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Professional Graduate Diploma in Education
Primary Education
Middle Stages Placement
Support Material for Students, Class Teachers and
Tutors
Session 2011/2012
CONTENTS
Page
Partnership Between School and University 2
Background Information 2
Programme Aims 2
The Beginner Teacher 3
Complementary Roles of School and University 4
Dates of School Experience 2011/2012 4
Middle Stages School Experience Descriptor 5
Rationale 5
Aims & Learning Outcomes 5
Placement Requirements: Student 6
Placement Procedures: Teacher 10
Placement Procedures: Tutor 14
Appendices
appendix i: PGDE (P) Programme Regulations 15
appendix ii: Individual Lesson Plan Format 19
appendix iii: Daily Time Management Plan Format 21
appendix iv: Personal Record of Progress Form 23
appendix v: Tutor Formative Feedback Form 24
appendix vi: Criteria for Assessment 25
appendix vii: Tutor/School Summative Assessment Form 26
appendix viii: Continuity and Progression Grid 30
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PARTNERSHIP BETWEEN SCHOOL AND UNIVERSITY
Planning and partnership between school and 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 all
participants.
Background Information
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 may also
be apprehensive - although this might be well hidden - and they wish to succeed. They may
make great demands on teachers, recognising that they have the skills which they are so
eager to acquire and asking that they explain their practice so that they may understand.
However, like a class of children, 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 teachers should differentiate the demands made of
students in accordance with assessments of their abilities. They will be grateful for this
perception and sensitivity.
Programme Aims
The Programme seeks to:
work collaboratively with local authorities and partner schools 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
other 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-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 based experience.
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On 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
appropriate and effective learning;
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
education systems.
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
probationary training.
Full details of the SITE Benchmarks can be accessed from the GTCS website:
http://www.gtcs.org.uk/standards/standard-initial-teacher-education.aspx
They can also be accessed from the P.G.D.E. (P) University website, as can other required
documentation:
https://secure.dundee.ac.uk/eswce/partnerinformation/education/pgdeprimary.htm
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 have additional support needs 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;
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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 to
embrace the merits of inter-professional working;
undertake administrative duties as required in a school.
Complementary Roles of School and University
The role of the school 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 Benchmarks 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-wide issues.
The role of the University is:
to provide a supportive and reflective context in which the students competence will
flourish;
to develop the understanding, skills and attitudes of students with respect to the
standard;
to share with schools 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
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Middle Stages School Experience
Week 1: Monday 26th September - Friday 30th September 2011
Week 2-5: Monday 31st October – Friday 25th November 2011
Rationale
Students entering the PGDE(P) Programme are mature learners with an extensive range of
previous experience. Some of them will have had prior experience of working with children
and/or adults in an educational context. However, following the periods of University-based
learning they require time to begin to practise what they have learned about teaching and
learning in the context of a Scottish primary school. Normally, students will have established
a rapport with the school staff during the Introduction Module. Where possible, they will
return to that school for their five week Middle Stages placement in either P4 or P5.
Aims:
to provide opportunities for structured observation of the classroom situation and
children in the context of then school;
to provide a context for institutional based learning;
to enable students to work with primary aged children alongside an experienced
class teacher;
to help students begin to understand the requirements and expectations of the
student as a beginner teacher and the scope and role of the class teacher within the
class and within the school.
Learning Outcomes
Students will:
develop the ability to observe systematically (2.3.1)
be required to plan, implement, assess and evaluate daily learning experiences for
as group and class, in a number of curricular areas (1.1.3, 2.3.2);
in collaboration with the class teacher, students are required to plan, implement and
evaluate a sequence of three linked lessons, incorporating 2 or 3 curricular areas
wherever possible (1.1.2, 1.1.3, 2.1.1, 2.2.1, 2.3.2);
in collaboration with the class teacher, students are required to plan and manage two
days of continuous responsibility (1.1.3, 2.2.1, 2.3.2);
communicate effectively with pupils (2.1.2);
critically identify and use a range of strategies for use in interactive teaching (2.1.3);
develop their skills in critical reflection (2.4.3);
develop a critical understanding of the Scottish Education system and their role
within this (1.2.1, 1.2.2);
appreciate the link between policy and practice (1.2.1);
engage with wider reading and research to inform their developing professional
practice (1.3.1, 1.3.2).
Disclosure
Schools should note that all students have obtained Enhanced Disclosures and that these
have been scrutinized by University personnel.
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Placement Requirements: Student
School File Requirements
The School File should be accessible to teachers and school management teams every day
and should be kept up to date.
The School File should contain the following elements, in this suggested order:
Contents Page
Placement Progression Grid
Goals for the Placement
Weekly 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.
School & Community Information
Information on Three Selected School Policies
Research: Three Areas
Class Information
Audit of Curricular Areas Taught
Planning (lesson plans and daily time management plans)
Assessment of Pupils’ Work (including examples)
Resources Section
SITE Benchmark Audit
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:
the number of children in the class, the gender and age mix;
the different ability groups there are in the class and at what levels are they
operating;
are the groups the same for all aspects of Language and Mathematics or do they
change?
are there other curricular groupings or setting arrangements in operation?
are the children organised in mixed ability groups for any activities?
are there any children with additional support needs?
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what seating arrangements are adopted in the class? (Will you make a seating
plan?)
are there any particular behaviour problems that require special handling?
are there any medical issues with which you will need to be familiar?
are there other adults working in the classroom?
The Curriculum
are there specific and recommended programmes, text books and other resources in
use for the respective curricular areas? If so, what are they?
what Mathematics topics are likely to be covered during the five-week practice?
what Environmental Studies focus is being covered during the five-week practice?
can any meaningful cross-curricular links be incorporated into the Environmental
Studies provision?
what is the general daily learning and teaching pattern?
Resources
what timetabling of rooms needs to be noted for Drama, PE etc.?
what access to ICT, music, art facilities etc. is there?
what photocopying facilities will you have access to and what restrictions due to cost
etc. will there be?
what library facilities are at your disposal?
what practical learning resources are available for your use?
what current use is made of these resources/facilities?
can you enrich provision by accessing/generating additional resources?
General School Life
will there be staff meetings whilst you are there? Attendance at these is strongly
recommended;
will there be any school 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).
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Summary of Student Requirements for the Middle Stages Placements
The students are required to:
observe the class teacher and other adults interacting with children as individuals, in
groups and as a whole class;
participate in the day to day provision and practice within the classroom;
for each day prepare at least one planned learning activity (using the lesson plan
format in appendix ii) and implement this with a group of children or the whole class.
It is recommended that the there should be a gradual increase in learning activities
planned and implemented prior to the two days of responsibility;
o McCrone Time- Please note that the student will follow the class’ programme
rather than the teacher’s routine. Thus the student will stay with the class at
all times even when the ‘McCrone Teacher’ or visiting specialists have
responsibility for the class. Even when the student has continuous
responsibility for the class, this arrangement will continue. Student are not
required to plan or implement lessons at these times but should liaise with the
McCrone/visiting teacher and assist in the delivery of lessons, or observe, as
is deemed most appropriate and beneficial.
in collaboration with the class teacher, plan and manage two full days’ teaching.
Gather evidence that will contribute to their ePortfolio;
Curriculum Content
The emphasis during this placement is on the student being actively involved with as many
different curricular areas as possible. The curriculum audit form (available in Blackboard)
can help to track areas of the curriculum as plans are implemented.
Students who have little confidence or competence in a Modern Foreign Language should
not be involved in the planning and delivery of this aspect of the curriculum.
Planning
Exemplar formats for planning individual lessons (appendix ii) and for time management
(appendix iii) are discussed with students before the placement. Students are expected to
complete a Daily Time Management Plan for each day of responsibility. This will be
formatively assessed at this stage, with a more concentrated focus upon this element in
Upper Stages.
Student Assessment of Children's Work
Teaching file entries at this stage of the Programme will be within the context of individual
lesson plans for either class or group situations. Within these lesson plan formats there is
space for comment relating to assessment issues. It is anticipated that students will use a
variety of approaches here such as observation, reading and marking children's completed
work, self-assessment, peer-assessment etc.
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Self-Evaluation
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 Middle Stages placement
If a student fails this placement or withdraws on evidenced medical grounds, he/she will re-
sit this placement during the next 5 week block placement (ie when the current cohort is on
the Upper Stages placement). This means that the Middle Stages placement is therefore
overcome before continuing onto Upper Stages. The students concerned are then one
placement behind the others and the following time pattern will normally be observed:
January/February 2012: Resit Middle Stages placement
March 2012: Nursery placement (in line with the current cohort)
May/June 2012: Upper stages placement and 2A
October/November 2012: Early Stages 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.
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.
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Student Responsibilities
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
colleague.
Professional Decorum
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
http://www.gtce.org.uk/documents/publicationpdfs/code_of_conduct_1009.pdf.
Placement Procedures: Teacher
Please note that this is a “split” placement to accommodate October holidays. Week 1 of
the placement takes place 26th - 30th September (inclusive) and weeks 2 to 5 take place
from 31st October – 25th November 2011 (inclusive).
Role of the teacher specific to the requirements of this placement
The teacher is asked to:
arrange for the student to plan and implement at least one learning activity per day
with a group of children or the whole class. These should be in a variety of curricular
areas;
take the opportunity to discuss with the student:
the children's response to his/her teaching;
the efficacy of their planning;
their ability to select, generate and use appropriate resources;
their ability to develop effective relationships and manage behaviour;
their developing ability to contribute to the teaching team;
their developing understanding of how theory relates to practice;
discuss and evaluate his/her planning (in the School Experience file) and teaching
with the student, signing and dating the student’s Prop Form (adding comments as
appropriate).
arrange for the student to observe the teacher(s) in a variety of situations;
maximize opportunities for the student to contribute constructively to the teaching
team in the class;
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inform and oversee the planning of the student so that he/she can undertake
responsibility for two full and consecutive days’ teaching in collaboration with the rest
of the teaching team;
allow the student to carry out observations and tasks specifically linked with any
University assignments;
oversee the student’s teaching file and offer constructive comment where
appropriate.
write a final summative assessment report (appendix ix);
Assessment of PGDE(P) Students
Personal Record of Progress Form
The student will fill in the above form 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 381532). Should neither person be available at the time
of your call, you are advised to intimate your concern via email (p.fallone@dundee.ac.uk
and h.tester@dundee.ac.uk).
Summative Report Form (School)
This School Experience is assessed by both teacher and tutor using the same report format.
The Summative Report Form (appendix ix) may be completed in hand-written or digital
format. Paper copies will be handed to you by the student. You are requested to provide
signed hard copies of the form to both the student and the University, should you elect to
use the electronic version. The digital proforma can be downloaded from the University
website which is available at this URL:
https://secure.dundee.ac.uk/eswce/partnerinformation/education/pgdeprimary.htm
Alternatively, the student will be able to provide the class teacher with an electronic copy of
this form.
Class teachers may complete their report in electronic form or by hand. All hand-written
school reports must be posted to the university in the stamped addressed envelope
provided. Please do not give the university copy to the student (although the student should
be given their own copy for their records).
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 work
discussion with the student
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scrutiny of the school experience file:
o planning
o assessment
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 a student fails in any three categories, this results in a failed placement. This may be in
one or both reports, eg. 2 fails in tutor report and 1 fail in school report. If this happens, a
resit placement will be arranged for a later date.
We ask that you return the summative report form to the University, having discussed the
report with the student before the end of the School Experience. Please ensure that this is
returned to the University as soon as possible and certainly within one week of the end of
the placement. Students must inform the university immediately of any fails in their school
report, so please do share and discuss the report with the student on the final day of
placement. This will ensure that the student is given prompt advice and the support
necessary in such cases.
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 school 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 the 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.
School and University staffs both contribute to the development of all the Benchmarks. The
Programme is dependent on the schools for providing a supportive context for the
development of all the Benchmarks. Schools can 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.
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Quality of Comment in the School Experience Report
School 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
Feedback
Please give your student ongoing formative feedback. 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,
please contact:
Paola Fallone
School Experience Convenor
01382 381481 p.fallone@dundee.ac.uk
Heather Tester
School Experience Administrator
01382 381532 h.tester@dundee.ac.uk
Hilda Connelly
School Experience Administrator
01382 381431 h.connelly@dundee.ac.uk
Helen Mackay Programme Director
01382 381488 h.mackay@dundee.ac.uk
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Placement Procedures: Tutor
Tutor Visit
There will be two visits to each student in the course of this 5-week placement. The first one
is assessed formatively and the second one summatively. There will be due time (e.g. 5
working days) between visits to allow the student to act on advice given by school
colleagues and by the tutor during the first visit. Schools will be informed of the dates of the
proposed visits in advance, via cards which will be handed to the headteacher and
classteacher by the student on the first day of the placement. 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.
The suggested format for the tutor visits will be:
1. Formative Tutor Visit:
a. for about 30 minutes the tutor will observe the student teaching one group or
the class;
b. the tutor will meet briefly with the class teacher to discuss the student’s
progress to date and to share perceptions;
c. the tutor will meet with the student for approximately 20 minutes in order to
offer constructive feedback on the lesson and the placement generally. This
will draw on information gleaned from the lesson, the teaching file and the
discussion with the class teacher.
d. the tutor will issue the student with a formative feedback sheet (appendix v)
detailing positive elements of practice and perceived targets for development.
2. Summative Tutor Visit:
a. for about 40 minutes the tutor will observe the student teaching one group
whilst monitoring the class, or teaching the whole class;
b. the tutor will meet briefly with the class teacher to discuss the student’s
progress to date and to share perceptions;
c. the tutor will meet with the student for approximately 20 minutes in order to
offer constructive feedback on the lesson and the placement generally. This
will draw on information gleaned from the lesson, the teaching file and the
discussion with the class teacher. If it is judged that the student is not
adequately addressing any of the assessed areas then generally they will be
told during the placement briefing that they have failed that criterion;
d. the tutor will issue the student with a formative feedback sheet detailing
positive elements of practice and perceived targets for development.
e. the tutor will complete and return a summative report form (appendix ix),
normally within two working days.
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 Shared 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
approaches. At any one time a maximum of two adults will be visiting the student.
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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
Assessment Protocols.
Year of attendance 1
SCQF level 10
Credits awarded on entry None
Period of study FT 36 weeks
Minimum accumulated credits required for 144
award
Title of exit award Professional Graduate Diploma in
Education (Primary)
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
the School.
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.
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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.
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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.
2.5.2 Conduct
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
Protocols.
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. Assessment
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.
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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
Regulation 2.4)
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.
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Appendix ii: Individual Lesson Plan Format
Class/Group: ……………………… Lesson: ………………………… Date: ………..…
Previous Experience
Working towards outcomes of a Curriculum for Excellence
ASSESSMENT
Learning Intentions Success Criteria Methods
Timing Resources
Setting the context/Beginning the lesson (Introduction)
Teaching the learning intentions (Development)
Ending the lesson (Plenary)
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Success Criteria Results Next steps for the children
EVALUATING MY PRACTICE
Going well (what worked and why?) Areas for development (what didn’t
work and why?)
Next Steps for Me
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Appendix iii: Daily Time Management Plan Format
Class: DAILY TIME MANAGEMENT PLAN Date:
Block of Planning Title of Lesson/ Activity (with staff/student Supporting Resources Organisation &
Time Codes initials) Staff/Student Management Notes
(where
applicable)
For example:
Classroom Assistant/
Speech Therapist/
Support for Learning
Teacher/ Assistant
Behaviour Support
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Assessments Results Next Steps for the children
(Progression/ Consolidation/Application/Mastery)
Evaluation of Teaching Next steps for you (the teacher)
(Management/ Organisation/Teaching/ Learning etc.This will inform your
weekly evaluations)
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Appendix iv: 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.
Literacy:
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.
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Appendix v: Tutor Formative Feedback Form
University of Dundee TUTOR
PGDE (Primary) - Formative Feedback Form
Student Name: _______________________________
Tutor Signature: ___________________________
Date: ____________________________________
This form should be places in the student's file and be accessible to school
colleagues
White copy – student, Blue copy – University, Yellow copy – tutor
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Appendix vi: Middle Stages School Experience – Criteria for Assessment
1. Professional Knowledge and Understanding
1.1: Curriculum Students have begun to plan for learning experiences and their planning
shows an understanding of: curriculum framework links (CfE), an
appropriate structure (recognisable beginning, middle and end), some
understanding of continuity and progression between lessons, some
ability to adapt and change inputs when required. They should have
planned, implemented and evaluated three linked lessons. Planning
shows an acceptable level of clarity and detail with due reference to CfE.
1.2: Education Systems and Students are beginning to take responsibility for classroom routines: at
Professional Responsibility the beginning of the day, at transition points in the day and at the end of
the day. Students will also have considered the Child Protection policy
of the school, a curricular policy and one other, 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 give information and explanations clearly and
precisely. They are developing their ability to facilitate and control
discussion through appropriate questioning and through extending
children’s responses. They are portraying a good speech model.
2.2: Classroom Organisation and Students are showing an awareness of the importance of appropriate
Management seating and positioning of themselves and the children. They are also
beginning to plan for appropriate use and management of resources and
are setting up small but appropriate learning contexts or visual displays.
They are also able to gain, hold and develop the children’s interest.
They are developing their ability to make appropriate and consistent use
of reward/sanction schemes and/or appropriate behaviour management
strategies and approaches.
2.3: Pupil Assessment Students are just beginning to understand the connections between
learning intentions and success criteria. They are able to make positive
and constructive comments to children about their learning and are
beginning to understand that assessment results influence future
learning.
2.4: Professional Reflection and Students are beginning to discuss their teaching practice with the class
Communication teacher showing some indication of understanding: what aspects of their
teaching are working well and not working well and why, what the next
steps for their teaching are and how they might achieve these. Students
are also beginning to ask pertinent questions of staff and are able to
initiate discussion about teaching and learning.
3. Professional Values and Personal Commitment
3.1: Professional Values and Students are showing enthusiasm and commitment to the school, class
Personal Commitment and placement as a whole. They arrive in good time (we advise
approximately 30 minutes before the start of the day) and they are keen
to involve themselves in duties such as marking, preparation and
general teaching duties that occur after the teaching day has ended.
They are keen to use their own initiative but are also respectful of staff
and eager to learn from them, understanding that they are more
experienced. They are appropriately dressed for the classroom at all
times and behave appropriately in all circumstances with staff, parents,
other professionals and pupils. They take opportunities to gain insights
into the broader life of the school, eg. Eco-School Committee Meetings.
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Appendix vii: 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:
www.dundee.ac.uk/eswce/partnerinformation/
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)
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Professional Knowledge and Understanding
Curriculum S/U Comments on progress to date
drawing on evidence
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
responsibilities drawing 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 on evidence
Draw on relevant principles, perspectives and theories
to inform professional values and practices.
Acquire an understanding of research and its
contribution to education.
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Professional Skills and Abilities
Teaching and Learning S/U Comments on progress to date
drawing on evidence
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
approach.
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
learning.
Classroom organisation and management S/U Comments on progress to date
drawing on evidence
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
advice.
Pupil Assessment S/U Comments on progress to date
drawing on evidence
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
attainment.
Professional reflection and communication S/U Comments on progress to date
drawing on evidence
Access and evaluate professionally relevant literature.
Construct and sustain reasoned and coherent
arguments about educational matters and
professional practices.
Reflect on and act to improve the effectiveness of
their own practice and contribute to the process of
curriculum development and school development
planning.
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Professional Values and Personal Commitment
Professional Values and Personal Commitment S/U Comments on progress to date
drawing on evidence
Value and demonstrate a commitment to social
justice, inclusion and protecting and caring for
children.
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
development.
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):………………………………………..
Date…………………………........
White copy: Student Blue copy: University
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Appendix viii: Continuity and Progression Grid
School and Research Policies Planning Assessment Evaluation
Community
Information
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.
MIDDLE STAGES
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
be completed.
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
UPPER STAGES
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.
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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
NURSERY
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
EARLY STAGES
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
planning
This must be in place by
the end of the first week.
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