Senior Lecturer (Primary)

School Centered Initial Teacher Training (Non-QTS) - UH-000901

The trainees who apply for the part-time PGCE (SCITT) course will have undergone a rigorous selection process for their SCITT programme in line with the ITT Criteria.  To be accepted on the PGCE (SCITT) route, candidates must hold a first degree of a United Kingdom higher education institution or equivalent overseas qualification. Candidates will normally be expected to have achieved at least 2(ii) honours and to have potential for postgraduate level study in the field of education. Exceptionally, candidates with third class honours who can demonstrate the ability to undertake Masters level study may be admitted.

University awards are regulated by the Regulations for Awards on the University website as follows:
<a href="https://www.hud.ac.uk/policies/registry/awards-taught/">https://www.hud.ac.uk/policies/registry/awards-taught/</a>
and the Regulations for Taught Students, procedures and forms can be accessed on the University website as follows: <a href="https://www.hud.ac.uk/registry/current-students/taughtstudents/">https://www.hud.ac.uk/registry/current-students/taughtstudents/</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>
<li>and scrutiny of internal standardisation and moderation arrangements</li>
</ul>

UH-000901 - School Centered Initial Teacher Training (Non-QTS)

Masters Compulsory

Masters Level

Structure

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

To make accurate and productive use of assessment.

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

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

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

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

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

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

To demonstrate a critical understanding of developments in the specialist subject curriculum.

To know and understand a range of teaching, learning, assessment 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 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 access, retrieve, organise and use a range of sources of information, and critically evaluate their relevance.

To develop a systematic understanding of how children learn and how this shapes curriculum design and classroom practice.

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

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

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

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

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

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

To use ICT appropriately in a range of contexts. 

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

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

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

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

University: 
The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s; Quality Assurance Procedures for Taught Courses and Research Awards which can be found on the University website as follows: <a href="https://www.hud.ac.uk/policies/registry/qa-procedures/">https://www.hud.ac.uk/policies/registry/qa-procedures/</a>
School: 
<ul>
<li>Mechanisms for review and evaluation include:</li>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Annual course evaluation prepared by the Course Leaders, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject Review/Revalidation</li>
</ul>
Feedback is obtained from students through course evaluation at the end of each academic year and through module evaluations.  Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.

UH-000901

The programme is validated by the University, during a process which includes external representation.
Within the School of Education and Professional Development, Initial Teacher Training courses with Qualified Teacher Status are inspected by Ofsted.  In the most recent inspection, EYITT, Primary, Secondary and Lifelong Learning programmes were designated as ‘Good’.
The Education and Training Consortium is designated as a Centre for Excellence in Teacher Training.

Support for students undertaking this course operates at University, School and Course level as follows:
University Level
Central to the provision of student support are Student Services.  The range of services they offer include:
Wellbeing Services
There are a range of support options available through the wellbeing Service.  The <a href="https://students.hud.ac.uk/help/wellbeing/">wellbeing webpages</a> provide a more detailed explanation of these but support includes:
<ul>
<li>Wellbeing and mental health support</li>
<li>Welfare support</li>
<li>Counselling</li>
<li>Getting Back on Track with your studies</li>
<li>Groups and workshops</li>
<li>Self-help resources</li>
<li>Support for student parents</li>
</ul>
The wellbeing Service also enables students to access a free, confidential platform called Togetherall.  <a href="https://togetherall.com/en-gb/">Togetherall</a> has a range of self-help options to support emotional and mental wellbeing including advice, information and guidance, groups and courses to address emotional and mental health difficulties and support forums.
The service also delivers to support to students who have experienced harassment, bullying, hate incidents or hate crimes.  You can find out more information about this on their <a href="https://students.hud.ac.uk/help/wellbeing/share-support/">share and support page</a>.  The Share and Support tool is an online form which enables you to share and seek support for incidents.  You can choose to complete this anonymously or provide your details so that we can contact you and offer support.
The service also supports students with GP registration, so all students have access to treatment.  The University Health Centre is a GP practice that is situated on the edge of campus.  If you aren’t registered with a GP then you can consider registering with the health centre.  You can find information about the practice on the <a href="https://www.universityhealthhuddersfield.co.uk/">Health Centre web page</a>.
Disability Services
Disability Services work with students who have one or more of the following: specific learning difficulties such as dyslexia; mental health difficulties such as anxiety and depression; an autistic spectrum condition; hearing impairments; visual impairments; long term medical conditions such as diabetes or cancer and physical or mobility difficulties. Where a disability or condition may have an impact on study, the service works alongside a student to identify the impact and coordinate appropriate support or adjustments. You can find out more about Disability Services on <a href="http://www.hud.ac.uk/disability-services/">their website</a>.
Careers and Employability Service
The Careers and Employability service provide support to students with:
<ul>
<li>Jobs, work experience and volunteering</li>
<li>CVs, applications and interviews</li>
<li>Advice on further study</li>
<li>Using assessment centres and psychometric tests</li>
<li>Continued advice as a graduate</li>
</ul>
More information on their services can be found on <a href="https://students.hud.ac.uk/opportunities/careers/">their website</a>.
The Student Finance Office 
The Student Finance Office services include:
 Information and guidance regarding possible sources of funding for all courses in the University.
<ul>
<li>Budgeting advice to discuss a variety of options and strategies in order to manage on a budget.</li>
<li>Facilities for the billing and payment of income to be collected by the University.</li>
<li>Debt advice via personal and confidential sessions is available from trained staff along with mediation and resolution.</li>
</ul>
Further information can be found on the <a href="http://www.hud.ac.uk/students/finance">student finance website</a>