Senior Lecturer (Primary)

Secondary Computing with QTS - UH-000912

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>
<li>scrutiny of internal moderation arrangements</li>
</ul>

UH-000912 - Secondary Computing with QTS

Masters Compulsory

Masters Level

Honours Compulsory

Honours Level

Structure

In line with sector practice, this PGCE is unclassified

Postgraduate Certificate

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

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


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

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

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

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

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

To make accurate and productive use of assessment.

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

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

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

To use ICT appropriately in a range of contexts.

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

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

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

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

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

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>
<ul>
<li>chanisms for review and evaluation
 
include:
<ul>
<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 </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>
</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.
</li>
</ul>

UH-000912

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.

The principal features of the support for trainees are as follows:
<ul>
<li>The course begins with an induction programme, which includes an overview of the course; an introduction to study skills; an introduction to academic writing skills, and expectations regarding academic conduct; an introduction to the University VLE, a guide to Computing and Library Services and an introduction to Student Services. It will also include an explanation of the electronic portfolio (PDP), an introduction to the modules, staffing, facilities and resources. Trainees will also be introduced to the Teacher Unions, professional expectations and Safeguarding.</li>
<li>Trainees will be provided with a Course Handbook containing information about University facilities, course organisation, assessment regulations, and advice on the presentation of assignments.</li>
<li>Trainees will be allocated a Personal Academic Tutor who will offer pastoral support, and academic counselling and guidance, maintain an overview of academic progress, maintain an overview of issues which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the trainee to other University support mechanisms as appropriate.</li>
<li>Module tutors provide academic advice and support to trainees on issues relating to the modules that they teach. Trainees will also be able to access advice from the Library and module tutors on correct forms of referencing using the University preferred system.</li>
<li>Throughout the course, trainees will have access to email and 1-1 tutorial support from both module tutors and Personal Academic Tutors.</li>
<li>Clear guidelines for the planning and presentation of assessed work including planning frameworks, writing frames, recommended reading and clear criteria for assessment are provided for all assignments in module handbooks.</li>
<li>Reasonable adjustments are made to course assessment processes to enable trainees with additional needs to have equality of opportunity in line with the Equality Act, 2010. Depending on the nature of the disability, these may include for example, the submission of a full draft for all module assignments and regular individual tutorials to support the trainee through each module assignment.</li>
<li>The Academic Skills Tutor within the School of Education and Professional Development will be available to provide additional academic support in a range of contexts including; support for learners with dyslexia; support for adult learners who are returning to study; tutorials for all trainees covering generic academic skills and academic writing skills workshops.</li>
<li>Trainees will have access to a range of Student Services including Wellbeing and Disability Services, Careers and Employability, the Student Finance Office, Computing and Library Services</li>
</ul>
 Supporting trainees during school led training
Trainees will be supported in schools by a Mentor and Mentor Coordinator.  These in turn are supported by the University-based or Lead Partner-based Lead Mentor.
 Professional Mentor
The Mentor Coordinator has overall responsibility for organising and managing the placement.  They will provide an induction to the school, support Mentors in their coaching and mentoring role, coordinate and facilitate access to appropriate expertise during ITaP, monitor the trainees’ experience in the school, provide pastoral and professional support to the trainee during the placement and liaise with the Lead Mentor to monitor and support the trainees’ progress.