Secondary ITE 1-year PGCE Pre course induction event June 2013.
Post on 23-Dec-2015
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The aim of the session is for you to
• Consider the attributes required to be a teacher• Become aware of the secondary ITE PGCE course
requirements with regard to– the structure and content of the course – Teachers’ Standards– Modules and assessment of these
• Be aware of the support mechanisms • Understand Education and the Popular Culture
(RF)
• Make new friends …
Starter and ice breaker
• Stand in two rows facing each other – everyone must have a partner.
• In 30 seconds line 1 person will tell their partner something about themselves–
• When the whistle blows swap• When the whistle blows again the top people in line 2
and bottom person in line 1 to move across and everyone else is to move one place!
• Repeat...• When you meet up with your original partner stop!
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Task 1: considering attributes needed to be a teacher
• Working in groups of 4 and using play dough, model what you consider are the professional attributes needed to be a teacher. (You have until the music stops to complete this task…)
• Demonstration and discussion of ideas
ASPIRE our vision is to develop trainees into teachers who are:
• Ambitious• Student focussed • Professional• Inspiring and Innovative• Reflective and • Excellent practitioners
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1 year secondary ITE PGCE Subjects (Core and School Direct)
• Business Education (14-19) – 7 core places• Design Technology (11-16*) 11 core places • Information & Communication Technology with
Computer Science (11-18) 18 core places• Mathematics (11-16*) 5 core and 5 School Direct
places Music (11-16*) 9 core places• Science (11-16*) –
– with Biology – 3 core & 1 School Direct place– with Chemistry – 3 core & 2 School Direct places – with Physics – 2 core and 1 School Direct place
• *includes some post 16 enhancement and training both the University and school-led
Secondary ITE PGCE course requirements – structure and course outline
• Course Outline – 36 weeks starting 16 Sept 2013 ending 20 June 2014– School-led training (120 days) subject elements plus primary and post
16 experience– University - 60 days training (mixture of specialist subject based and
generic whole course)
• Personal Tutor (normally subject coordinator)• Usually three visits (one per term) including a final assessment
moderation• Access to an Academic Skills tutor and computing and library
services and all student services and to subject specialist facilities and resources
School-led training
• Professional Mentor• Subject Mentor (possibly a host teacher too)• Approx 60% teaching• Observation, team teaching, solo teaching,
planning, curriculum development, etc• Pastoral Work• SEN / Inclusion work• Extra Curricular work• All supported by University Tutor support visits
Teachers’ Standards
Web link and overview:
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf
Secondary ITE PGCE course requirements – modules and assessment
• Six modules: • DHS1220 - Practice of Teaching – induction
(leading to a Summative Partnership Report and 1500 word reflection on Behaviour and standards evidence)
• DHS1220 subject audit* (equivalent to 4000 words)
• DHS3320 - Practice of Teaching- application (leading to a Summative Partnership Report and 1500 word on Assessment for/of Learning and standards evidence)
• DHS4420 - Practice of Teaching- consolidation (leading to a Summative Partnership Report and portfolio of evidence and reflection on the Teachers Standards)
• DMX6630 M level assignment on SEN and inclusion (alternative for Professional students – DHS4020) – portfolio and assignment
• DMX5130 M level assignment - Curriculum Package (alternative for Professional students – DHS1520)
• *this is started following the interview stage and is completed at the end of the course
DHS2220
DHS3320
DHS4420
DHS4020 /
DMX6630
DHS1220
DHS1520 /
DMX5130
PGCE with QTS
Further examples of support mechanisms in place…
• Host teachers and other professionals in school• Learning Resources and supportive planning
documentation (for assignments and teaching needs)
• Writing frames and guidance for module assignments
• Mid-point reviews • Course Cause for Concern processes to support
students experiencing difficulties• Expert tutors and technical support
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Current Academic Staff
Dr Lesley-Anne Pearson - Course Director and Partnership coordinator
Neil Denby – BS coordinator and Admissions’ tutor Kate Morley – Maths coordinator Jayne Price – Head of Division (Schools) and Music coordinatorDr Rod Robertson - DT coordinator and ICT coordinatorDr Fiona Woodhouse – coordinator for science with biology,
science with chemistry and science with physicsDr Roy Fisher: Head of Department for ITE
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Support Staff
Geraldine Allport – Course Administrator
Keith Hartley – Music technician
Martin Charlesworth – Science technician
Chris Townsend – DT technician
Task 2: 10 minutes
• Split into subject groups (Business Studies, Design & Technology, ICT and computer science, Maths*, Music, Sciences*);
• Find out about each other including; name, where they are from, a subject specialist skill and one unusual point about each (keep the point clean please!).
• Come up with a subject area rap to present (in any way you like) your group (but not yourselves) to the whole audience!
• Tip: be as creative as possible (beat boxing a rhythm, actions, swapping parts)!
*core and school direct
What next?
• Ensure all conditions are met (school visit, skills tests, proof of GCSE maths / English grade C, degree class as required) before the course start date
• Complete tasks found at:http://www.hud.ac.uk/edu/helpwithapplying/interviews/
secondaryinterview/– ICT audit*– Online Safeguarding training*:– www.safeguardingchildren.co.uk/basic-awareness.html or
http://courses.kirkleessafeguardingchildren.co.uk/ – Online resilience tool: www.robertsoncooper.com*– Begin completing Pen Portrait (to be updated throughout the course)*to support you with the Pen Portrait and in your tutorials at the start of the
course
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