shared with the Head of Area
...


Further Education and Training
Programme Handbook 2014/15

31

Self-Declaration Procedure

Health Issue
disclosed - Faculty
Academic
Registrar (FAR)
requests further
information and
informs Head of
Area (HoA)

Character issue (i
...
a criminal
offence) disclosed at enrolment - FAR
organises Disclosure and Barring
Services (DBS) panel and results
passed to Academic Registry

During Programme
trainee declares a
character issue
(following DBS
clearance) OR the
University are made
aware of an offence

Trainee cleared
and proceeds
with
programme

Trainee completes
Self-Declaration
Form and submits
to Academic
Registry

FAR informs HOA
to make initial
decision
connected to
Professional
Practice

ILT to make
decision as to next
steps

Team Leader
produces DBS
letter and
confirms with
FAR that letter
has been
produced

Trainee not
cleared trainee leaves
programme

DBS Panel
arranged and FAR
informs HoA

DBS letter
produced and
passed to
CL/PL to
distribute to
trainee

Further Education and Training
Programme Handbook 2014/15

32

CRIMINAL CONVICTIONS REPORT FORM
From on-line enrolment 2014/2015 – all Faculties
Student/Trainee Name:
Student/Trainee Registration Number:

Date of Birth:

Contact Address:
Contact Tel No:

Email Address:

Title of Programme/Award Attending:
Faculty: *FAS/*EDUC/*HEALTH
Year of Programme/Cohort:
(*delete as appropriate)
My conviction is for the following offence(s) please provide as much detail as possible:

Date of offence(s):
Date of conviction and court:
Full detail of sentence (provide details of any fines, cautions, length of custodial or other sentence,
community service etc)
...


Student/Trainee Declaration:
I confirm that the information on this form and supporting evidence is true and accurate
...
If I am registered on
a QTS, Health Professional or programme that requires DBS clearance I may be required to complete a further
enhanced DBS clearance procedure
...
8 Minimum hours teaching
In line with Professional Standards for Teachers and Trainers in Education and Training,
all trainees are required to undertake a minimum of 100 hours solo teaching while on
Professional Practice
...

7
...
Consequently, all providers of professional practice
Professional Practices will be encouraged to arrange a minimum of 130 hours teaching
...
This can be settingbased, trips, student events, one-to-one support work, enrichment activities at an
alternative setting (arranged by EHU), attendance at Edge Hill University conferences etc
...

Team teaching: assisting another teacher, evidenced with a session plan, which
clearly identifies your role in the session
...

Enrichment - for example educational visits or trips for which you have produced
a session plan
...


Further details will be provided in The Practising Teacher and The Specialist Teacher
modules
...

7
...
The three listed below all offer similar
general benefits:
•
•
•
•
•

legal support and advice (this is particularly important in case you become involved
in an incident in school/college/setting)
general advice and information for members
professional representation
free membership for trainees
online application forms

To help you decide which one to join, you could:
•
•

study their websites
talk to teachers in school/college/setting

Further Education and Training
Programme Handbook 2014/15

34

•

take out multiple free student membership, before choosing one union to subscribe
to once you have qualified and secured a teaching post
Union

Website

The Association of Teachers and Lecturers

http://www
...
org
...
ucu
...
uk

7
...
This will be monitored throughout your professional practice and will form
part of tutorial discussions with your Visiting/Personal Tutor
...
9 above
...

7
...
These
usually take place on a Saturday and it is expected that you will attend in order to fully
meet Professional Standards for the Further Education and Training Sector
...
For all conferences lunch and all refreshments
are provided free of charge
...

Topics for conferences in the past have included
• Behaviour for Learning
• Assessment for Learning
• Ensuring equality of opportunity for learners with particular needs
Further details of the conferences for the coming year will be given via Blackboard

8

Assessed Observations
8
...
Essential requirements of assessed observations
Whilst you are engaged in Professional Practice you will be observed by both
your Edge Hill University Partnership Mentor and your Visiting/Personal Tutor
...

Dates and times for observations are specified by your Edge Hill University
Partnership Mentor and Visiting/Personal Tutor
Observations will take place at regular intervals over the duration of your
course to enable you to demonstrate your professional development and
there should never be less than a week in between formal observations of
practice
All observations must be graded 1,2 or 3 (EHU Profession Practice Grade
Criteria) if you are to successfully complete the programme
Interim Review takes place half way through the programme
Summative Review takes place towards the end of the programme
...

Trainees who are operating at Grade 3 (Requires Improvement) at the
Interim Review stage will be expected to participate in additional support
sessions offered by the Further Education and Training team
...
This
may jeopardise your progress on the programme
...

For each failure of an observation, graded at Inadequate, (up to a maximum of 2) you
will be allowed ONE further attempt in each case to obtain a pass grade
...

Observations are graded using the Education Hill University Professional Practice
Grade Criteria
...


Further Education and Training
Programme Handbook 2014/15

36

8
...

A fundamental focus of this strategy is that these staff will not be telling you what
to do but will be supporting you in identifying for yourself what you need to do to
deliver outstanding lessons
...

8
...

The attainment of a Grade 3 at the summative stage of the Professional Practice indicates
that a trainee’s teaching requires improvement, as it is not yet good
...
This is so that they can demonstrate
good, and in most cases, outstanding teaching by the end of their training, in order that all
graduates are highly employable
...
This
training may take place beyond the date of completion of the programme
...

It is anticipated that the actions undertaken to support and improve the trainee will lead to
that trainee becoming good or outstanding
...


9

Student Voice

9
...
Evaluation and review procedures form part of the Institutional
and Faculty of Education Annual Monitoring and Review process
...
It is important that
trainees understand the process of consultation and the role that consultation plays in
resolving issues in relation to the programme
...
As part of the evaluation process, you will be required to
reflect and comment upon aspects of programme provision on a regular basis
...

Your views are important and will form part of the Programme evaluation process, which
results in an annual Programme and Area report
...

An SSCF will be formed at the beginning of each academic year for each year of the
course, comprising of two trainee members elected from each group and the Course
Leaders, and a programme of meetings will be planned on a yearly basis
...
The minutes of
the meeting will contain action points and will indicate responsibilities and timescales for
action
...

However, whether you are a representative on the SSCF, or a Programme/Area Board or
not, we hope that you will express any queries, problems or issues in a positive, balanced
and professional manner and articulate and celebrate positive aspects of the programme
...
In some cases the issue cannot be resolved
during the coming academic year, but each move forward in the on-going planning cycle
enables subsequent groups of trainees to benefit from the outcomes of consultation and
your written evaluations
...
2 Programme Evaluation
Each module in the course will be evaluated by trainee questionnaire
...
This is in
addition to the issues raised at the SSCF meetings
...
Additionally, there will be a number of trainee focus groups
held throughout the year
...
Once you are qualified you are likely to have to evaluate your own courses,
being involved in giving evaluative feedback as a trainee is an important precursor to your
professional responsibilities once you have qualified, and is also part of the Professional
Standards which you will be achieving whilst on the course
...
1 Professional Formation and achievement of QTLS
Professional Formation is the post-qualification process by which a teacher is able to gain
Qualified Teacher Learning and Skills (QTLS) status
...
This means if you hold QTLS you could be
considered for teaching jobs in schools as well as in FE settings
...
et-foundation
...
uk
...

There will be a Professional Formation workshop held towards the end of the programme,
at which attendance is mandatory
...
2 Progression to Masters Level study
As the trainees taking the PGCE are already graduates, the entry requirements for
progression to further Post-Graduate study at Edge Hill University are already met
...
PostGraduate study offers the choice of accreditation by Post-Graduate Certificate (60 credits)
Post-Graduate Diploma (120 credits) or Master’s Degree (180 credits)
...

10
...
Further details from John Dickinson – Course Leader
Foundation Degree/BA Honours Degree
10
...
You can find information about graduation via
the Go portal as soon as they are available
...

10
...

Your referee is one of your Course Leaders and you should include the following details on
any application forms:
Ms Lindsey Marsh
c/o References Department
Faculty of Education
Edge Hill University
St Helens Road
Ormskirk
Lancashire
L39 4QP
teachingreferences@edgehill
...
uk
Tel: 01695 650804

Mr Mike Stoddart
c/o Referenced Department
Faculty of Education
Edge Hill University
St Helens Road
Ormskirk
Lancashire
L39 4QP

Further Education and Training
Programme Handbook 2014/15

39

Your reference will be completed by your Visiting/Personal Tutor (in conjunction with
the Course Leaders) using a range of information sources
...

10
...


Examples of Programme activities:• Careers Team - Trainees receive regular advice and guidance from the Careers
Team from the beginning of their programme in how to enhance their CV
• Professional Practice- Trainees engage in the wider role of the teacher when
appropriate during professional practice and are encouraged to lead or participate in
out of hours and enrichment activities

The Further Education and Training Area offers a number of enhancement opportunities to
our trainees to ensure that they are as employable as possible by the end of the training
...
g
...

Faculty of Education Employment Event presenting trainees with a range of
opportunities to engage with future employers
...
Further written advice is available from the Careers Office in the
Student Information Centre; you should visit it regularly from February onwards to check
for details of vacancies
...
You
can contact the Careers Office by telephone or on the web at:
http://www
...
ac
...
7 Edge Hill University NQT Development and Enhancement Programme (NQT
DEP)
What will the NQT DEP do for you?
The programme of development and enhancement will be delivered by specialists to
ensure that Further Education and Training trainees who have secured their first teaching
post have access to additional high quality training and support to further develop the skills
needed in the first year of teaching so that you can confidently and competently lead
learning in your classroom environment and make a significant impact:• Work in schools/colleges/settings in challenging circumstances
• Have a greater understanding of behaviour management techniques
• Be able to carry out observation of outstanding teachers
• Have a greater understanding of how to use data to inform pupil progress
The NQT DEP is available to Further Education and Training graduates even though there
is no formal ‘NQT year’ in Further Education and Training
...

How will the NQT DEP be facilitated?
You will be offered opportunities to attend seminars, workshops, conferences, CPD
sessions here at Edge Hill University which will allow you to gain more experience and
gain evidence for your Professional Formation Portfolio and help you to be an outstanding
new teacher
...


11

Support

11
...
Specifically, the
aim of these tutorials will be to:
▪
▪
▪
▪
▪

Provide individualised support for your academic development;
Monitor progress on your professional practice
Identify targets for improvement
Specify the action to be taken to secure improvements
Ensure that you are meeting the Professional Standards for Teachers and
Trainers in Further Education and Training
▪ Ensure that you are preparing to achieve QTLS through professional
formation
...

11
...
Your Visiting/Personal Tutor will advise you of these as appropriate
...
If you leave
after that time payment will be requested through the Student Finance Company and they
will expect repayment of any fees paid on your behalf
...

11
...
Please ensure you
have followed advice in the pre-course booklet about applying for financial support in
respect of the payment of these fees
...

If you have not yet received confirmation that your application for financial support has
been accepted/is being processed then please address this urgently
...
Please note that you cannot graduate from the
programme if you have any debts outstanding at the end of your course
...
4 Useful contacts at Edge Hill University
Admissions Team

01695 650950

Tuition Fees Team

01695 584622

Finance and Welfare Rights Team

01695 650964

Student Information Desk
student services@edgehill
...
uk

01695 584554

Student Information Centre Opening hours:
8:30 am-7:30 pm Monday to Thursday
8:30 am-5:00 pm Friday
Student Support Services are located in the Student Information Centre at Edge Hill
University, Ormskirk
...
5 Learning Services
Learning Services incorporates learning resource centres and information provision,
learning support, ICT user support for learning and teaching, e-learning development
and support, media services, and skills and dyslexia support
...
6 Web-based services and information
The Learning Services web pages are the focus of a great deal of electronic services and
learner support activity as well as providing key and up-to-date information on all aspects
of the service
...
edgehill
...
uk/ls) and contain further
information and access to electronic information resources and support
...
The VISTA team offer a number of tailored services to assist the needs of those
students
...
Learner
support available includes a generic training programme and one- to-one advice, and
subject specific workshops covering IT skills, e-learning, information skills and study skills
...
Learning Services are based in:
The Learning Innovation Centre (LINC) at Ormskirk
...
The building is a major focus for
innovation in teaching and learning, and staff members from across Learning Services are
based there to provide advice, support and training for IT, e-learning, media development,
and learning support needs
...
The LRC provides access to over
220,000 books, journals, audio-visual items, electronic services (including 10,000
electronic journals), large-scale networked PC provision (over 160 workstations), a CDROM network, and audio and video facilities
...
The LRC is also the
location of Learning Services, which provides a focus for skills development and dyslexia
support for all students
...

Woodlands LRC at Chorley
...

There is a shared network system accessible from all the above sites, with a joint library
catalogue, and access to a range of electronic services including online journals available
through the Internet
...

Outreach Centres are also supported in a variety of ways, including specialised offcampus services and locally based collections of books
...
7 Education Students and Learning Services
Learning Services provide a wide range of printed and electronic information specifically
for trainees studying Education
...
Trainees following the flexible programmes, or based at Outreach
Centres, may access print and electronic materials through the VISTA off-campus service
...
g
...
The Learning Services Subject pages for Education have
been specifically designed to help trainees navigate through the information available
electronically
...
Please contact either:
Academic Liaison Co-ordinator for Education: Ruth Wilson
Tel: 01257 517137 e-mail wilsonr@edgehill
...
uk
Outreach Support Advisor/Academic Liaison: Paula Dalziel
Tel: 01695 584898 e-mail: paula
...
ac
...
ac
...
The
Education ICT Support Team are available to offer ICT advice and support to trainees
...
ac
...

http://www
...
ac
...
8 Inclusive Learning
Disclosure
If you have a disability or specific learning difficulty (e
...
dyslexia), Edge Hill University can
best support you if you let us know about it
...
ac
...
ac
...
Further details of services to help you were detailed earlier in this handbook

---