UCET Annual Conference Hinckley Island Hotel, Leicestershire 9 th November 2009 Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team Chris Munro – PGDE Programme Director Archie Graham – PGDE Depute Programme Director (Learning & Teaching & Assessment)

Context for Change Size of our institution Established Partnerships Opportunity Existing culture of cross-programme working among School of Education staff Opportunity to reduce duplication across existing PGDE programmes Development process

PGDE Inclusive Practice IP is addressed within the core programme in order to prepare NQTs who accept individual and collective responsibility for improving the learning and participation of all children. PGDE Inclusive Practice IP is addressed within the core programme in order to prepare NQTs who accept individual and collective responsibility for improving the learning and participation of all children. Recognition of diversity Recognition of diversity Access for all Access for all Opportunities for collaborative learning Opportunities for collaborative learning Recognition of wider range of achievement Recognition of wider range of achievement A definition of Inclusion: … the process of increasing participation and decreasing exclusion from the culture, curricula and community of mainstream schools… Booth & Ainscow (2002)

Learning Through the Curriculum LTC – P LTC – S Learning Through the Curriculum LTC – P LTC – S Professional Studies Combined Primary & Secondary Professional Studies Combined Primary & Secondary School Experience School Experience Further Prof. Studies Combined P&S Further Prof. Studies Combined P&S School Exp Assessment Common P&S Report School Exp Assessment Common P&S Report Summative Course Assessments Common Primary & Secondary Summative Course Assessments Common Primary & Secondary Induction Year APS & CPD SITE Pastoral Support Ways of Working PGDE Programme - Components and Connections SITE: Standard for Initial Teacher Education

Professional Studies Themes and Units Learning & Learners Learning & Learners Social Justice Social Justice The Active Professional The Active Professional Unit 1 The Active Professional: Who am I? Unit 1 The Active Professional: Who am I? Unit 2 Education, Learning & Social Justice Unit 2 Education, Learning & Social Justice Unit 3 Learning & Learners Unit 3 Learning & Learners Unit 4 Emotional, Social & Educational Literacies Unit 4 Emotional, Social & Educational Literacies Unit 5 Wider Aspects of Profism Unit 5 Wider Aspects of Profism Professional Studies Combined Primary & Secondary Professional Studies Combined Primary & Secondary Wider Aspects

Tutor Directed Activities (TDA) Collaborative workshops Lectures Self Study Tasks Online discussions within VLE Inclusive Collaborative PGDE Ways of Working

Summative Course Assessments (5000 words each) Assessment A: Effective Teaching for Successful Learning Effective teachers will engage with educational theory and use their understanding to inform their professional practice. This assignment gives you the opportunity to demonstrate your developing understanding of how children/young people learn and the role that you play in the planning and provision of suitable learning opportunities for all children/young people in your care. It is designed to provide you with an opportunity to engage critically with educational theory in relation to successful learning. Assessment B: Personal Development – Becoming an Inclusive Practitioner Effective teachers take responsibility for their personal and professional development and use reflection to improve their practice. This assessment is designed to build on targets identified during school experience and provide you with an opportunity to consider implications for your practice and identify next steps for your ongoing professional development. It also provides you with the opportunity to demonstrate the action you have taken and the progress you have made in developing your understanding of social justice and in developing skills towards becoming an inclusive practitioner. Summative Course Assessments (5000 words each) Assessment A: Effective Teaching for Successful Learning Effective teachers will engage with educational theory and use their understanding to inform their professional practice. This assignment gives you the opportunity to demonstrate your developing understanding of how children/young people learn and the role that you play in the planning and provision of suitable learning opportunities for all children/young people in your care. It is designed to provide you with an opportunity to engage critically with educational theory in relation to successful learning. Assessment B: Personal Development – Becoming an Inclusive Practitioner Effective teachers take responsibility for their personal and professional development and use reflection to improve their practice. This assessment is designed to build on targets identified during school experience and provide you with an opportunity to consider implications for your practice and identify next steps for your ongoing professional development. It also provides you with the opportunity to demonstrate the action you have taken and the progress you have made in developing your understanding of social justice and in developing skills towards becoming an inclusive practitioner. Standardisation of PGDE Assignments

Activity

Standardisation of support & assessment during school experience placement Key features of CPD events for teachers supporting students in schools: Opportunity to discuss student support and assessment issues from different perspectives Use of collaborative case study activity - not transmission of paperwork Common assessment reporting form used across sectors based on the Standard for Initial Teacher of Education (SITE) Recognition of common dilemmas across sectors Exploration of support mechanisms

Students The opportunity for Primary and Secondary students to collaboratively explore dilemmas for teaching. Students have a greater appreciation and respect for each other. Students demonstrate confidence to start professional conversations across sectors using a shared language. Initial Successes of Combined PGDE University Tutors More opportunities for cross-sector collaboration. Greater understanding between sectors. Standardisation & moderation of common assessments. Schools Cross-sector collaboration & dialogue at CPD events. Collective awareness of expectations and responsibilities of students, schools and University. Improved standardisation of assessment and support.

Contact Details Chris Munro, PGDE Programme Director Archie Graham, PGDE Depute Programme Director School of Education University of Aberdeen MacRobert Building King's College Aberdeen AB24 5UA