Professional Graduate Diploma in Education
Support Material for Students, Class Teachers and
PGDE(P) Nursery Placement 2011-2012 1 HM Jun 2011
Partnership Between Nursery and University 3
Background Information 3
Programme Aims 3
The Beginning Teacher 4
Complementary Roles of Nursery and University 5
Dates of School Experience 2011/2012 5
Nursery Experience Descriptor: 6
Dates of Nursery Experience 6
Aims & Learning Outcomes 6
Placement Requirements: Student 7
Placement Procedures: Mentor 12
Placement Procedures: Tutor 15
appendix i: PGDE (P) Programme Regulations 17
appendix ii: Nursery Planning/Observation Formats 21,22
appendix iii: Personal Record of Progress Form 23
appendix iv: Criteria for Assessment 24
appendix v: Tutor/School Summative Assessment Form 25
appendix vi: Continuity and Progression Grid 29
PGDE(P) Nursery Placement 2011-2012 2 HM Jun 2011
PARTNERSHIP BETWEEN NURSERY AND UNIVERSITY
Planning and partnership between the Nursery and the University are fundamental to the
students' experience. To facilitate the development of this relationship the following
information is intended to provide an indication of the purpose of each school experience to
The PGDE(P) cohort of students arrives in the University with a wide range of degrees and
experience. Many of them have had other employment before coming to University and
have made a conscious decision to change their career direction.
Already having a degree, they are mature adult learners and realise that they have a
tremendous amount to learn in just one year. They are self-confident enough to ask for the
knowledge they realise they require. However, because of all these factors, they can also
be apprehensive - although this might be well hidden - and they are keen to succeed. They
will make great demands of Teachers/Nursery Officers, recognising that you have the skills
which they are so eager to acquire and asking that you explain your practice so that they
may understand. However, like the class of children you teach they are all different with a
variety of strengths and weaknesses. A demand which will stimulate and develop one
student may destroy the confidence of another. We ask that you differentiate the demands
you make of students in accordance with your assessments of their abilities. They will be
grateful for your perception and sensitivity.
The Programme seeks to:
work collaboratively with local authorities and partner schools/nurseries to develop
beginner primary teachers who can demonstrate the competence required to
overtake the professional and academic demands of the programme;
provide an ethos where collaborative endeavour promotes effective use of each
participant’s subject specialism and previous experience;
develop reflective practitioners who are able to value themselves and others;
prepare participants to work as team members with colleagues, parents, carers and
professionals within and outwith the school setting;
use recent and relevant research in teaching and learning and develop the
participants’ ability to engage in active classroom/nursery-based research;
use evidence to inform choice and make appropriate change to promote effective
educational practice and progress;
help foster a creative vision of education relevant to its current and future contexts;
generate a number of learning outcomes that will be developed by both University
based approaches and school/nursery based experience.
PGDE(P) Nursery Placement 2011-2012 3 HM Jun 2011
At completion of the Programme students will:
have a sound knowledge of the pre-school and primary school curriculum;
understand how children learn and have an ability to deliver and provide for
be able to manage classrooms and motivate children;
be able to assess children based on a sound understanding of assessment principles
and techniques and be able to present assessment report findings to parents;
know the structure of the Scottish education System and its relationship to other
The Beginner Teacher
The Beginner Teacher is characterised in accordance with ‘The Standard for Initial Teacher
Education’ Q.A.A.H.E. (2006) as one who has developed a range of understanding,
knowledge and competence to allow him/her to undertake successfully a period of
Full details of the SITE Benchmarks can be accessed from the QAA Scotland website:
They can also be accessed from the P.G.D.E.(P) University website, as can other required
The beginner teacher will:
be accountable for their role in the education of the whole child and young person,
and will take professional responsibility for this;
engage with current educational issues and contribute to the processes of curriculum
development, staff development and school development;
undertake a range of teaching approaches which will facilitate the learning of pupils;
support the pastoral care of pupils;
promote equality of opportunity among all people in an inclusive society, and actively
take steps to counter discrimination;
promote the learning of those pupils who encounter barriers to learning, including
those who are in need of support for learning in particular areas of the curriculum;
and those with emotional and behavioural difficulties;
report the success and progress of pupils to parents and other interested parties;
take responsibility for and be committed to their own professional development;
PGDE(P) Nursery Placement 2011-2012 4 HM Jun 2011
use research and other forms of valid evidence to inform choice, change and
priorities in promoting educational practices and progress;
relate appropriately as a developing professional to other teachers, colleagues from
other professions, para-professionals and agencies in support of the pupils, and
embrace the merits of collaborative working;
undertake administrative duties as required in a school.
Complementary Roles of Nursery and University
The role of the Nursery is:
to provide a supportive and reflective context in which the Standard for Initial Teacher
Education (SITE) can be developed;
to assist in developing the SITE by observing students’ practice, by demonstrating
and modelling skills and by supporting and advising;
to make specific contributions to the teaching of certain aspects of SITE e.g.
introducing students to School/Nursery-wide issues.
The role of the University is:
to provide a supportive and reflective context in which the students competence will
to develop the understanding, skills and attitudes of students with respect to the
to share with nurseries during placement in the development of the standard,
observing and assessing students, demonstrating and modelling skills where
appropriate and by supporting and advising.
Dates for School Experience 2011-2012
Observation Week Monday 29th August – Thursday 1st September 2011
Middle Stages Placement Monday 26th September - Friday 30th September 2011
Monday 31st October – Friday 25th November 2011
Recall/Partnership Day Wednesday 9th November 2011
Upper Stages Placement Monday 9th January – Friday 10th February 2012
Pre-Visit Friday 9th December 2011
Recall/Partnership Day Wednesday 18th January 2012
Nursery Placement Monday 5th March – Friday 23rd March 2012
Pre-Visit Wednesday 22nd February 2012
Early Stages Placement Monday 30th April – Friday 1st June 2012
Pre-Visit Wednesday 18th April 2012
Recall/Partnership Day Wednesday 9th May 2012
PGDE(P) Nursery Placement 2011-2012 5 HM Jun 2011
Monday 5th March – Friday 23rd March 2012
This module is designed to enable students to enhance their understanding of Early
Education. The previous placement provided the opportunity for a sustained period of
practice in the Upper Primary setting. This placement provides students with the opportunity
to benefit from experience in a Nursery setting, and will be followed by the opportunity for a
sustained period of practice in an Early Years setting. Students will be able to compare and
contrast these two settings and be able to recognise issues to do with continuity, progression
and transition in the early years.
to develop students’ understanding of nursery education; contexts for learning and
development; and the role of the educator as a facilitator for children’s learning and
to develop the students’ understanding of play as a learning experience;
to develop the student’s ability to undertake and react to observations in a nursery
to develop the students’ ability to participate in planning, implementing, resourcing,
assessing and evaluating the curriculum;
to provide opportunities for meeting with parents, carers, other professionals and the
in collaboration with Nursery staff observe and critically identify the ways in which the
Nursery gathers evidence of children's learning and development;
observe children's interests, discuss these with the children, outline these interests
within a plan consulting with the Nursery team;
in collaboration with the team identify the best way of sharing the observations of the
child's interests and collaborative planning with the parent;
plan to show the children's interests, possible learning outcomes, the adults' role and
the links to curriculum and in collaboration with the children, identify appropriate
resources. Record the learning that is taking place;
develop their skills in critical reflection;
PGDE(P) Nursery Placement 2011-2012 6 HM Jun 2011
develop a critical understanding of the Scottish Education system and their own role
appreciate the link between policy and practice;
engage with wider reading and research to inform their developing professional
Schools should note that all students have obtained Enhanced Disclosures and that these
have been scrutinized by University personnel.
Placement Requirements: Student
School File Requirements
The School File should be accessible to Teachers/Nursery Officers every day and should be
kept up to date.
The School File should contain the following elements, in this suggested order:
Placement Progression Grid
Goals for the Placement
School/Nursery & Community Information
Information on 3 Selected School/Nursery Policies
Research: 3 areas
Class Information & Parent/Carer Interview Information
Context Area Planning (including resourcing). NB This will be a cumulative working
Observations and Evaluations of one child
Weekly Self Evaluations
Personal Record of Progress Forms – these must be filled out weekly by the student
and signed by the class teacher. The class teacher may add his/her comments as
deemed necessary. All the PROP forms relative to the ongoing placement should be
retained in the file.
SITE Benchmark Audit
PGDE(P) Nursery Placement 2011-2012 7 HM Jun 2011
Information on the class
The students will find out as much information as possible in relation to the children in the
class. Their knowledge of the class will be demonstrated through their teaching file and in
discussion with the class teacher and the tutor. It is recommended that students find out:
how many children there are in the class? What is the gender and age mix?
are there any children with additional support needs?
are there any particular behaviour issues that require specific consideration?
are there any medical issues with which you will need to be familiar?
what other adults are working with the class?
what is their remit and how can you develop effective working practices with them?
how is the Curriculum Framework 3-5/ Curriculum for Excellence interpreted in this
what is the general daily routine?
what access to ICT, music, art facilities etc. is there?
what library facilities are at your disposal?
what other practical learning resources are available for your use?
can you enrich provision by accessing/generating additional resources?
General School/Nursery Life
will there be any school/nursery closure/in-service days whilst you are there?
Attendance at in-service days is strongly recommended;
are there particular staff room procedures to which you should adhere? (E.g. bring
your own mug/cup, weekly/daily payment for refreshments, seating arrangements).
PGDE(P) Nursery Placement 2011-2012 8 HM Jun 2011
Summary of Student Requirements for the Nursery Placement
The students are required to:
set up and maintain a Nursery experience file for the placement;
observe the adults interacting with children as individuals, in groups and as a whole
participate in the day to day provision and practice within the nursery setting;
use the nursery planning format (appendix i) to plan for effective learning
experiences within context areas (normally two) during the placement;
o McCrone Time- Where relevant, please note that the student will follow the
children’s activities rather than the teacher’s routine. Thus the student will
stay with the class at all times even when the ‘McCrone Teacher’ has
responsibility for the class.
provide analytical summary of professional and personal development derived from
the placement in weekly evaluations with a focus on the following:
o Week 1: Information gathered from observations (how useful are the
o Week 2 & 3: Your role as a facilitator of children’s learning/development;
working collaboratively with other adults in the Nursery setting.
conduct an interview with a parent/carer that will focus on the contribution that
Nursery is making to the development of their child;
continue to audit their development against the SITE Benchmarks;
gather evidence that will contribute to their ePortfolio.
NB: In settings where two students are working, it should be determined locally whether the
first context should be developed cooperatively. Subsequent contexts should be developed
In no circumstances should a student use his/her camera to take photographs of pupils in
the nursery/grounds. It is realised that photographic evidence is a valuable tool by which
many nurseries obtain and record evidence of pupils’ progress and students may be invited
to participate in this whilst on placement. If the nursery camera is used and resulting photos
are kept within the nursery context, under the supervision of Nursery Staff, this is
acceptable. However, such evidence must not be gathered /stored by the student on his/her
camera or be provided in his/her file as evidence, as this would contravene agreements
made with all our partner Education Authorities. Photos of displays, contexts areas,
equipment are acceptable so long as they contain no pupils.
PGDE(P) Nursery Placement 2011-2012 9 HM Jun 2011
It is recommended that students use the exemplar format for planning context areas
(appendix ii). Advice on the use of this document will be given to students prior to the
Student Assessment of Children's Progress
Students should record evidence of their growing understanding of how children’s
progress/learning/development can be articulated against the five key aspects of the
Curriculum Framework 3 -5 (where applicable) and of Curriculum for Excellence. This will
be noted within planning documentation, evaluations and notes gathered on the child who
has been selected for particular focus.
The students should reflect upon their professional development at the end of each week of
placement; this will take the form of a Weekly Evaluation. The students should concentrate
upon their progress in relation to their goals, what has gone well and what could have been
improved upon. The lesson plan evaluations and the PROP forms should feed into the
Weekly Evaluation, and students should also draw upon theory within these reflections.
Links to SITE Benchmarks should be noted.
Opportunities within the school
In the final few days of placement, if the student has successfully completed his/her days of
responsibility and the teacher and tutor are happy with his/her performance, the student is
encouraged to spend some time (eg. an afternoon) gaining a wider picture of provision within
the school (eg. a nurture room, hearing impairment unit, support for learning room, or even
another stage of the school). Please note that this is a flexible arrangement and is NOT a
requirement of the placement, merely a recommendation.
Procedure and timeline regarding a failed/incomplete Nursery placement
As the nursery placement is set over a three-week block, all resit Nursery placements (and
first sits on medical grounds) will take place in September/October 2012, with the
submission of 3A (eportfolio) being due on the following Wednesday. The projected timeline
for this is:
May/June 2012: Early Stages placement (with the current cohort)
September/October 2012: Resit Nursery Placement
The Wednesday following the successful overtaking of the final placement:
Submission of 3A (eportfolio)
General Points to note regarding failed/incomplete placements
The student should attend all university inputs (including placement briefings) at the
same time as the rest of the cohort.
A resit placement will involve two tutor visits: a support visit and a summative visit.
The student will be allocated a different tutor and a different school for the resit, and
will normally return to their original tutor for all placements thereafter.
If medical grounds for failure to complete have been given for any placement, then
the re-scheduled placement will be termed a “First Sit” instead of a “resit”. Medical
cover must be provided in all instances.
PGDE(P) Nursery Placement 2011-2012 10 HM Jun 2011
For those students who do NOT complete the course by June 2012, the NQT year
will not start until August 2013.
If the student fails two placements, he/she will not be permitted a further resit and will
therefore be recommended to the Exam. Board for Termination of Studies.
There must be a GTCS-registered teacher present when a student is taking PE or
accompanying pupils in off-site activities.
Students must not transport pupils in their own cars to and from venues even if accompanied
by a GTCS-registered colleague.
Students must not undertake playground duty unaccompanied by a GTCS-registered
Students have not been trained in toileting children and are thus not to be involved in this
aspect of meeting children’s needs. Should a child require assistance, the student should
alert the appropriate colleague immediately.
Students are reminded to adhere to all the advice which has been offered regarding
responsibility, courtesy and maintaining a professional demeanour at all times. Additionally
they should be aware of GTCS’ Professional Code of Conduct which can be viewed at
PGDE(P) Nursery Placement 2011-2012 11 HM Jun 2011
Placement Procedures: Mentor
Role of the mentor specific to the requirements of this placement
The mentor is asked to:
take the opportunity to discuss with the student:
o the children's response to his/her involvement;
o the efficacy of their planning;
o their ability to select, generate and use appropriate resources;
o their developing ability to contribute to the Nursery team;
o their developing understanding of how theory relates to practice;
discuss and evaluate his/her planning (in the School Experience file) and
involvement with the student, signing and dating the student’s Prop Form (adding
comments as appropriate).
arrange for the student to observe the organisation and management undertaken by
the Nursery team in a variety of situations;
share with the student the Nursery procedures in relation to Health & Safety,
Confidentiality, and Organisation & Management of the Nursery setting;
maximize opportunities for the student to contribute constructively to the Nursery
team in the class;
plan with the student so that he/she can undertake responsibility for planning and
delivering context areas (normally two) which will develop the children’s interests and
contribute to their development;
allow the student to carry out observations and tasks specifically linked with any
suggest a parent whom the student might approach to discuss the contribution that
Nursery is making to his/her child’s development;
oversee the student’s teaching file and offer constructive comment where
liaise with the University tutor and thus make an informed contribution to the
summative assessment report (appendix v);
PGDE(P) Nursery Placement 2011-2012 12 HM Jun 2011
Assessment of PGDE(P) Students
Personal Record of Progress Form
The student will fill in the above form (appendix iii) on a weekly basis. We ask that you
discuss this with the student, signing and dating the form at the end of each week of
placement. You may add any comments you feel are appropriate on this form. These forms
will be kept in the student’s file, and will be an early indicator of the student’s progress; we
encourage you to highlight any concerns on this form at the earliest opportunity so that the
student can take steps to address any issues arising. If you have concerns about the
progress of the student, you are asked to make early contact with the placement convenor
Paola Fallone (01382 381481) or Heather Tester (01382 381431). Should neither person be
available at the time of your call, you are advised to intimate your concern via email
(email@example.com and firstname.lastname@example.org).
Summative Report Form
This Nursery Experience is assessed by both the mentor and the tutor on the same profile
format. The Summative Report Form (appendix v) may be completed in hand-written or
digital format. This will be completed by the University tutor in collaboration with the mentor.
The digital proforma can be obtained from Hilda Connelly or downloaded from the Faculty
website which is available at this URL:
Each aspect is assessed summatively and graded PASS/FAIL.
Evidence which will be used for the report will be gathered from:
observation of the student teaching
observation of children's activities
discussion with the student
scrutiny of the school experience file, particularly:
o evaluation and reflection
It would be very much appreciated if you could find time to look at and discuss the file with
the student over the Programme of the placement.
If the University tutor and Nursery mentor agree that three or more categories have not been
met, this will result in a failed placement. If this happens then a resit placement will be
arranged for a later date.
The procedure which is recommended for summative assessment is noted on Page 15/16.
PGDE(P) Nursery Placement 2011-2012 13 HM Jun 2011
SITE Benchmarks and the Summative Report Form
All of the SITE Benchmarks are valuable from the beginning of the Programme because
they set the agenda for present and future planning by the student (in collaboration with
tutors and Nursery staff) and provide a framework for self-evaluation and target-setting. The
benchmarks inform the criteria for summative assessment.
The SITE Benchmarks provide a comprehensive description of a teacher’s professional role
and arguably provide a possible blueprint for continuing professional development
throughout a teacher’s career. As a condition of validation, Teacher Education Programmes
provided by University of Dundee and other Scottish institutions seek to promote the
development of these benchmarks with the students enrolled on them. Clearly the level of
competence achieved by an experienced qualified teacher will be different from that which
might reasonably be expected of a ‘beginner teacher’, the end product of the initial teacher
education Programme. In a similar manner the degree of competence achieved by a
student during the Programme should develop as the Programme progresses and the
student’s experience and awareness increase.
Many of the Benchmarks relate to the daily practical experience of teaching. However some
of them e.g. child protection are more likely to arise as policy issues. Students are given
guidance as to how to obtain and provide evidence relating to these areas.
Students are required to keep a record of their achievement in the development of
Benchmarks through the Programme. This will be available to you in the student’s school
experience file and will also inform elements of the developing ePortfolio.
In making comment relating to the students placed with you the University of Dundee relies
on your professional judgment.
Nursery and University staffs both contribute to the development of all the Benchmarks. The
Programme is dependent on the schools/nurseries for providing a supportive context for the
development of all the Benchmarks. Schools/Nurseries can of Programme be particularly
helpful with certain items, and should exercise discretion in identifying and negotiating these
with tutors and students in the light of their special circumstances.
Quality of Comment in the Nursery Experience Report
Nursery Experience reports fulfill two main functions:
they inform the University of the Students’ Progress;
they help the student to self-evaluate and set targets for future placements.
For each purpose the quality of statements made are crucial. We ask that you consider the
following points when determining your comments:
amount Full rather than brief
balanced Positive comments as well as development needs
specific Explicit better than general
helpful Constructive advice
competence-related Describing achievements as well as qualities
PGDE(P) Nursery Placement 2011-2012 14 HM Jun 2011
Please give your student feedback as their school experience progresses. They only have
one brief year in which to become “beginner teachers” and they cannot afford to wait until
the last day to find out if their performance has been less than satisfactory.
If you wish to discuss the details of this placement or have concerns about your student,
School Experience Convenor
01382 381481 email@example.com
School Experience Administrators:
Heather Tester: 01382 381532 firstname.lastname@example.org
Hilda Connelly : 01382 381431 email@example.com
01382 381488 firstname.lastname@example.org
Placement Procedures: Tutor
There will be one tutor visit, the date and time of which will be notified to the school/nursery
and the student. This visit is summatively assessed, in collaboration with the nursery mentor.
It is expected that the student will engage with children during this visit. The tutor visit will be
timed so that students will be afforded the opportunity to consolidate their skills and to
assimilate and implement the ongoing formative advice given by school/nursery colleagues.
Should schools find it necessary to request a change of date for the visit, they are asked to
contact Heather Tester as soon as possible. Heather can be contacted on 01382 381532. If
Heather is not available please contact Hilda Connelly on 01382 381431. Further details of
visits can be found in the section entitled “Placement Procedures: Tutors.”
Unless there are exceptional circumstances this visit should not take place until 1½ weeks of
the placement have passed. The tutor will take a note of the e-mail address of the nursery in
the course of the visit, so that the summative report can be conveyed to nursery colleagues
timeously. Electronic generation of the report is recommended in view of the time factors.
The tutor visit will have the following components:
the student will take the tutor around the various learning contexts in the nursery,
explaining their purpose and intended learning, focusing especially on the contexts
which the student has developed and had experience of;
the student will describe how the learning has been assessed and evaluated and
how subsequent progression has been identified and addressed;
the tutor will then read the file and observe the student interacting with children;
NB: The elements above will take approximately 1 hour.
PGDE(P) Nursery Placement 2011-2012 15 HM Jun 2011
the tutor will then discuss the student’s progress with the mentor;
subsequently the tutor will discuss the placement with the student;
finally, the tutor and the mentor will collaborate in preparing comments for the
summative report form;
within two working days the tutor will finalise the report and a copy will be sent to the
mentor by e-mail so that they can ensure that the comments and grades therein are
a true reflection of their shared perceptions. Only in cases where the mentor wishes
to draw attention to discrepancies in the resulting Summative report form will they
need to contact the University. We ask that any concerns are communicated to the
University as quickly as possible, and certainly within three working days. The
comments/grades on the Summative Report form is conditional on the performance
of the student in the ensuing time in nursery and will be subject to change, should
there be a marked change in performance subsequently. In cases where there are
concerns over the performance of the student at the time of the tutor visit, the tutor
will contact the nursery by phone in the latter part of the final week of the placement,
to agree final comments/gradings.
If the tutor and teacher, in consultation, have concerns over the student's performance, they
are asked to make this clear to the student and discuss ways in which the student may
address this in order to gain improvement.
The summative Report form will be issued to the student when the agreed comments have
External Examiner Visits
Please note that occasionally the tutor will be accompanied on these visits by an external
examiner for quality assurance purposes. It is to be stressed that on these occasions the
programme procedures and the tutor - not the student - are under scrutiny.
University Paired Tutor Visits
Again, for quality assurance purposes, the tutor may also be accompanied by an additional
university tutor to ensure cohesion and consistency on school experience procedures and
At any one time a maximum of two adults will be visiting the student.
PGDE(P) Nursery Placement 2011-2012 16 HM Jun 2011
Appendix i: PGDE (Primary) Programme Regulations
1. Entrance Requirements
1.1 In order to be admitted to a programme, you will be required to have obtained
entrance qualifications as determined and approved by the School Board, taking
account of requirements specified by the Scottish Executive. Entrance qualification
requirements are specified annually in University publicity materials.
1.2 In order to be admitted to the programme, you will be required to satisfy the
requirements of the Police Act 1997, Part V. This requires the completion of an
enhanced disclosure of criminal record. If you do not meet the requirements of the
University or any appropriate professional body in respect of criminal record
disclosure, your studies may be terminated.
2. Academic Requirements - General
2.1 General progression requirements
2.1.1 In order to complete the programme and become eligible for an award, you
must satisfy the Board of Examiners that you have met the minimum accumulated
credit requirements for the programme as outlined in the table below. The credit values
of the programme modules are specified in the programme’s Admissions and
Year of attendance 1
SCQF level 10
Credits awarded on entry None
Period of study FT 36 weeks
Minimum accumulated credits required for 144
Title of exit award Professional Graduate Diploma in
Professionally accredited award Yes
2.1.2 The maximum period of study for an award is normally one year more than the
period of study specified for the award. (See Regulation 2.1.1).
2.1.3 If you do not meet the requirements of Regulations 2.1.1 or 2.1.2, your studies
may be terminated. (See Regulation 2.4)
2.1.4 You may receive an exit award only upon completing your studies and leaving
2.1.5 If on completion of your studies you are in debt to the University or have failed to
return library books or teaching resources, your award may not be granted.
PGDE(P) Nursery Placement 2011-2012 17 HM Jun 2011
2.2 Attendance and Participation
2.2.1 If your attendance or participation in any module (including school experience)
falls below 80% or is deemed to be unsatisfactory, the Board of Examiners may
determine either that (a) your studies will be terminated (see Regulation 2.4) or (b) that
you must undertake additional work or an additional period of placement.
Additionally, students should note that mention may be made of levels of attendance in
the Profile for Entry to the Teaching Profession.
Attendance and participation requirements are provided in the Programme’s
Admission and Assessment Protocols.
2.3 Withdrawal, Temporary Absence and Discounted Periods of Study
2.3.1 You may withdraw temporarily from your studies for a period of up to one year by
obtaining the prior written approval of the Convener of the Board of Examiners.
Periods of absence must be approved by the School Board. The Convener of the
Board of Examiners will determine the terms under which you will be allowed to
resume your studies.
2.3.2 Periods of absence for which temporary withdrawal approval is obtained are
discounted for the purposes of Regulations 2.1.2 and 2.1.3.
2.3.3 On returning from an approved period of temporary withdrawal, you will not
normally be required to repeat any modules or periods of placement which you have
already completed and for which credit has been awarded.
2.3.4 If you are absent from your studies for a period of 6 weeks or more and have not
had your period of absence approved as required under Regulation 2.3.1, your studies
may be terminated. (See Regulation 2.4)
2.3.5 If your absence for a period of over 6 weeks without approval under Regulation
2.3.1 is due to medically certified illness, you will be permitted to seek retrospective
approval for a discounted period of temporary withdrawal.
2.3.6 You may withdraw permanently from your studies by informing the Programme
Director in writing of your wish to withdraw.
2.4 Termination of Studies
2.4.1 If your studies are terminated, you will have the right of appeal to the Termination
of Studies (Appeals) Committee. If your appeal is successful, you will be permitted to
continue your studies subject to such conditions as the Dean may determine. If your
appeal is successful, you will not be required to repeat any modules or periods of
placement which you have already completed and for which credit has been awarded.
If the Committee requires you to repeat a year, the repeat year will be discounted for
the purposes of Regulations 2.1.2 and 2.1.3.
2.4.2 If your appeal is rejected by the School Committee, it will be reconsidered by the
Senate Termination of Studies (Appeals) Committee. If the Senate Termination of
Studies (Appeals) Committee upholds your appeal, you will be permitted to continue
your studies subject to such conditions as the Dean may determine.
PGDE(P) Nursery Placement 2011-2012 18 HM Jun 2011
2.5 Suspension of Studies
2.5.1 Criminal Charges
You are required to inform the School Secretary of any criminal charges which are
made against you while you are a student. Failure to do so may result in the
suspension of your studies.
If your conduct either on or off University premises is deemed by the Dean to be
unsatisfactory, you may be suspended from your studies at any time.
Unsatisfactory behaviour is defined as any serious, unprofessional behaviour which, in
the opinion of the Dean, may adversely affect clients, service users, other students,
teaching staff or the reputation of the University.
2.5.3 If your studies are suspended under Regulation 2.5.1 or 2.5.2, the Dean will,
within 10 working days, either re-admit you to your studies with immediate effect or
institute proceedings under the University’s Student Discipline Ordinance 40.
2.5.4 In addition to Regulations 2.5.1 and 2.5.2, you may be liable to the disciplinary
procedures of the professional body under which your programme is professionally
validated or those of the agency or institution in which you are undergoing a
placement. Information about these additional procedures which apply to you when
you are on placement is available in the Programme’s Admission and Assessment
2.5.5 Where the Dean does not apply his/her powers under Regulation 2.5.1 or 2.5.2,
the Dean or other Authorised Officer may directly institute proceedings under the
University’s Student Discipline Ordinance 40.
3.1 The method of assessment in each module (including school experience) and the
requirements for completing the module will be determined by the examiners for that
module and approved by the School Board. Assessment methods and requirements
are detailed in the programme’s Admission and Assessment Protocols (Part 4).
3.2 In assessing your individual module performance, the Board of Examiners will take
all relevant circumstances into account.
3.3 If you pass the assessment for a module, you will be awarded the credits for that
module, as detailed in the Programme’s Admission and Assessment Protocols.
3.4 If you fail a single module, the module may be reassessed once by such means as
the Board of Examiners may decide is appropriate.
3.5 If you fail two consecutive or separate placement assessments your studies may
be terminated. (See Regulation 2.4)
3.6 If, due to medically certified illness or other serious cause, you are unable to
complete the assessment for a module, the module may be assessed once by such
means as the Board of Examiners shall determine.
PGDE(P) Nursery Placement 2011-2012 19 HM Jun 2011
3.7 If at any time your general performance of the work of the programme is deemed
by the Board of Examiners to be unsatisfactory, your studies may be terminated. (See
3.8 You may be required by the Board of Examiners to present yourself for an oral
examination. The requirements for oral examinations are detailed in the Admissions
and Assessment Protocols.
3.9 If, through disability, you are unable to be assessed by the usual methods
specified for the Programme, the methods, on the recommendation of the School
Secretary and with the approval of the Academic Secretary, will be varied.
3.10 Incidents of suspected and academic dishonesty are dealt with under the relevant
University Senate regulations.
4. Programme Management
4.1 A copy of the programme’s Admission and Assessment Protocols can be found in
section 4 of this handbook. These supplement the Regulations and are approved by
the School Board.
4.2 External Examiners are appointed and operate in accordance with procedures
determined by Senate and the School Academic Standards Committee.
4.3 Membership of the Board of Examiners is approved by School Board and consists
of the academic staff involved in teaching modules, approved external assessors and
the relevant external examiners. The Convener is nominated by the Dean or relevant
Head of Department. Programme regulations are interpreted and applied at the
discretion of the Board of Examiners.
4.4 You will be allocated an Advisor of Studies whose responsibility it is to advise you
on your choice of elective and provide general academic and pastoral advice.
The relationship between the University and external bodies involved in the delivery of
the Programme is subject to the formal approval and quality assurance mechanisms of
the School. External bodies are involved in the assessment of placement, the provision
of practice teachers, Boards of Examiners and the provision of external lectures.
Information on the contribution and remit of external bodies is provided in the
Programme’s Admission and Assessment Protocols.
PGDE(P) Nursery Placement 2011-2012 20 HM Jun 2011
Appendix ii: Nursery Planning/Observation Formats
Context Planning for Children’s Learning
Checklist – Do I have:
Justification for focus?
Mind maps/discussion with children?
Date of commencement: Children’s interests/needs
Name(s) of child(ren)
Where this can be best Outside
Skills Knowledge and Attitudes and Processes
Links to 3 – 5 Curriculum Framework
The Role of the Adult Staff/Child Interactions
PGDE(P) Nursery Placement 2011-2012 21 HM Jun 2011
Appendix ii: Nursery Planning/Observation Formats
Evaluation of Children’s Learning
Possible Lines of Development for Children
PGDE(P) Nursery Placement 2011-2012 22 HM Jun 2011
Appendix iii: Personal Record of Progress Form (PROP)
UNIVERSITY OF DUNDEE
PERSONAL RECORD OF PROGRESS FORM
To be completed at the end of each week of placement
Student: School Experience:
Week: Date completed:
It is recommended that you comment below on aspects of your school experience that relate to
specific SITE Benchmarks and personal goals.
Areas of perceived strength:
Areas to be developed:
Class Teacher: I agree/disagree with the above comments (please circle)
Please give an indication of the student’s performance to date (please circle)
Excellent / Very Good / Good / Satisfactory / Unsatisfactory
Do you have a cause for concern regarding the student? Yes/No (If yes, you are advised to contact the
School Experience Convenor)
Any Additional Comments:
Comments can be continued over the page if necessary.
Satisfactory Needs attention
Student’s signature …………………………………….. Date……………………………………
Class teacher’s signature …………………………….. Date……………………………………
The student should discuss his/her progress and reflections with the class teacher on a weekly basis,
and this form should be used as a focus for this discussion. Once completed, and counter signed,
this form should be placed within the student's SE folder.
PGDE(P) Nursery Placement 2011-2012 23 PF Jun 2011
Appendix iv: Nursery School Experience – Criteria for Assessment
1. Professional Knowledge and Understanding
1.1: Curriculum Students’ planning shows an understanding of curriculum framework links
(CfE and 3-5). Full planning is in place for at least one context area and the
development of one previously existing context area. Observation schedules
are used to gather relevant information and to target planned learning
opportunities which meet the needs of children. Appropriate and relevant
cross-curricular links are evident and learning activities clearly identified with
reference to the observed and recorded needs of children.
1.2: Education Systems and Students are able to take responsibility for their context area(s), showing an
Professional Responsibility ability to liaise with the Nursery team in the implementation of their plans for
these areas. School Experience Folder shows evidence of planning,
management, resourcing, observation, assessment and evaluations
appropriate to the Nursery context. Students will also have considered three
nursery policies, and be able to discuss how they implement these.
1.3: Principles and Perspectives Students are able to draw upon relevant research, literature and theory to
inform their practice. They should have gathered and commented upon
three areas of research drawn from the following areas: permeative,
curricular and class oriented.
2. Professional Skills and Abilities
2.1: Teaching and Learning Students are able to demonstrate appropriate and effective interaction with
children; they are developing their questioning skills as well as their
understanding of appropriate levels of intervention. They are developing
their ability to model appropriate behaviour and learning.
2.2: Classroom Organisation and Students are developing their understanding of how to manage effectively
Management the physical learning space within the Nursery setting. They are considering
appropriate provision of learning contexts as well as the resourcing required.
Their own context areas are well-maintained, resourced, developed and
extended and are attractive to children. They are developing their ability to
manage behaviour appropriately in the Nursery setting, asking for and acting
on advice given by the Nursery team.
2.3: Pupil Assessment Students are making use of observation schedules to gather relevant
information about children’s learning. They are developing their ability to use
this information to plan for targeted learning experiences in their context
areas and suggesting valid additions to PLPs where possible.
2.4: Professional Reflection and Students are developing effective reflection in both their written evaluations
Communication and in their discussions with Nursery staff. They are able to discuss
explicitly specific learning taking place and potential learning relating to all
context areas with colleagues. Reference to literature and University inputs
is being made to underpin their evaluations. They are also initiating
discussions about learning in the Nursery context, asking pertinent,
professional and thoughtful questions of staff.
3. Professional Values and Personal Commitment
3.1: Professional Values and Students are showing enthusiasm and commitment to the Nursery context
Personal Commitment and the placement as a whole. They arrive in good time (we advise
approximately 30 minutes before the start of the day). They are keen to
involve themselves in extra-curricular/end-of-day activities and are
evidencing a desire to contribute positively to the ethos of the setting.
Students are showing an awareness of and an ability to work well with the
range of other adults and professionals involved in the Nursery setting. They
are able to liaise with the Nursery team in the management of their own
context areas as well as demonstrating a good ability to work collaboratively
with others. They are also keen to understand the importance of the home-
school connection. They are appropriately dressed for the Nursery setting at
all times and behave appropriately in all circumstances with staff, parents,
other professionals and children.
PGDE(P) Nursery Placement 2011-2012 24 PF Jun 2011
Appendix v: Tutor/School
Summative Assessment Form
Summative Assessment Form
Please provide evidence of the student’s progress to date using the guidance from the University
found in the relevant School Experience Booklet which is available on our Web-site at:
The student should be assessed against the Standard for Initial Teacher Education but with
consideration given to the stage that he/she is at in their ITE Programme
Please provide a comment and an overall grade for each of the eight sections using the following S/U
descriptors as a guideline:
S - Satisfactory: Has made sufficient progress for this stage of development, with an appropriate
level of support, and therefore this is considered a pass.
U - Unsatisfactory: Has not made sufficient progress, for this stage of development, even with
support, and therefore this is considered a fail.
If progress is Unsatisfactory, this should be clearly communicated to the student and substantiating
evidence provided in the report.
Please note that if a student accumulates a total of 3 or more U’s between the School report and the
Tutor report then this will result in a failed placement.
Student Name: School: Date:
Programme: Stage or Subject: Year of Study:
Name of person completing the report: Designation (e.g., Class Teacher, Tutor, HT, DHT, PT):
I confirm that the content of the Report has If ‘No’ please indicate why this was not possible
been discussed with the student:
Yes / No
(delete as appropriate)
PGDE(P) Nursery Placement 2011-2012 25 PF Jun 2011
Professional Knowledge and Understanding
Curriculum S/U Comments on progress to date drawing
Acquire a knowledge and understanding of the
relevant area(s) of the pre-school primary or
secondary school curriculum.
Acquire the knowledge and understanding to fulfil
their responsibilities in respect of cross-curricular
themes including citizenship, creativity, enterprising
attitudes, literacy and numeracy; personal, social and
health education; and ICT, as appropriate to the
sector and stage of education.
Acquire the knowledge and understanding to enable
them to plan coherent and progressive teaching
programmes, and justify what they teach.
Acquire an understanding of the nature of the
curriculum and its development.
Education systems and professional S/U Comments on progress to date drawing
responsibilities on evidence
Acquire a broad and critical understanding of the
principal features of the education system,
educational policy and practice.
Acquire a good working knowledge of the sector in
which they teach and their professional
responsibilities within it.
Principles and perspectives S/U Comments on progress to date drawing
Draw on relevant principles, perspectives and theories
to inform professional values and practices.
Acquire an understanding of research and its
contribution to education.
PGDE(P) Nursery Placement 2011-2012 26 PF Jun 2011
Professional Skills and Abilities
Teaching and Learning S/U Comments on progress to date drawing
Plan coherent, progressive teaching programmes
which match their pupils’ needs and abilities, and
justify what they teach.
Communicate effectively, using a variety of media, to
stimulate pupils and achieve the objectives of lessons.
Employ a range of teaching strategies and justify their
Set expectations and a pace of work which make
appropriate demands on all pupils.
Work effectively in co-operation with other
professionals, staff and parents in order to promote
Classroom organisation and management S/U Comments on progress to date drawing
Organise classes and lessons to ensure that all pupils
are safe and productively employed when working
individually, in groups or as a class.
Manage pupil behaviour fairly, sensitively and
consistently by the use of appropriate rewards and
sanctions and know when it is necessary to seek
Pupil Assessment S/U Comments on progress to date drawing
Understand and apply the principles of assessment,
recording and reporting.
Use the results of assessment to evaluate and
improve teaching and to improve standards of
Professional reflection and communication S/U Comments on progress to date drawing
Access and evaluate professionally relevant literature.
Construct and sustain reasoned and coherent
arguments about educational matters and
Reflect on and act to improve the effectiveness of
their own practice and contribute to the process of
curriculum development and school development
PGDE(P) Nursery Placement 2011-2012 27 PF Jun 2011
Professional Values and Personal Commitment
Professional Values and Personal Commitment S/U Comments on progress to date drawing
Value and demonstrate a commitment to social
justice, inclusion and protecting and caring for
Value, respect and show commitment to the
communities in which they work.
Value themselves as growing professionals by taking
responsibility for their professional learning and
Any additional comments:
Standard of Student’s Literacy: Satisfactory/Unsatisfactory (please delete as appropriate)
Punctuality: Satisfactory/Unsatisfactory (please delete as appropriate)
No. of days absence: _________
Signature : ………………………………………………
Head Teacher's/School Regent’s Signature (where applicable): …………………………………………..
White copy: Student Blue copy: University
PGDE(P) Nursery Placement 2011-2012 28 PF Jun 2011
Appendix vi: Continuity and Progression Grid
School and Research Policies Planning Assessment Evaluation
Information about Identify three areas of Identify three school policies Lesson Plans for To plan lessons which Students will
the community, the research relevant to relevant to this placement; each lesson taught. clearly identify what will evaluate individual
school and the this placement; be be able to discuss how this be assessed and how this lessons.
class, e.g. class able to discuss how has informed practice. One Daily Management will happen. Students will
groupings, the this has informed of these has to be the Child Plans for the 2 days provide evidence of using Weekly evaluations
layout of the practice. Protection Policy. of responsibility. formative and summative and PROP forms
classroom etc. assessment techniques. will consider
This must be in This must be in place by progress throughout
place by the end of the end of the first week. that week.
the first week.
The SITE Audit will
Information about Identify three areas of Identify three school policies Lesson Plans for To plan lessons which Students will
the community, the research relevant to relevant to this placement; each lesson taught. clearly identify what will evaluate any
school and the this placement; be be able to discuss how this be assessed and how this individual lessons.
class, e.g. class able to discuss how has informed practice and 5 day Curricular will happen. Students will
groupings, the this has informed demonstrate evidence of Plans for Maths and evaluate the
layout of the practice and this in the teaching file. Language Students will provide lessons identified on
classroom etc. demonstrate evidence of using the DTMP.
evidence of this One of these policies should These must be in formative and summative
Class information engagement in the relate to Language or the file before the assessment techniques Weekly evaluations
should also include file. Maths, one should have a period of as learning, for learning and PROP forms
notes relating to generic focus, and one responsibility and of learning. will consider
any additional This must be in should consider an issue begins. progress throughout
support needs, place by the end of pertinent to the classroom in Students will provide that week.
including health the first week. which they are working. Daily Management evidence of recording
concerns. Plans for the 5 days results in Language and The SITE Audit will
This must be in place by of responsibility. Mathematics. be completed.
the end of the first week.
PGDE(P) Nursery Placement 2011-2012 29 PF Jun 2011
Information about Identify three areas of Identify three school policies Planning for context Students will make use of Students will
the community and research relevant to relevant to this placement; area responsibility observation to plan next evaluate daily
the nursery. this placement; be be able to discuss how this steps for learning and to considering the
able to discuss how has informed practice and target individual children’s learning contexts.
Information should this has informed demonstrate evidence of development. This will be
also include notes practice and this in the teaching file. included in the Weekly evaluations
relating to any demonstrate One of these policies should Assessment section of the and PROP forms
additional support evidence of this in the include working with others file. will consider
needs, including file. and one should consider an progress throughout
health concerns. issue pertinent to the setting that week.
This must be in in which they are working.
place by the end of This must be in place by The SITE Audit will
the first week. the end of the first week. be completed.
Information about Identify three areas of Identify three school Curricular Plans for Students will provide Students will
the community, the research relevant to policies; be able to discuss all areas. evidence of using evaluate the
school and the this placement; be how this has informed These must be in formative and summative lessons identified on
class, e.g. class able to discuss how practice and demonstrate the file before the assessment techniques the DTMP.
groupings, the this has informed evidence of this in the period of as learning, for learning
layout of the practice and teaching file showing links to responsibility and of learning. Weekly evaluations
classroom etc. demonstrate theory and SITE begins. and PROP forms
evidence of this in the benchmarks. Students will show will consider
Class information file, showing links to evidence of a variety of progress throughout
should also include theory and SITE One of these policies should Daily Management recording methods over a that week.
notes relating to benchmarks. relate to a curricular area, Plans for the 10 number of curricular
any additional one to a generic area and days of areas. The SITE Audit will
support needs, This must be in one should consider an responsibility. be completed.
including health place by the end of issue pertinent to the Assessment results
concerns. the first week. setting. should be used to inform
This must be in place by
the end of the first week.
PGDE(P) Nursery Placement 2011-2012 30 PF Jun 2011