SECTION A: COURSE OVERVIEW
Course aims 4-5
Glossary of Terms 6
Health and Safety 7-9
Administrative matters 10
Term Dates 10-11
Secondary PGCE Staff 12
SECTION B: MODULE OUTLINES AND QUALITY ASSURANCE
The Masters level modules 13
Formative and summative assessment 13-15
Making progress and meeting the standards 16-17
Course monitoring and review 17-18
Equality and Diversity 19-20
SECTION C: TEACHING PLACEMENTS
Serial Visits 20
Working with Subject Mentors and Professional Tutors 21
Electronic discussion and social networking sites 21
Teaching commitments 22
Lesson observations 22-23
Regulations for teaching placements 24-25
Insurance with regard to teaching placements 26
SECTION D: UNIVERSITY REGULATIONS AND OTHER INFORMATION
General Information 26-31
University addresses and contact details 32-33
Teachers‟ organisations and other useful contacts 34
A - Sec PGCE - Roles and responsibilities of participants 35-39
B - PGCE Equality, Diversity and Cohesion Policy 40-47
C- University Policy on Late Submission of Assessed Work 48-49
D- Secondary PGCE Course Outline 2010-11 (separate Excel file)
2 Secondary PGCE at Master‟s level 2010-11
SECTION A: COURSE OVERVIEW
Welcome to Newcastle University, the School of Education, Communication and Language Sciences
and to the Secondary PGCE course!
The Secondary PGCE course at Newcastle University is based upon a well-established partnership with
a range of Secondary schools across the North East of England. These schools and the School of
Education, Communication and Language Sciences each have a distinctive part to play in the training of
approximately 180 students each year, in the subjects of English, Mathematics, Science, Geography,
History, Modern Foreign Languages and Religious Education. The responsibility of the course is shared
between the University and the schools, and is the result of joint planning and on-going collaboration.
Newcastle University is also in partnership with LearnED in the delivery and organisation of a GTP route
into teaching in the East Durham area. GTP trainees will be taking advantage of some university
sessions and be working alongside the PGCE student teachers.
The course is thirty-six weeks long, with students spending two-thirds of their time on school
placements. Students are supported and guided throughout by experienced staff, in particular their
Curriculum Tutor and Seminar Leader at the university, and their Subject Mentor and Professional Tutor
in school. The roles and responsibilities of all these key figures are outlined in the Appendix.
This Course Handbook is designed to provide another complementary kind of support: as a source of
information of various kinds, ranging from aims and objectives, through outlines of common course
components, to methods of assessment and details of departmental teaching staff.
Reference should also be made to:
Thinking Through Teaching Module Handbook
Professional Learning in Context Module Handbook
„Making Progress and Meeting the Standards‟
Guidance for Writing
BLACKBOARD and the external website
Updated information on PGCE notice boards
The course is complex in design because of the many expectations that you have to fulfil and very
intensive with a full timetable (expect to be timetabled from 9.00 until 4.00 most days). A day by day
timetable for the whole year will be made available during the first university week of the course.
It is the wish of all those teaching and supporting students through the course that the Newly Qualified
Teachers (NQTs) emerging at the end of the year will not only be competent to play the wide roles now
expected of secondary school staff but will also feel that the Newcastle course has played a positive and
constructive part towards that end.
The PGCE year is, like teaching itself, challenging, busy and rewarding. You will be supported and
encouraged to perform at the highest level possible and to aim for the most successful outcomes. The
Ofsted Inspection of 2008 commented very favourably on the „strong emphasis on individual reflection
and evaluation‟. The whole report can be found at http://www.ofsted.gov.uk/reports/
Our intention is that you have both a successful and an enjoyable experience during your PGCE year,
emerging not only as a Newly Qualified Teacher but also as a lifelong learner committed to your own
professional development throughout your teaching career.
Finally, no matter how well we plan the course things will happen outside of our control. You MUST
regularly check your university e mails and the Blackboard site. Blackboard is central to the course and
throughout your time at the University, you need to make use of this facility both in school and at the
University. You can access Blackboard from ANY computer with internet access.
This can be done via http://www.ecls.ncl.ac.uk/websecondary/
Please remember that this site can be accessed from outside of the university and is a useful place for
school colleagues to find electronic versions of the material, forms and resources we provide.
3 Secondary PGCE at Master‟s level 2010-11
Opportunities for all parties to evaluate course provision and suggest improvements are integrated into
the programme and occur at regular intervals throughout the year. In line with the overall approach and
ethos they are named Professional Reviews.
The PGCE course has, as its main objective, the training and professional development of student
teachers so that they are competent to enter the teaching profession and are able to establish effective
working relationships with pupils, students, parents and colleagues.
Experiential learning plays a fundamental part towards this end. Indeed the course is designed around
learning cycles in which there are time and structured opportunities to analyse, interpret and reflect upon
classroom experience. The partnership with schools focuses on sharing and elaborating on the learning
cycles so that students can abstract and learn from classroom experience. Opportunities are also
provided for students to become familiar with a range of theoretical perspectives. An important aim of
the course is to encourage students to examine, in a critical but constructive way, the current
educational system and practice, thereby enabling them to think beyond their immediate day-to day
activities and so make a full contribution to education debate and innovations of the future.
The fundamental aim of the course is nevertheless to help students acquire the Standards required of a
beginning teacher as given at http://www.tda.gov.uk/partners/ittstandards.aspx
The full PGCE Programme Specification can be found on Black Board. This clearly identifies the ways in
which the teaching and learning methods are linked to the development of skills and competencies.
These Standards are grouped under the following headings:
Professional knowledge and understanding
The basic model underlying the tasks, processes and procedures that run throughout the Secondary
PGCE course is taken from the work of David Kolb whose work has had a strong influence on learning
style theory and training methods. The diagram below encapsulates the essential elements of learning
from experience through reflection, abstraction and action. It is a process that you will become familiar
with across the year and can be applied to all our settings whether university or school based.
Testing in a Observation
new situation Kolb‟s Cycle
The emphasis throughout is on self evaluation, learning and progress. Becoming compliant with the
QTS Standards is therefore one outcome of this process.
The PGCE Programme aims are as follows:
a) To provide a graduate route into teaching that includes a theoretical and practical grounding in
approaches to teaching and learning
b) To ensure students can demonstrate the attributes, skills, knowledge and understanding that
make up the Professional Standards for Qualified Teacher Status as set out by the Training and
Development Agency for Schools
c) To enable students to develop as critical and analytical teachers through their reflective
practice and engagement with research
d) To allow students to acquire the teamwork skills and professional values necessary for them to
work successfully with a range of colleagues and agencies
4 Secondary PGCE at Master‟s level 2010-11
d) To provide students with the opportunity to gain the knowledge, skills and understanding
required to continue with further post graduate qualifications and continuing professional development
e) To enable students to enter the teacher profession with the capacity to explore educational
issues and their societal, cultural, historical and political contexts
f) To ensure that the programme conforms to University policies and meets the requirements of a
Master‟s Level qualification as defined by the Framework for Higher Education Qualifications
The range of skills that will be developed as the course progresses include the following:
On completing the programme students should be able to:
B1 Design and carry out small scale research projects in educational contexts
B2 Gather information and evaluate its validity and usefulness for particular enquiries
B3 Critically review and debate the relationship between policy, practice, theory and research and
the implications for professional development and pedagogy
B4 Self evaluate and apply learning to the enhancement of practice
B5 Engage in an informed and critical fashion with literature in order to discuss the main themes and
B6 Synthesise and apply pedagogic theory and practice
On completing the programme students should be able to:
C1 Improve professional practice through observation, reflection, evaluation and enquiry
C2 Meet the Professional Skills Standards for Qualified Teacher Status through successful school
C3 Undertake small scale action research to extend an understanding of pedagogy
C4 Demonstrate the requisite Professional Attributes that are required to meet the QTS Standards
C5 Communicate effectively with a range of colleagues and partners in a variety of settings
C6 Work alongside other colleagues in a multi or inter professional context
On completing the programme students should be able to:
D1 Communicate ideas and argument in a lucid and balanced fashion whether in writing or orally
D2 Work successfully and productively as a member of a team both in the university and whilst on
D3 Plan and prepare in a professional and effective fashion
D4 Exercise skills of time management and organisation
D5 Employ a range of Information and Communication Technology in their academic and professional
D6 Problem solve in the immediate and the longer term
D7 Act using own initiative in an independent and autonomous manner
5 Secondary PGCE at Master‟s level 2010-11
GLOSSARY OF TERMS
QTS Qualified Teacher Status – what you are aiming for throughout the year. To attain
this you need to demonstrate that you have met the Professional Standards for QTS
Partnership A school that works in collaboration with the University to offer teaching placements.
Serial visits Preparation and training days spent in placement school.
Teaching Consecutive weeks spent teaching in placement school. The Diagnostic Placement
Placement takes up 5 weeks before Christmas, and the assessed Long Placement takes up 12
weeks from February to May.
Professional A member of the staff of placement schools who has overall responsibility for the
Tutor development of all students in the school regardless of the subject specialism.
Subject Mentor A member of the subject department in which you are working on your school
placements who has special responsibility for supporting you.
Curriculum Sessions in your specialist curriculum area designed to develop your ability to teach
Studies your chosen subject, led by your Curriculum Tutor.
Professional Elements of the course designed to give you a view of education and your role in it
Studies which is wider than that provided by Curriculum Studies and informs the
Professional Learning in Context module.
Seminar Mixed curriculum groups facilitated by a Seminar Leader, providing a forum for
discussion of the outcomes of set group tasks focussed on pedagogy and research
Progress An ongoing chronology of your journey and target setting with regard to achieving
Professional A schedule of opportunities to review the course, placements and your progress.
Review The outcomes inform course development and placement provision, as well as
personal progress checks.
Thinking A portfolio of evidence and reflection that focuses on subject pedagogy .This is
Through worth 40 M. level credits and is composed of five sections. The focus throughout is
Teaching on enhanced classroom performance and thereby provides evidence for QTS also.
Professional A combination of a group research exercise begun in your diagnostic placement
Learning in school which is presented to school colleagues and other students together with
Context individual action research carried out in your own classroom during the long
placement. This is worth 20 M. level credits.
Reflective This is the overall account and summary of progress made towards meeting the
Record of QTS Standards. It is composed of several elements - the Reflective Training
Professional Journal, Meeting the Standards grid, and Teaching File.
School-based A piece of work undertaken in the final term, after the long placement; it will be
project SBP negotiated with staff in your placement schools and your Curriculum Studies tutor.
Enhanced A period of time following the Long Placement and dedicated to the SBP as well as
school being an opportunity to address individual needs and particular interests. Tutorials
experience with Curriculum Tutors help to inform the CEDP.
CEDP Career Entry and Development Portfolio - a personal review and planning document
completed at the end of the course facilitating your transition between PGCE and
NQT Newly Qualified Teacher – what we hope you will be next September.
6 Secondary PGCE at Master‟s level 2010-11
HEALTH AND SAFETY
Health and Safety – Points of Note for Students
The University takes Health and Safety, and especially security very seriously. For that reason once
issued with your University Smartcard you are required to wear it at all times whilst on University
premises. It is important that you wear your Smartcard as it identifies that you are a student and
authorises you to be in the University. If at any time you are approached by staff and you cannot
prove your identity then you may be asked to leave the premises. Smartcard holders are available
from your programme secretary.
Health and Safety Noticeboard
The School Health & Safety notice board is located on the third floor corridor of King George VI
Building. This contains relevant information on health and safety issues within School in general.
Please note this is a summary only. A full copy of the ECLS Safety Policy document is issued to all staff and can be
supplied to anyone on request to one of the School Safety Officers.
If you have any questions about Safety while on these premises, please contact one of the ECLS
Safety Officers: David Carr, ext: 6387 and Chris Letts, ext: 6595
David Carr is based in room 3.11, King George VI building and Chris Letts in based in room B2, King
George VI building.
You should be familiar with access and egress to the building and the assembly points as indicated on
the fire notices displayed throughout the buildings. When you are familiar with your regular
tutor/teaching rooms ensure that you have identified and walked through two recommended escape
routes from those areas. Please ensure that designated fire doors are not propped open and that fire
equipment is not misused. If you are the last person to leave a room please close the door.
In the event of the fire bell sounding
Notices on what to do in the event of the bell sounding are displayed in each of the seminar
rooms within the building.
In the event of the need to evacuate the building the fire bell will sound continuously.
If the fire bell sounds you must leave the building immediately, and in an orderly fashion, by the
nearest fire exit. Do not use the lift.
Once out of the building, you must make your way to the fire assembly point L which is
located between the King‟s Road Centre and Nanotechnology. You must not return to the
building until instructed you can do so.
You should only return to the building once the fire bell has ceased and you have been
instructed it is safe to do so by a Fire Marshall or University Officer.
If you discover a fire
Instructions on what to do if you discover a fire are displayed in the seminar rooms.
If you discover a fire, you should immediately activate the fire alarm at the nearest break glass
Dial 6666 from an internal phone, 999, or inform a member of staff.
Only tackle the fire with an extinguisher if you feel it is safe to do so. Keep well away from the
fire and do not put yourself at risk.
Leave the building by the nearest fire exit.
9 am - 5 pm Monday to Friday
During the above hours appointed fire wardens from the School of Education, Communication and
Language Sciences are responsible for clearing designated areas. Do not wait to be evacuated but if
asked to do so please follow instructions given.
After 5 pm and at weekends
7 Secondary PGCE at Master‟s level 2010-11
There are no fire wardens during these periods. You should follow the instructions displayed in teaching
rooms and corridors. Everyone should vacate the premises immediately in an emergency keeping clear
of entrances to the buildings.
A list of qualified first aiders, along with their contact details are displayed in each of the
seminar rooms. The School has several trained First Aiders:
In the event of first aid being required someone should contact one of the qualified first aiders
If the accident/injury appears serious, you should either dial 6666 from an internal phone, 999,
or inform a member of staff immediately.
First aid boxes are located with the above and there is also a box located at the porter's desk in
the ground floor foyer. If you have an accident you must inform your tutor and School Safety
Officer immediately and an accident report will be made on your behalf.
Whilst we try to keep the building as health and safety friendly as possible, it is helpful if both
staff and students take a certain level of responsibility for health and safety issues.
If you spot a potentially hazardous situation you should inform a member of staff immediately.
If you spot someone in the building acting suspiciously do not approach or tackle the person
yourself. Inform a member of staff.
The University operates a smoke free policy which does not permit smoking anywhere on
campus. University buildings and enclosures are designated no smoking by act of law.
Other Safety Matters
Electricity. The School is obliged to regularly test electrical appliances. Personal electrical
equipment which requires mains electrical power is not normally permitted. If you need to bring
in any essential equipment then please see an ECLS Safety Officer for advice.
Lifting and moving. You should never attempt to lift or move heavy items such as furniture.
Porters are available for this but must be booked through the central booking system at:
When accessing objects on shelves, use only a step-stool and NEVER stand on chairs or
desks. Step-stools are available from most admin offices in the King George VI building.
Use of computer equipment. You should aim to minimise strain and fatigue when working on
computers by adopting a comfortable posture, and taking regular breaks away from the screen.
The School‟s Health and Safety Policy displayed on the School notice board, third floor, KGVI in the
corridor. This gives full details of the organisation and arrangements for health and safety in the
School. Please read the copy of the School‟s Health and Safety Policy which gives full details of the
organisation and arrangements for health and safety in the School which is displayed in the Students
Common Room, first floor, next to room 1.36 King George VI Building.
Visual Display Units (VDUs)
The DSO has guidance on avoiding eyestrain and muscle strain. All users of VDUs (e.g., computer
monitors, television screens) should be aware of minimising fatigue. If in doubt, then please ask.
Occupational Health Services
The contact numbers for this are in the main Safety Booklet. The Newcastle Occupational Health
Agency (NOHA) performs this function on behalf of the University (Tel: 55-24790).
8 Secondary PGCE at Master‟s level 2010-11
All accidents and incidents will be reported to the Head of School via the relevant Safety Officer, and
the accident should also be recorded via the Online Report Form:
Work Outside Normal Hours
You must not work in King George VI Building outside of normal hours. Normal hours are Monday to
Friday from 8.30 a.m. - 5.00 p.m. The building is normally locked at other times. If it is necessary that
you be in the School outside of normal hours, then permission must be obtained from the Head of
School. Members of staff and postgraduate research students may work in the building after hours.
The main entrance to KGVI building is the only entry/exit point to be used out of hours, and staff that
need to work out of hours can gain access with their Smart Card and, where necessary, will be issued
with a PIN number to deactivate the alarm system in the appropriate part of the building. The member
of staff is required to complete the in/out register by the main entrance.
The Robinson library and some computer clusters may be available outside normal hours.
9 Secondary PGCE at Master‟s level 2010-11
During the PGCE year you will receive certain items that you need to keep safe for future reference.
CRB Enhanced Disclosure Certificate
o Issued: Before beginning course By: Criminal Records
KEEP THIS SAFE! Schools may expect you to produce this on arrival during your school
experience placement, or later when you are applying for jobs. There are strict guidelines relating
to CRB documentation and the University CANNOT provide you or anyone else with a copy of your
Enhanced Disclosure Certificate.
Teacher Reference Number
Within four weeks of the start of the course the university will register you with the General Teaching
Council for England (GTCE) Once the GTCE has received this information it will be processed and each
of you will be allocated a Teacher Reference Number. The PGCE office will distribute a pack of material
from the GTCE and this will include your Teacher Reference Number.
For 2010/2011, each trainee‟s teacher reference number (TRN) will also serve as their skills tests
registration number. Once you have been issued with a Teacher Reference Number you will need to go
to the Training and Development Agency for Schools (TDA) website –
http://www.tda.gov.uk/skillstests.aspx . On this site you will be able to register and book for your skills
tests. You will also be able to find out about ID requirements, test rules and special arrangements
possibilities as well as take practice tests in each subject area.
If you require special arrangements for your tests, the University may need to apply for this on your
behalf by 30 December 2010.You should notify the Education Office as soon as possible if an
application is required.
Printouts given to candidates at the time of testing do not constitute proof of passing. They need to be
kept by candidates, for their personal records. The QTS certificate issued by the GTCE is the only valid
confirmation that all standards including Q16 have been met.
After the PGCE year you will receive certain items that you need to keep safe for future
Postgraduate Certificate in Education
o Issued: August By: Central University Administration
The University will send you a certificate showing you have successfully achieved the award of PGCE.
o Issued: August By: GTCE
The General Teaching Council will send you a certificate showing you have successfully obtained QTS
Status. This does NOT come from the University and will be issued when all Skills tests have been
Venues and Term Dates
The course outline distributed with this handbook gives the overall picture of the PGCE year. It will make
more sense if the following information is borne in mind.
Serial Visits to the placement school take place on Wednesday and Thursday in the weeks leading up to
the placement itself. So that you can become familiar with all the classes you will be teaching then you
spend one full week in the school before commencing your placement. All shaded dates on the course
outline are times when you are in your placement school for the whole day.
The weeks of Serial Visits (3, 4, 5, 7, 17, 18 and 20) have a combination of Curriculum Studies and
Professional Studies on the Monday and Tuesday with the whole of Friday being devoted to Curriculum
10 Secondary PGCE at Master‟s level 2010-11
All lectures in Introductory week will take place in Dental Lecture Theatre C in the Faculty of Medical
Virtually all lectures after Introductory Week will take place in the Dental School Lecture Theatre C.
This can be found at http://www.ncl.ac.uk/travel/maps/navigator.php?bldg=53
Curriculum Tutors will advise regarding venues for their Curriculum Studies sessions.
Autumn Monday 6th September Friday 17th December
Spring Monday 10th January Friday 15th April 2011
Summer Tuesday 3rd May 2011 Friday 17th June 2011
Please refer to our „Course Outline‟ document featured in Appendix D for a detailed overview
of the PGCE year
11 Secondary PGCE at Master‟s level 2010-11
SECONDARY PGCE STAFF
The university staff whose details are given below will be supported in their work by a range
of visiting lecturers and school based colleagues throughout the year.
Sec PGCE Director: Jo McShane Sec PGCE Secretary: Kristy Hope
Head of Education Section: Kristy.email@example.com
M.Ed Practitioner Enquiry Director Tel: 222 6390
Secretary to the Board of Examiners: Admissions Secretary; Julie Charlton
Karl Cain Tel; 222 6581
Curriculum Curriculum Email Tel Office
Subject leader in
English (with Karen firstname.lastname@example.org 222 1.64
Drama) Lowing 7539
Voula Voula.Foscolo-Avis@ncl.ac.uk 1.70
Geography Roger Knill Roger.Knill@ncl.ac.uk 222 1.70
Rachel Rachel.Lofthouse@ncl.ac.uk 1.46
History Karl Cain Karl.Cain@ncl.ac.uk 222 1.73
Mathematics David D.G.Wright@ncl.ac.uk 222 1.65
Languages Rene Rene.Koglbauer@ncl.ac.uk 222 1.41
RE Jo J.Mcshane@ncl.ac.uk 222 1.63
Science Debbie Debbie.email@example.com 222 1.72
David David.Stancliffe@ncl.ac.uk 1.70
Graham Graham.firstname.lastname@example.org 1.70
12 Secondary PGCE at Master‟s level 2010-11
MODULE OUTLINES AND QUALITY ASSURANCE
The two Masters level modules
The Secondary PGCE course has two compulsory modules that are taken by all students. These are
Thinking Through Teaching and Professional Learning in Context. They are worth 40 and 20 Master‟s
level credits respectively. Each has a detailed module handbook which provides a comprehensive guide
but it is worth giving some general information here to inform further reading.
Thinking Through Teaching
The module is assessed by the submission of the Thinking Through Teaching in the Subject
Classroom Portfolio. This comprises five sections handed in throughout the year. These relate to the
university teaching and school experiences scheduled for the different phases of the year. Each section
requires you to engage with school-based practice; both observing others teach and reflecting on your
own teaching. The portfolio sections are practice evidence driven, and this practice evidence is
considered with respect to research and theory. The portfolio is made up of reflective commentaries,
requiring you to respond to given questions, and a variety of types of portfolio evidence, including
annotated articles, observation notes and action plans. As such it matches the M.Ed Practitioner
Enquiry assessment model common to all 40 credit modules of “looking forward, taking action,
extending and reviewing”. In this case your focus is the development of your skills, knowledge and
understanding as a novice teacher.
Professional Learning in Context
The module is assessed by the submission of the Professional Learning in Context Portfolio. Each of
the two sections focuses on selected process and outcomes of school-based practitioner enquiry. The
first section draws on the whole school knowledge and understanding generated by involvement in a
professional collaborative enquiry. The second section focuses on the professional learning arising from
classroom and subject based action enquiry and the possible implications for future practice.
The module is called Professional Learning in Context in order to reflect the increasingly common use of
small-scale research in teachers‟ own learning and school and pedagogic development. The portfolio
sections are research evidence driven, and this research evidence is considered with respect to
practice and theory. The work is contextualised in the two school placements, providing you with real
opportunities to learn through observation, discussion, and application of research and enquiry tools and
direct experience of teaching.
FORMATIVE AND SUMMATIVE ASSESSMENT
The process of submitting work for either the Thinking Through Teaching or the Professional Learning in
Context modules is given in their respective handbooks. Each section must be submitted by the due
date and will be examined in the light of the success criteria which are specified for each component.
Tutors‟ comments and guidance will be returned within the four week time period. Any work which does
not seem to be meeting the M level criteria in terms of the level of presentation will be given back to the
student teacher with indication of where changes are necessary. The more general role of feedback
throughout the course is to facilitate and enhance the process of becoming a reflective practitioner and
moving towards compliance with the QTS Standards.
The M level marking Criteria which is common to both modules serves as the yardstick by which final
submission is evaluated. A copy is to be found in each of the module handbooks and will help to inform
on going work and progress.
There is an „Exit Award‟ for Secondary PGCE for students whose work does not satisfy the M-level
Any submitted work that is found to be of Fail/Resubmit standard is automatically double marked with at
least 10 % of all assignments second marked. The Secondary PGCE team also hold a succession of
moderation meetings throughout the year where common and consistent benchmarks are established.
13 Secondary PGCE at Master‟s level 2010-11
All work must be submitted by the date specified unless an extension due to particular circumstances
has already been granted. Student teachers who feel that they will not be able to meet deadlines must
discuss this in the first instance with their Curriculum Tutor and then apply to the Secretary of the Board
of Examiners (David Stancliffe) for an extension to be considered. It should be noted that faculty
regulations specify that any late submission where an extension has not been granted will attract an
automatic mark of 0.
University policy regarding the late submission of work is given as Appendix C.
Writing Development Centre
The Writing Development Centre offers guidance and tuition for students who wish to improve their
writing skills for study or employment purposes. Help is available with the following:
understanding assignment and examination questions
planning, structuring and revising assignments
learning from feedback on previous assignments
using reading sources without plagiarism
developing an argument
using an appropriate authorial voice
writing different types of assignment (e.g. essays, reports, reviews, reflective pieces)
writing theses and dissertations
answering examination questions
using grammar and punctuation accurately and effectively
using appropriate vocabulary and style
writing CVs and cover letters
Location: Level 2, Robinson Library
Telephone: 0191 222 5650
We run a series of lectures and workshops throughout the academic year. Some are open to all
students, while others have been developed for specific degree programmes or modules. To find out
more about these sessions, please visit the Group Teaching pages of our website:
We also offer a one-to-one support service. You can have an individual consultation with an academic
writing tutor to discuss any difficulties you may have with writing, seek feedback on your written work or
gain a better understanding of academic writing conventions and the standards expected at University.
We recommend that you book a session in advance via our online booking system:
http://www.ncl.ac.uk/students/wdc/support/. A limited drop-in service is also available. For more
information, see Opening hours below.
International students with English as an additional language please note: You can use the Writing
Development Centre one-to-one support service if you meet one of the following requirements:
You have been exempted from language testing
You have attained a mark of 70 or over in the UELA writing assessment
You are a continuing student who has attended INTO In-Sessional English classes in previous
If you are a new international student with a UELA writing score of less than 70, you will be supported by
the INTO In-Sessional provision in the first instance.
The Centre is open from 1:00 to 4:30pm Monday to Thursday and from 10:00am to 12:00 noon on
Friday. Bookable sessions are available from 1:00 to 4:00pm Monday to Thursday. We also offer a
limited drop-in service from 4:00 to 4:30pm Monday to Thursday and 10:00am to 12:00 noon on Friday.
In addition, if a bookable slot is free, you may drop in at the appropriate time. A timetable showing free
slots will be displayed at the entrance to the Centre.
14 Secondary PGCE at Master‟s level 2010-11
You will find a collection of learning resources for academic writing and general writing skills at
Maths-Aid is a drop-in centre providing a free and confidential service to all students of
Newcastle University on all aspects of mathematics and statistics including:
Preparation for exams
Developing problem solving and numerical skills
Advice on correcting mistakes and overcoming problems in everyday academic work.
Help in understanding lecture notes
Advice on graduate numerical skills tests
Location: Robinson Library
Telephone: 0191 222 6444 Email: email@example.com
The University is committed to ensuring fairness in assessment and has established a procedure for
dealing with assessment irregularities. For the purposes of this procedure, an assessment irregularity
involves the use of improper means by a candidate in the assessment process. This includes, but is not
limited to, the following:
• Permitting another student to copy work.
• The falsification (by inclusion or suppression) of research results.
• Plagiarism. This is defined as the unacknowledged use of another person‟s ideas, words or works
either verbatim or in substance without specific acknowledgement. For the avoidance of doubt,
plagiarism may occur in an examination script as well as in assessed coursework, projects, reports and
like work and may involve the use of material downloaded from electronic sources such as the internet.
Further, the inclusion of a source in a
Bibliography is not of itself a sufficient attribution of another's work. The university website with regard to
the avoidance of plagiarism can be found at http://www.ncl.ac.uk/right-cite/plagiarism.php
Judgements made with regard to Qualified Teacher Status
The process of establishing whether the QTS Standards are being met is one where the partnership
between schools and the university is vital. The Progress Timeline is the record of the journey towards
demonstrating evidence regarding compliance with the Standards. Joint lesson observations with school
colleagues enables university staff to share perceptions and to agree upon progress made and targets
to be met. It is important to stress that the student teacher lies at the heart of the process in
demonstrating their engagement with the Standards and where supporting evidence may be found.
Tutorials with university staff and meetings with Subject Mentors underpin this dialogue in a transparent
and professional fashion. The university holds training and development workshops for school
colleagues when issues of standardisation and bench marking are highlighted.
Support, encouragement and guidance are given so that the goal of being recommended for QTS is
realisable. The emphasis throughout is on success and the strong relationship between school
colleagues and university staff enables a transparent and rigorous process.
Success in the PGCE does not carry with it automatic qualification as a teacher. The Director of PGCE
is required to recommend to the General Teaching Council of England (GTCE) that successful students
be granted Qualified Teacher Status.
a) has passed the PGCE
b) has satisfactorily completed the course (completing all course requirements)
c) is suitable to enter the teaching profession ( having behaved in a responsible and
professional manner throughout the course).
A Career Entry and Development Profile (CEDP) produced by the Teacher Development Agency must
be completed by each student towards the end of the course. The purpose of the CEDP is to support
the transition from initial teacher training and continuing professional development. The CEDP is taken
by the student to their first teaching post and used during the induction period.
Newly qualified teachers (NQTs) must successfully complete a statutory induction period of three school
terms in a maintained school; the relevant LA will monitor the induction process.
15 Secondary PGCE at Master‟s level 2010-11
Making Progress and Meeting the Standards for Qualified Teacher Status
What is our way of working?
During the PGCE year you will need to gain evidence that appertains to each of the QTS Standards.
Whilst the university assignments will be valuable in providing opportunities and material for this they
are to some degree separate to the award of Qualified Teacher Status. This recommendation depends
upon your achievements and successes during the year with, of course, an inevitable concentration on
your school based work.
On first glance it would appear that the standards are merely „competency‟ statements that you can
simply either „pass‟ or „fail‟ to meet. At the most fundamental level this is true in that at the end of the
PGCE year the university decides whether or not to recommend for the award of QTS. Meeting the
standards and accumulating evidence to demonstrate that this has been done is then the bare minimum
of what is expected. It is not however the case that this will represent your ambitions or our intentions.
The majority of our student teachers go beyond mere compliance with the standards and demonstrate
higher quality achievement.
What do we mean by evidence?
Any mention of evidence which is needed to demonstrate attainment runs the risk of becoming a lengthy
„paper chase‟ assuming that more must be better. This is not our appreciation of what constitutes
engagement with learning and genuine professional development. As you will see from the TDA
Guidance Handbook the standards are interrelated and context free. We will supply you with a simple
diagram demonstrating which standards are more likely to combine thus enabling particular pieces of
evidence to be employed in a more extended fashion. By the end of the year you should have up to
three examples of evidence for each of the standards though this will vary according to the nature of the
source and the chosen standard. You might decide that that storing these pieces of evidence
electronically on the e portfolio is the best way forward or might feel more secure with all evidence kept
as hard copies in one place. We believe that the e portfolio provides the best means to accomplish the
task of demonstrating what the evidence is and how each source relates to one or more standards but
are making its use advisory rather than obligatory. The TDA Guidance Handbook is invaluable for giving
additional help in this area and the associated website can be accessed directly from the e portfolio.
It is worth realising that the best demonstration of progress against the standards will employ
a range of different types of evidence. Some documents may be brief and somewhat
perfunctory e.g. school colleague‟s signature to verify attendance at a parents‟ evening for Q5.
A more extended and meaningful version of meeting this standard may include active involvement in the
event with evidence of subsequent planning implications for individual learners and follow up
communication with parents or carers (also engaging with Q4 and Q29). Other sources of evidence
including reports and lesson plans would enable a more in depth engagement with this standard.
Different types of evidence for each standard are more likely to demonstrate a wider and more positive
level of performance.
How will you make progress?
The emphasis of our PGCE course is on reflective practice that obliges a real engagement with your
own learning and development. Rather than a separate and artificial scrutiny of folders of evidence there
will be a consistent and continued level of professional dialogue relating to the business of teaching and
learning. Self assessment and evaluation will facilitate the assessment of progress at various points
during the year. These more formal occasions (December, March and May) will consider how well each
of the standards is being addressed and what targets result from this. Professional Tutors and Subject
Mentors will work together in school to assure the quality of training and judgements. University staff will
contribute to this but will also have the wider responsibility of maintaining consistency of training and
assessment across the partnership schools. The ‘Progress Timeline’ on page 4 illustrates these
processes and timescales and how they combine to measure your progress during the PGCE year.
What do you need to do?
The weekly Reflective Training Journal
Each week of the course you will need to complete the Reflective Training Journal which is found on the
e portfolio. This asks the following questions:
What has been of significance this week?
What have you learned?
What impact will this have?
16 Secondary PGCE at Master‟s level 2010-11
What QTS standards have you engaged with?
It is important to be selective and specific with regard to the QTS standards as there will be many
opportunities over the course of the year to demonstrate compliance and progress. The PGCE course
begins by looking at groups of standards and then obliges a more individual focus thus ensuring that
sufficient evidence is presented for the final recommendation of QTS.During the weeks of your
placement experiences you will need to take three points from the previous RTJ entry to your weekly
Mentor Meeting. This will provide a starting point for discussions with your mentor about progress made
and future actions/targets. Mentors may also ask to see the RTJ entries in their entirety and this can be
accomplished within partnership schools though you will need to use your log in information.
The RTJ is shared with your university tutor and your Subject Mentor and it is important that you realise
from the beginning that this is a personal but also a professional document that is geared towards self
evaluation and solution focused thinking. Its style and substance must reflect these aims and intentions.
Meeting the Standards and Action planning
The Meeting the Standards document will provide the main means of recording progress and where the
evidence for this may be found. This will form the basis of discussions with school and university staff
throughout the year. It will also lead onto Action plans focused on particular items and standards.
What do you need to have?
You need to keep a Progress file which will contain the following:
Personal Profile information as shared with Professional Tutors and Subject Mentors
Meeting the Standards document which begins in week 3 of the course and is updated in
December, March and finally in May.
Action Plans which follow on from the completion of the Meeting the Standards document
Professional Attributes 1 and 2 from the beginning of each school placement
Copies of the Weekly Mentor meeting record form
Progress Tutorial documents
Diagnostic, Interim and Long placement reports
Preparation notes for the CEDP tutorial
The pieces of evidence that substantiate the claims made within the Meeting the Standards document
must be available either in hard copy or electronically. If you decide that keeping hard copies suits you
best then you will need to decide whether to maintain these in one place organised by each standard or
merely record where each document may be found.
COURSE MONITORING AND REVIEW
Student feedback forms an essential component in the maintenance and development of the high
quality of the PGCE course. Rather than simply filling in course evaluation questionnaires at the end of
the year, all students will be expected to complete on-line Professional Reviews of their experience at
key points throughout the course to provide constructive, on-going feedback to staff. In addition each
Curriculum Tutorial Group elects two representatives to serve on the Postgraduate Students’ Council
and the Staff-Student Committee, which meets once each semester to discuss any issues which
students wish to raise.
On a day-to-day basis, Curriculum Tutors are very happy to discuss any concerns with their groups, as
is the Course Director, Jo McShane, or the Chair of the Staff-Student Committee, Karl Cain.
Finally a cross-section of students will be selected to meet with External Examiners from other
universities (currently Sheffield, London, Keele, Leeds and Southampton) visiting in May and June to
monitor and evaluate course standards.
Postgraduate Students’ Council
17 Secondary PGCE at Master‟s level 2010-11
This is the independent body of all student tutorial group representatives. It organises social and
educational events for PGCE course members and also acts as a channel of communication through to
the Staff-Student Committee. The PGSC elects a Chair and Secretary/Treasurer and organises itself
entirely independently of university staff. Meetings are held as necessary to deal with any items of
business, and the Council can affiliate with the Students Union as a Student Society if it so wishes.
The Chair of the PGSC will normally act as Student Representative at the PGCE Board of Studies which
is the official university body overseeing all aspects of the PGCE Course.
Meetings with partnership school staff
Training and meetings for teachers involved in the school based elements of the course are held before
each of the placements.
You will be asked to complete professional reviews of your learning at certain times during the year.
The purpose of professional reviews is to allow you to evaluate your experience of both centre and
school-based training overall. Professional reviews are NOT designed as mechanisms for voicing
serious concerns that you may have about the course. (Such concerns should be referred in person to
your tutor.) Secondary PGCE staff and partnership professional tutors will be provided with the
outcomes of professional reviews.
Staff/Student Committee and Student Representation
Trainees are selected to represent the course on the Staff-Student Committee and at the Primary Board
of Studies. Dates for these committee meetings, along with further information about the rationale of this
body will be shared by the course director during induction.
For further information on Student Representation, please consult the following link:
Board of Studies
Board of Studies meetings are held three times a year. Dates for these committee meetings are shown
on your timetable. The Board is chaired by the Director of the course and consists of representatives
from the University, representatives from partnership schools and trainee members as indicated
The Board is responsible for reviewing:
the aims, objectives, content and organisation of the course;
the teaching, learning and assessment methods used on the course;
the standards of the course;
the programme specification (Framework Document);
the induction programme;
the induction of teachers;
the quality of teaching, assessment and feedback to trainees within the programme;
the progression of trainees during the course and their destination after training
External Examiners and Ofsted inspection
During the year you may come into contact with either Ofsted inspectors or an External Examiner
(probably not both!). Their roles vary considerably from each other.
Ofsted (The Office for Standards in Education) is the body set up by government to assess Standards of
education not only, as is widely known, in schools but also with regard to teacher training courses. They
visit each subject are roughly every third year. If you are following a course during an inspection year,
you may be observed teaching. None of the preceding involves any assessment of you as an individual
– the function is to inspect the course and any involvement with Ofsted will play no part whatsoever in
your assessment for the PGCE.
External Examiners are part of normal University-wide systems of quality assurance. A sample of
students is seen teaching, samples of written work are read and examiners hold discussions with
representative groups of students. Technically, this is part of the assessment process for the PGCE but
most of the work is undertaken to sample assessment procedures more generally, be assured that if
there are any problems with the quality of your work in any area of the course you will be informed and
supported long before the stage at which external examiners are involved and that if you are told you
18 Secondary PGCE at Master‟s level 2010-11
are being seen by an external examiner it is almost certainly simply part of the normal process of
EQUALITY AND DIVERSITY
The University aims to ensure equality of opportunity for applications and for all its undergraduates and
postgraduates in teaching, learning and assessment, and in the provision of services. The University
aims to create conditions whereby students are treated solely on the basis of their merits, abilities and
potential, regardless of age, socio-economic background, religious belief, ethnic origin, gender, marital
or family status, sexual orientation, or disability. Fitting in with and complementary to the general
university policy regarding Equal Opportunities there is also a more specific PGCE document which is
particularly pertinent to the circumstances of a more vocationally orientated course of study. This is
currently under review, though the current version forms Appendix B.
Each Professional Review affords an opportunity to make comment upon whether treatment and
procedures within both the university and its partnership schools have conformed to the Equal
Opportunities policy. Any possible breaches should be shared and discussed with the appropriate
Professional Tutor and the Director of the Secondary PGCE.
You can expect:
The University to publicise and regularly disseminate its Code of Practice on
Equal Opportunities for students and staff.
The University to ensure that the members of staff are familiar with, and adhere
to, its commitment to equality of opportunity for students.
The Student Office to publicise and monitor the University‟s Student Policy on
Sexual and Racial Harassment;
The University to maintain a sensitive and structured process for dealing with
complaints made under the University‟s Policy on Sexual and Racial
Harassment or its Code of Practice on Equal Opportunities.
The Secondary PGCE Director to include the relevant Equality and Diversity
document within the Partnership Framework
All members of the partnership are expected to observe the University‟s Code of Practice on Equal
Opportunities and its Policy on Sexual and Racial Harassment.
Provision for students with disabilities
The University has a Disability Unit which is a centre offering advice, guidance and support for students
with disabilities and specific learning difficulties (Dyslexia). The unit is headed by the Disability Officer
and has a Dyslexia Adviser, Co-ordinator for deaf students and a Technical Support Adviser. The
Disability Unit has a technical resources room with specialist equipment for the use of students and for
assessment purposes. The Disability Unit also provides advice and guidance to all University Staff to
promote effective disability awareness and support for students. The government provides funds for
disabled students through the Disabled Students‟ Allowance to assist students who, because of their
disability, incur extra costs. Advice and help on all aspects of claiming Disabled Student‟s Allowance can
be obtained from the Disability Unit. Further information on provision for students with disabilities can be
found in the University‟s Disability Statement which can be obtained from Sandra Chilton (Disability
Officer) Room 202, Robinson Library, Tel, no (0191) 2227610.
Disability and Dyslexia Support Service
Telephone: 0191 222 7623
Fax: 0191 222 5539
Textphone: 0191 222 5545
As well as the procedures outlined above and reference to the PGCE Equality, Diversity and Cohesion
Policy as given in the Appendix other relevant sources of information are:
19 Secondary PGCE at Master‟s level 2010-11
Specific attention is also be drawn to the University‟s various student complaints, harassment, appeals,
irregularities and disciplinary procedures outlined in the Student Handbook section entitled “If things go
Wrong”, and available on the web via http://www.ncl.ac.uk/student-progress/
QTS Skills Tests and special needs
Students that have previously required special arrangements in a test or public examination can book
non-standard tests directly upon registration. Any other particular provision beyond this however would
need to organised by the ITT provider. This needs to have been discussed and decided upon relatively
early in the course so that an application can be made by the end of December. Any students who think
that they may be in this position should speak to their Curriculum Tutor about it as early as possible.
There is more information regarding the special arrangements available for the Skills Tests at
Each teaching practice block is preceded by serial visits to the placement school. While there will be
some inherent variation in experience due to subject timetables and school differences (e.g. in Maths
you may teach Yr 9 group 4 times a week, where as in History you may only teach Y9 once a week),
there are basic expectations for training and teaching opportunity regardless of placement location.
Some financial assistance above a certain level of expenditure is given with the associated travel costs
when on placement.
During serial visits you will have an opportunity to observe and participate in the work of your subject
department. This will include watching lessons, contributing to teaching, working alongside pupils and
gaining access to documentation and resources. In addition the mentor should provide you with an
opportunity for subject-based training, in order to develop these theories, practice and policies
investigated during university Curriculum Sessions. In many cases, but not all, this training will take
place in the mentor‟s free periods, sometimes time will be set aside during a lunch hour or after school.
The subject handbooks outline exactly what this should involve. Please inform your Professional Tutor
at school and the university curriculum tutor if you are not being allocated the time needed for subject
training. It is also important to realise that often the information that you seek is available from other
department teachers, through structured observations of lessons and through reading departmental and
school documentation. In other words- the subject training relies on both you and your mentor being pro-
active and taking responsibility,
During serial visits the Professional Tutor in your school will arrange a school-based training strand. This
will often accommodate PGCE students/GTP trainees other than from Newcastle University. This
training will draw on the experience of staff from different areas of the school and give you a chance to
follow up issues from the lectures and seminar sessions. You can expect the Professional Tutor to
provide you with a programme of training sessions towards the start of your placement. Again it must be
remembered that when training in a professional context like this you take on some of the responsibility
for your own progress, and at times it might be appropriate to ask for additional information, or a chance
to talk to or observe other colleagues in the school.
Preparation for Assignments
Detailed information regarding the preparation and planning of each part of the module assignments is
given in the relevant handbook. It is worth bearing in mind however that the work completed for the M
level credits together with the Reflective Training Journal are parts of a complementary whole dedicated
to improving professional practice and attaining QTS.
20 Secondary PGCE at Master‟s level 2010-11
WORKING WITH SUBJECT MENTORS AND PROFESSIONAL TUTORS
Once the block placements start much of your time will be taken up with teaching, planning and
marking. However, the teaching loads outlined below provide sufficient time for you to continue
observing lessons, work on your assignments and participate in extra-curricular activities. During the
teaching practice the key development tool is MENTORING. This is the process by which your mentor
and you meet once a week to review the evidence of how you are addressing the QTS Standards (e.g.
through reviewing observed lessons, monitoring your assessment of pupils‟ work, and overseeing the
wider experiences you are gaining the school). Mentoring also involves the setting of targets to allow
you to stay focussed and continue to improve. You should have an hour‟s mentoring a week and the
Reflective Training Journal gives you a vehicle for recording this process in detail. Please inform your
Professional Tutor if you or your mentor are not being allocated the time needed for mentoring.
The agreed list of expectations for the diagnostic and long placements has been based upon the over
arching roles and responsibilities as outlined in Appendix A. These will be explained and disseminated
before each placement. Partnership schools have been involved in their writing and construction.
While the Professional Studies training programme will not usually continue into the teaching
placements it is expected that Professional Tutors will provide regular sessions to meet with trainees.
This allows them to ensure that the experiences in different departments are comparable, and to provide
you with a forum for discussing your progress.
ELECTRONIC DISCUSSION AND SOCIAL NETWORKING SITES
During the PGCE year there are a range of formal and more informal routes by which ideas and
information may be shared between student teachers and their university or school colleagues. As part
of the reflective process student teachers are asked to contribute to learning communities on Black
Board which is Newcastle University‟s Virtual Learning Environment as well as through an e portfolio
which is set up for Secondary PGCE students.
We are of course also well aware that other sites such as Facebook are very popular and frequently
used. It is important however to realise that those training to teach have particular responsibilities in this
Part of the Standards which are essential if Qualified Teacher Status is to be recommended concerns
Please go to http://www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspx for the particular details.
In order to avoid any possible breaches of these Professional Attributes it will be important to bear the
following in mind
Reflective writing and commentaries are employed during the PGCE year in order to
consolidate and enhance professional learning and development. As such they will be read by
university staff and their school colleagues for monitoring and evaluation purposes. They are
not the means by which dissatisfaction or complaints are to be communicated. Other routes are
provided for formal and informal feedback regarding experiences and contexts quite separate
to any writing geared towards the enhancement of practice.
Young learners in your placement schools will be very familiar with the social networking sites
you use and denying them access to your information will be essential for your „teacher
The journey of becoming a teacher is partly the embracing of professional dispositions and
attitudes regarding learners, schools and colleagues. Any failure to display these qualities
would of course damage the likelihood of being recommended for QTS as well as in the most
extreme cases incur university disciplinary procedures.
The PGCE Equality, Diversity and Cohesion policy gives quite clear guidelines on the level of
respect and care which we expect all to exhibit for their peers, colleagues and pupils. Any
transgressions of this policy would of course be seen as a serious matter.
Much of the above is merely common sense though it is worth bearing in mind that a PGCE is
professional training and induction into an arena where discretion, sensitivity and tact are all essential
and daily qualities. We merely expect this to be true in virtual as well as „real‟ world interactions.
21 Secondary PGCE at Master‟s level 2010-11
This first placement is vital in beginning to illustrate strengths and possible areas for attention and
improvement. Some student teachers will be in pairs during this time. This will depend to some degree
on particular school contexts. All will however be obliged to take sole responsibility for some of their
weekly teaching load.
To aid the processes of planning, reflection and research students will teach no more than half an
NQT‟s teaching timetable. It is hoped that this allocated time will include:
Team teaching alongside mentors and student partners.
Acting as classroom support for student partners (in any subject area).
Taking responsibility for withdrawal or split teaching groups.
Leading lessons independently.
Lessons not allocated to teaching participation are vital to allow the student to devote enough time to
planning and evaluating lessons, assessment and their assignments. Time should also be allowed for
ongoing observations across the department and school throughout the placement. Without this time it
is unlikely that students will develop a reflective approach to teaching.
Students will normally be placed as single subject-specialists (although in larger departments there may
be scope for two students). To aid the processes of planning, reflection and research students will teach
no more than two-thirds of an NQT‟s teaching timetable, and in some cases will build up to this over the
The same principles apply in terms of what counts towards teaching activity as in the diagnostic
placement. There should however be more time dedicated to individual teaching .
Subject teaching might be a slightly reduced to take account of other duties e.g. special needs work,
It is expected that all students will have the opportunity to work alongside a form tutor.
Students should start to participate in teaching during the serial visits in line with the requirements for
the Thinking Through Teaching Portfolio.
As far as possible during both Placements, student timetables should reflect a reasonable range of pupil
ages and abilities. In a school with post 16 provision this must include an opportunity to teach at
post compulsory level.
We recognise that typical timetables in different subject areas will vary in terms of the total number of
pupils taught, or the number of lessons which are repeated across classes. Professional tutors are
asked to moderate the timetables across subjects to ensure equality of experience.
During each of the placements you should have lessons observed on a regular basis. This will often
happen informally, with class teachers being present early on to help you iron out problems and provide
you with feedback on your progress. There is also a requirement that Mentors, other teachers and
Professional Tutors will observe lessons formally as follows:
DIAGNOSTIC PLACEMENT: At least 5 formal lesson observations.
LONG PLACEMENT: At least 8 formal lessons observations.
These figures are a minimum entitlement and will usually be exceeded.
Arrangements for observing lessons should be as follows:
22 Secondary PGCE at Master‟s level 2010-11
1. The student is observed teaching a lesson previously agreed with the mentor. Observations
can be carried out by Subject Mentors and Professional Tutors or other members of staff
identified by them. The student ensures that a lesson plan is provided for the observer and that
they have discussed with them the desired lesson observation focus. Most occasions will be
joint observations carried out by the Subject mentor and university tutor collaboratively.
2. Examples of foci include:
Lesson planning and teaching (including subject knowledge, structure, resources,
Pupil learning outcomes (including differentiation, and opportunities for monitoring and
Behaviour and classroom management.
During the lessons the observer writes notes using the current observation framework. NB.
Observational comments only – not evaluative comments. Reference to identified QTS
Standards should be made as appropriate.
2. Immediately following the lesson the notes are given to the student to read, and he / she writes
their responses in the right hand column.
3. At an agreed time following the lesson the student and the observer debrief the lesson. The
starting point for this should always be the student‟s perceptions and their response to the
observation notes. The conversation should focus on the agreed areas, and make
comparison with the student‟s perception of their general progress. This then leads to the
completion of the summary of strengths and areas for improvement section on the observation
schedule, and the setting of targets. Relevant QTS Standards should be identified and noted.
The aim is that students become experienced at self-evaluation through the process of
During each of the placements it is normally possible to conduct a joint observation and debrief with
both the university tutor and mentor. Mentors should ensure that students‟ timetables indicate
appropriate times for this.
23 Secondary PGCE at Master‟s level 2010-11
REGULATIONS FOR TEACHING PLACEMENTS
The following regulations govern teaching placements:
1. All students will undertake at least 16 weeks of teaching placement in schools. This will be
done in two stages, a diagnostic teaching placement in the autumn term and a long teaching
placement in the spring and summer terms.
2. As a general rule, you are allocated placement schools on the basis of opportunities to gain
breadth of experience. Requests to remain within the certain area on domestic or
compassionate grounds will be considered. You must, however, be prepared to teach in ANY
schools which are considered suitable.
3. You must not make personal arrangements for practice directly with a school and must not
undertake any additional teaching without first consulting the Director.
4. Where you are unable for whatever reasons, to complete the practice during the normal times,
you maybe required to do extra practical teaching later in the year, usually in June and July, in
order to make up the deficiency.
B. WHILE YOU ARE ATTACHED TO SCHOOLS
1. Students on school placement are under the authority of the Head Teacher in the same way
as members of the school staff. You should conform with all the requests of the Head
Teacher, and carry out the normal duties of staff, (e.g. in relation to classroom and school
duties and attendance morning assembly), You are expected to behave professionally at all
times and to adopt the code of conduct and dress required of schools staff, You will respect
professional confidentiality in dealings with pupils, parents, teachers and other professionals.
2. You must be present at your school for the whole of each working day during your school
placements. Leave of absence for any period or permission to arrive late or depart early on
any day must be obtained beforehand from the Head Teacher AND from your tutor.
3. If you are absent from school for any reason you must ensure that the Head Teacher (via the
school office), your own tutor, and the PGCE Office are notified immediately. In case of
absence extending over more than three days, a self-certificate of sickness must be
sent to the PGCE Office.
4. You are required to discuss with your tutor your teaching placement. Tutors should be notified
immediately of any change in your timetable. Each student is expected to work within an
agreed framework over teaching loads.
5. You must maintain a practical teaching file for the whole of the period of the school placement.
This must contain lesson plans for all lessons to be taught by you, evaluation of lessons and
examples of resources where appropriate. It should be regularly available for examination by
those concerned with the supervision of your teaching.
6. Each student will maintain and complete his or her Reflective Training Journal using an action
planning approach in review of personal progress towards the Standards required. You will be
expected to engage in regular structured discussions about your progress with University
Lecturers and Subject Mentors.
7. If an accident happens or a crisis arises which you judge to be serious, you should
immediately ask the class teacher or any other school colleagues for help and should report
without delay any emergency action you may have taken.
8. You are not advised at any stage in your teaching placement to demand that any member of a
school‟s teaching staff should supply references, you may however accept an offer of a
reference if it is made, and may ask mentor or other colleagues if they are willing to act as
referees. A referee‟s name should not, of course be given without their consent.
9. Students should always bear in mind that they are guests in any school to which they are
attached for practical teaching. The hospitality and the help that they receive from the Head
24 Secondary PGCE at Master‟s level 2010-11
Teacher and staff should be acknowledged by the students‟ careful regard for the traditions of
the school and by their relations with the Head Teacher and staff.
10. It is important that any books or equipment which you may have borrowed from school
resources (or from a member of staff) should be returned as soon as you have finished with
them. In no case should this be later than the last day of the teaching placement.
11. You should consult with your Curriculum Tutor when you are asked to accompany pupils on a
25 Secondary PGCE at Master‟s level 2010-11
INSURANCE WITH REGARD TO TEACHING PLACEMENTS
The nature and extent of insurance coverage available to students during practical teaching is an issue
that has been raised by the members of the Staff-Student Committee over recent years. These notes
attempt to indicate the position with regard to students practising in schools maintained by a Local
Authority. You could be under a legal duty which would give rise to liability whilst in a school on practical
teaching or for example whilst accompanying a school excursion.
Provided you have exercised proper care and attention and acted in accordance with the code of
practice in the school to which you have been sent, no legal liability for compensation should fall on you
if a pupil under your supervision has an accident or suffers an injury, or if a pupil for whom you are
responsible causes injury to someone else. Any legal liability would fall on the Local Authority. In the
case of an independent school, legal liability would fall on the proprietors. Furthermore, the University of
Newcastle upon Tyne is insured for public liability to third parties should claim be made against it
resulting from the negligent acts of its students in pursuance of recognised courses of study.
If it were shown that carelessness, negligence or misconduct on your part had resulted in an accident or
injury to a pupil, you might become personally liable for compensation. A court might order you to pay
damages. The likelihood of you being held personally liable for any accident or injury befalling a pupil in
charge is remote. However, it would be unwise to ignore the possibility and the University has therefore
arranged an extension of it‟s Public Liability Insurance to include „personal liability‟ in respect of student
teachers on loan to Local Authorities on the basis that if the Local Authorities have agreed to indemnify
the students the University‟s insurers would not be called upon to contribute towards any claim.
Apart from claims for damages, circumstances in which students and teachers may require legal aid and
assistance are not difficult to imagine and, unfortunately, do arise. Members of the teaching profession,
for example, have needed to defend themselves in criminal courts against allegations of moral turpitude
and refute charges of assault on pupils. You are strongly urged to consider the advantages enjoyed by
members of teacher‟s association or union and are advised to become an associate or student member
of the teachers‟ organisations of your choice. Most of the benefits enjoyed by members of teachers‟
organisations are usually made available free of membership fee to students who join an organisation
during their professional training. In addition to free legal aid and assistance, the professional bodies
offer a range of useful insurances for which a high premium would have to be paid if equivalent
coverage were sought, and indeed could be obtained, on an individual basis in the commercial market.
If you wish to find out more about the facilities and services of the various associations and unions you
should either consult the appropriate representative at the school where you carry out your practical
teaching, always assuming the organisation that you are interested has a representative on the staff,
and/or write directly to the head office for further details. There will be an opportunity during Week 2 of
the course to speak to professional bodies and join as a student member.
You cannot be guaranteed compensation for any damage to your belongings or to your clothing arising
accidentally in connection with your obligations in schools during practical teaching. Whilst denying any
liability whatsoever, Local Authorities maybe willing to make ex-gratia payments of up to 50% value of
the damaged goods. Requests to Local Authorities for this type of compensation ought to be made, if
necessary, either through the Director of Secondary PGCE or the representatives of the teacher‟s
organisation which you have joined during teaching practice. It must be stressed, however, that there
maybe no legal obligations on any Local Authority to meet a request for such compensation.
UNIVERSITY REGULATIONS AND GENERAL INFORMATION
The official Regulations for Examination for the Post- Graduate Certificate in Education are printed in the
current University Calendar and are available on the University web site and can be found at
Full details of assessments relating to the Secondary PGCE are given in the relevant Module
26 Secondary PGCE at Master‟s level 2010-11
Student teachers on the Postgraduate Certificate in Education Course of the School of Education,
Communication and Language Sciences are subject to the General Regulations of the University, some of
which are repeated here for convenience of reference.
1. AGREEMENT TO ROLES AND RESPONSIBILITIES
Students on the PGCE / M.Ed Course of the School of Education, Communication and Language
Sciences are subject to the General Regulations of the University, some of which are repeated here for
convenience of reference. It will also be necessary to give agreement to the responsibilities incumbent
upon student teachers as outlined in the Partnership Framework. Roles and responsibilities for all
members of the partnership form Appendix A.
If you live at a distance of more than 20 miles from Newcastle you are strongly advised to take up
residence in the Newcastle area for the duration of the course. If this applies to you but you wish to
travel daily you should apply to the Director of Secondary Education for permission, stating the
circumstances. Changes of address or of residential status must be notified to the Graduate Certificate
Office and to your Curriculum Tutor without delay.
University Regulations require students “to be regular and punctual in their attendance at such
instruction as maybe prescribed.” In the case of the Graduate Certificate students, the requirements are
that you shall, except in the event of illness or for other special personal reasons,
a) Maintain regular attendance at all University based sessions.
b) Maintain regular attendance at the schools to which you are attached for teaching experience.
Curriculum Tutors are responsible for monitoring attendance and informing the Director of Secondary
PGCE if this regulation is not being met. Professional Tutors and other school colleagues are also asked
to comment upon attendance and punctuality when completing placement reports.
Absence through sickness
Please note the following:
ABSENCE MUST BE REPORTED TO LOUISE COLLYER - 222 6390 - ON THE FIRST DAY.
WHERE ABSENCE IS DUE TO A PRE-ARRANGED COMMITMENT (e.g. hospital appointment),
STUDENTS SHOULD SEEK ADVICE FROM THE TUTORS PRIOR TO THE TEACHING
IF AN ILLNESS IS OF THREE TO SIX DAYS DURATION, A SELF-CERTIFICATE OF ILLNESS
MUST BE COMPLETED. A DOCTORS NOTE IS REQUIRED FOR ABSENCES OF SIX DAYS OR
The University‟s procedure and associated „Self-Certification of Illness‟ form is available ON Black Board
as well as at http://www.ncl.ac.uk/student-progress/
DURING TEACHING EXPERIENCE STUDENTS MUST CONTACT THE SCHOOL, THEIR TUTOR
AND THE PGCE OFFICE.
CONTACT WITH INFECTIOUS ILLNESS MUST BE PROMPTLY REPORTED.
4. STUDENT CONDUCT AND DISCIPLINE
According to the University‟s „Standards of Personal Conduct‟, all students are expected to:
Behave in a responsible manner whether on campus, in University accommodation or in the
community and observe the rules for using University facilities
treat others – fellow students, members of staff, neighbours and other people in the community
- with courtesy, fairness and respect regardless of their personal circumstances, race, ethnic
origin, age, gender, marital or parental status, sexual orientation, religion and belief, disability,
political belief or trade union membership. This applies to all communication methods including
personal contact, e-mail, written communication and social community websites.
27 Secondary PGCE at Master‟s level 2010-11
To behave in a manner which respects the privacy of students and staff
treat buildings and facilities – on campus, at your accommodation and in the community - with
care and respect
You can expect:
To be treated courteously and with fairness, dignity and respect regardless of race, ethnic
origin, age, gender, marital or parental status, sexual orientation, religion and belief, disability,
political belief or trade union membership and activities. (The University‟s diversity policies can
be seen at www.ncl.ac.uk/diversity/)
The University to endeavour to provide a safe and secure environment free from fear,
intimidation and harassment
That serious breaches of conduct will result in disciplinary procedures against a student, or
group of students, and penalties as set out in the Student Disciplinary Procedures at
5. STUDENT COMPLAINTS AND APPEALS
Students can raise issues with an aspect of their studies via the following routes (within the PGCE
Via the Staff-Student Committee
Via their Curriculum Studies Tutor
Via the Course Director
Via the Head of the Education Section
For information on wider University complaints procedures, please consult:
University Student Complaints Procedure
University Student Academic Appeals Procedure
6. DISTRIBUTION OF INFORMATION
Information is normally distributed by notice board announcement, announcements during teaching
sessions and via BLACKBOARD. You are responsible for keeping yourself informed of arrangements by
frequent reference to notice boards and BLACKBOARD which is accessible via the main university
a) The University Library (The Robinson Library) is a multi disciplinary collection containing a
large number of books and journals. It has computerised literature searching, word
processing and other computing facilities; a reserve collection of items that appear on
reading lists, and the Inter Library Loans service.
Linda Kelly is the Education Liaison Librarian in the Robinson Library. (Ext 7667)
During the year it is essential to notify the Library of a change of address.
During School Experience blocks it is essential to telephone loan renewals to the Library if you are
unable to return to the University.
b) The following local authority libraries offer loan facilities to PGCE students:
Central Library, Newcastle Upon Tyne
Central Library, Gateshead
Central Library, North Shields
Central Library, South Shields
County Central Library Morpeth
County Library Durham
There is an excellent collection of Curriculum Studies books in Newcastle Central Library from which
students may borrow.
8. RESOURCE CENTRE
28 Secondary PGCE at Master‟s level 2010-11
This is housed in the School of Education, Communication and Language Sciences in King George VI
building. It contains a range of valuable materials for supporting your work during teaching placements.
9. CENTRE FOR PHYSICAL RECREATION AND SPORT
Facilities exist for a wide variety of physical recreation activities. You may join the Athletic Union club
sessions as well as make individual reservations for Badminton, Squash, Table Tennis or Fitness
Training. All enquiries should be made at the Centre for Physical Recreation and Sport in King‟s Walk,
and at Claremont Sports Hall.
Coffee, tea and other refreshments are available from vending machines in the various Student
Common Rooms and at various university café facilities.
11. FINANCIAL ARRANGEMENTS
Your Local Authority (LA) is responsible for arrangements for the payment of course fees for post
graduate teacher training, direct to the University. Confirmation of payment of fees must be shown at
If you are receiving a payment from your LA, you should request that, if at all possible, cheques be sent
to you direct or for payment into your bank account. This is extremely helpful to you when on teaching
placement as it can be difficult to return to the University during office hours to collect cheques.
12. TEACHER RECRUITMENT TRAINING SALARY
The DfE will pay a training salary of to full time PGCE students. Payments will be made to eligible
students in nine monthly instalments from October to June, through the University.
13. STUDENT LOANS
Students should contact their LA in the first instance for details of Student Loans.
Further information is available at
14. MEDICAL EXAMINATIONS
You must complete a Declaration of Health Questionnaire after an offer of a place on the Graduate
Certificate Course has been made. Forms are sent with the „offer‟ letter for return to the Occupational
Health Department who notify the Directors of Education when a satisfactory medical assessment has
been completed. You must have a completed medical assessment before beginning the course. On
successful completion of the course the „Declaration‟ given by you may be accessed by LA‟s or schools
where you obtain your first teaching post.
15. APPLICATIONS FOR POSTS
We are fortunate in being able to take advantage of the university Careers Service who will be delivering
workshop sessions focused on applications and CVs. A local Head teacher also gives a very valuable
lecture regarding the skills and qualities schools are looking for when they advertise vacancies. The
Careers Service details are as follows:
Newcastle University Opening Hours: Mon, Tue, Thu, Fri 9am - 5pm Wed 10am - 5pm
29 Secondary PGCE at Master‟s level 2010-11
Careers Advisers are on duty 11am – 4.30pm weekdays. These times are reduced during the vacation.
Details of who is on duty when are available on the Careers Service website, or in the Careers Service
itself. The careers adviser with responsibility for PGCE students is Barbara Phillips-Kerr (email:
No appointment is needed to speak to an adviser – initially you will meet for up to 15 minutes to discuss
the help you need. Longer appointments can be booked, if needed, after your initial meeting.
We can give you advice on all sorts of issues on progression from your PGCE, including offering support
if you are considering dropping out for any reason.
There is a vast range of information – for reference and to take away.
Information staff are available throughout our opening hours to help you make the most of the resources
and to answer questions. No appointment is needed.
The Careers Service website provides a comprehensive careers reference site, on occupations,
effective applications, taking time out, working abroad, and much more.
30 minute group sessions with a member of the Careers Service team to help you fine-tune your CV.
Book an appointment at Careers Service Reception in person or by phone: 0191 222 7748 or email:
Lunchtime 50 minute workshops take place throughout the year covering CVs, application forms and
interviews. These normally take place in the King‟s Road Centre. See the Careers Service „What‟s
Going On‟ wall planner or the Careers Service website for details.
Session for PGCE students
Barbara Phillips-Kerr, Careers Adviser, will be involved in planning and delivering sessions for
Secondary PGCE students during the week beginning 10 January 2011.
You are advised to take full advantage of the information provided in the School in applying for posts.
Specific vacancies appear in the Times Educational Supplement, in the local press and in LA circulars
which are displayed on staffroom notice boards. Additionally schools contact the Department directly
and this information is put in folders in the Second Floor foyer. You may name your Curriculum Tutor or
the Director of Secondary PGCE as referees, unless you are for any reason advised that you should
You are warned that if you have applied to two or more employing bodies and are offered at an interview
either a specific post or a place on a „general appointments list‟, you must make up your mind at the
1. to reject the offer, or
2. to accept the offer, or
3. if in doubt, to ask the authority offering the appointment for time to consider it, pending the
results of other possible interviews.
If an offer is accepted, all other applications must be withdrawn and no further interviews attended. If an
offer of appointment is made in writing, the same rules apply. If a written offer is made, following a
verbal one made at an interview, the reply must be consistent with the reply made at the interview,
except at this stage an acceptance maybe substituted for a request for time to consider thee offer. It
cannot be too strongly emphasised that a verbal acceptance and a informal acceptance in writing are
both as binding as a formal legal contract, and that this applies to acceptance of a place on an
authority‟s „general appointments list‟ as well as a post in a specified school. If you are offered a place
on an authority‟s general appointment list but wish to continue to apply for specific posts with the same
or other authorities, then an acceptance is inappropriate and instead the authority offering the place
must be asked for permission to apply for other posts, either at the interview or in a written reply to an
offer in writing. It is clear that this leaves the authority free to withdraw its offer, or to leave it open for a
period if it wishes to do so.
16. HIGHER DEGREES
30 Secondary PGCE at Master‟s level 2010-11
You may not register for any degree or higher degree or diploma or undertake any course of study or
employment while reading for the PGCE at Master‟s Level If you are uncertain about the scope of this
regulation you should consult the Director of Secondary PGCE.
17. USE OF E MAIL
E-mail is a convenient way of communicating important messages. It is useful, for example, if you need
to explain an impending absence; to convey relevant personal information affecting your studies (e.g.
illness); or to confirm an appointment for a planned meeting. However, please bear in mind that you are
not the only person who will be contacting your tutor or module leader and, although they are available
and willing to help you, they, like you, have a lot of demands on their time. Before sending an e-mail,
please consider whether you could find out what you need to know from somewhere else. For example
the PGCE office should be able to answer general queries about such matters as timetabling, deadlines
for submission of coursework or university sessions. Please be aware that we will communicate with you
by using your university e mail rather than any other personal variation. This is in line with university
policy and does mean that you need to check your university address regularly especially whilst on
31 Secondary PGCE at Master‟s level 2010-11
UNIVERSITY ADDRESSES AND CONTACT DETAILS
STUDENT SERVICES at the King’s Gate: https://my.ncl.ac.uk/students/
This flagship new building provides some of the
best student facilities to be found anywhere in (0191) 222 6000
the UK. The proximity of King's Gate to the
Union Society Building gives you access to
many of your services in a single location.
SCHOOL OF EDUCATION, Contact Kristy Hope (Course secretary)
COMMUNICATION AND LANGUAGE
SCIENCES (0191) 222 6390
King George VI building firstname.lastname@example.org
Queen Victoria Road
Newcastle Upon Tyne
ROBINSON LIBRARY Liaison Librarian:
0191 222 6662/7713 • Humanities and Social Sciences Linda Kelly,
Email: email@example.com E ail: Linda.Kelly@ncl.ac.uk,
http://www.ncl.ac.uk/library ext 7667
UNIVERSITY CHAPLAINCY (0191) 222 6341
Newcastle Upon Tyne
CHILDCARE 0191 222 5679
Student Services Email: firstname.lastname@example.org
Level 1 Email: email@example.com
STUDENT WELLBEING 0191 222 7699
Student Services Email: firstname.lastname@example.org
Level 1 http://www.ncl.ac.uk/life-matters/
INTERNATIONAL OFFICE 0191 222 8152
Student Services Fax: 0191 222 5212
Level 1 Email: email@example.com
King's Gate Website: http://www.ncl.ac.uk/international
THE CENTRE FOR PHYSICAL
RECREATION AND SPORT (0191) 222 7225
University Sports Centre FAX: (0191) 222 7220
Newcastle Upon Tyne
UNIVERSITY FINANCE OFFICE (0191) 222 6000
Student Services FAX: (0191) 222 8498
32 Secondary PGCE at Master‟s level 2010-11
Level 1 http://www.ncl.ac.uk/internal/finance/
FINANCIAL ASSISTANCE 0191 222 6152
Student Services Email: firstname.lastname@example.org
Level 1 http://www.ncl.ac.uk/financial-support/
ACCOMMODATION OFFICE (0191) 222 6360
Student Services FAX: (0191) 222 6313
Level 1 Email: email@example.com
King's Gate http://www.ncl.ac.uk/accommodation/
UNIVERSITY CAREERS ADVISORY (0191) 222 7748
SERVICE Email: firstname.lastname@example.org
Student Services http://www.careers.ncl.ac.uk
DISABILITY SUPPORT SERVICE (0191) 222 7623
Student Services Fax: 0191 222 5545
Level 1 http://www.ncl.ac.uk/disability-support/
King's Gate Email: email@example.com
33 Secondary PGCE at Master‟s level 2010-11
TEACHERS’ ORGANISATIONS AND OTHER USEFUL CONTACTS
The General Teaching Council for www.gtce.org.uk
Association of Teachers and Lecturers www.atl.org.uk
National Association of Schoolmasters www.nasuwt.org.uk
and Union of Women Teachers
National Union of Teachers www.nut.org.uk
Training and Development Agency for www.tda.gov.uk
Qualifications and Curriculum Authority http://www.qca.org.uk
Department for Education http://www.education.gov.uk/
Office for Standards in Education www.ofsted.gov.uk
Teacher Training Resource Bank www.ttrb.ac.uk
A Roles and Responsibilities of all participants in the
Secondary PGCE partnership
B PGCE Equality, Diversity and Cohesion Policy
C University policy on the Late Submission of Work
D PGCE Secondary Course Outline 2010-11
34 Secondary PGCE at Master‟s level 2010-11
Roles and Responsibilities
At the School of Education, Communication and Language Sciences student teachers should
begin to acquire the knowledge, skills and understanding which will underpin their on-going
professional development; at Partner Schools they should practise and further develop their
The responsibilities outlined below are an attempt to help student teachers to know what is
expected of them at both locations within their integrated course.
In the University In Partner Schools
Be part of both Curriculum Studies and Be aware of the roles of their Professional
General Seminar Groups, and take an active Tutor (PT), Subject Mentor (SM) and other
part in teaching sessions teaching staff, and develop an effective
working relationship with them
Attend all sessions or consult with tutors Work with their PT and SM to negotiate
when prevented from doing so appropriate schedules
Familiarise themselves with all relevant Show professional standards in accordance
documentation with school policies
Notify the PGCE office of any absence for Inform the host school as soon as possible
university sessions and for serial regarding absence and advise with regard to
visit/placement days suitable work for classes missed
Develop and maintain their teaching subject Make use of all opportunities to observe
knowledge lessons, supporting as appropriate
Follow university guidelines concerning the Take responsibility for the collation of
tracking and evidence collection relating to evidence and target setting according to the
the QTS Standards Progress Timeline.
Develop knowledge and understanding of Plan lessons within given guidelines and
the National Curriculum and of the place of keep clear and accessible records
their teaching subject(s) within it
Develop knowledge and understanding of Engage in feedback sessions with SM
current approaches to the teaching of their and/or others
Be familiar with recent governmental policies Understand the context for school and
and initiatives departmental decision making
Develop knowledge and understanding of Develop the skills appropriate to the
processes whereby their pupils learn in their teaching of their subject(s) and to the
subject area conduct of well-managed classes
Develop knowledge and understanding of Become familiar with school's assessment
principles of classroom management and of practices; and monitor/record pupils'
the purposes and procedures of progress accordingly
35 Secondary PGCE at Master‟s level 2010-11
Develop knowledge and understanding of Assist as appropriate in the school's pastoral
the UK school system and of teachers' wider work and attend meetings (e.g. with parents)
professional responsibilities as required
Consult relevant literature and make Gather and organise appropriate evidence
themselves aware of current developments to support their further professional
in education development and action planning.
Develop an understanding of the importance Carry out enquiries and action research in a
of research ethics professional and sensitive fashion
Collaborate with fellow student teachers in Follow guidelines regarding ethical practice
order to plan enquiries and investigations when conducting small scale and action
Gather information on, and make application Take any opportunities offered to them with
for, teaching posts. regard to interview practice and application
Keep university staff informed of any school Raise any difficulties or concerns with the
based issues or causes for concern Professional Tutor and any other
appropriate school colleagues
University-based and visiting Curriculum Studies Tutors
Curriculum Studies Tutors play a key role in relation to the subject related aspects of the
different themes and components of the course. They plan, deliver and evaluate work in
relation to student teachers' preparation to teach in particular subject areas. They also act as
personal tutors. Their responsibilities are thus the following:
Interview and select student teachers in conjunction with staff from Partnership
Attend Course committee and planning meetings to ensure the development
and coherence of the Course; attend meetings of the Examination Board
Provide continuity and personal tutorial support for student teachers on the
Engage in professional links with Partnership Schools (and with student
teachers during school placement experience)
In consultation with other tutors in their subject area, as well as with partner
schools, allocate student teachers to placements in schools
Make visits to Partnership Schools, including observation and feedback to
student teachers on their teaching, in accordance with Course policy
Moderate the quality of mentoring support available across the schools where
their student teachers are on placement
Assist as appropriate with programmes of mentor development
Devise, deliver and evaluate the academic requirements of the taught
elements of the Course in accordance with Course policies
Give formative feedback on the various components of Thinking Through
Teaching and Professional Learning in Context
36 Secondary PGCE at Master‟s level 2010-11
Mark the submitted assignments according to M level criteria
Model a variety of effective teaching and learning styles
Make available to student teachers their scholarly and research-based
perspectives on current educational issues in general and on areas of their
specialist expertise in particular
Help student teachers to prepare for and reflect upon school experience
Help student teachers to develop their powers of reflection on their practice
and to develop a personal principled framework for their teaching
Monitor student teachers' progress across all elements of their Course
(including action planning, compilation of their Reflective Training Journal and
contributions to their Career Entry and Development Profile)
Support student teachers in the process of applying for teaching posts
Write references for student teachers applying for teaching posts.
University-based Seminar Leaders
Lead and facilitate weekly cross subject groupings that focus upon the specified theme
Attend relevant Course meetings as well as meetings of the Examination
Give formative feedback on Professional Learning in Context 1
School-based Professional Tutors
PTs have the dual role of co-ordinating the ITT activity in their school as a whole and of
overseeing / providing the school-based elements of the Professional Studies programme.
They are also the channel for co-ordination of the school's role in the assessment of student
Professional Tutors should thus:
Manage and develop the school's role within the Partnership; and attend
Ensure provision of appropriate support networks in liaison with the University
Negotiate placements for an agreed number of student teachers within the
school, for both placements of the Course
Co-ordinate the full ITT programme within the school
Support and give guidance to the student teachers in the completion of the
first part of Professional Learning in Context
Ensure that student teachers have the necessary information for a successful
induction to the school
Co-ordinate and organise the school-based Professional Studies programme
Induct student teachers into the culture of the school and help them to
establish working relationships with other staff
37 Secondary PGCE at Master‟s level 2010-11
Provide student teachers with opportunities to observe a range of teaching in
areas outside their subject specialism
Identify, prepare and support Subject Mentors in the school, thus ensuring
high quality delivery
Monitor the work of Subject Mentors and of the impact of student teachers'
presence in the school as a whole; observe student teachers in the classroom
as deemed appropriate, discussing their progress with them
Take responsibility for arriving at a shared understanding across the school
through a programme of joint observations with Subject Mentors thus
facilitating internal quality assurance
Oversee the linkage between the SMs and the University CS Tutors in
monitoring student teachers' progress
Ensure completion and collation of assessment reports; also of reporting on
student teachers in respect of their School-Based Project.
Facilitate weekly meetings for all student teachers to enable the sharing of
experiences and networking whenever possible across institutions
Contribute to the interviewing and selection of student teachers on at least one
occasion during the school year
School-based Subject Mentors
Subject Mentors play a key role in the student teachers' development of classroom skills and
the teaching of their subject(s). They may or may not be heads of department. They are
responsible to the Professional Tutor in their school with respect to the place of Curriculum
Studies work within student teachers' school-based experience overall.
Subject Mentors' responsibilities are thus as follows:
Induct student teachers into the relevant subject department; liaise with other
teachers in the department; help student teachers to develop positive working
relationships with departmental staff
In conjunction with relevant Curriculum Studies Tutors and PT (and head of
dept. as appropriate) devise a programme of subject-related observation and
other activities to be undertaken during a student's serial experience; also a
time-table of lessons to be taught during each block experience
Facilitate the observations and teaching experiences necessary for the
Thinking Through Teaching and Professional Learning in Context assignments
Involve student teachers in departmental meetings and other departmental
Ensure at least minimum entitlement time is available (one hour in each week
of block experience) for discussion of a student teacher's classroom work; set
aside regular time/times for this
Provide support for the planning of lessons as appropriate; monitor student
teachers' planning and teaching records
38 Secondary PGCE at Master‟s level 2010-11
Help student teachers to set targets and plan strategies for achieving
progressive development in classroom performance
Serve as a role model by demonstrating successful teaching strategies and
methods of establishing good working relationships in the classroom
Discuss the focus of observations beforehand with the student teachers
Observe student teachers teaching in accordance with guidelines in the
Mentoring Handbook; co-ordinate such observation of student teachers as
may be carried out by class-teachers in the department
Participate in joint lesson observations and debriefing with the university
Give constructive oral and written feedback to student teachers, either
immediately or at the appointed time for mentoring (or both); counsel student
Become involved in cross subject lesson observations as appropriate within
their own school
Liaise with Professional Tutor and University Curriculum Tutor on student
teachers' progress, following guidelines in the Mentoring Handbook on cases
giving cause for concern
Gather, co-ordinate and pass to PT formal assessment data and reports on
student teachers' progress and attainment, in accordance with PGCE at M
level examination procedures
Promote their own development as SMs, as well as the supportive role of
departmental colleagues as appropriate; attend mentoring development
meetings of the Partnership and consider participating in cross-mentoring
Be prepared to become involved in the interviewing and selection of student
teachers in their own subject area.
39 Secondary PGCE at Master‟s level 2010-11
PGCE Equality, Diversity and Cohesion Policy (under review
The overall objective of Newcastle University‟s PGCE Equality, Diversity and Cohesion Policy is to
provide a framework for the all those involved in the PGCE programme to pursue their equality duties, to
eliminate unlawful discrimination and harassment, promote equality of opportunity and promote good
relations and positive attitudes between people of diverse backgrounds in all their activities.
The principles of this policy apply to all members of the PGCE community – staff (including visiting
lecturers), students, and PGCE partners.
2. Equality, Diversity and Cohesion Statement
The PGCE programme will not tolerate less favourable treatment of anyone on the grounds of gender,
race, disability, sexual orientation, age, and religion or belief.
All those involved in the PGCE programme recognise the benefits of having a diverse community of staff
and students, who value one another and the different contributions they can make to achieve ECLS‟
mission of „excellence for all‟.
The PGCE programme is fully committed to the requirements associated with being an equal
opportunities employer and education provider, providing equality of opportunity for all staff and
students, applicants and visitors. In the provision of equal opportunities, the PGCE programme
recognises and accepts its responsibilities under the law.
Through this policy, the PGCE programme seeks to ensure that no member of the PGCE community, or
any person through their contact with the PGCE, receives less favourable treatment on any grounds
which cannot be shown to be justified. This covers race, colour, nationality, ethnic or national origin,
religion or belief, gender, marital status, responsibility for children or other dependents, disability, sexual
orientation, gender reassignment, age, trade union or political activities, and socio-economic
This is an overarching policy that should be read in conjunction with other relevant policies and
guidance notes such as: Newcastle University‟s Equality and Diversity homepage:
Equality and Diversity is more than just meeting legal obligations or targets. It‟s about making a
difference to the lives of the people we serve, treating all people with dignity and respect, and
recognising the value of each individual. This means an ongoing commitment to ensuring that our
services meet the varied and individual needs of staff and students who are involved with the PGCE
programme. We will make sure that our employment practices are fair and promote equality. We will
actively value the wide variety of lifestyles and cultures, locally and nationally. We will prepare our
students for living and working in a diverse society with increasing global connections and challenges.
This will be interwoven with recognition of the part individuals and institutions play in the pursuit of
enhancing community cohesion.
We will ensure that the principles of this policy are reflected in all our policies, practices, procedures and
services and are part of everything we do.
3. Guiding Principles
Newcastle University‟s Mission is “to be a world class, research-intensive university, to deliver teaching
of the highest quality and to play a leading role in the economic, social and cultural development of the
North East of England”.
The PGCE programme is committed to teaching as a highly skilled profession. Therefore, as well as
developing the skills required to teach proficiently, the course also places an emphasis upon the
development of extended professional capacities such as critical thinking, educational research capacity
and innovation. Central to the course, and of prime importance, is a consideration of the educational and
40 Secondary PGCE at Master‟s level 2010-11
intellectual needs of children in relation to their physical, psychological, cultural, and social development.
An understanding of the diversity of pupils' needs is central to this work.
The following principles have been informed by a discussion document regarding Equalities policies and
practice set out by the DCSF in February 2008
Principle 1: All learners are of equal value
All learners and potential learners are of equal value and benefit equally from our policies, practices and
programmes, whatever their ability, background, gender or cultural identity.
Principle 2: Relevant differences are recognised
Treating people equally can mean treating them differently. Policies, practices and programmes do not
discriminate, but may be differentiated to take account of differences of life experience, outlook and
background, and in the kinds of barrier and disadvantage which people may face.
Principle 3: We foster positive attitudes, relationships and a shared sense of belonging
Policies and programmes promote
positive attitudes and interactions
mutual respect and good relations
an absence of harassment or prejudice-related bullying between people of different ability,
background, gender or cultural identity.
Principle 4: Staff and Trainee recruitment, retention and development
Policies and procedures benefit all employees and trainees and potential employees and trainees in
recruitment, professional development and promotion. Steps are taken to positively promote equality,
especially where there is evidence of inequality.
Principle 5: Current inequalities and barriers are addressed and reduced
In addition to avoiding or minimising possible negative impacts of policies and programmes, we take
opportunities to maximise positive impacts by addressing, reducing and removing inequalities and
barriers that already exist between people of different ability, background, gender or cultural identity.
Principle 6: Policy development involves widespread consultation and involvement
People affected by a policy or programme are consulted and involved in the design of new policies, and
in the review of existing ones. A particular focus here will be on the involvement of our partnership
schools in the process of development and evaluation. Such consultation is both direct and through
representative organisations, and is based on principles of transparency and accountability. It involves
those who in the past have been excluded or disadvantaged, and who continue to face barriers.
Principle 7: Society as a whole benefits
Policies and programmes benefit society as a whole, locally, nationally and internationally, by fostering
greater cohesion, social justice and greater participation in public life of people of different ability,
background, gender or cultural identity.
4. Equalities Legislation
Our commitment is reinforced through our legal duty both as an employer and service provider. The
legal duties come from a range of relevant equality legislation and associated codes of practice.
Through this policy we are committed to complying with the general and specific duties, as well as
codes of practice.
See Appendix 1 for further detail of these duties and codes of practice.
The Race Relations Act (1976) and the Race Relations Amendment Act (2000) requires schools and
other educational institutions to take appropriate steps to promote race equality, eliminate unlawful race
discrimination and promote good race relations. As part of the self evaluation process we will maintain
an active Race Equality Scheme, including an action plan, to meet these responsibilities.
41 Secondary PGCE at Master‟s level 2010-11
The Disability Discrimination Act (1995 and 2005) places a positive duty on us to ensure that services
provided by the school and its premises are accessible to disabled people, that we promote disability
equality, eliminate discrimination and harassment and promote positive attitudes to encourage
participation. In some situations this may mean treating disabled people more favourably. As part of the
self evaluation process we will maintain an active Disability Equality Scheme, including an action plan,
to meet these responsibilities.
The Sex Discrimination Act (1975) and the Equality Act (2006) places a positive duty on us not to treat
anyone unfairly because of their gender; this means to eliminate discrimination and promote equality of
opportunity between girls and boys, men and women. We need to ensure that the needs of both sexes
and transgender people are taken into account in our services and employment. As part of the self
evaluation process we will maintain an active Gender Equality Scheme, including an action plan, to
meet these responsibilities.
All public bodies have responsibilities to promote equal opportunities in employment and vocational
training on the grounds of sexual orientation through the Employment Equality (Sexual Orientation)
Regulations 2003. The Equality Act 2006, extends the provision to service delivery, making it unlawful to
discriminate in the provision of goods, services and facilities. We will ensure that we follow these
Religion and Belief
Schools and other educational institutions have responsibilities to promote equal opportunities in
employment and vocational training on the grounds of religion and belief through the Employment
Equality (Religion or Belief) Regulations 2003. The Equality Act 2006, extends the provision to service
delivery, making it unlawful to discriminate in the provision of goods, services, facilities and public
functions. This also includes lack of faith and people of no faith. We will ensure that we follow these
Schools and other educational institutions have responsibilities to promote equal opportunities in
employment and vocational training on the grounds of age, through the Age Discrimination Act 2006 and
Age Discrimination Regulations. The provisions apply to all age groups. We will ensure that we follow
The Education and Inspections Act 2006 places a responsibility on schools and their staff to promote
community cohesion locally, nationally and globally and this obligation has a particular resonance in the
annual Self Evaluation Document for ITT/ITE providers. We will do this through promoting a common
vision, a commitment to equality and social justice, respecting people‟s different backgrounds and
promoting positive relationships in the PGCE programme and the local neighbourhood. We recognise
that ethnicity and social class bear a wide and varied influence on educational outcomes and that this
can also strongly affect community cohesion. This is reflected in our teaching on the PGCE,
partnerships with local schools, as well as involvement in a widening participation programme.
5. Monitoring, reviewing and assessing impact
Monitoring and Review
Equal Opportunities monitoring for Primary and Secondary PGCE Programmes will be carried out on a
regular and frequent basis. Monitoring data and agreed actions required will be reported to the relevant
Board of Study. It is the responsibility of the Programme Directors to ensure annual reporting for equality
is carried out. Disability, gender and race equality schemes are produced to support this policy and in
line with the TDA recommendations with regard to the annual Self Evaluation Document.
Resources have been dedicated to monitor by group (ethnicity, disability and gender), the policies or
functions relating to students including
Stage of progress and offers made
42 Secondary PGCE at Master‟s level 2010-11
The yearly Self Evaluation Document will examine longer term progress and trends with particular
scrutiny on any differences between and within groups. This will then inform the appropriate action
planning, monitoring and evaluation processes.
The University has made provision to monitor, by racial group the policies or functions relating to staff
staff recruitment and selection (applications, short-listing and appointments)
training and development
pay and reward
complaints of harassment, discrimination and unfair treatment, based on race
analysis of the Employee Opinion Survey results to see if there are any differences in response
based upon race.
Reviewing the Policy and Schemes
This is conducted by the EO subcommittee which keeps the implementation of the scheme and action
plan under review and communicates progress to the Board of Studies. The Equality, Diversity and
Cohesion Annual Report, which is approved by the Board of Studies, will contain a report on the
progress of implementation of the scheme.
Equality Impact Assessment
The specific duty to assess the impact of policies, procedures and practices is designed to provide a
mechanism for ensuring that due regard is given to equality in carrying out functions and making
decisions. This is done by a detailed and systematic analysis of the potential or actual effects of a policy,
procedure or practice to ascertain whether it has a differential impact on identifiable groups of people.
Support, guidance and training for Equality Impact Assessment are provided by the University‟s Equality
and Diversity Team.
6. Roles and Responsibilities
All staff (including visiting lecturers), students, and PGCE partners, without exception, have a
responsibility to ensure that their actions comply with the requirements of the Policy, namely to eliminate
unlawful discrimination and harassment; promote equality of opportunity; and encourage good relations
and positive attitudes between people of diverse backgrounds in all its activities.
All who are associated with the PGCE have a responsibility for promoting equality and inclusion, and
avoiding unfair discrimination.
There are a number of individuals and groups with specific responsibilities:
The PGCE EO Subcommittee (chaired by the Head of ITE with both PGCE course Directors as
members) has responsibility for overseeing equality practices on the PGCE programme. The EO
Subcommittee reports to the PGCE Board of Studies which then reports annually to the Teaching and
Learning Committee at Faculty level. The EO Subcommittee oversees the formulation, implementation,
monitoring and assessment impact of PGCE Equality, Diversity and Cohesion Policies and procedures
Publishing an annual Equality, Diversity and Cohesion Annual Report to inform the yearly SED
Examining complaints of harassment, discrimination and unfair treatment, based on race,
disability or gender (see breaches of the policy below).
Analysing reports of discrimination, including racist and sexist incidents, together with their
Analysing results of applications, progress and attainment to identify any differences across
Ensuring the PGCE has up-to-date schemes and action plans with regard to promoting
Equality and Diversity.
The PGCE Directors are responsible for:
Ensuring that the overall policy is communicated to all stakeholders, implemented and
Ensuring all staff are fully informed about their responsibilities and receive support and training
in carrying them out.
Logging and taking appropriate action against staff or students in cases of harassment or
discrimination. This may include invoking appropriate University disciplinary or grievance
procedures, and initiating procedures for dealing with complaints (see breaches of policy
43 Secondary PGCE at Master‟s level 2010-11
The PGCE staff are responsible for:
Proactively following this policy and any associated guidelines, including support for students in
declaring a disability and in reporting and dealing with incidents of harassment and
Providing role models for students through their own actions.
Dealing with racist, sexist and homophobic incidents, and recognising and tackling other forms
of bias and stereotyping.
Promoting equality and good community relations and avoiding discrimination against anyone
for reasons of race, colour, nationality, ethnic or national origins, gender, disability, religion or
belief, sexual orientation or socio-economic circumstances.
Keeping up to date with the law on discrimination and taking training and learning opportunities
offered to them.
The PGCE students are responsible for:
Proactively following this policy and any associated guidelines.
Providing role models for each other and school pupils through their own actions.
Reporting racist, sexist and homophobic incidents, and recognising and tackling other forms of
bias and stereotyping.
Promoting equality and good community relations and avoiding discrimination against anyone
for reasons of race, colour, nationality, ethnic or national origins, gender, disability, religion or
belief, sexual orientation or socio-economic circumstances.
Being aware of and adhering to placement school‟s equality and diversity policies when on
Visitors and contractors are responsible for:
Knowing and following our Equality, Diversity and Cohesion Policy
7. Breaches of the Policy
If a student, member of staff or visitor believes there to be a breach of the policy, the Course Directors
should be informed at the earliest opportunity.
If a student, member of staff or visitor is subject to a breach of this policy during any part of the training
or as part of their work (other than on Placement), the trainee, trainer or member of staff should report it
immediately to the Course Directors or a member of the EO subcommittee. The
All reported incidents will be fully investigated by an emergency meeting of the EO Subcommittee (see
Any incidents during Placement should be reported using the Placement School (Local Authority)
procedures. The Course Directors and other relevant university tutors should also be informed.
If a student, member of staff or visitor is accused of a breach of this policy the Course Directors must be
informed as soon as possible.
The Course Directors will log the complaint and then arrange for a meeting to take place between the
complainant, a member of the EO Subcommittee and the Course Director(s). This meeting will take
place within 15 working days of the complaint being logged with the Course Directors. The complainant
has the right to be accompanied by a friend at all times. The evidence will be examined. The Course
Director and EO Subcommittee member will decide the outcome at this stage:
If there is insufficient evidence the process should be terminated. The complaint and
associated evidence will be put forward to the next EO Subcommittee meeting for discussion.
If there is sufficient evidence, the Course Director and a member of the EO Subcommittee will
refer the matter to an emergency meeting of the EO Subcommittee.
For an emergency meeting of the EO Subcommittee, quorate will be considered to be three members
who will be independent of the case up until this point. The meeting will be convened within 10 working
days of the referral.
In either case, the complainant has the right to be informed of the progress of the complaint and may
request this at any time. The complainant may also request a written response from the EO
The EO Subcommittee will:
Interview the complainant
Interview the Course Directors
Interview any other relevant member of staff from the PGCE or its partnership schools
Review any documented evidence
44 Secondary PGCE at Master‟s level 2010-11
The EO Subcommittee will then decide whether there is evidence of discrimination and the further
actions necessary. The Committee will consider carefully the seriousness of the offence and the
subsequent required actions.
Should an appeal be lodged against the decision made by the EO Subcommittee, a panel will be formed
to hear appeals. This panel will have a membership of three who will be independent of the case up to
this point. The panel membership will comprise:
A member of the University Diversity and Equality team
A Headteacher or other member of the Senior Leadership Team from a partner school (un-
associated with the case)
A member of the EO Subcommittee
If the breach occurs whilst a trainee is on placement then the procedures followed and any outcomes
must be reported to the PGCE Directors. The trainee may also be subject to disciplinary proceedings by
the PGCE programme (following the procedures outlined above).
Where a trainee has been found to be in breach of the Policy, the Placement School has the right to
request removal of the trainee from that Placement. This may result in the trainee being unable to
complete the requirements of the course.
The PGCE will:
Publicise and promote the policy through the course website and student handbooks.
Make a copy of the policy available to current staff and issue new staff with a copy of the policy
with their induction folder
Make Partnership Schools‟ staff aware of this policy as part of the Partnership process
Include a copy in the Primary Partnership handbook, Secondary Framework Document, and
the Secondary Mentoring Handbook
Include a copy in both Primary and Secondary PGCE course handbooks
Make students aware of this policy when they join the PGCE programme
Appendix 1 General and Specific Duties
Race Equality: from the Race Relations Amendment Act 2000
Promote equality of opportunity
Promote good relations between people of different racial groups
Eliminate unlawful racial discrimination
Specific Duties for schools and other educational institutions
Prepare a written race equality policy and keep it up to date.
Make arrangements to fulfil the policy through an action plan
Assess the impact of our policies, including the race equality policy, on pupils, staff and parents
of different racial groups, particularly the impact on pupils‟ attainment levels.
Monitor the impact of policies on pupils, staff and parents and particularly on pupils‟ attainment
Publish, annually, the results of monitoring the policy.
Disability Equality: from the Disability Discrimination Act 2005 and other preceding legislation
Eliminate discrimination that is unlawful under the DDA
Eliminate harassment related to disability
Promote equality of opportunity between disabled people and other people
Promote positive attitudes towards disabled people
Encourage participation by disabled people in public life
Take steps to meet disabled people‟s needs, even where that involves treating disabled people
more favourably than other people.
45 Secondary PGCE at Master‟s level 2010-11
Specific Duties for schools and other educational institutions
Make reasonable adjustments to resources and activities to avoid substantial disadvantage for
Make improvements to the physical environment to increase access to education and
Increase access to the curriculum for disabled pupils
Make written information accessible in a range of different ways for disabled pupils, where it is
provided for pupils who are not disabled
Provide auxiliary aids or services, such as equipment or personal support, for pupils with SEN
Gender Equality: from the Equality Act 2006
When carrying out their functions, to have due regard to the need to:
eliminate unlawful sex discrimination and harassment
promote equality of opportunity between females and males.
“Due regard” comprises two linked elements: proportionality and relevance. The weight given to gender
equality should therefore be proportionate to its relevance to a particular function.
In terms of unlawful discrimination and harassment in employment and vocational training, the general
duty also applies to people who intend to undergo, are undergoing or have undergone gender
Specific duties for schools and other educational institutions
Preparing and publishing a Gender Equality Scheme, showing how the school will meet its
general and specific duties including setting out its gender equality objectives.
Formulating our overall objectives, to consider the need to include objectives to address the
causes of any gender pay gap.
Gathering and using information on how the school‟s policies and practices affect gender
equality in the workforce and in the delivery of services, in particular education functions.
Consulting stakeholders (i.e. pupils, parents, employees, others service users or potential
service users, including trade unions) and taking account of relevant information in order to
determine its gender equality objectives.
Assessing the impact of its current and proposed policies and practices on gender equality.
Implementing the actions set out in its scheme within three years, unless it is unreasonable or
impractical to do so.
Reporting against the scheme every year and review the scheme at least every three years.
Sexual Orientation: from separate pieces of legislation 2003 – 08
Within the regulations sexual orientation refers to lesbians and gay men, heterosexuals and bisexuals.
To avoid all forms of discrimination, direct and indirect, in employment on the basis of sexual
To avoid all forms of discrimination in service provision : Admissions, Teaching and Curriculum
To avoid all forms of harassment on the grounds of sexual orientation.
To avoid all forms of victimisation because someone has made, or intends to make, a
Religion and Belief: from Employment Equality (Religion and Belief) Regulations 2003
Within the Regulations religion or belief is defined as any religion, religious belief or similar philosophical
belief. It does not include political beliefs.
To avoid all forms of discrimination, direct and indirect, in employment on the basis of religion
46 Secondary PGCE at Master‟s level 2010-11
To avoid all forms of harassment on the grounds of religion or belief.
To avoid all forms of victimisation because someone has made, or intends to make, a
complaint related to religion / belief discrimination.
Age: from the Employment Equality (Age) Regulations 2006
These regulations apply to workers of all ages; it is unlawful to discriminate against young workers as
well as older workers
To avoid all forms of discrimination, direct and indirect, in employment on the basis of age.
To avoid all forms of harassment on the grounds of age.
To avoid all forms of harassment on the grounds of age.
To avoid all forms of victimisation because someone has made or intends to make a complaint
related to age discrimination.
47 Secondary PGCE at Master‟s level 2010-11
University Policy on Late Submission of Assessed Work
The purpose of the policy is to introduce a consistent approach to the late submission of work;
to ensure that the policy is such that it will be implemented and adhered to; and to ensure that
students have a clear understanding of the importance of assessment deadlines while also
being properly informed of the methods by which an extension or concession can be
This policy applies to all summative work that contributes to all UG and PG taught
programmes of study, noting that non-modular programmes may have to make alternative
arrangements that should be equivalent to the conditions set out below.
1. Each School must establish a consistent and transparent procedure for the submission
and consideration of extension requests at the Programme level at the very minimum
(although operating at the Subject level will also be acceptable). The person or persons
responsible for making the decision must contact the module leader immediately to let
them know that an extension request has been submitted and later to let them know the
outcome of the request. This procedure must be made available and emphasised to
students. Each Faculty must decide upon and emphasise how decisions are to be
communicated between Schools/subject areas where students are taking optional
It is suggested that this procedure appears alongside the planned schedule of deadlines
for assessed work
For guidance purposes it should be noted that extensions will only normally be granted in
the following situations:
Debilitating personal illness supported by a medical certificate
Serious illness or death of a close relative
Participation in a University-approved scheme for which strict guidelines for
extensions/extra time will be issued
In the case of part-time or work-based students, unplanned and unavoidable work
2. Students should be advised to submit summative and formative work before the deadline
for submission. Students must be informed of the schedule of deadlines for submission,
and of the penalties for late submission. This information should be made available in
several formats, and re-emphasised to students when they receive their assignments.
3. If a student has a legitimate reason (e.g. debilitating personal illness; serious illness or
death of a close relative) that makes them unable to submit a piece of summative
assessed work (including a dissertation) by the published deadline, a University
Extension Request Form (together with supporting evidence) – if possible, in advance of
the deadline - must be provided according to the Policy set by the School. An extension
request form will not be accepted more than 7 days after the original assessment
Each Programme must appoint a responsible person or persons (e.g. DPDs, stage
leaders or School administrator) to whom ERFs should be submitted and make it clear to
students who they are. Each Subject must also establish a turnaround time for when the
outcome of extension request will be notified to students. It is for each School to set its
own Policy on how and/or to whom this Form and supplementary evidence must be
submitted, and how each request should be considered (by an individual or small group),
but maintaining a consistent approach to all requests is paramount.
Schools must keep a central record of all extension requests received and granted.
Boards of Studies should review extensions annually in order to monitor consistency and
to develop best practice. Schools will report annually to FTLC on the number and range
of extensions granted. In addition, a record must be kept of extensions granted so that no
double-counting of circumstances can occur via the scrutiny sub-committee.
48 Secondary PGCE at Master‟s level 2010-11
4. a) Where an extension request is based upon absence from the University for which the
student must self-certificate, the maximum extension granted will be seven calendar days
which is the current limit of self-certification prescribed by the NHS. A revised submission
date will not exclude vacations.
b) The maximum allowable extension for taught programmes will be14 days, beyond
which a concession would be required. For postgraduate projects or dissertations the
maximum allowable extension will be 3 months after which a concession must be sought.
5. Late submission without good cause or without the granting of an extension will lead to a
maximum mark of 40% for Undergraduate programmes and of 50% for taught
Postgraduate programmes for the assessment in question. Non-submission of work will
result in a mark of zero, as per the relevant University Regulations. This applies to all
assessed work whether it constitutes all or part of the final mark.
A piece of work is regarded as late if it is not submitted by the published deadline (time
and date) for the assessment in question. The period of late submission thereafter will be
for a maximum of 7 days if no extension is granted after which the mark awarded for the
piece of work will be zero.
6. In marking late submissions, markers are required to record the actual mark that would
have been achieved had the work been submitted on time as well as the capped mark.
Feedback should also be given to the student in the usual way. The Board of Examiners
may, as is the case with resit examinations, have „regard‟ to the real mark in making
recommendations. This requires that both the actual and the capped mark be made
available to the Board of Examiners.
7. In the rare cases where assessed work of a non-standard type cannot be covered by the
above policy, the Undergraduate Dean of the Faculty in question, who will have a level of
discretion, must be consulted.
The Policy recognises that late submission and penalties may be impossible to manage for modules
based upon the regular submission of many very small pieces of assessment (e.g. lab reports).
Therefore Schools are invited to develop their own approach to managing late submission in modules
where this is the case, to be included in their School Policy and to be clearly articulated to students
taking the modules in question. FTLCs should be made aware of any modules that will fall outside the
strict operation of the policy.
49 Secondary PGCE at Master‟s level 2010-11