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BA (Hons) / BSc (Hons) Secondary Education with QTS*

A Guide to Starting at Edge Hill University

YOU WILL ALSO NEED TO REFER TO THE ADDITIONAL

SUBJECT SPECIALISM APPENDIX BOOKLET

PRE-PROGRAMME INFORMATION FOR THOSE TRAINEES JOINING YEAR 2 (LEVEL 5)

2015 Entry

(* Indicates our recommendation for QTS at the end of your programme)

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You are required to attend First Week (Monday 21st September to Friday 25th September 2015) during which you will begin the induction process into the Programme, Faculty of Education

and Edge Hill University.

You will be given full details about First Week when you enrol.

In the unlikely event that you do not receive any details you should report to the Information Desk in the Faculty of Education Building at 9.30am on Monday 21 st September .

PageWelcome 3

Section One: Key Information 41. Checklist 52. University term dates 2015/16 63. Key staff contact details 74. First Week 2015 85. Programme Introduction 96. Attendance 137. Becoming a reflective practitioner 148. Observations prior to starting programme 15

Section Two: Pre-programme tasks 16

AppendicesAppendix a: Unseen Children Brief SummaryAppendix b: Unseen Children Extended SummaryAppendix 1: Pre-Programme Achievement LogAppendix 2: Lesson Observation NotesAppendix 3a: Primary Evidence CertificateAppendix 3b: Secondary Evidence CertificateAppendix 4a: Trainee Teacher Profile From AAppendix 4b: Trainee Teacher Profile Form BAppendix 5: ITT Professional Code of Conduct AY 2014/15

Note: Appendices 5, 6 and 7 are applicable for AY 2014/15. These are provided for illustrative information only as they are subject to annual review by the Faculty of Education

Appendix 6: Travel Policy AY 2014/15Appendix 7: Remote Professional Practice Policy AY 2014/15Appendix 8: Teachers’ Standards An overview of the Teachers’ Standards

Appendix – Subject Specialisms

Computer Science and Information TechnologyDesign and TechnologyEnglishMathematicsMFL (French, German, Spanish)Religious EducationScience (Biology, Chemistry, Physics)

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WELCOME TO EDGE HILL UNIVERSITYWelcome to Edge Hill University and in particular to the Faculty of Education. You will shortly be undertaking a three year BA Honours or BSc Honours degree that will follow the teaching standards laid out in Teachers’ Standards (September 2012). Successful completion of the programme will lead to a recommendation for Qualified Teacher Status and a career in teaching that we hope you will find long and rewarding. Our aim is to ensure you develop your subject knowledge along with the necessary professional attributes and skills to become an effective, innovative and outstanding secondary teacher, whilst at the same time fulfilling your potential in your undergraduate studies.

The purpose of this booklet is to help you to get your Edge Hill University career off to a flying start and so it is very important that you read this booklet carefully and complete all the administrative tasks needed to secure your place.

It is important that you make the most of all observational opportunities prior to commencing the programme and therefore I draw your attention to Section One – Part 8: Observations prior to starting programme. It is important that you provide clear and robust evidence for such observation and Appendices 2, 3a and 3b are the recommended templates.

It is important that you note carefully the dates in the calendar for the forthcoming academic year (see Section One – Part 2: University term dates 2015/16 on page 5) so that any holidays you arrange do not conflict with your university commitments. You should also read and understand the information on school experience placements (see pages 9, 10 and 11 and Appendices 6 and 7).

Key information about your chosen specialist subject is provided in a separate appendix so please ensure that you read and act on this. It is also important that that you complete a CV – the recommended template is given in Appendix 4a and 4b. You will need to submit these documents electronically by e-mail to your Course Leader during Welcome Week (week beginning Monday 21st September 2016). Detailed information about Welcome Week will be provided when you formally enrol.

You should also read an accompanying The Student Handbook 2015/16, which includes information about our support services including finance, welfare and accommodation. Don't forget that you can also keep up to date with what is going on at Edge Hill University via our website (www.edgehill.ac.uk).

However, please do not hesitate to contact us if you are unsure what to do or need any further advice about your course. A list of key staff and important contact details is provided on page 7.

I am very much looking forward to meeting you soon.

Regards,

Dr. Gordon B. Laing

Secondary Undergraduate Programme Leader

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Section One:

Key Information

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1. CHECKLIST

Task Further action required Date completed

1 Read this Booklet Contact University if you have questions (contact details on page 6).

2 Ensure University have current contact details

Keep Admissions Office informed of any changes. Tel 01695 650950.

3 Make a note dates Ensure that family members also know key dates

4 Inform University of Examination results

Written confirmation of results sent to Admissions Office as soon as received.

5

Edge Hill University Maths, English and Science equivalency test required (for applicants not holding GCSE Maths, Science & English)

Contact [email protected] Tel: 01695 657148

6 Pass Professional Skills Tests in Literacy and Numeracy

Please ensure you keep your Course Leader (see page 7 for Contact Details) about your progress and notify when you pass (also let them know of any failed attempts so advice and support can be offered)

7 Registration documentation Please check the website for acceptable documentation for enrolment.

8 Pre-Course Tasks

Complete all pre-programme tasks (pages 21 and 22) before Monday 21st September 2015. Also ensure you have completed your specialist subject pre-course tasks in the separate subject specialist appendix.

9

Arrive for Welcome Week full timetable of induction into University life and academic study

Start: Monday 21st September 2015

In the unlikely event that you do not receive further details about Welcome Week you should report to the Information Desk in the Faculty of Education Building at 9.30am on

Monday 21 st September

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mailto:[email protected]

2. UNIVERSITY TERM AND SCHOOL EXPERIENCE DATES+

BA (Hons) / BSc (Hons) Secondary Education with QTS*

Academic Year 2015/16

Year 2 (Level 5)

Programme commences Monday 21st September 2015End of Autumn Term Friday 18th December 2015Spring Term commences Monday 4th January 2016End of Spring Term Friday 18th March 2016Summer Term commences Monday 5th April 2016End of Summer Term Tuesday 26th July 2016

Professional Practice

Professional Practice 1b (Developmental placement): Monday 25th April to Tuesday 26th

July 2016

PLEASE NOTE THAT YOU SHOULD NOT BOOK ANY HOLIDAYS DURING UNIVERSITY TERM TIME OR WHILE ON SCHOOL PLACEMENT

(+ Correct as at February 2015)

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3. KEY STAFF CONTACT DETAILS

Dr. Gordon LaingSecondary Undergraduate Programme Leader 01695 650833 [email protected]

David Wooff Year 2 Leader 01695 657183 [email protected]

David WooffDesign and Technology Course Leader 01695 657183 [email protected]

Michaela Smith English Course Leader 01695 650921 [email protected]

Ghada NaklhlaMathematics Course Leader 01695 657380 [email protected]

Shirley Hindley MFL Course Leader 01695 650829 [email protected]

Paul Smalley RE Course Leader 01695 584383 [email protected]

Judith Thomas Science Course Leader 01695 584626 [email protected]

Dawne Bell

Assistant Head of Secondary Education (Teaching Learning Assessment and Student Experience)

01695 584555 [email protected]

Karen McCormack

Assistant Head of Secondary Education (Partnership and School Improvement)

01695 650994 [email protected]

Dr Phil RigbyHead of Secondary Education 01695 584824 [email protected]

Administration co-ordination and support 01695 584877 [email protected]

Admissions Team 01695 584637

Personal Tutors

Trainees will have a Personal Tutor throughout the programme. Your Personal Tutor will support your academic and professional development and will meet with you several times during each academic year. Trainees will have your specialist subject Course Leader as a Personal Tutor. Names and contacts are listed above.

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4. Welcome Week 2015: Induction to Study and University

To support your induction to Edge Hill University and the Secondary Undergraduate Programme, there will be a Welcome Week academic programme allowing you to meet and work with staff and colleagues and gain an overview of the programme.

A full timetable for this week will be provided upon arrival and registration at Edge Hill University. It is essential that you attend all sessions during this week as it is central to your ability to make a smooth transition into the expectations of academic and professional life at Edge Hill.

Welcome Week takes place week commencing Monday 21st September 2015.

You will be provided with a detailed programme of events for Welcome Week nearer the time, including registration.

You will also receive a Programme Handbook during this induction phase together with a timetable for the rest of the academic year.

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You are required to attend Welcome Week (Monday 21st September to Friday 25th

September 2015) during which you will begin the induction process into the programme, Faculty of Education and Edge Hill University.

You will be given full details about Welcome Week during the enrolment period.

In the unlikely event that you do not receive any details you should report to the Information Desk in the Faculty of Education Building at 9.30am on Monday 21 st

September.

5. PROGRAMME INTRODUCTION

Welcome to the BA (Hons) / BSc (Hons) Secondary Education with QTS* programme. The Secondary Undergraduate Programme will be rewarding and stimulating. We aim to develop innovative, creative and outstanding teachers whose committed professionalism inspires the pupils in their care.

Trainees on the programme follow one of the seven subject specialisms:

Computer Science and Information TechnologyDesign and TechnologyEnglishMathematicsModern Foreign Languages (French, German, Spanish)Religious EducationScience (Biology, Chemistry, Physics)

This pre-course guide is designed to address some of the key questions that arise for trainees preparing to undertake the Secondary Undergraduate programme at Edge Hill University. It also provides information about key activities to be undertaken in supporting your preparation before the commencement of the programme and suggests key texts and resources to refer to.

The Secondary Undergraduate programme is unique and has been specifically designed to provide you, as a trainee teacher, with opportunities to develop your subject specialism, whilst gaining a recommendation for Qualified Teacher Status.

Edge Hill University has been at the forefront of Teacher Education for more than 100 years and enjoys a national reputation as one of the largest quality providers of Teacher-Training in England.

As well as the high expectations Edge Hill has of you, there are also national standards and requirements for ITT which can be downloaded from the Department for Education website:

https://www.education.gov.uk/publications/standard/SchoolsSO/Page1/DFE-00066-2011

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Overview

You will demonstrate your achievement of the Teachers’ Standards in a variety of ways (more detail will be provided during the induction period and throughout the programme).

Through the Edge Hill University based programme which is organised as follows;

1. Professional Practice:

Professional practice is an integral part of all programmes of Initial Teacher Training at Edge Hill University and is embedded into each year of the Secondary Undergraduate programme. It is designed to provide you with a range of experiences across the age range for which you are training. During your placements you will be supported, guided and assessed by trained mentors, teachers and Edge Hill tutors.

You will apply knowledge, understanding, skills and abilities within a range of school settings.

The pattern of Placement Experience is:

An initial placement in a secondary school/setting A developmental placement in a secondary school/setting A synoptic placement in a different secondary school/setting.

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The BA (Hons) / BSc (Hons) Secondary Education with QTS* programme is designed to provide trainee teachers with sufficient time being trained in schools to enable them to demonstrate that they have met all the standards for QTS.

This means that:

1. You would typically spend a minimum of 120 days training in schools over the 2 years of the programme;

2. You are prepared to teach across the two consecutive age ranges: Ages 11-14 (School years 7-9) and Ages 14-16 (School years 10-11);

3. You are engaged with the expectations, curricula, strategies and teaching arrangements in the age ranges immediately before (.e. Ages 9-11 (Schools years 5-6) and after (Ages 16-19 (School years 12-13) the ones they are trained to teach;

4. You will have taught in at least two schools.

As a Trainee Teacher, you are expected to behave in a professional manner at all times, at Edge Hill and during school- based training.

This involves;

regular attendance, excellent punctuality, demonstrating high standards of behaviour both in school and at Edge Hill, completing work satisfactorily to set deadlines, demonstrating commitment to the achievement of the highest standards of

performance, in both Edge Hill University and school-based work.

In Year 1 (Level 4) you will undertake an Initial Placement. The purpose of this period of structured observation in primary (up to 5 days) and secondary classrooms (up to 35 days) is to help you to understand:

how your subject is taught across the key stages; what pressures are placed on primary and secondary teachers to ensure

the whole of the National Curriculum is covered; some of the problems faced by pupils transferring from KS2 to KS3; the impact of the numeracy and literacy strategies on pupils’ development. whole school issues.

If you have a query as to whether any recent primary or secondary experience that you have had is suitable, please contact Dr Gordon Laing, Secondary Undergraduate Programme Leader, to discuss this.

All your placements are organised by the Partnership team in the Faculty of Education. You will also be given detailed briefings at the commencement of, and during, your programme.

2. Personal and Professional Conduct:

This strand has several elements. The first is concerned with your own development as an independent learner within the context of Higher Education. The current educational context is considered as well as teaching and learning strategies and the needs of learners. The second element centres on professional aspects within teaching: a range of current generic education issues and policies such as Behaviour Management, equal opportunities, Special Educational Needs and Disabilities, the National Strategy at Key Stage 3 and the pre-vocational curriculum. Within your curriculum area as well as during your time on placement you will have further opportunities to consider how such issues impact upon the profession and today’s education system and to develop your understanding of them. The third element focuses on teachers’ legal responsibilities, statutory requirements and on cross-curricular issues – particularly professional conduct and relationships with children, parents and other agencies.

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3. Teaching Skills:

This strand, by its very nature is interlinked with Personal and Professional Conduct but has a much more subject based focus. It considers the elements of the National Standards concerned with subject specialist teaching in Secondary schools. These include, planning, teaching and learning, classroom management, inclusion, monitoring, assessment and target setting.

4. Subject Knowledge:

This will give you the opportunity to develop your specialist subject to honours degree level, thus enabling you to teach in the Secondary age phase range.

Timetable

You will receive full details of your timetable for the Autumn Term during Welcome Week.

As a broad guide, the Year 1 timetable is typically:

Monday Tuesday Wednesday Thursday FridayAM Subject

studySubject study

Personal and Professional conduct

Subject study Independent study

PM Teaching Skills in subject specialism

The exact details of timetabling arrangements will be known by early September 2015.

Attendance and Holidays during Semesters

Full attendance is a requirement of the programme. Failure to meet this requirement can impact on your progression to Year 2. In addition, your placement may be delayed if it is considered that your absences have impacted upon your studies and that you are not fully prepared for the placement.

Please do not book or seek permission for family holidays during the teaching weeks as this will be declined.

HOLIDAYS ARE NOT PERMITTED IN TEACHING TIME OR WHEN YOU ARE ON PLACEMENT IN SCHOOL

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6. ATTENDANCE

The BA (Hons) / BSc (Hons) Secondary Education with QTS* programme is a professional programme and you will normally be required to be in university between 9.00 am and 5.00 pm each day, although this may vary slightly at times. Timings will be set in order that you have access to the appropriate resources for your subject. Once you are in school you must fit in with the normal arrangements for staff in that school. This may mean, for example, starting at 8.30 am and leaving school at 4.30 pm. During your time in school, you are expected to attend meetings and events that constitute part of the work of a member of staff (such as parents’ evenings). Should you have any difficulties with this then you should discuss this with your Course Leader. During the course you will be required to report all absences (and for each day of any absence) and to apply for any leave due to exceptional circumstances in advance. All absences due to illness must be supported by medical certification. Term dates and dates for school experience (correct at time of printing) are included in Appendix 1.

It is essential that you let family and friends know your term dates as soon as possible in case they are planning to arrange holidays for you.

Attendance Requirement for Standards Related Modules

An attendance requirement is in operation for all Standards-related modules across the BA (Hons) / BSc (Hons) Secondary Education with QTS* programme. This is formalised through tracking of trainee attendance and the operation of Academic and Professional Review Meetings (APRMs) at specified points to remediate where needed.

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Absence from University

You must telephone Faculty of Education Reception by 8.30 am on 01695 584790 to report any absence from University. You should give your name, course i.e. Secondary Undergraduate Science Education, year group and reason for your absence.

Absence from School Experience Placement

You must telephone, by 8.30AM, both the school office and Faculty of Education Reception to report any absence from school experience placement.

7. BECOMING A REFLECTIVE PRACTITIONER

The process of becoming a teacher will involve you reflecting on your work in school and university and evaluating your teaching as well as pupil learning. More than at any other time, today's teachers are faced with an ever escalating duty to improve and evaluate their practice. Employing reflective practice entails a range of complex issues and is neither a passive consideration nor contemplation; it is an active process and requires vigour to thrive.

Reflection and reflective practice is currently of great interest to teachers. Learning from reflective processes has the power to heighten and illustrate the realities of the context in which practice takes place and to help guide practitioners to recount and comprehend their own feelings and input in the situation. Thus, reflection enables us to recreate the experience in our mind and reflect on events, thoughts and feelings.

Three personal attributes are vital to becoming a reflective practitioner: commitment, energy and a willingness to learn, but in order to learn from our experience we first need to make sense of it. We interpret our experience all the time, unconsciously in routine or familiar situations, but more consciously in unexpected or unfamiliar situations. Reflection-in-action takes place during a planned action, from beginning to completion, or until the action has been perceived to have failed. Reflection-on-action means reflecting on an action after it has been executed. Nonetheless, through reflecting on our reflections-in-action, we may centre our understanding of a problem or indeed produce a better remedy, although this may be quite demanding at times.

There are three key stages in the reflective process:

1 Triggered by an awareness of uncomfortable feelings and thoughts. This arises from the discovery that, in a situation, the knowledge one was applying was inadequate in itself to account for the phenomenon in that unique situation.

2 Includes a constructive, critical analysis of the situation, which will also examine feelings and knowledge. Here it is necessary to utilise positive feelings and eliminating any dissenting feelings.

3 Involves the development of a new perspective on the circumstance. The outcome of reflection, therefore, is learning.

Given that it is important to be aware of the processes involved in reflection, in order to use reflection as a learning tool, it is essential to be able to identify the skills required. Self-awareness, analysis of feeling, knowledge and the involvement of a new perspective are critical to reflection.

The following questions will serve as a guide for a reflective thinking process whilst you are on the course, either in university or on school experience:

* What was my role in this situation?

* Did I feel comfortable or uncomfortable? Why?

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* What actions did I take?

* How did people act?

* Was it appropriate?

*How could I have improved the situation for myself and others (fellow students/ pupils, my mentor)?

* What can I change in future?

* Do I feel as if I have learnt anything new about myself?

* Did I expect anything different to happen? What and why?

* Has it changed my way of thinking in any way?

* What knowledge from theory and research can I apply to this situation?

* What broader issues, for example ethical, political or social, arise from this situation?

8. OBSERVATIONS PRIOR TO STARTING PROGRAMME

Many trainees take the opportunity to gain observational experience in secondary schools prior to commencing the programme. For some trainees, it may be an entry condition specified by the interview panel requiring a specified number of observational days in school are completed in preparation for commencing your studies in September 2015.

As a way of providing a structure to your observations Appendix 2: Lesson Observation Notes provides a template for you to write up each of your observations.

You should use Appendix 3a: Primary Evidence Certificate and Appendix 3b: Secondary Evidence Certificate as means of evidencing the observational experience you have undertaken prior to commencing the programme – you must the get the form signed by an appropriate member of staff at the school.

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Section Two:

Pre-programmeTasks

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You will need to do the following 8 tasks before Monday 21st

September 2015.

You will need to bring your completed tasks with you to sessions starting on Tuesday 22nd September.

Task Title of task Date completed

Task 1 Reflection on observations of teaching and learning

Task 2 Pre-Programme Achievement Log

Task 3 Pre-programme reading

Task 4 Trainee Teacher Profile Form

Task 5 Placement Assistance Information

Task 6 Unseen children: access and achievement 20 years on

Task 7 Employability task

Task 8 Subject specific tasks

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Task 1: Reflection on observations of teaching and learning

As a guide to any voluntary or required observational experience you undertake should be able to write a response to the twelve questions listed below. The key thing to think about when answering these questions is that we are NOT JUST LOOKING FOR STATEMENTS OF FACT. We would like to read about your reflective thoughts and opinions.

Finding the answers to these questions will not simply involve observing lessons. You might need to ask about school policies, look at documents and talk to subject teachers/coordinators. You could also 'shadow' pupil(s) for a day/part of a day.

As a rough guide each answer should be no more than 150 words long, although obviously there is some flexibility with this.

Structure and Organisation

1. What, in your opinion are the biggest differences in the structure and organisation between the primary school you have viewed and your experience of secondary school education? (You may refer to such things as the timetable, staffing structures, governors, corporate worship/assemblies, streaming etc.)

2. How much time per week is devoted to your specialist subject in primary how is this time organised? Is it enough in your opinion?

Curriculum

3. What provision is made in primary schools for pupils with exceptional needs such as gifted children; pupils from ethnic minorities whose first language may not be English and pupils with special educational needs, e.g. learning difficulties, challenging behaviour, physical disabilities? In your opinion is this effective?

4. How is numeracy and literacy supported across the primary curriculum?

Discipline

5. What methods are used to reward and sanction pupils? Which strategies seem to you to be particularly effective?

6. What are your impressions of the way pupils conduct themselves inside and outside the classroom?

Teaching and Learning Strategies

7. What seems to you to be the most important things that influence the effectiveness of pupils’ learning?

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8. What were the differences between boys and girls in terms of their attitude to learning or preferred learning styles? Why do you think there is a difference?

9. What would you say are the key differences between the teaching styles of teachers in primary compared to your own experience of secondary education? Which styles are the most effective?

10.Were there any teaching aids or specialised equipment used that you had not seen before?

Overview

11. In what ways do you think this placement was relevant to you as you start your training in secondary schools?

12.Note down the relevant QTS Standard/s (see Appendix 8) which has/have been particularly addressed by your completion of your primary placement. You will need to refer to the Teachers’ Standards Guidance

http://www.education.gov.uk/schools/leadership/deployingstaff/a00205581/teachers-standards1-sep-2012-


Your written response to these twelve questions together with your Primary Certificate of Evidence and Secondary Certificate of Evidence begins your journey of providing evidence that you are engaging successfully with the

relevant Teachers’ Standards (2012) you identified in Question 12.

Task 2: Pre-Programme Achievement Log

Summarise your achievements by completing Appendix 1: Pre-Programme Achievement Log

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Task 3: Pre-programme reading

You will find it helpful to carry out some pre-programme reading and research on some of the more generic aspects of teaching.

a) You should note down a minimum of 5 key points you have discovered from your wider reading;

b) You should note down what implications each of these 5 points may have upon you as a trainee teacher.

The following is a list of suggested start points. Newspapers:

The Times Education Supplement (www.tes.co.uk)(Published each Friday, usually available in your local library)

The Guardian Education supplement(Published on Tuesdays)

Websites:

www.nc.uk.netwww.education.gov.ukwww.bbc.co.uk/educationwww.schoolsnet.comwww.aqa.org.ukwww.ofsted.gov.uk www.tes.co.uk

Books:

Capel S., Leask M, Turner T. (2009) Learning to Teach in the Secondary School.Routledge

Ellis V (2007) Learning and Teaching in Secondary Schools Learning Matters

Fautley, M. and Savage, J. (2010) Secondary Education Reflective Reader, LearningMatters

Torn, D. Bennett, P. (2011) Brilliant Secondary School Teacher: What You Need to Know to be a Truly Outstanding Teacher, Prentice Hall

Wright, T. (2008) How to be a Brilliant Trainee Teacher, Routledge

A good dictionaryThere is probably no need to buy a new one but ensure yours shows parts of speech and etymological (word derivation) details in the definitions. The Concise Oxford Dictionary is a good example but there are many more.

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http://www.tes.co.uk/

http://www.ofsted.gov.uk/

http://www.aqa.org.uk/

http://www.schoolsnet.com/

http://www.bbc.co.uk/education

http://www.education.gov.uk/

http://www.nc.uk.net/

Task 4: Trainee Teacher Profile Form

Complete Appendix 4a: Part A: TRAINEE TEACHER PROFILE FORM.

This form will be shared with Partnership schools and so all information that you provide (including a scanned photograph) requires to be presented in an appropriate and professional manner

Task 5: Placement Assistance Information

Complete Appendix 4b: Part B: PLACEMENT ASSISTANCE INFORMATION.

The information that you provide on this form will be retained within Edge Hill University and used in selecting an appropriate placement setting for you. You can list on this form any possible leads or suggestions about placements. You should only name schools that you feel you have a firm link and which you think will enhance the Edge Hill Partnership. Please note that there are many hundreds of Secondary Schools across the country that are in the Partnership and so any schools that you list are already likely to be known to us. Please note that the information you provide here does not guarantee that you will be placed in that school. Please note that it is policy of the Faculty of Education that trainees do not contact schools directly, and that disciplinary action may be taken against trainee doing so.

Task 6: Unseen children: access and achievement 20 years on

Just over twenty years ago, Ofsted published Access and achievement in urban education, a report looking at seven urban areas with high levels of deprivation, with an update published 10 years later in 2003.

Recently, Ofsted has undertaken a review in order to understand the current pattern of disadvantage and educational success across England, to learn the lessons of recent policy initiatives, and to come forward with proposals that would really make a difference. This report, published by Ofsted on 20.06.2013, sets out some of the main evidence that informed the review. It draws on test and examination data, inspection outcomes, and published reports and research.

a) Read the brief summary of the report (see Appendix a)

b) Read the extended summary of the report (see Appendix b)

c) From your reading, note down any aspects that have surprised you.

The full report can be accessed at:

https://www.gov.uk/government/publications/unseen-children-access-and-achievement-20-years-on

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Task 7: Employability task

Complete the following

1. Name

2. Subject

3. Town / City / Region where you live:

4. Location(s) where you would like to teach:

5. Location(s) where you would like to avoid:

6. Reason(s) for you answers to 4 and 5:

7. Considering Task 6 again, does this change your answers to 4, 5 and 6 in any way?

8. Find a recent advertisement for a teaching post in your subject and print / save the details

9. What existing qualities / characteristics do you already have that you believe the advertising school would see as a strength?

10. Identify three aspects you think you would need to develop during your training on the BA (Hons) / BSc (Hons) Secondary Education with QTS* programme for you to make a successful application for your identified advertised post.

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Task 8: Subject specific tasks

Complete the subject specific tasks related to your specialist subject

You will find details of the subject specific tasks:

Design and Technology

English

Mathematics

Modern Foreign Languages (French, German, Spanish)

Religious Education

Science (Biology, Chemistry, Physics)

contained in the separate subject Appendix booklets.

You should complete the tasks specific to your chosen specialist subject.

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You must read the separate appendix booklet for information about your subject specialism

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