Senior Lecturer (Primary)

Primary and Early Years Education with QTS (Teacher Apprenticeship) - UH-000898

The entry requirements for the Teacher Apprenticeship Standard have statutory force under The Education (School Teachers’ Qualifications) (England) Regulations 2003, and are outlined in the current Initial Teacher Training Criteria:
C1.1 All entrants have achieved a standard equivalent to a grade 4 in the GCSE examinations in English and Mathematics, and that all who intend to train to teach pupils aged 3-11 additionally have achieved a standard equivalent to a grade 4 in the GCSE examination in a science subject.
C1.2 All entrants hold a first degree of a United Kingdom higher education institution or equivalent qualification.
C1.3 All entrants, as part of the provider's selection procedures, have taken part in a rigorous selection process designed to assess their suitability to train to teach.
The Selection Process
Applicants for the PGCE (Teacher Apprenticeship) must have the support of their employer in putting them forward for the course.
The University will conduct an Initial Assessment to establish learner and programme eligibility for apprenticeship funding and the alignment of the job role with the apprenticeship. Learner eligibility includes age and residency conditions. Programme eligibility criteria include:
<ul>
<li>confirmation that the apprenticeship is the most appropriate programme;</li>
<li>that the job meets the employment based requirements outlined in the current Initial Teacher Training Criteria in terms of employment contract, pay and teaching duties;</li>
<li>that the job allows the individual the opportunity to gain the necessary knowledge, skills and behaviours;</li>
<li>that the training programme meets the minimum training duration and ‘off the job’ criteria; and</li>
<li>confirmation that the apprentice will not contribute towards the cost of the apprenticeship.</li>
</ul>
The University will then assess that the applicant meets the entry criteria for the PGCE (Teacher Apprenticeship) including the statutory requirements outlined above. The process includes an application form and an interview with associated tasks designed to enable the University to assess the apprentice’s suitability to train to teach.
Entry Criteria
Qualifications
<ul>
<li>An Honours degree with a classification of 2:2 or above.</li>
<li>GCSE English, Maths and a Science at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme; or equivalent.</li>
<li>Applicants must have passed the skills tests in literacy and numeracy before they start the course.</li>
</ul>
Other requirements
<ul>
<li>Demonstrate the ability to communicate effectively, and that they have the intellectual and academic potential to meet the required Teacher Apprenticeship/Teachers’ Standards by the end of the programme.</li>
<li>Two references; where applicants have current or recent experience working with children or young people, one of the referees should be a member of staff who can comment on their potential to train to teach.</li>
<li>Offers are subject to satisfactory Disclosure and Barring Service enhanced disclosure checks and applicants must not previously have been barred from teaching or working with children.</li>
<li>Applicants are also asked to complete a health declaration.</li>
</ul>
The Initial Assessment will then consider the starting point for the apprentice in recognition of their prior learning and experience. This is to ensure that ‘off the job’ training does not duplicate prior learning and so that progress can be measured. The Initial Assessment of prior learning and evidence that the apprentice meets all of the requirements outlined above will be documented in the evidence pack.  The content and quantity of ‘off the job’ training that will be delivered to ensure take account for any prior learning, will be recorded on the Apprenticeship Agreement and the Commitment Statement.
If the account for prior learning and the reduction of content would mean that the apprentice would take less that the minimum training duration of one year to complete, or fail to meet the requirement to spend 20% of their time on off the job training; the apprenticeship would not be eligible for funding.

Regulations are outlined in the University Regulations for Awards and Student Handbook of Regulations:
<a href="https://www.hud.ac.uk/policies/registry/awards-taught/">https://www.hud.ac.uk/policies/registry/awards-taught/</a>
<a href="https://www.hud.ac.uk/policies/registry/regs-taught/">https://www.hud.ac.uk/policies/registry/regs-taught/</a>
Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee.
Examiners monitor and comment on:
<ul>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by trainee performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of trainees</li>
<li>the accuracy of assessment judgments</li>
</ul>
scrutiny of internal moderation arrangements

UH-000898 - Primary and Early Years Education with QTS (Teacher Apprenticeship)

Masters Level

Honours Compulsory

Honours Level

End Point Assessment Compulsory

End Point Assessment

Masters Compulsory

Structure

To understand the roles and responsibilities of colleagues within schools and the wider children’s workforce. 

To adapt teaching and respond to the strengths and needs of all pupils.

To demonstrate appropriate inclusive beliefs and to work for social justice in all academic and practice based activity.

To demonstrate a critical understanding of research and theories related to teaching and learning.

To reason clearly and evaluate multiple perspectives in relation to teaching and learning. 

To demonstrate a critical knowledge of key theories related to child development and theories of multi-professional learning. 

To maintain good relationships with pupils, demonstrate secure classroom management, exercise appropriate authority and act decisively when necessary.

To know the statutory framework for safeguarding the welfare of children and young people and to understand the implications for their own practice. 

To understand relevant statutory and non-statutory curriculum and national frameworks that underpin current education policy in primary schools.

To access, retrieve, organise and use a range of sources of information, and critically evaluate their relevance.

To listen carefully to others and to critically reflect upon their own and others’ values, development and practice.

To know and understand a range of teaching, learning and behaviour management strategies and how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential.

To plan and teach lessons and sequences of lessons which lead to pupils’ progress over time.

To become independent learners, taking control of their own learning and continuing professional development.

To have insight and confidence in leading and working cooperatively with others. 

To develop the subject knowledge required to enable them to teach effectively in the specified age range. 

To use ICT appropriately in a range of contexts.

To demonstrate appropriate professional attributes, including the ability to act on advice, team working and communication skills and the ability to reflect on their own practice. 

To understand the purposes of formative and summative assessment and the role of assessment data in raising standards for individuals and groups of learners. 

To consider different perspectives on issues and problems, and evaluate them in a critical, sceptical manner to arrive at supported conclusions. 

To express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes.

To reflect on a range of philosophical, historical, psychological, sociological, cultural, health, welfare, legal, political and economic perspectives in to relation teaching and learning.

To evaluate contrasting perspectives related to teaching and learning.

To demonstrate a high level of pedagogical subject knowledge for teaching.

The ITE programmes employ range of mechanisms for review and evaluation including:
<ul>
<li>Course mid-point and end-point review by apprentices</li>
<li>Moderation by all tutors and partners involved in the assessment process</li>
<li>Annual course evaluation scrutinised by the Annual Evaluation Committee</li>
<li>Tutor and mentor joint observations</li>
<li>Placement mid-point review</li>
<li>Phase 1, 2 and 3 data analysis</li>
<li>Placement joint review with Senior Mentors</li>
<li>External Examiners’ reports</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards
<ul>
<li>Student Panel</li>
<li>Partnership Committee</li>
<li>Course Committee</li>
<li>Course Assessment Board</li>
<li>Annual Evaluation Committee</li>
<li>School Board</li>
<li>School Teaching and Learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>School Accreditation and Validation Panel</li>
<li>University Accreditation and Validation Panel</li>
<li>Subject review</li>
</ul>
Mechanisms for gaining feedback on the quality of teaching and the learning experience
Feedback is obtained from learners through course evaluation at the mid-point and at the end of each academic year. Student Panels provide another opportunity for feedback. They are held twice during the academic year, and report to the Course Committee. Student members of the Course Committee represent the views of other learners during Committee meetings. All learners complete a questionnaire at the end of each training phase as part of partnership quality assurance mechanisms.
 
Staff Development processes include:
Annual University staff appraisals
Peer observation of teaching
Regular development meetings for Class Mentors and Senior Mentors
Staff are encouraged to attain appropriate higher degrees
Updating professional and IT computing developments
All staff are encouraged to attain HE Academy membership
Research and scholarly activity

UH-000898

This specification provides a concise summary of the main features of the programme and learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the modules guides and course handbook.  The accuracy of the information contained in the document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education and the ESFA.

Before the Teacher Apprenticeship starts, an Initial Assessment will be undertaken. The purpose of the Initial Assessment is to establish eligibility, both of the apprentice and of the programme, to check the alignment of the job role with the proposed training, and to assess the starting point for the apprentice in recognition of prior learning and experience. The quantity of ‘off the job’ training that will be delivered, once adjusted to take account for any prior learning, will be recorded on the Apprenticeship Agreement and the Commitment Statement.
The Apprenticeship Agreement is completed and signed by the apprentice and the employer and forms part of the individual employment arrangements between these two parties. The Apprenticeship Agreement sets out the employer’s commitment to release the individual for the number of hours specified for ‘off the job’ training.
The Commitment Statement sets out the tripartite agreement being made between the University, the employer and the apprentice and records key details of the apprenticeship, including the training content to be delivered.
Support for Apprentices in school As an employee, apprentices will be entitled to support of their employer outlined in their contract of employment. Their work based learning will be supported by a Senior Mentor and a Class Mentor.
Senior Mentor The Senior Mentor has overall responsibility for organising and managing the work based learning and the additional placement. They will provide an induction to the school, support Class Mentors in their coaching and mentoring role, monitor the learners’ experience in the school, provide pastoral and professional support to the apprentice and liaise with the University tutor to monitor and support the apprentice’s progress.
Class Mentor The Class Mentor supports the apprentice on a day-to-day basis, will support them as a beginning teacher, observe them weekly and provide feedback, identify targets for further development and keep the Senior Mentor informed of the apprentice’s progress throughout.
The e-portfolio provides apprentices with a means of recording and reflecting on their personal and professional development. The portfolio contains evidence of their progress towards meeting the Teacher Apprenticeship/Teachers’ Standards, records of the weekly mentor meeting, observations of their teaching, feedback from assignments, their developmental targets and progress reviews. The portfolio will be monitored by their Class Mentor and the Personal Academic Tutor.