A GUIDE TO YOUR COURSE
Section 1: Course Specific Information
About this guide
Welcome
Course Structure
Module Descriptions
Course Management
Learning, Teaching and Assessment
Career Opportunities and Future Study
Academic Regulations
Additional Information specific to your course
Section 2: School Specific Information
School Charter for Students
Where to get help with your course
Accreditation of Prior Learning (APL)
Learning, Teaching & Assessment
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Section 1: Course Specific Information
About this guide
This course guide will help you understand your BEd (Honours) in Early Primary Education
course. It tells you which modules you must study and pass, and lists the optional ones
which contribute to your award. The Guide also offers you brief descriptions of each module,
including general information about assessment tasks, and an overview of how the Course
can be used for future career choices.
You should read this course guide in conjunction with the Undergraduate Student Handbook
and the University‟s Principles and Regulations. Together these documents should provide
you with all the basic information that we think you will need for your period of study here.
You are encouraged to read this guide through now. It will be a considerable advantage to
you to be familiar from the outset with the various aspects of your studies that are described.
It may be that the relevance of some of the sections will not be immediately obvious. Keep it
somewhere accessible, so that you can refer to it as needed. The answers to many of the
questions that you will want to ask are contained in it.
Obviously even in a document like this we have not covered every query and problem that
you might have about the course. If you find that there is something you need to know,
please do not hesitate to approach your personal tutor. You can also consult the University‟s
Student Support and Guidance Services as appropriate. We are pleased to hear your views
and welcome suggestions for ways of improving the operation of the course.
Please enter the contact details
for your Personal Tutor for your
future reference:
Your Divisional Office is: WN301 (ext. 3216)
Please note that in order to develop and improve the course, it may be necessary on
occasions to amend or revise the details given in this course guide.
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Welcome from the Dean of the School of Education
On behalf of all the members of staff of the School of Education at the University of
Wolverhampton I extend a very warm welcome to the Early Primary BEd course.
We hope that you will soon become familiar with the School - its buildings, people and
activities – and feel that you are part of it. This guide is intended to take you through some of
the intricacies of the course you have elected to follow. Please feel free to seek advice or
ask questions about anything you do not understand.
The School of Education provides a range of awards that lead to the recommendation for
Qualified Teacher Status (QTS) for intending primary and secondary school teachers. The
School also provides a range of continuing professional development (CPD) activities for
teachers and training for those in the post compulsory sector. Members of the primary team
have a wide range of experience and expertise in primary education and the professional
development of teachers.
The School of Education has an excellent reputation for its supportive network of staff.
Advice and support can be sought from any member of the team or your own personal tutor.
We believe it is important that you play a part in the operation of the award. We are
therefore keen to hear your views and welcome suggestions for improving any aspect of the
course. In particular, we encourage you to feed your views to your representatives who
attend the Primary Tutor/Trainee Forum.
With the exception of time spent in schools, your studies will take place on the Walsall
Campus, mainly based in our new School of Education building. At times however, you will
also visit other places off site. Please check your emails and notice boards regularly to make
sure you are in the right place at the right time!
I wish you every success in your time here and hope that your year proves to be enjoyable,
stimulating and rewarding. There are exciting times ahead!
Kit Field
Dean of the School of Education
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Attendance
The University recognises that you have made a significant investment in both time and
money in choosing to study for an undergraduate degree. Staff are committed to helping you
fulfil your potential. Your attendance at, and participation, in classes is a key factor in
ensuring that you do so.
Attendance will help you to:
1. Understand the subject area you are studying;
2. Acquire and develop the skills and knowledge needed to ensure
success;
3. Prepare for and undertake assessments;
4. Learn from and with your fellow students;
5. Receive feedback from teaching;
6. Participate in practical and group work;
7. Develop your communication skills.
If you are unable to attend a class please let your tutor know that you are unable to do so.
He/she will then be able to give you advice on what was covered in the class, and what you
need to do to catch up. Please do remember how important attendance is to your success.
The University considers this to be so important that it reserves the right to review the
position of students who fail to attend.
The Wolverhampton Graduate
By the end of your course, the university expects you to be a Wolverhampton Graduate
who is knowledgeable and enterprising, digitally literate and a global citizen.
Digitally Literate
Our graduates will be confident users of advanced technologies; they will lead others,
challenging convention by exploiting the rich sources of connectivity digital working allows.
Knowledgeable and Enterprising
Our graduates will know how to critique analyse and then apply knowledge they acquire in an
enterprising way.
Global citizens
Our graduates will bring informed understandings of their place and ethical responsibilities in
the world.
Further information can be found on the University student webpage for Graduate Attributes.
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Course Structure for the BEd (Honours) in Early Primary Education Degree
Level 4
You must study and pass 135 credits
Semester Module code Module Title Credits
Year TE1011 Introduction to the Wider 15
Curriculum (BEd)
Year TE1035 Core English 1 15
Year TE1036 Core Maths 1 15
Year TE1037 Core Science 1 15
Year TE1038 Introduction to ICT for the Primary 15
Classroom
Year TE1042 Primary BEd Attachment 1 30
Year TE1910 Professional Studies 1 30
Level 5
You must study and pass 135 credits
Semester Module code Module Title Credits
Year TE2012 Professional Studies 2 15
Year TE2035 The Wider Curriculum: 2A 15
Year TE2059 Using Research to Improve 15
Professional Practice (Research
Analysis)
Year TE2061 Primary BEd Attachment 2 30
Year TE2072 Mathematical Development in the 15
Early Years
Year TE2073 Developing Young Children‟s 30
Learning
Year TE2074 Communication, Language & 15
Literacy
Level 6
You must study and pass 135 credits
Semester Module code Module Title Credits
Year TE3008 The Wider Curriculum: 3 15
Year TE3039 Supporting Young Children‟s 15
Learning
Year TE3070 Core English 3 15
Year TE3072 Core Maths 3 15
Year TE3074 Professional Studies 3 15
Sem. 1 TE3076 Primary BEd Attachment 3 15
Sem. 2 TE3077 Primary BEd Attachment 30
Year TE3100 Final Year Project 15
This is a full-time course. You are expected to attend all sessions and attendance records
are maintained. The TDA stipulates a minimum number of days from the training programme
that must be spent in schools.
National Tests for Trainee Teachers
You will have to pass national tests in English, mathematics and ICT that are set by the TDA,
as part of the requirements of the PGCE programme. These tests are taken on-line through a
testing centre during your PGCE year – the locations of the test centres can be found by
consulting the TDA website (http://www.tda.gov.uk/). You will be provided with information
about registering for these tests
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Module Descriptions
Module Code: TE1035
Module Title: Core English 1: Teaching English in the Primary School
Today
Module Leader: Barbara Canning
Pre-requisites: None
Co-requisites: None
Description:
The module aims to inspire and motivate trainee teachers, equipping them with a
pedagogical understanding of how to teach English in the primary school and/or early
years‟ settings while developing their subject knowledge. Trainees will identify ideas and
concepts that underpin teaching and learning theories and examine issues from a
number of perspectives, demonstrating their understanding of the diverse needs of
learners. Trainees will engage in independent reading allowing them to evaluate and
systematically analyse their practice.
Assessment: By portfolio (100% weighting) and examination (pass/fail).
Site: Walsall Campus.
Module Code: TE2074
Module Title: Communication, Language and Literacy
Module Leader: Lesley Mycroft
Pre-requisites: TE1035
Co-requisites: None
Description:
The module aims to build on the trainees‟ experiences and achievements in TE1035 and
to further inspire and motivate the trainee teachers, equipping them with the pedagogical
competencies and understanding of how to teach communication, language and literacy
in the early years. They will further develop their subject knowledge in English. Trainees
will analyse systematically their pedagogical practice, and that of other professionals, and
evaluate such practice to identify its efficacy and its intended and unintended outcomes.
The module will provide opportunities for trainees to show their understanding of the
wider ethical and moral consequences of teaching communication, language and literacy
to young children. In particular, trainees are required to demonstrate sensitivity and the
ability to respond to the diverse needs of learners and play an active role in developing a
respect for individual differences in their classrooms, schools, settings and wider society.
The module links with child and language development encountered in Level 1 modules
and with further study as set out in TE2073. Both will broaden trainee understanding of
play-based learning and the importance of ICT and of literacy learning in the context of
the outdoor classroom.
Assessment: By written assignment (100% weighting), portfolio (pass/fail) and
examination (pass/fail).
Site: Walsall Campus.
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Module Code: TE3070
Module Title: Core English 3
Module Leader: Chris Randall
Pre-requisites: TE2054
Co-requisites: None
Description:
The module aims to further build on the trainees‟ experiences and achievements in
TE2054 or TE2074 equipping them with the pedagogical competences and
understanding of how to teach English in the primary school or Early Years settings while
consolidating their subject knowledge. Trainees will further analyse systematically their
pedagogical practice and that of other professionals and evaluate critically such practice
to identify its efficacy and its intended and unintended outcomes. The module will also
provide opportunities for trainees to show their understanding of the wider ethical and
moral consequences of teaching English. In particular, trainees are expected to be able
to demonstrate a sensitivity and an ability to respond to the diverse needs of learners and
play an active role in developing a respect for individual differences in their classrooms,
schools and wider society.
Assessment: By written assignment (100% weighting) and portfolio (pass/fail).
Site: Walsall Campus.
Module Code: TE1036
Module Title: Core Maths 1
Module Leader: Gill Woods
Pre-requisites: None
Co-requisites: None
Description:
The module aims to prepare trainees to teach mathematics in early primary education by
ensuring trainees acquire secure knowledge and understanding of, and know when to
apply, the teaching and assessment methods appropriate to Key Stage 1. It will also
introduce trainees to selected elements of teaching mathematics to the Foundation Stage
and Key Stage 2 children. The module will provide a secure knowledge and
understanding of the subject content as set out in current curriculum documents as it
applies to the three stages of primary education.
Assessment: By examination (pass/fail) and portfolio (100% weighting).
Site: Walsall Campus.
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Module Code: TE2072
Module Title: Mathematical Development in the Early Years
Module Leader: Sue Fawson
Pre-requisites: TE1036
Co-requisites: None
Description:
The module aims to prepare trainees to underpin the mathematical development of young
children by ensuring that the trainees acquire secure knowledge and understanding of the
teaching and assessment of maths in the Early Years Foundation Stage. Further, the
module will provide trainees with the knowledge of how and when to apply such
strategies. The module will also provide trainees with secure knowledge and
understanding of the maths subject content as set out in the current curriculum
documentation and guidance. The module will relate to children aged between 0 – 5
years of age, focussing more specifically upon the later phase of the Early Years
Foundation Stage (3-5yrs). The module will build on the trainees‟ knowledge and
understanding gained through their successful completion of Core Maths 1 (TE1036).
Assessment: By examination (pass/fail) and portfolio (100% weighting).
Site: Walsall Campus.
Module Code: TE3072
Module Title: Core Maths 3
Module Leader: Balbir Ahir
Pre-requisites: TE2072
Co-requisites: None
Description:
The module aims to prepare trainees to teach and assess mathematics by ensuring that
they acquire secure knowledge and understanding of, and know how and when to apply,
teaching and assessment methods as appropriate to the age-phases for which they are
being trained. The module will also provide trainees with secure knowledge and
understanding of the subject content as set out in curriculum guidance and related
documentation, such as the Guidance for the Foundation Stage Curriculum, the National
Numeracy Strategy Framework and the National Curriculum for Mathematics as it applies
to Primary Education. The module will build on the trainees‟ knowledge and
understanding of mathematics gained through their successful completion of Year 2
Maths modules i.e. TE2056 or TE2072 as appropriate.
Assessment: By written assignment (100% weighting) and portfolio (pass/fail).
Site: Walsall Campus.
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Module Code: TE1037
Module Title: Core Science 1
Module Leader: Robert Heath
Pre-requisites: None
Co-requisites: None.
Description:
The module aims to enable trainees to develop an awareness of how children investigate
the world around them and develop as emerging scientists. The module will focus on
children‟s understanding of the world and how they make sense of events. Trainees will
become familiar with activities that encourage young children to explore and develop their
knowledge and understanding of the world around them. The module will provide trainees
with an introduction to the knowledge and understanding that underpins the effective
teaching of science in the primary school and/or early years‟ setting. The module will
draw upon current research and inspection evidence relevant to the three stages of
primary education.
Assessment: By written assignment (100% weighting) and examination (pass/fail).
Site: Walsall Campus.
Module Code: TE1038
Module Title: An Introduction to Information and Communication Technology
for the Primary Classroom
Module Leader: Marc Smale
Pre-requisites: None
Co-requisites: None
Description:
This module is designed to develop the personal ICT skills of participants whilst
introducing them to the role of ICT pedagogy within early years‟ setting and the primary
classroom. The module will require trainees to review their past experiences of using ICT
for their personal needs and in any work-place setting. Trainees will be supported in
identifying areas of personal and professional competence where they are secure and in
drawing up appropriate action plans to address those areas where they need to address
weaknesses or gain further experience. By the end of the module trainees will to able to
use a variety of ICT applications to support their studies and be able to explore the use of
ICT to support the learning of children in the age-phases for which they are being trained.
Assignment: By written assignment (100% weighting), portfolio (pass/fail) & on-line
tasks (pass/fail).
Site: Walsall Campus.
_______________________________________________________________________
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Module Code: TE1910
Module Title: Professional Studies 1
Module Leader: Paul Gurton
Pre-requisites: None
Co-requisites: None
Description:
The module introduces trainees to the development of children and to their diverse needs
as learners. It will enable the trainees to develop an understanding of how schools and
care settings are organised, and of the purposes, scope, structure and balance of the
curriculum for children in the early and primary years. Trainees will consider how to
undertake their role and ensure that children are healthy, safe and encouraged to make
positive contributions to society. The module will also focus on developing the trainees‟
skills to make respectful, professional and constructive relationships with the children in
their care and to analyse and evaluate critically educational practice. The trainees will be
supported to take responsibility for their own learning. The trainees will be supported to
take responsibility for their own learning.
Assignment: By assignments (50% + 50% weighting) and presentation (pass/fail).
Site: Walsall Campus.
Module Code: TE2012
Module Title: Professional Studies 2
Module Leader: Mike Lambert
Pre-requisites: TE1910
Co-requisites: None
Description:
The module aims to develop trainees who are able to:
a) analyse systematically their
pedagogical practice, and that of other professionals in relation to pupils‟ inclusive and
individual needs, and evaluate critically such practice to identify its efficacy and its
intended and unintended outcomes;
b) show their understanding
of the wider ethical and moral consequences of teaching and education, in particular in
relation to teaching and learning of individual pupils within inclusive settings;
c) demonstrate sensitivity to
and ability to respond to the diverse needs of learners and play an active role in
developing a respect for individual differences in their classrooms, schools and wider
society;
d) undertake their roles in
ensuring that children are healthy, safe and willing to make positive contributions to
society by establishing fair, respectful, supportive and constructive relationships with
them;
e) act independently, exercise
initiative and self-responsibility in a range of complex teaching and learning situations so
that individual children learn and develop successfully in inclusive settings.
Assignment: By written assignment (100% weighting).
Site: Walsall Campus.
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Module Code: TE2059
Module Title: Using Research to Improve Professional Practice (Research
Analysis)
Module Leader: Mike Lambert
Pre-requisites: None
Co-requisites: None
Description:
The module aims to develop trainees who are able to analyse systematically their
pedagogical practice, and that of other professionals, and evaluate critically such practice
to identify its efficacy and its intended and unintended outcomes. Trainees will show their
understanding of the wider ethical and moral consequences of teaching and education
and act independently, exercise initiative and self-responsibility in a range of complex
teaching and learning situations so that children learn and develop successfully.
Assessment: Assignment (100% weighting).
Site: Walsall Campus.
Module Code: TE3074
Module Title: Professional Education Studies 3
Module Leader: Mike Lambert
Pre-requisites: TE2012
Co-requisites: None
Description:
This module will introduce trainees to a range of educational issues that are generic to
primary teaching. Issues surrounding the „Every Child Matters‟ initiative will be given
particular emphasis. Social inclusion and access to relevant curricula (e.g. National
Curriculum) for all pupils, regardless of ability, ethnic diversity or special educational
needs will be explored. Elements regarding application for teaching posts, the
requirements of the NQT and Induction Year and understanding data on school
performance all prepare trainees to work in the education system and to foster their
continuing professional development.
Assessment: An assignment (100% weighting) and a portfolio (pass/fail).
Site: Walsall Campus.
Module Code: TE3100
Module Title: Final Year Project
Module Leader: Jeff Serf
Pre-requisites: TE2059
Co-requisites: None
Description:
The module aims to develop trainees who are able to analyse systematically their
pedagogical practice, and that of other professionals, and evaluate critically such practice
to identify its efficacy and its intended and unintended outcomes. Trainees will be
required to show their understanding of the wider ethical and moral consequences of
teaching and education and act independently, exercise initiative and self-responsibility in
a range of complex teaching and learning situations so that children learn and develop
successfully.
Assessment: By project (100% weighting).
Site: Walsall Campus.
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Module Code: TE1011
Module Title: Introduction to the Wider Curriculum (BEd)
Module Leader: Sue Fawson
Pre-requisites: None
Co-requisites: None
Description:
The module will provide trainees with an introduction to Foundation subjects and
RE/PSHE as taught in primary schools. Trainees will consider the statutory entitlement in
each subject as outlined in official documentation such as the National Curriculum and
RE model and agreed syllabii, and will be shown a range of teaching and assessment
strategies as appropriate to the full age range of Key Stages 1 and 2. Trainees will
consider and evaluate a range of appropriate teaching and learning resources. Aspects of
classroom management and teacher-pupil interactions will also be considered.
Assessment: By portfolio of subject/curriculum-related tasks (100% weighting).
Site: Schools and Walsall Campus, as appropriate.
Module Code: TE2035
Module Title: The Wider Curriculum: 2A
Module Leader: Diane Buckley
Pre-requisites: TE1011
Co-requisites: None
Description:
The module will build on trainees‟ existing knowledge and understanding of the
Foundation Subjects and RE/PSHE as taught in primary schools. Trainees will explore
the particular subject and professional knowledge, management and teaching and
learning issues that these curriculum areas pose to teachers of Key Stage 1 pupils. An
off-site/curricula event will be undertaken to develop the use of learning environments.
Assessment: By portfolio of subject/curriculum-related tasks (100% weighting).
Site: Schools and Walsall Campus, as appropriate.
Module Code: TE2073
Module Title: Developing Young Children‟s Learning
Module Leader: TE1910
Co-requisites: None
Description:
The module aims to inspire and prepare trainees for their teaching in early years settings.
Building on the outcomes of TE1910, further investigation of child development and
theory and practice within early education is central to the module. Trainees develop
their knowledge of the curriculum relevant to young children‟s learning in the areas of
knowledge and understanding of the world (early science, history and geography).
Aspects of children‟s creative and physical development are explored – the pedagogy
and practicalities, linked to relevant aspects of the curriculum.
The role of play and of the outdoor environment is emphasised; trainees examine
planning and assessment within early educational provision; and continuity of provision is
considered. They are required to consider curriculum developments, current research
and inspection evidence.
Assessment: By written assignments (50% + 50% weighting) and presentation
(pass/fail).
Site: Schools and Walsall Campus, as appropriate.
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Module Code: TE3039
Module Title: Supporting Young Children‟s Learning
Module Leader: Sue Fawson
Pre-requisites: TE2073
Co-requisites: None
Description:
The module aims to prepare trainees to teach in early primary settings (e.g. early years
and Key Stage 1) and provide a clear understanding of the progression within the
curriculum relevant to children of these ages and of the support strategies needed to
maximise young children‟s learning. The module will extend trainees‟ understanding of
how children‟s knowledge and understanding of the world, Physical and Creative
Development, and PSE Development in the Foundation Stage progresses into science,
physical education, music, art and design and design and technology, and PSHE and
citizenship in Key Stage 1. Trainees will be shown how young children‟s learning is
affected by transitions, for example from the Foundation Stage to Key Stage 1, and the
role of the practitioner in the multi-disciplinary team in supporting young children‟s
learning.
Assessment: By written assignment (100% weighting) and debate (pass/fail).
Site: Schools and Walsall Campus, as appropriate.
Module Code: TE3008
Module Title: The Wider Curriculum: 3
Module Leader: Diane Buckley
Pre-requisites: TE2035
Co-requisites: None
Description:
The module will provide trainees with the opportunity to develop their personal knowledge
and understanding of the curriculum beyond that gained previously through earlier
Foundation Studies modules. Trainees will opt to undertake a study of how the basic
curriculum appropriate to the age-range for which they are being trained may be
enhanced through such areas as Citizenship, Performing and Creative Arts and PSHE.
Assessment: By written assignment (100% weighting) and presentation (pass/fail).
Site: Schools and Walsall Campus, as appropriate.
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Module Code: TE1042
Module Title: Primary BEd/BEd (Hons) School-based Training Attachment 1
Module Leader: Chris Randall
Pre-requisites: None
Co-requisites: None
Description:
The aim of this module is to introduce trainees to the demands of teaching children in formal
educational settings. Trainees will bring to the module a range of teaching experiences and
the module will reflect such differences in past experience and existing expertise. The
module will entail the trainee in undertaking an attachment in a specific primary school or
equivalent early years‟ setting and will require the trainee to develop basic professional and
subject knowledge, skills and attributes. The trainee will engage in the observation of
children, teachers and other professionals; undertake school-based tasks (identified and
assessed through other modules); work alongside qualified teachers and school-based
trainers; and teach individual children and small groups. By the middle of the attachment,
the trainee will be expected to teach the whole class for a limited period of time and
predominately in core curriculum subjects/areas. The module will provide the trainee with
the opportunities necessary and the support required to show some evidence of progress
towards achieving the Standards for the award of QTS as detailed in the current TDA
documentation. At the conclusion of the module trainees will be increasingly confident in
their ability to plan and teach successfully in a limited range of contexts. They will show
clearly the characteristics of being a „beginning teacher‟.
Assessment: By completion of School Attachment 1, and completion of Record of
Professional Development (which draws upon evidence from teaching file, including
lesson observations and analysis of short-term planning) (pass/fail).
Site: Schools as appropriate.
Module Code: TE2061
Module Title: Primary BEd/BEd (Hons) School-based Training Attachment 2
Module Leader: Chris Randall
Pre-requisites: TE1042
Co-requisites: None
Description:
The aim of this module is to provide trainees with the opportunity to develop further relevant
professional and subject knowledge, skills and attributes through a second school/early
years‟ attachment following the successful completion of TE1042. The trainee will engage in
the observation of children, teachers and other professionals; undertake school-based tasks
(identified and assessed through other modules); work alongside qualified teachers and
school-based trainers; and teach individual children and small groups. Trainees will be
expected to teach the whole class for a limited period of time relatively early in the
attachment and to teach a wider range of curriculum subjects/areas than in TE1042. The
module will provide the trainee with the opportunities necessary and the support required to
show considerable evidence of progress towards achieving the Standards for the award of
QTS as detailed in the current TDA documentation. At the conclusion of the module the
trainee have progressed from being a „beginning teacher‟ and will be confident of their ability
to plan and teach successfully in the core curriculum subjects/areas, as well as in some
aspects of the wider curriculum.
Assessment: By completion of School Attachment 2, and completion of Record of
Professional Development (which draws upon evidence from teaching file, including
lesson observations and analysis of medium and short-term planning) (pass/fail).
Site: Schools as appropriate.
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Module Code: TE3076
Module Title: Primary BEd/BEd (Hons) School-based Training Attachment 3
Module Leader: Chris Randall
Pre-requisites: TE2061
Co-requisites: None
Description:
In this module trainees will undertake a third school/early years‟ attachment that is more
substantial than TE2061 in the demands it places on trainees. Typically, the block
attachment will last four weeks, during which trainees will take responsibility for teaching
the whole class for a significant part of the school week in core curriculum subjects/areas,
together with a range of foundation subjects. However, the trainee‟s status as a pre-
newly qualified teacher is recognised as they will be required to and be supported in
undertaking a range of activities besides whole-class teaching; for example, observing
children, teachers and other professionals, undertaking school-based tasks (identified
and assessed through other modules) and working alongside qualified teachers and
school-based trainers. By the end of this module many trainees will demonstrate that
they can teach competently and independently, with the support that their school
colleagues would normally provide for a newly-qualified teacher.
Assessment: By completion of School Attachment 3, and completion of Record of
Professional Development (which draws upon evidence from teaching file, including
lesson observations and analysis of medium and short-term planning) (pass/fail).
Site: Schools as appropriate.
Module Code: TE3077
Module Title: Primary BEd/BEd (Hons) School-based Training Attachment 4
Module Leader: Chris Randall
Pre-requisites: TE3076
Co-requisites: None
Description:
Through a fourth attachment this module aims to provide trainees with a broad school
experience involving a sustained and substantial period of whole class teaching, together
with the opportunity to work alongside and observe qualified teachers and school-based
trainers. Trainees will take on an increasing responsibility for teaching the class and for
covering the appropriate curriculum during what is, typically, a six-week block attachment.
The trainee will work more independently, culminating in a “solo week” which will
probably be the penultimate week of the attachment. This attachment will be in a
different phase of education than that undertaken in TE3076 and the trainee will also be
required to play a full part in the life of the school. During this module the trainee will
demonstrate competently the professional and subject knowledge, skills and attributes
that reflect the secure acquisition of the Standards for the award of QTS as detailed in the
current TDA documentation.
Assessment: By completion of School Attachment 4, and completion of Record of
Professional Development (which draws upon evidence from teaching file, including
lesson observations and analysis of medium and short-term planning) (100% weighting)..
Site: Schools as appropriate.
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Course Management
Course Management
Jeff Serf 3071 WN319 J.M.Serf@wlv.ac.uk
Associate Dean
–Teacher
Education
Balbir Ahir 3288 WE106 B.K.Ahir@wlv.ac.uk
Alan Blank 2882 WE103 alan.blank@wlv.ac.uk
Diane Buckley 3253 WE124 D.C.Buckley@wlv.ac.uk
Barbara Canning 3017 WE012 B.Canning@wlv.ac.uk
Sue Fawson 1619 WG007 S.Fawson@wlv.ac.uk
Paul Gurton 8415 paul.gurton@wlv.ac.
WG007 uk
Irene Hall 3216 I.A.Hall@wlv.ac.uk
Administrator WN301
Robert Heath 3256 robert.heath@wlv.ac.uk
WE107
Greg Jones 3130 WG007 g.h.jones@wlv.ac.uk
Manisha Patel 3109 WN310 m.patel3@wlv.ac.uk
Primary
Partnership
Administrator
Mike Lambert 2866 WN327 M.Lambert@wlv.ac.uk
Lesley Mycroft 3190 WG007 L.Mycroft@wlv.ac.uk
Chris Randall 3226 WN333 C.J.Randall2@wlv.ac.uk
Partnership
Director
Clair Jenkins 3575 Clair.jenkins@wlv.ac.uk
Head of WE126
Department
Marc Smale 2849 msmale@wlv.ac.uk
WE119
Matt Smith
WG007
Tracy Wallis 2893 t.wallis@wlv.ac.uk
WG007
Sarah 2881 S.Weatherhead@wlv.ac.uk
Weatherhead WG004
Carol Wetton 8411 Carol.Wetton@wlv.ac.uk
WA237
Gill Woods 2849 G.Woods@wlv.ac.uk
WE108
Clare Yates-Ward 3197 CYates-Ward@wlv.ac.uk
WE109
Arrangements for Trainee-Tutor Liaison
There is a Trainee-Tutor Forum for both the BEd and PGCE (Primary) programmes which
meets regularly at times directed by the Associate Dean. Such meetings may be
attended by any trainee following the appropriate programme, although trainee
representatives will be expected to attend.
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Learning, Teaching and Assessment
To satisfy the requirements of this course and to be recommended for the award of Qualified
Teacher Status (QTS), you must show sufficient evidence of achieving of the professional
Standards for the award of QTS as outlined in current Training Development Agency (TDA)
documentation. Underpinning these Standards are rigorous requirements to demonstrate
appropriate professional conduct, as well as perform effectively in all aspects of the teacher‟s
role. You will have to discharge the professional responsibilities and duties of teachers
during all phases of the course, including those periods when working in an educational
setting e.g. in a primary school. For example, you must develop and be able to demonstrate
a number of skills, some of which are listed below:
Working as part of a group
Demonstrating teamwork skills and leadership skills
Effective communication
Writing skills (via reports etc.)
Oral (through formal presentations)
Problem-solving
IT skills (which include use of basic packages for word processing, spreadsheets, use of
email etc.)
Time management
Attending classes on time
Handing in your assignments by the deadline date
Work in a team and have good interpersonal skills
Work on your own using your own initiative and be able to adapt to changing situations
Be self-confident
Career Opportunities and Future Study
All those who successfully complete the BEd (Honours) in Early Primary Education and
have passed the TDA Tests in English, mathematics and ICT will be recommended to the
GTC for the award of QTS. This will allow you to take up a teaching post in a maintained
school and to begin their induction into the teaching profession. The BEd (Honours) in
Early Primary Education provides an ideal foundation for newly qualified teachers
(NQTs). Further details of the induction procedures can be found on the Training
Development Agency‟s website at http://www.tda.gov.uk/
Upon completing the course successfully, you will be ideally placed to undertake the
induction period that is designed to make sure that all NQTs are supported through the
first year of teaching after gaining QTS. It also helps to ensure that future development is
built on a firm foundation. There are two main aspects to the induction period; an
individual programme of professional development and monitoring, and assessment
against national induction standards. The induction period lasts for the equivalent of
three school terms. Although your progress will not affect your QTS, you must complete
induction successfully to continue teaching in a maintained school or non-maintained
special school in England.
Many NQTS are supported by their local authorities to gain accreditation by completing
successfully their induction period. This accreditation by an institution such as the
University of Wolverhampton provides these NQTs with credits that contribute towards a
higher degree such as a Master of Education. During your final year you will be given
more information about these opportunities by Lorraine Thomas (ext. 3069). You will be
able to enrol as NQTs in the University‟s MTL – Master in Teaching and Learning. This is
often the first, but very important, step in your continuing professional development
(CPD).
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Academic Regulations
This course adheres to the University‟s academic regulations for students undertaking an
undergraduate degree, commencing after October 2002. A full version of these
regulations can be found on the University web site: www.wlv.ac.uk. These regulations
govern your course and will be binding on you. It is, therefore, important that you read
and become familiar with them and how they differ from those governing other
University‟s undergraduate courses. For example, to proceed you must study and pass
135 credits and contrary to Undergraduate Academic Regulations Feb. 2004, 7.5,
compensation will not be permitted within modules, as each assessment
component/element has been designed to provide partial evidence of achievement
against one or more of the standards.
These regulations govern your programme of study and are binding on you. It is therefore
important to read these carefully.
BEd (Honours) in Early Primary Education
Your award is subject to regulations over and above those set out in the University of
Wolverhampton's Academic Handbook of Principles, Regulations and Procedures. This is
because trainees are required to meet all the Standards set out in the current TDA
documentation and pass the TDA tests to be recommended for QTS. To meet these
requirements, your award is presented as a coherent course.
To qualify for the award (and to be eligible for recommendation for QTS), you must pass
every module of your BEd (Honours) course, and the TDA skills tests.
Completion of the whole course will lead to the achievement of 405 credits: 135 credits at
Level 4, 135 credits at Level 5 and 135 credits at Level 6.
If you progress without significant interruption, the Level 4 modules will be studied in Year 1,
Level 5 modules in Year 2, and Level 6 modules in Year 3.
All modules in your programme are core modules and must be passed to achieve your
award.
If you fail a module (E or F grades, except for F0) you will have the right to attempt the failed
assessment once during the academic year to which it relates unless special circumstances
exist. If you fail a second time, you have the right to repeat a module. The University cannot
guarantee that all modules will be available to be repeated, in which case you will be required
to take a replacement module.
The university will need to ensure that you have met all the relevant standards set out in the
relevant documentation in order for you to be recommended for QTS. This may mean, on
occasions, ensuring that your subject knowledge and understanding continues to be secure
beyond the point at which it is assessed in any particular module.
There is no provision for trainees to be considered for a BEd Degree without Honours.
However, you may wish to be considered for a BA (Honours) in Primary Education Studies or
a BA in Primary Education Studies.
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Degree classification for the Award of BEd (Honours) in Early Primary Education
The degree will be based on the best 120 Level 6 credits and the grades from the
best remaining 90 credits at Levels 5 and 6.
Classification Grade Point Average Criterion for award of higher class*
First 16-14
1st / 2.1 B13.93-13.57 Trainee must have A grades in at least
Borderline 60 Level 6 credits
Upper Second 13.50-11.00
2.1 / 2.2 10.93-10.71 Trainee must have A or B grades in at
Borderline least 60 Level 6 credits
Lower Second 10.64-8.00
2.2 / 3 7.93-7.86 Trainee must have A, B or C grades in at
Borderline least 60 Level 6 credits
Third Class 7.79-5.00
* A student who meets the criterion for the next higher grade must be awarded that
class.
Level 1 grades do not contribute towards honours classification.
School Attachment Grading
To give appropriate recognition of your achievements in implementing your training, the
final school attachment module is graded using the University‟s alpha-numeric scale.
The grade for the final school attachment will be awarded as closely as possible in
accordance with the criteria used by the inspection agency, the Office for Standards in
Education (OFSTED), when awarding grades 1, 2, 3 or 4 in their assessment of trainees
nearing completion of their training.
This will yield the following equivalence:
A15 Grade 1
B12 Grade 2a
C9 Grade 2b
D6 Grade 3
E4 Grade 4
This grade will be quoted in references and in the Career Entry and Development Profile.
The award of grade 4 for school attachment is a fail grade (E4).
Trainees who are in danger of failing to meet the requirements, or who wish to transfer for
other reasons
If you are in danger of failing to meet the requirements for the award you will need to seek
academic counselling in good time, so that you may be advised of alternative options. This
should begin by communicating with your personal tutor.
If you transfer to the programme noted below you may have to undertake extra modules
from other degree programmes. Again, you are strongly advised to seek academic
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counselling to ensure that it will be possible for them to gain the requisite credits and that
you can satisfy any prerequisite requirements.
BA (Honours) in Primary Education Studies
This award does not lead to the recommendation for QTS and is, therefore, subject to
normal university regulations for the award of an honours degree. The lesser requirements
for the achievement of the award mean that this award may be available to those who do
not pass all the requirements set out above.
To be awarded a BA (Honours) in Primary Education Studies you must have passed 120
credits at Level 4 and 120 credits at Level 5 and 120 at Level 6. A Level 3 project module
will need to be included in the total of Level 6 credits.
The degree will be classified by the average of the grades you obtain for the best 210
credits at Level 5 and above, at least 120 of which must be at Level 6.
The calculation of the degree classification progresses in the way outlined in the table
above.
BA in Primary Education Studies
This award also does not lead to the recommendation for QTS and is therefore subject to
normal university regulations for the award of an honours degree. The lesser requirements
for the achievement of the award mean that this award may be available to those students
who do not pass all the modules set out above.
To be awarded a BA in Primary Education Studies you must have passed 120 credits at
Level 4 and 120 credits at Level 5 and 60 credits at Level 5.
Diploma in Higher Education in Early Primary Education (DipHE)
To qualify for a DipHE in Early Primary Education you must pass a total of at least 240
credits.
Of the 240 credits, you must pass at least 120 credits at Level 5 (or above).
This award does not lead to the recommendation for QTS.
Certificate in Higher Education in Primary Education (CertHE)
To qualify for a CertHE in Primary Education you must pass a total of at least 120
credits at Level 4 or above.
This award does not lead to the recommendation for QTS.
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Progression
To progress from Year 1 to Year 2 and from Year 2 to Year 3, you are required to pass
(after any re-sit) all the modules in the year. This is to ensure that you have the necessary
preparation for the training within each subject that will follow.
If a module is failed on re-sit, then this module will still need to be retaken and passed in
order to be eligible for QTS as set out above. This will mean that you will not normally be
able to progress immediately to the next year's study.
These are very stringent requirements. You must ensure that you understand fully the
action you need to take to redeem the failure of a module and must resubmit work at the
next appropriate examination board.
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Section 2: School Specific Information
The Primary Steering Committee
The Primary Steering Committee meets three times a year with the Trainee Forum normally
meeting one or two weeks before this. It is composed of:
artnership Co-ordinator and Primary Course Director;
representative group of primary ITT staff members;
he Administrator for the Division for Teacher Education;
dmissions Tutors;
representative from the Walsall Campus Learning Centre;
t least two serving teachers.
The main function of the Steering Committee is to discuss issues and to identify and
resolve problems, which affect the operation of the award.
Its remit is:
1. to meet three times a year to review the progress of the partnership
arrangements;
2. to review all aspects of school-based training, assessment, tasks and
activities, and to advise on school-based documentation;
3. to consider responses to reports from Ofsted and external
examiners;
4. to review annually the partnership agreement and to make
recommendations for any changes;
5. to make recommendations for modifications to the PGCE and BEd
Awards;
6. to review annually, trainee selection and numbers and the availability
of places;
7. to review procedures for the selection and de-selection of schools;
8. to consider quality assurance matters relevant to the Partnership
agreement.
Communications
One of the most important ingredients contributing to the success of any organisation – and
the operation of a course like the BEd in Early Primary Education - is an effective and
efficient system of communication. At any time we may need to contact you on important
matters relating to work or your personal life. You too from time to time will want to consult
us, possibly urgently.
It is therefore essential that you follow the guidelines set out below.
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Notice Boards
Check your Year Group notice board, each day that you are on the Walsall Campus. If you
are not able to do this yourself, ask someone to do it for you.
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Contacting Staff
In most cases your Personal Tutor will be your first line of contact, but in all cases, if the
member of staff you wish to contact is not in her/his room, please leave a message with the
administration team explaining briefly your query or concern and giving times when you
could meet. If there is a telephone number you can be contacted on, then please leave
this.
Notification of address and other contact details
Please make sure that the Student Office and the Teacher Education Office have your up-
to-date home and term-time addresses and other contact details. It may be necessary to
contact you urgently and this can only be done if we have your current contact information
accurately recorded.
Illness and Absence
If you are ill and your performance has been or will be affected, you must let the Student
Office have official medical certification. Other personal and domestic problems may also
affect your performance.
Although you will probably wish to discuss such matters with your Personal Tutor, the
responsibility for submitting any request for extenuating circumstances to be taken into
consideration is entirely your own.
It is essential that the Student Office is informed as soon as possible of all problems,
whether they be health or personal, so that your request for extenuating circumstances can
be transmitted to the relevant Subject and Award Board. Informing the Student Office after
the meeting of the Boards may be too late.
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Emergency Contact
We appreciate that there may be occasions when you are on Campus and people need to
contact you in an emergency. To enable us to find you quickly, it is important that such
people have full details of your course, timetable, location etc. In the event of an
emergency, the following numbers can be used to contact you:
01902 323200 or 01902 323109
However, you are asked to ensure that these numbers are used for emergencies only.
When you are in school on attachment please ensure that the appropriate people (e.g.
family) have the school contact number.
Timetables
This is a full-time course. There is no special provision for free days, so if you are lucky
enough to have free slots then this should be treated as a bonus! Such times are detailed
for your own study, course work, reading, etc.
Criminal Records Bureau
There are certain categories of offences that debar people from working with children or
vulnerable adults. To commence this course you will be required to obtain a certificate of
Enhanced Disclosure. To find out about this, please consult the Teacher Education Office,
Room WA212 or telephone 01902 323109. Home Office Circular 6/2006 also requires us
to notify the DCFS if any teacher (or person training to be a teacher) has an offence that is
recorded on their CRB Certificate. Teaching is a notifiable offence. This will not
necessarily preclude the person from training unless the offence renders the person
unsuitable. If you have any concerns about this please contact Jeff Serf by e-mail
(J.M.Serf@wlv.ac.uk) or on 01902 323071.
Please note that your full enrolment on the course is dependent upon receipt of
an acceptable CRB certificate and registration with both the ISA and the GTCE.
University of Wolverhampton - Definitions of Academic Misconduct:
Cheating is defined as any attempt to gain unfair advantage in an assessment by
dishonest means, and includes e.g. all breaches of examination room rules,
impersonating another candidate, falsifying data, and obtaining an examination paper in
advance of its authorised release.
Plagiarism is the act of taking someone else‟s work and passing it off as your own. This
includes incorporating either unattributed direct quotation(s) or substantial paraphrasing
from the work of another/others. It is important to cite all sources whose work has been
drawn on and reference them fully in accordance with the referencing standard used in
each academic school.
Collusion is when two or more people combine to produce a piece of work for
assessment that is passed off as the work of one student alone. The work may be so
alike in content, wording and structure that the similarity goes beyond what might have
been coincidence. For example - where one student has copied the work of another, or
where a joint effort has taken place in producing what should have been an individual
effort.
Misconduct
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In exceptional circumstances, the Subject Board can recommend that no resit be
offered on professional grounds and the trainee will be required to leave the course
The University of Wolverhampton expects the highest standards of professional conduct
of all trainee teachers both in relation to placement schools and the University. In serious
cases of misconduct trainees will be reported to the GTC(E) and therefore all should be
aware of the following statement:
From 20 January 2009, providers should refer directly to the GTC cases of trainee
misconduct, including removal or departure from a course because of criminal
offending, that do not have a child protection element. Note: such referral only
applies to those within provisional registration with the Council, which came into
effect for those trainees beginning a programme of training from September 2008.
On receipt of the case, the Council will screen it to ensure it falls under our jurisdiction and
then decide whether there is case of „unacceptable professional conduct‟ to answer.
Under the GTC‟s disciplinary rules of procedure „unacceptable professional conduct‟ is
defined as „conduct which falls short of the standard expected of a registered teacher …
and is behaviour which involves a breach of the standards of propriety expected of the
profession‟.
Since we started considering cases of teacher misconduct in 2001, we have found that
cases fall into six principal categories, as follows:
• inappropriate language and/or inappropriate conduct in respect of pupils;
• actions which undermine the school and/or parents;
• misconduct relating to the management and administration of examinations;
• fraud and financial impropriety;
• misrepresentation of qualifications and other matters; and
• misconduct relating to contractual matters.
The GTC‟s code of conduct and practice sets out what may amount to unacceptable
professional conduct in more detail. The code is currently under revision, with a new code
expected to be in force in autumn 2009; there will be widespread publicity in due course
about the terms of the new code.
Misconduct by a trainee teacher could arise during a training programme, including during
teaching practice.
GTC(E) (2009) Briefing document sent to ITE providers: January 22nd 2009)
It is emphasised that judgements relating to “conduct which falls short of the
standard expected of a registered teacher” apply equally to relationships with staff
and fellow students at the University.
Social networking website communication
Please note that communication about schools, school and University staff, other trainees,
pupils and their families outside a professional capacity is inappropriate:
You must also note that any communication about school or University staff is likely to
breach confidentiality or bring an individual or organisation into disrepute will result in an
investigation.
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If the investigation reveals breach of terms and conditions of employment and/or the
GTCE‟s Code of Conduct or the University‟s Fitness to Practice code – the consequences
could lead to termination of study.
If you have any doubt about use of social networking please do not hesitate to consult the
relevant professional body.
Please note, the use of social networking to divulge inappropriate information will be
subject to investigation and may lead to your termination from a professional award
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CALENDAR FOR YEAR 20010-11
Primary Initial Teacher Training
13 September 2010 PGCE Course begins
13 September 2010 BEd Year 1 Courses begin
20 September 2010 BEd Year 2 return
20 September 2010 BEd Year 3 return
20 December 2010 – Christmas break
03 January 2011
11 April – 25 April 2010 Easter break
19 May 2011 Semester 2 ends for BEd
Year 1
26 May 2011 Semester 2 ends for BEd Year 2
28 June 2011 Semester 2 ends for BEd Year 3
5 July 2011 Semester 2 ends for PGCE
Please note that there are no half-term holidays.
Year 1 and Year 2 School Attachment re-sits will take place after the end of
semester 2.
Block attachments in schools
08 November – 19 November 2010 PGCE
08 November – 03 December 2010 BEd Year 3
17 January – 11 February 2011 PGCE
07 February – 11 March 2011 BEd Year 1
14 March – 8 April 2011 BEd Year 2
09 May - 25 June 2011 BEd Year 3
09 May – 02 July 2011 PGCE
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Section 2: School Specific Information
Where to get help with your course
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Accreditation of Prior Learning (APL)
The University may be able to give you credit for relevant learning you undertook prior to
beginning your course. If you think you may be entitled to credit you should read below and
ask the advice of the admission's tutor for your course.
APL is a process for recognising and assessing students‟ prior learning. Importantly, it is
the achievement of learning, or the outcomes of that learning, and not just the
experience of the activities alone, that is being credited. This recognition may give the
learning a credit-value in a credit-based structure and enable it to be counted towards the
completion of a programme of study and the award(s) or qualifications associated with it
APL includes experiential learning or prior certificated learning for academic purposes.
Accreditation of Prior Experiential Learning (APEL) is a process by which a student‟s
learning through experience is assessed and, as appropriate, recognised for academic
purposes.
Accreditation of Prior Certificated Learning (APCL) is a process through which previously
assessed and certificated learning is considered and, as appropriate, recognised for
academic purposes.
For international students, the course tutor will liaise closely with the International Office,
University Admissions Unit staff and School Admissions Tutors regarding processes for the
admission of applicants with APCL and direct entry onto pathways. The principal
information source for establishing the level of an overseas qualification is the National
Academic Recognition Centre for the UK (NARIC). This is an internationally recognised
body used by all UK universities and other government-based organisations, for example,
The British Council. Please note that qualifications that are not endorsed by NARIC are not
accepted.
An APL committee within the School of Education meets minimally twice a year (once in
semester one and once in semester two) when applications for APL are considered. If you
are seeking to apply for APL in either form (APCL and APEL), you should discuss this with
the course leader at the earliest opportunity.
Both undergraduate and postgraduate regulations (depending on your course) should be
read and consulted in your discussion before application for APL.
Forms for application are available on WOLF.
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Learning, Teaching & Assessment: What Can You Expect?
Key to the support and guidance of trainees are the concepts of the personal tutor and the
attachment tutor. You be attached to a personal tutor throughout the duration of their
course.
The personal tutor will focus primarily on your University-based training, but will also
take an overview of the trainee‟s progress across the whole provision. Specifically, the
personal tutor will:
gather
and keep records of information relating to your achievement against the QTS standards
from both University and school-based training;
suppor
t your self-assessment skills and target setting/action planning against identified
weaknesses;
ensure
subject tutors are informed of relevant information from school-based training and work
with subject tutors in ensuring you are taking appropriate action to develop as a
professional;
advise
and mediate on issues of 'professionalism' including attendance at lectures, punctuality,
dress, relationships with staff etc. in University and school-based training;
facilitat
e peer and staff support systems for both yourself and school-based staff, within the
her/his allocated 'cluster' group of schools, to address weaknesses and spread good
practice throughout the group;
monit
or and provide feedback on your quality of planning and preparation of her/his trainees
before each school block attachment;
monit
or progress against previous targets;
suppo
rt action planning and target setting against particular groups of standards at the
beginning and end of each year of BEd study.
You will be attached to an attachment tutor for the duration of each period of school-based
training e.g. Year 2 Attachment (TE2061).
The attachment tutor will focus on your school-based training, and will work closely with
school-based trainers. Specifically, the attachment tutor will:
support action planning and target setting against particular groups of standards
following each school block attachment;
enhance and assure the quality of your school-based training;
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moderate school-based trainers‟ assessment of trainees;
write and update references, as specified, for you;
support you in writing application forms and Career Entry and Development
Profiles.
Learning & Teaching Resources
There is a wide range of resources available for your learning, including on-line materials for
each module (on WOLF), web-based information and, importantly, the online resources
provided by the Learning Centre. Module information will direct you to specific information
sources, but there is an expectation, particularly at Levels 2 and 3, that you will research your
own sources in order to enhance your achievement of the learning outcomes for the
programme.
The modules in this Guide involve the use of a very wide range of learning and teaching
methods, including formal lectures, small group seminars and practical workshop
sessions. You will be shown examples of good teaching practice which you will reflect
upon as you develop your own teaching styles. You will be expected to participate
actively in your own learning and development.
Assessment
Types of assessment
The tutor, as part of the introduction to the module, will outline the assessment tasks. A
more detailed briefing for each assignment will be available via the WOLF topic that
supports the module. There is a wide range of assessment (further details can be found
in the Undergraduate Student Guide), including:
Written assignments
Reports
Time Constrained Assignments
Examinations
Portfolios
Presentations
Debates
Teaching performance in school
However, all assessments will have one common feature. They will all be designed to
develop your ability to teach in a way that ensures children learn.
You are entitled to receive feedback which:
8. relates explicitly to assessment criteria (including requirements for standard of written
English) and module learning outcomes;
9. evaluates your achievement in relation to QTS Standards and/or relevant subject
knowledge underpinning your progress towards achieving the standards;
10. includes action to be taken (where appropriate) to ensure achievement of relevant
QTS Standards and/or relevant curriculum subject knowledge;
11. in the event of failure, contains, or refers to, explicit instruction about retrieval;
12. is legible;
13. is personalised;
14. is given within the time stated in the module guide;
15.is positive and constructive.
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Marking of Assessments
The marking and grading of your work, be it for example an assignment or an exam is a
comprehensive exercise involving first-marking by tutors, moderation by the tutors in the
module team and the submission of assessments to independent external examiners who
monitor and advise, thereby ensuring quality and standards.
The normal return period for feedback on your marked (summative) work is three weeks
after the date of submission. You will receive a grade achieved and comments on
whether and how you have achieved the learning outcomes.
The processing of grades is outlined in the Undergraduate Student Guide. Assessment
grades follow the „Grade Point Scale‟ format outlined in the Guide. Grades range from
A16 (outstanding) to F0 (fail, no resit permitted). For the majority of modules the average
achievement level will be in the C category which is „average-good‟; grades above this
are „above average-very good to outstanding‟, and grades below are from „satisfactory‟
down to „uncompensatable fail‟. Thus, an „upper‟ C grade (e.g. C10) is comfortably a
„good‟ grade within the A to F distribution. For some assessment components or for
some modules, you will be assessed on as either a „pass‟ or a „fail‟ and no grade such as
C10 will be awarded.
What Should You Avoid? What Should You Seek to Achieve?
Remember that you are writing for another reader or readers. Do not assume
that the reader will fill the gaps in your work.
Use the introduction to establish what you are doing in your assignment.
Use examples to support your analysis.
Be objective and aim for reasoned argument. Phrases such as „in my opinion‟ or
„in my view‟ are of little value because they are subjective. Do not use them. You
should aim to support your points with evidence and reasoned analysis.
Always acknowledge the use of someone else‟s work, using the appropriate
system of referencing. Also, it is a very serious offence to use someone else‟s work,
especially word-for-word or paraphrased contents of other‟s work. This is called
“plagiarism” (see page 22) and will be covered throughout the programme to ensure
that you are aware of how to avoid it.
Always keep copies of the sources or keep a note of each source as you use it,
so that you can reference it in your bibliography at the end of your assignment.
Plan your work in advance so as to meet the hand-in (submission) date. Writing
up your research is often more time-consuming than you expect.
Get help from tutors and mentors if you are unsure.
Above all, do not „suffer in silence‟; the Course Leader, Student Advisor and
tutors will be able to provide guidance so please use them.
Why are ethical considerations important when researching for assignments?
Research is an essential and vital part of teaching and learning. Much is literature-based,
using books, journals, periodicals and web-based material. However, some research
may involve interaction with organisations and people. You should ensure that you do
NOT conduct research that could be intrusive or sensitive or could cause psychological
harm or suffering to others.
For all modules excepting the dissertation, formal approval is not normally required for
research that brings you into contact with organisations and people. However, where
such contact does occur, it is imperative that you are fully aware of and rigorously and
consistently apply the Ethical Guidelines as contained in School of Education‟s policy.
or organisations have agreed to provide information to you, you may be required to
produce evidence that permission has been given for access or contact.
What Feedback Can You Expect?
What can you expect from your tutors whilst you are preparing your work?
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Normally tutors will advise you, as a group, on the assessment at or near the
start of the module.
Thereafter, you may consult your tutors by emailing them.
What should you not expect from your tutors?
It is not the role of a tutor to read drafts of your work and correct them with a
view to your obtaining a „good mark‟. An assignment should reflect your effort and
input, and the role of the tutor is to guide and advise. It is then your responsibility to
assess this advice and guidance and use it accordingly. Tutors provide this in good
faith, but its use - or lack of it - by you is not an automatic route to a good or a poor
grade. Other factors, particularly those pertaining to your skills and efforts, will play a
vital role in your achievement.
After completion of the assignment
The main feedback is through a copy (to you) of the assessment feedback sheet
by email from tutors/administrative support staff.
In some modules, additional feedback may be available through distribution of
an “outline answer”, highlighting key points for guidance.
How You Can Comment on Learning & Teaching and Assessment
We greatly value your feedback; students‟ views are collectively influential in how we
deliver Learning and Teaching and are gathered through Trainee-Tutor meetings and
via questionnaires, particularly the Module Evaluation Proformas (MEPs) that you are
asked to complete towards the end of a module. Such feedback is analysed for annual
monitoring of modules, subjects and courses.
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