Presentation on theme: "P RIMARY E DUCATION P ROGRESSION R OUTE I NTERVIEWS PEPR-W ELCOME ! Incorporating: BA(Hons) in Primary Education with QTS."— Presentation transcript:
P RIMARY E DUCATION P ROGRESSION R OUTE I NTERVIEWS PEPR-W ELCOME ! Incorporating: BA(Hons) in Primary Education with QTS
T HE P ROGRAMME The Primary Education (Part-Time Progression Route) - PEPR - offers a two-year, part-time route to Qualified Teacher Status (QTS) for those working with children in an educational setting. BA(Hons) in Primary Education top up pathway. This pathway enables candidates with a Foundation degree or other equivalent qualification in a relevant area to top up to an honours degree whilst working towards QTS.
D URATION AND S TART D ATES This is a two year part-time programme Taught days are one day a week during term time Currently Wednesdays at Chatham September start
E NTRY R EQUIREMENTS To be able to reflect critically and analytically on experience working with children in an educational setting Maths, English and science GCSE grade C or equivalent At least 1 year’s experience working with children in an educational setting At least 2 days a week paid or voluntary employment working with children in an educational setting To have the strong support of a senior manager in the setting where you work To pass the QTS skills tests
I HAVEN ’ T GOT M ATHS OR S CIENCE GCSE CAN I STILL JOIN THE PROGRAMME ? The TDA require that you have GCSEs grade C or equivalent in Maths, Science and English. We offer an ‘equivalency test’ in maths, science and English which is recognised by the TDA for teaching
W HEN CAN I SIT THE EQUIVALENCY TEST ? Once you have been interviewed and accepted onto the programme you will be offered a place conditional on the equivalency test. Admissions will then arrange for you to sit the test at the Canterbury Campus before the programme begins. A small fee is payable for administering the test. You should indicate on your application form if you wish to sit any of the equivalency tests
W HAT QUALIFICATION WILL I HAVE AT THE END OF THE PROGRAMME ? This programme gives you 120 Level 6 credits Therefore, when added to your starting HE credits, you will have an honours degree in Primary Education and also recommendation for Qualified Teacher Status (QTS) You will also still have your Foundation Degree or other starting qualification
W HAT DOES RECOMMENDATION FOR QTS MEAN ? All teacher training results in recommendation for QTS as you must teach for a full year (or equivalent if part-time) as a Newly Qualified Teacher (NQT) before QTS is confirmed. Confirmation of QTS is managed by your employing school
W HAT AGE RANGE WILL I BE QUALIFIED TO TEACH ? You can choose to train for the 3-7 age range (Foundation Stage and Key Stage One) Or the 5-11 age range (Key Stages One and Two) Your professional placements will be in the key stages for which you wish to train.
P ROFESSIONAL P LACEMENT You will spend time on professional placement (teaching practice) You will undertake a 4 week block in term 3. This placement will NOT be in the setting where you work. In term 5 you will undertake placement which could be in your own school. This placement will be tailored to meet your individual needs and will reflect your experience to date and your achievements on your first professional placement.
P ROFESSIONAL P LACEMENT Placement in your own setting will probably be between 4 and 8 weeks Some of this placement time may be part-time. For example you may do blocks of mornings only one term followed by afternoons only the following term. This could be tailored to fit around your on-going work in school. Your final placement in term 6 will be 6 weeks long and will NOT be in the setting where you work. You will also be required to undertake ongoing tasks such as: completing a display in the school; participating in school trips; visiting other Key Stages; observing in other classes
I WORK IN AN INDEPENDENT / SPECIAL SCHOOL. C AN I UNDERTAKE PLACEMENT IN MY OWN SCHOOL ? Yes, but only if: The school follows the National Curriculum The school caters for the appropriate Key Stage. You have a successful first placement (which MUST be in an LEA primary school)
I CURRENTLY WORK IN A MAINSTREAM SECONDARY SCHOOL – CAN I JOIN THIS PROGRAMME ? Yes – but all your placement time must be spent in primary schools QTS, when granted, is not age specific – but the training programme you will undertake is geared towards teaching Foundation Stage and Key Stages 1 and 2 Some secondary schools may consider employing you to work with SEN children in Key Stage 3 if you have primary training.
I AM A TA IN THE SCHOOL – WHAT WILL HAPPEN WHEN I AM ON PROFESSIONAL PLACEMENT ? You will have to be released from your usual role for the duration of the professional placements. You need to be sure that head teachers are clear how this will be managed – it is the school’s responsibility. However, your tailored placement might, where possible, be incorporated into your usual work in schools – for example, you could take on a teaching role in lessons which you usually act as a support teacher.
I AM WORKING AS AN UNQUALIFIED TEACHER. W ILL THAT CAUSE ANY PROBLEMS ? Not necessarily – you will need to undertake some professional placement in terms 1 and 6 in another school. Your Head Teacher will need to be clear that they can facilitate this. In term 5 your placement could be in the class you usually teach. Blocks of time would be allocated as official ‘placement time’.
F INDING A SCHOOL FOR PLACEMENT The university has a dedicated Partnership Office which will find a suitable school for you. We may ask you to suggest some schools where you could be placed. The Partnership Office makes every effort to place you somewhere suitable – but please note that you may need to travel some distance. Individual needs are considered when placing students.
P LACEMENT A BROAD OR IN OTHER SETTINGS It may be possible to spend a week abroad or in an educational setting other than a school as part of your placement in Term 4. This would form the basis of your research project. We have links with many international settings –European and the US and elsewhere. Settings other than schools might include pre-school playgroups, museums, libraries, places of interest etc
H OW MUCH TEACHING DO I HAVE TO DO WHEN I AM ON PLACEMENT ? You will start by observing the teacher and working with small groups. By the end of the first placement you will be planning independently and teaching for about 50% of the time For subsequent placements you will build up to an 80% timetable.
D O I HAVE TO DO ALL THE PLANNING BY MYSELF ? There is a gradual build up to independent planning and this is supported by taught sessions at the university. You will start by using the teacher’s plans then move on to planning with the teacher and finally plan by yourself. In your final placement you will be doing almost all the planning by yourself.
W HAT SUPPORT WILL I GET ON PLACEMENT ? You will have a teacher in the school who acts as your mentor. He or she will support you with weekly meetings and by observing you teach. You will be assigned a link tutor, who is a university tutor, who will visit you during your school placement and observe your teaching.
H OW IS P ROFESSIONAL PLACEMENT ASSESSED ? Through the record of development, which contains a record of your placement, lesson plans, assessment records etc. Through observations of your teaching by school mentors and link tutors The mentor fills in a final report which tracks your progress against each of the standards. You need to demonstrate that you have met all the standards by the end of the final placement.
M ONEY I SSUES Whilst you are undertaking professional placement your school may not pay you as you will not be able to fulfil your usual role. Schools might not pay you for the day a week you spend in university You should discuss this with the head teacher before starting the programme.
T AUGHT SESSIONS Taught sessions are one day a week during term time (except during periods of professional placement) Throughout the programme there is an emphasis on a creative and cross-curricular approach to primary education. This is reflected throughout the taught sessions, which involve activities outside the classroom and visits to other contexts and settings.
P ROGRAMME CONTENT There are 6 modules: Learning and teaching The Wider Curriculum Curriculum Focus Meeting Diverse Needs Reflective Practice Professional Placement
A SSESSMENT The modules will be assessed through a variety of different means which will include essays, oral presentations, policy analysis and critique of academic journal articles, a small-scale, classroom-based enquiry.
A WARD OF C REDIT 20 credits are awarded for each module On the BA(Hons) pathway, an average of your grades on each module (apart from professional placement) provides your degree classification.
Any other questions? Contact Charlotte Robinson Programme Administrator: Karen Vincent Programme Director