Senior Lecturer (Primary)

Secondary Geography with QTS - UH-000916

The entry requirements for all initial teacher training programmes 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
The Admissions Tutor takes responsibility for recruitment to the Provider led programmes and works closely with Lead Schools to jointly recruit to the School Direct and Employment Based programmes. Interview procedures are agreed with each Lead School and roles and responsibilities are articulated in the Partnership Agreement. 
Applicants will be shortlisted for interview based on their application, and are invited to attend at a school within the alliance for School led programmes and at the University for Provider led programmes. The interview process is rigorous and is designed to evaluate the applicants’ suitability to train to teach.  Interview questions and activities are carefully designed to enable tutors to identify the future support needs of individual candidates in relation to subject knowledge and teaching experience.
Essential Criteria for Standard Entry
Qualifications
<ul>
<li>An Honours degree with a classification of 2:2 or above, with at least 50% relevant content in the subject in which they want to train to teach.</li>
</ul>
<ul>
<li>GCSE English and Maths at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme; or equivalent.</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>For those with English as an additional language, IELTs 7.0 with no less than 6.5 in all elements.</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>
 Medical Fitness
Applicants for the full-time PGCE courses who are offered a conditional place are required to complete a confidential Declaration of Health questionnaire and in exceptional cases may be required to undergo a medical examination at their own expense before final acceptance. These procedures will be carried out under arrangement, approved by the University medical officer.
Criminal Records Screening
All applicants who are offered a place to this Course are screened by the Disclosure and Barring Service (DBS) in accordance with the Department for Education guidelines prevailing at the time of entry.
Widening participation
The University of Huddersfield seeks and encourages applications from under-represented groups in order to widen participation, improve access and apply the principles of equal opportunities. Applicants with disabilities are under no obligation to declare their disabilities, but the University is committed to making the adjustments necessary to promote positively equality and access for disabled applicants. Applicants are encouraged to identify any special arrangements they may require.
General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available at their website at: <a href="http://www.hud.ac.uk/disability-services/">http://www.hud.ac.uk/disability-services/</a>

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-000916 - Secondary Geography with QTS

Masters Compulsory

Masters Level

Honours Compulsory

Honours Level

Structure

In line with sector practice, this PGCE is unclassified

Postgraduate Certificate

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

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

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

To make accurate and productive use of assessment.

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

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

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

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

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

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

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

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


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

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

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

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-000916

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.