School of Health & Education

School Direct: Primary

Programme Handbook2016-17

Programme Leader: Zina Ioannou

School Direct: Primary

Purpose and status of your student programme handbook:Welcome to School Direct Primary with Middlesex University. This handbook contains information about the School Direct Initial teacher Training (ITT) programme, both school-based and university-based elements. It should be used by School Direct Trainees, School Mentors and University Tutors. School Direct is school-based and school-led and is available for schools wishing to partner with Middlesex as their HEI provider.

On completion of the programme, successful trainees will be recommended for Qualified Teacher Status, and gain 60 credits at Masters Level which they can use towards a future continuing professional development qualification..This handbook describes the programme and provides important information about other aspects of studying at Middlesex University. The material in this handbook is as accurate as possible at the date of production; however, you will be informed of any major changes in a timely manner.

Your comments on any improvements to this handbook are welcome. Please put them in writing (an email will suffice) with the name of the handbook to Zina Ioannou at z.ioannou@mdx.ac.uk.

Information in alternative formats

This handbook can be found online at: http://middlesexprimarypartnership.middlesex.wikispaces.net/School+Direct

If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/index.aspx

We can supply sections from this publication as:a Word document with enlarged type — sent by email or supplied on a CD or memory stickprinted copy with enlarged typeprinted copy on non-white paperas Braille

Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability.

The University Regulations and Student Charter

As a student of Middlesex University you agree to abide by the University Regulations when you enrol and therefore you should read this handbook in conjunction with the Regulations which are available online at; www.mdx.ac.uk/regulations

Some of the key regulations have been repeated on the Your Study pages on UniHubhttp://unihub.mdx.ac.uk/study. You should also read the Student Charter which was co-developed by Middlesex students, staff and the Students’ Union. This sets out your responsibilities as a student and those of the University to ensure that all students have an enjoyable, rewarding and effective experience during their time at Middlesex. You can find the Student Charter on UniHub.

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The Student Guide

Before reading this Programme Handbook you should read the Student Guide; this guide contains information on more general university services and facilities, such as UniHub, UniHelp and the Library. It is important that you familiarise yourself with this information in order to get the most from this handbook.

School Direct: Primary

CONTENTS........................................................................................................................................................................... 1Purpose and status of your student programme handbook:.......................................................................2Information in alternative formats................................................................................................................... 2The University Regulations and Student Charter..........................................................................................2The Student Guide............................................................................................................................................ 3CONTENTS........................................................................................................................................................ 4University and Programme Academic Calendar............................................................................................61. WELCOME TO THE SCHOOL OF HEALTH AND EDUCATION..................................................................71.1 Welcome from the Dean............................................................................................................................. 71.2 Programme Leader’s Welcome................................................................................................................. 92.CONTACTS AND COMMUNICATION..........................................................................................................102.1 Programme staff and contact details......................................................................................................10

Support staff..............................................................................................................................12Graduate Academic Assistants...............................................................................................13

3.1 Programme structure............................................................................................................................... 15

School-based Training................................................................................................................15Central Training..........................................................................................................................15Subject Knowledge Audits:.........................................................................................................16

3.2 School Timetable...................................................................................................................................... 163.3 Audit and Individual Training Plan..........................................................................................................163.4 Attendance requirements........................................................................................................................ 163.5 Professional, statutory and/or regulatory body requirements.............................................................17

Children’s Rights and Trainees’ Responsibilities........................................................................17

3. 6 Assuring the quality of your programme..............................................................................................183.7 Reading..................................................................................................................................................... 184. TEACHING, LEARNING AND ASSESSMENT............................................................................................204.1 Teaching and Learning............................................................................................................................ 20

E-Learning..................................................................................................................................20

4.2 Assessment.............................................................................................................................................. 20

Principles....................................................................................................................................20Assessment regulations..............................................................................................................21PG Cert: Assignment 1...............................................................................................................22PG Cert: Assignment 2...............................................................................................................23PG Cert: Assignment 3...............................................................................................................23Assessment of School Experience.............................................................................................23School-based Assessment.........................................................................................................23Lesson Observation....................................................................................................................24The role of the University Link Tutor...........................................................................................24The Professional Practice Portfolio.............................................................................................25ATS documents..........................................................................................................................25Working Files..............................................................................................................................25Assessment Feedback...............................................................................................................25

4.3 Targeted support...................................................................................................................................... 26

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Stage 1: Progress support plan..................................................................................................26Stage 2: A Cause for Concern process......................................................................................27Flow diagram for Trainees requiring extra Targeted support......................................................28

4.4 Appeals...................................................................................................................................................... 29

Complaints..................................................................................................................................29

5. LEARNING RESOURCES........................................................................................................................... 305.1 The library................................................................................................................................................. 305.2 Learner Development Unit....................................................................................................................... 305.3 Programme documentation..................................................................................................................... 316. HOW TO HELP ENHANCE YOUR PROGRAMME.....................................................................................326.1 How you can feed back to us................................................................................................................... 32

Boards of Study..........................................................................................................................32Student surveys..........................................................................................................................32How we consider your feedback.................................................................................................32

7. Supporting Documents.............................................................................................................................. 337.1 Quality Assurance: School Direct...........................................................................................................33

School Direct: PrimaryUniversity and Programme Academic Calendar

This is your schedule for the 2016/17 academic year. The full central training calendar is available on: http://middlesexprimarypartnership.middlesex.wikispaces.net/School+Direct

14th and 15th September University Welcome21st September28th September

5th October Central Training12th October Central Training19th October Central Training26th October Half Term Break

2nd November Central Training & ( 4th Nov Assignment 1 Submission)9th November Central Training16th November Directed Task Week23rd November Central Training30th November Central Training7th December Central Training

14th December Central Training21st December Winter Break28th December Winter Break

4th January Winter Break11th January Central Training18th January Central Training25th January Central Training1st February Central Training8th February Central Training

15th February Half Term Break22nd February Central Training

1st March Central Training8th March Assignment 2 Group Presentations

15th March Central Training22nd March Central Training29th March Central Training5th April Spring Break

12th April Spring Break19th April Central Training26th April Central Training3rd May Central Training & (3rd May Assignment 3 Submission)10th May17th May24th May31st May Half Term Break7th June

14th June21st June Programme Evaluation & Farewell Gathering

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1. WELCOME TO THE SCHOOL OF HEALTH AND EDUCATION1.1 Welcome from the Dean

Welcome to Middlesex University and to the School of Health and Education. This programme handbook contains an overview of your programme and its modules – keep it safe so that you may refer to it throughout your time on the programme.

The School offers a wide range of study opportunities at undergraduate and postgraduate level including diplomas, degrees, short courses and CPD opportunities. Many of the programmes are designed and accredited in conjunction with the relevant professional bodies.

The School of Health and Education is a leading centre for professional education in London. Along with our diverse range of programmes and research activities, we offer various approaches to study and delivery to suit you and your commitments. We emphasise a flexible, lifelong learning approach to study - backed up by expertise gained through our pioneering developments in work based learning and knowledge transfer.Middlesex has built a strong reputation as a leading innovator in higher education. Many of our programmes are UK firsts and have set the standard for others to follow. Teaching, learning and research in the School has a strong emphasis on interdisciplinary activity. Our aim is to link policy and practice, theory and action through high quality learning and research. Our excellent skills laboratories and access to high quality practice areas will support your learning. We intervene at the interface between academia and practice. In Healthcare, social work and education, we apply our considerate resources to train the practitioners of the future. Essential to this is our very close partnership working with Schools, NHS Trusts, Local Authorities and other public and private sector organisations as well as our local communities and a wide range of UK, EU and international collaborative partnerships. We aim to respond to student feedback to improve your experience at the university so that we will deliver the best student experience we can. In return we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.

In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here; you are not expected to absorb everything in detail but to be aware of main documents and their contents. In particular as an enrolled Middlesex student you have certain rights but also specific responsibilities. For details see the full University Regulations, in particular ‘University Membership’ (www.mdx.ac.uk/regulations), and if you have not already done so, explore UniHub (http://www.unihub.mdx.ac.uk) the student website which contains detailed advice and support to assist you further.

We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be the UniHelp (http://unihub.mdx.ac.uk/unihelp) which offers face-to-face, email and telephone information and advice, seven days a week. The Unihelp desk is located on the Ground Floor of the Sheppard Library and the advisors there will be pleased to help and direct you.

Here at Middlesex we are very proud of our staff and students and we look forward to helping you build on your skills and knowledge to fulful your full potential. We wish you well in your future studies.

School Direct: Primary

Jan WilliamsDean of School and Pro Vice-Chancellor

School of Health and EducationHendon CampusThe BurroughsHendonLondonNW4 4BT

Telephone: +44(0)20 8411 5426Web: http://www.mdx.ac.uk/about-us/our-schools/school-of-health-and-education

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1.2 Programme Leader’s Welcome

On behalf of our partnership schools and the Primary Education team at Middlesex University, we would like to welcome you to what we hope will be one of the most challenging but rewarding years of your life. The Middlesex Initial Teacher Training (ITT) Partnership has gained well-deserved recognition for establishing high quality ITT and prides itself on offering quality programmes that support training teachers in achieving high levels of attainment and professional standards. You have been selected as someone who possesses the attributes and potential necessary to maintain and improve our high standards. The School Direct Programme is designed to provide inspiring and challenging school-led training in preparation for your career in teaching.

During the course, you will be studying in both practical and theoretical situations. Reflecting on your progress and having clear precise targets for yourself is essential in ensuring your success. You will need plenty of energy and enthusiasm to motivate the pupils you teach and learn from the experienced practitioners around you. As a postgraduate student, you will be expected to be proactive in finding ways to progress during the year, with help from your colleagues, mentors and University tutors.

We hope that your experience on the programme provides you with the competence and confidence to embark on a fulfilling career in the teaching profession.

The School Direct programme is school-led. It is essential that you use this handbook in conjunction with other reference training documentation that you receive from your training schools. It should also be read in conjunction with the School Experience documentation and other documents that are published athttp://middlesexprimarypartnership.middlesex.wikispaces.net/School+Directand on your virtual learning environment (Moodle).

Very best wishes for a successful year,

Zina IoannouProgramme Leader for School Direct Primary

Christine KhwajaDirector of Primary Programmes

SD Alliance contacts

Dan Walker 020 8883 0608SD Lead Coldfall Primary d.walker@coldfall.haringey.sch.uk

Kelly Hitchcock 020 8368 2552SD Lead Bowes Primary Kelly.hitchcock@boweslearningalliance.org

Beth Hanham 020 8359 5430SD Lead Northgate Alliance bhanham@broadfields.barnet.sch.uk

Peter De Rosa 020 8804 1980SD Lead Durants School Peter.derosa@durants.enfield.sch.uk

Andy Griffiths 020 8368 3468SD Lead Brunswick Park Primary andy@brunswickpark.barnet.sch.uk

Sash Hamidi 020 8907 5434SD Lead Harrow Alliance ht@priestmead.harrow.sch.uk

School Direct: Primary

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2.CONTACTS AND COMMUNICATION2.1 Programme staff and contact details

The following members of staff are those who have a major input into your programme and you will be able to find most of these, as well as other important contacts listed in your Key Contacts on myUniHub; https://myunihub.mdx.ac.uk/web/home-community/mymiddlesex

Please contact staff by email.

Fiona Bailey F.Bailey@mdx.ac.uk

PGCE Programme Leader / Art and Humanities

020 8411 5056

Gavin Baldwin G.Baldwin@mdx.ac.uk

History and Music (part time) 020 8411 6584

Dr Victoria Brook V.Brook@mdx.ac.uk

Head of Initial Teacher Training

Sarah Patel S.X.Patel@mdx.ac.uk

D&T and IT & Computing

Alex Charalambous (part time) A.X.Charalambous@mdx.ac.uk

English and Geography 020 8411 6083

Anne Cullen A.Cullen@mdx.ac.uk

Science and SEND 020 8411 4378

School Direct: PrimaryDr Victoria de Rijke V.deRijke@mdx.ac.uk

English 020 8411 6369

Helen Farmery H.Farmery@mdx.ac.uk

BA Primary Year 2 Coordinator and Mathematics

020 8411 4751

Dr Elizabeth Flinn E.Flinn@mdx.ac.uk

Science and D&T (part time)

Zina Ioannou Z.Ioannou@mdx.ac.uk

School Direct Primary Programme Leader and Professional Studies for School Based Training

020 8411 5297

Dr Debbie Jack D.Jack@mdx.ac.uk

Head of Education 020 8411 6251

Atif Jaleel A.Jaleel@mdx.ac.uk

Mathematics

Lorraine Kaye L.Kaye@mdx.ac.uk

IT & Computing 020 8411 4387

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School Direct: Primary

Lorraine Kessler-Singh L.Kessler-Singh@mdx.ac.uk

BA Primary Programme Leader and English

020 8411 5803

Dr Christine Khwaja C.Khwaja@mdx.ac.uk

Director of Primary Programmes and Science

020 8411 5166

Darren McKay D.McKay@mdx.ac.uk

ITE Primary Partnership Manager 020 8411 4107

Anne Mulligan

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Maths and Geography

Linda Whitworth (part time) L.Whitworth@mdx.ac.uk

Religious Education and Citizenship 020 8411 4781

Departmental Programme Administrator

Aamir Khan A.A.Khan@mdx.ac.uk

Departmental Programme Administrator

020 8411 6832

Monica Johnson M.Johnson@mdx.ac.uk

Library Liaison Officer

Alexandra Pitt LET@mdx.ac.uk

Learning Department Unit Officer

Ana Rodriquez ITTPri@mdx.ac.uk

Placement Manager

School Direct: Primary

Graduate Academic Assistants

Sandy Gill S.Gill@mdx.ac.uk

Graduate Academic Assistant

Alina Ursuleanu A.Ursuleanu@mdx.ac.uk

Graduate Academic Assistant

Learning Enhancement Team (LET)

Your Academic Writing & Language Coordinator will provide academic support to you in areas such as writing essays and reports, giving presentations and participating in academic discussions. She will work with you in seminars and you can also contact her for individual support.

Alexandra PittRoom SB12Tel: 020 8411 6128Email: LET@mdx.ac.ukMore info on: http://unihub.mdx.ac.uk/let Means of communication: emails/phone/in person

Liaison Librarian

Your liaison librarian works closely with PrimaryITT staff to ensure the resources and support that you need is available and provides information and research skills workshops relevant to Primary Education. You can contact them if you require individual support or if you would like to suggest a book, DVD etc for the library.

Free Personal Textbooks to support your studies

The Library is working with your School to provide you with a free Personal eTextbook for every module you study. The book has been chosen by your module leaders as one which will be useful to you during the programme and is yours to keep permanently!

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The free eTextbooks are provided by Kortext. You can access your free eTextbooks via MyUni-Hub and your module area, browse them online or download them to your computer, smart phone or tablet. Support in how to get the most from your new ebooks can be found on UniHub: unihub.mdx.ac.uk/etextbooks or in the Library.

The Library will continue to have a good selection of books in both hard copy or electronically to support you during your course and you will also be able to buy other books from our new on-line book shop.

Progression and Support Advisors

Progression and Support Advisors are dedicated to helping all students’ progress to their next year and successfully complete their studies. We pride ourselves on providing a quality service that meets the individual needs of every student. We aim to do this by providing accurate in-formation, support, and advice in a non-judgmental, confidential and welcoming environment.

We focus on helping students progress by working with programme leaders and academics to support all students. We don’t just work by referrals from academics, but we also use data such as attendance and My Learning access to identify students who may need additional support.

For more information and how to contact us please follow the link below.

http://unihub.mdx.ac.uk/your-study/progression-and-support-advisors

Wellbeing Services

Disability and Dyslexia Support

The Middlesex University Disability Service supports students with a wide range of disabilities and medical conditions, including:

School Direct: Primary•         Specific learning difficulties (i.e. dyslexia)•         Visual impairment•         Mobility issues•         Ongoing illness•         Mental Health conditions•         Hearing impairment•         Autism Spectrum Disorders

Our team of Disability Advisers give advice and guidance and arrange support and

Reasonable Accommodations for Middlesex students with disabilities. To arrange an

appointment with a Disability Adviser please contact the service on 0208 411 2502 or

email us at disability@mdx.ac.uk.

Counselling and Mental HealthThe Counselling & Mental Health team provide mental wellbeing support and a confidential counselling and psychological therapy service to help you manage any challenges that arise while you study with us.

To make an appointment to see a psychological therapist, please book an appointment using this link on our UniHub Counselling & Mental Health pages :

https://unihelp.mdx.ac.uk/counsellingandmentalhealth   We have some same-day ‘mini’ appointments of 25 minutes each available Monday to Friday. To book an appointment, go to the Counselling & Mental Health UniHub page and follow this link: 

http://appointment-support.mdx.ac.uk/booking/counselling?_ga=1.154101105.876690093.1403017143  

For general enquiries, the team can be contacted at: counselling@mdx.ac.uk  For opening times, please visit the UniHub website, and our service will be listed under your support services.

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‘‘Nathan Wilson - 0208 411 6106Progression and Support Advisor

Nicola Duffy - 0208 411 4339Progression and Support Advisor

Students can contact a member of the Progression and Support Advice Team by also calling 020 8411 4423 or by submitting an online query on UnihHelp: http://unihub.mdx.ac.uk/your-support-services/unihelp.’’

Monica JohnsonRoom Library Email: m.johnson@mdx.ac.uk

School Direct: Primary

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3. YOUR PROGRAMME

3.1 Programme structure

The School Direct Programme is school-led with the majority of your training being school-based. The outcomes of successful completion are recommendation for Qualified Teacher Status (QTS) and the Postgraduate Certificate Professional Practice (PG Cert).

The school-based training is supported by central training days at the University where you will join PrimaryPGCE trainees for some professional and subject studies training. In addition, integral to the Programme are the PGCert professional assignments. These have been designed to draw upon your school experiences and enhance your progress towards being recommended for QTS, as well as enabling you to gain 60 credits at Masters Level.

Throughout the training you will be required to develop your knowledge and understanding for teaching across the Primary age range. The school-based training, central training and the PG Cert assignments will all support this development and the demonstration of expertise required within the Teacher Standards.

School-based Training takes place predominantly in your school and at least one other partnership school, the second setting. It includes all of your work within both school settings which is arranged and facilitated in the main by your school mentor and your University link tutor. As a school-based training model it is important that you recognise and engage with all forms of school based training. This can include the formal, concrete training you will receive during school Professional Studies sessions or staff INSET through to the more informal and implicit training you will receive from professional discussions and observations.

The second setting should ideally be for a minimum of half a term in the second school term. It should be planned with your mentor and approved by your link tutor to maximise your training opportunities. For example, you may have had minimal experience of working with pupils with a particular individual learning need and your second setting experience could provide further experience. The second setting must provide you with opportunities to teach in the same age ranges that you intend to qualify and your timetable should be approximately 60% whole class teaching. You will be expected to continue to maintain teaching files and records of progress against the Standards for your work within the second setting. These will form part of your Professional Practice Portfolio.

Central Training takes place on Wednesdays predominantly at the University and may also include other schools and settings in our partnership. Preparation and follow up tasks are an important part of your training in that they enable you to theorise your school-based learning and practice and apply theory back into your practice in order to support your achievement of the Teachers’ Standards. The tasks provide a seamless cohesion between school-based and central training. You are advised to seek the support of your mentor who will support you in completing preparation and follow-up tasks effectively.

Postgraduate Certificate Professional Practice in School Direct PrimaryTeaching

This PGCert and the associated assignments have been designed as an integral part of your School Direct programme. They will enable you to develop as a reflective learner and a teacher, with the additional benefit of gaining 60 academic credits at Level 7 (one third of an MA). The Institute of Work Based Learning (IWBL) at Middlesex University is the awarding body.

School Direct: PrimaryThe PG Cert consists of 3 assignments. The specific structure for assessment is as follows:Assignment Term Assessment Submission DateProgramme Planning: Planned Expectations

Autumn 2000 word essay 4th November 2016

Contemporary Issue: National Priority Presentation

Spring Group Presentation and Supporting Documentation

8th March 2017

SDP: Professional Development

Summer 5000 word essay 3rd May 2017

IMPORTANT: Assessment deadlines do occasionally change and while every effort has been made to ensure dates are correct at the time of publishing you should check your email and ‘My Learning’ on my UniHub so you are aware of any changes. You will be provided with further information about assessment submission methods as the need arises.

Subject Knowledge Audits: You will continuously review your subject knowledge and pedagogy using a subject knowledge audit. The purpose of this audit is to identify areas of subject knowledge and pedagogy that you will target for development across the training programme. This will be reviewed regularly by your school mentor and university link tutor in order to support your development and set appropriate tasks for completion.

3.2 School Timetable

All trainees will receive a training and development experience from the schools participating in their training. Your school experience will take place across two age ranges as appropriate to the primary age range. The timetable in school will form the core of your school-based training. It will reflect your prior experience and individual training needs including subject knowledge development, and as such it is likely to change throughout the training year. For example, in Term 1 you are likely to begin with a period of lesson observation, training and meetings. You will then gradually progress to taking whole classes and more solo teaching. This progression will be discussed during meetings with your mentor and university tutor. The percentage of contact time with whole classes will increase throughout the year. We normally recommend a maximum contact time of about 60%, but it is important to recognise that your training is school-led and timetabling decisions will also reflect school judgments on your progress and training needs. Contact time is a percentage of 4 days – one day per week is a training day. Your timetable will allow time for you to attend organised centre and school-based training sessions and to observe good practice.

3.3 Audit and Individual Training Plan

You will be required to self-assess your knowledge and understanding of the Teacher Standard areas and your subject knowledge for teaching. This will be recorded on the Assessment of Teacher Standards (ATS Initial) document. You will be supported in this process by your school mentor. This will then inform an individual training plan which will be reviewed by your university link tutor during University Welcome. Your plan will contain clear and developmental targets which will focus aspects of your training, and your school timetable will reflect your individual training plan.

3.4 Attendance requirements

Full attendance is required for both the school-based and centre-based elements of your training. You must contact the school/ your mentor and the university link tutor as soon as possible, ensuring you follow the school policy for notification of staff absence. Please refer to the school staff handbook for guidance. In addition you must contact your University Programme Leader. If you are absent from school experience it could affect your ability to meet all the Teacher Standards, and so it is essential that you remain in contact. You are also strongly advised to seek medical opinion at the earliest point of any illness in case certification should be required.

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Students are expected to arrive promptly for sessions, i.e. to be seated before the session is due to start. This minimises disruption for others and maximises time for learning. We appreciate that students might be late for reasons beyond their control, and so they will be allowed to enter the session within the first 15 minutes. Students who are late for a lecture will be held back and allowed in by a tutor at a convenient moment. Students who arrive for a class 15 minutes after the start time must not enter. Excellent attendance and punctuality is a professional requirement (see Part 2 of the Teacher Standards).

3.5 Professional, statutory and/or regulatory body requirements

The School Direct Programme is designed to enable you to meet the standards for QTS. The standards addressed will be clearly communicated to you through weekly meetings with your school mentor and your University link tutor. You will also keep an on-going audit of evidence to show that you have met these standards by the end of the course, and maintain teaching files during your training year.

As you are embarking on a course that prepares you to take on the professional responsibilities of being a teacher as indicated in the Teacher Standards, you are therefore expected to demonstrate consistently high standards of personal and professional conduct both in school and in University settings. The Teachers’ Standards Part Two defines the behaviour and attitudes that set the required standard for conduct during training and throughout a teacher’s career.

In order to be recommended for QTS, you must demonstrate that you have met the Teachers Standards for QTS as stipulated by the Department for Education. On successful completion of the School Direct Programme you will be recommended to the NCTL for QTS .

The School of Health and Education has a Fitness for Practice Policy and as part of that the Education Department has a Fitness for Practice annexe which outlines how issues relating to professional conduct or health matters are dealt with. Where it is deemed that a trainee or student may not be fit for practice then a case panel will be convened. The Fitness for Practice Policy operates alongside the University regulations and is available on UniHub.

An important aspect of being a professional is to respect confidentiality. You must, therefore, remember that all paperwork that you produce is public. In assessed work you must not reveal the identity of schools, teachers and pupils for example.

Ethical issues in relation to assignments, particularly with regard to school-based research, are discussed within central training and in the following publication:Wilson, E (2009) School-based Research: A guide for education students London: SAGE

Children’s Rights and Trainees’ ResponsibilitiesThe UN Convention on the Rights of the Child is a human rights treaty (which the UK has signed up to) that enshrines specific children’s rights in international law. These rights define universal principles and standards for the status and treatment of children worldwide, where a ‘child’ is defined as every human being below the age of eighteen. UNICEF’s Rights & Responsibilities for Children Article 16 states: ‘Children have the right to privacy. The law will protect them from attacks against their way of life, their good name, their families and their homes.’ The teacher’s Code of Conduct and Practice lays out ‘Standards of propriety expected of the profession’ including ‘observing confidentiality and respect’ regarding pupils and misconduct such as ‘swearing or being offensive’ or ‘failing to safeguard pupils,’ which could result in disciplinary hearings for incompetence.

School Direct: PrimaryBeing a teacher is a privilege. Large groups of children are placed under your care, and you are given a huge responsibility for their wellbeing. Teaching requires a high ethical standard, fully professional conduct and constant care of duty. Your University, schools, parents and class are depending on you to be responsible at all times in every way you can. You are a model for others.

This means that a teacher acting with thoughtlessness or disrespect about a child, children or their families could be breaking professional standards or breaking the law. Casual use of names, words or images on Facebook, etc, emails or text messages could be seen by others, cause offense, or be copied and misused, which is the writer’s responsibility. This or using resources carelessly from unchecked or inappropriate Internet sites, etc., could be a ‘violation of ethical standards, unprofessional conduct or the neglect of duty’, and could cost you your qualified teacher status (QTS).

It is our requirement at Middlesex University that all our trainees are always positive, professional and vigilant about children and for children in support of their human rights. All schools have an Acceptable Use policy for using technology from the internet to video or mobile phone cameras, which students must read and follow. If in any doubt about any of these matters, check with a tutor, mentor or practising teacher.

3. 6 Assuring the quality of your programme

The School Direct programme is largely school-led and school-based in our partnership schools and the Partnership works closely to ensure that standards of training and achievement are consistent across the partnership. There are a number of different ways in which the Middlesex University Partnership works to assure quality of the School Direct Programme. University link tutors visit trainees and schools regularly to discuss overall and individual trainee progress. The findings from these visits are fed back to the school mentor or Professional Coordinating Mentor (PCM), Programme Leaders and the Director of Primary programmes. University tutors and school mentors participate in joint lesson observation and feedback sessions with trainees, and PCMs have a role in monitoring the quality of mentoring support in individual schools. The roles of these individuals is set out in the Quality Assurance: School Direct document (Supporting document 7.1, below)

The programme also has input from external examiners who assure that the standard of Middlesex awards is comparable to those in other higher education institutions and that the programme curriculum, teaching, assessment and resources are appropriate. In addition trainees are invited to provide evaluative feedback through the completion of exit surveys and contributions to Board of Studies.

3.7 Reading

There are a number of texts that will support your school-based training and development as a teacher. It is recommended that you spend time reading and developing your interests and capacity for critical reflection on your practice. You will be referred to appropriate literature during central training sessions and provided with indicative reading for the modules that you take as part of your PGCert. Here are some titles for recommended literature that will support your training as a Primary teacher. Your subject tutors will also be able to recommend additional subject based texts.

Reading Lists:

Reflective Practice Reading List:Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit Hatton,N. Smith,D. (1995) Reflection in teacher Education. Teaching and Teacher Education. Vol 11 p33 – 49

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Kolb, D. (2015) 2nd ed Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, New JerseyLaBoskey, V. K. (1994). Development of Reflective Practice: A Study of Preservice Teachers. New

York: Teachers College Press.McGregor, D. & Cartwright, L. (2011) Developing reflective practice: A Guide for Beginning Teachers Maidenhead: OUP Moon, J (2006) Learning journals: a handbook for reflective practice and professional development London: Routledge Pollard Andrew et al (2002) Readings for Reflective Teaching in Schools London: Continuum Pollard, A. et al (2008) Reflective Teaching: Evidence-based Professional Practice London: Continuum Schon, D. A. (1991) How Professionals Think In Action Aldershot: Arena (Ashgate) (Multiple copies available.)

Teachers’ Standards Reading List:Teaching and LearningAusubel, D. (2000). The Acquisition and Retention of Knowledge. Dordrecht: Kluwer Academic

Publishers.Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every

Day. Eugene, OR: International Society for Technology in Education.Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial

effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715–730.

Costa, A. L. (2008). The School as a Home for the Mind: Creating Mindful Curriculum, Instruction, and Dialogue. Thousand Oaks, CA: Corwin Press.

Dewey, J. (1938). Expereince and Education. New York, NY: Touchstone.Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American

Psychologist, 51(11), 1153–1166.Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), 906–

911.Hattie, J. & Yates, J., 2014. Visible Learning and the Science of How We Learn. Oxon: Routledge Howard-Jones, P. A., Jay, T., Mason, A., & Jones, H. (2015). Gamification of Learning Deactivates

the Default Mode Network. Frontiers in Psychology, 6(1891), 1–16.Kahneman, D. (2011). Thinking, fast and slow. London: Penguin.Kolenick, P. L., & Hillwig, S. A. (2011). Encoruaging metacognition: Supporting learners though

metacognitive teaching strategies. New York, NY: Peter Lang Publishing Inc.McGuire, S. Y. (2015). Teaching Students How to Learn. Sterling, VA: Stylus Publishing.Newton, D. P. (2012). Teaching for understanding. (2nd, Ed.). Abingdon: Routledge.Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence.

Psychological Science in the Public Interest, 9(3), 105–119.Schunk, D. H. (2014). Learning theories: An educational perspective. Harlow: Pearson Education

Ltd.Vygotsky, L. (1978). Mind in Society: the development of higher mental processes Cambridge, MA:

(M. Cole, Trans.). Cambridge, MA: Harvard University Press.

Lesson PlanningAbersonn, M. & Light, D., 2015. Lesson planning tweaks for teachers: small changes that make a big difference. 1st ed. London: Bloomsbury Education.Berry, A., Loughran, J. & Driel, J. H. v., 2008. Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30(10), pp. 1271-1279.Butt, G., 2008. Lesson Planning. 3rd ed. London: Continuum.Haynes, A., 2010. The Complete Guide to lesson planning and preparation. 1st ed. London: Continuum.John, P., 1995. Lessson Planning for Teachers. 1st ed. London: Cassell Education Limited.John, P., 2006. Lesson planning and the student teacher: re‐thinking the dominant model. Curriculum Studies, 38(4), pp. 483-498.

School Direct: PrimaryRusznyak, L. & Walton, E., 2011. Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change, 15(2), pp. 271-285.Shulman, L., 1986. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), pp. 4-14.Tyler, R., 1950. Basic Principles of Curriculum Instruction. Chicago: University of Chicago Press.Wiggins, G. & McTighe, J., 2005. Understanding By Design. 2nd ed. Alexandria: ASCD.

Behaviour ManagementBennett, Tom. (2016) ‘Developing behaviour management content for initial teacher training (ITT)’ Leaman, Louisa. (2007) ‘Dictionary of Disruption.’ Continuum. McPhillimy, Bill. (1996) ‘Controlling your Class.’ John Wiley & Sons. Roffey, Sue. (2010) ‘Changing Behaviour in Schools: Promoting Positive Relationships and Wellbeing.’ Sage. Rogers, Bill. (2011) ‘Classroom Behaviour.’ 3rd edition. Sage. Rogers, Bill. (1997) ‘You Know the Fair Rule.’ 2nd edition. Financial Times: Prentice Hall. Tauber, Robert T. (2007) ‘Classroom Management.’ 4th revised edition. Praeger. White, John, Gardner, John. (2012) ‘The Classroom X Factor: The Power of Body Language and Nonverbal Communication in Teaching.’ Routledge.

QuestioningBloom, B. S., Engelhart, M. D.. Furst, F. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Cognitive domain. New York: McKay.Brock, R. (2007). Differentiation by alternative conception: Tailoring teaching to students' thinking. School Science Review, 88(325), 97-104.Elder, L. & Paul, R. (1998). The role of Socratic questioning in thinking, teaching, and learning. The Clearing House, 71(5), 297-301.Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up!. Journal of teacher education, 37(1), 43-50.Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of educational research, 57(1), 69-95.Wragg, E. C. & Brown, G. (2001). Questioning in the secondary school. London: Routledge

DifferentiationSilberman, S. (2015). Neurotribes: The legacy of autism and the future of neurodiversity. Crows Nest, Australia: Allen and Unwin.Brock, R. (2007). Differentiation by alternative conception: tailoring teaching to students' thinking. School Science Review, 88(325), 97-104.Department for Education (2015). Special educational needs in England: January 2015. London: DfE. Accessed 10th August 2016. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447917/SFR25-2015_Text.pdfFraser, C., & Meadows, S. (2008). Children's views of Teaching Assistants in primary schools. Education 3–13, 36(4), 351-363.Heacox, D. (2002). Differentiation Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. Thousand Oaks, CA: Corwin Press.Humphrey, N., Lendrum, A., & Wigelsworth, M. (2010). Secondary social and emotional aspects of learning (SEAL): National evaluation. Nottingham: Department for Education.Jarvis, J. (2015) Inclusive classrooms and differentiation. In Weatherby-Fell, N. (Ed.) Learning to teach in the secondary classroom (pp. 154-171). Melborne: Cambridge University Press.Kise, J. (2007). Differentiation through personality types. Thousand Oaks, CA: Sage.Strand, S. Malmberg, L. & Hall, J. (2015). English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database. University of Oxford, Department of Education. Accessed 10th August 2016. Available from:

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https://v1.educationendowmentfoundation.org.uk/uploads/pdf/EAL_and_educational_achievement2.pdf

Assessment & FeedbackBennett, R., 2011. Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), pp. 5-25.Black, P. et al., 2003. Assessment for Learning: Putting it into Practice. Berkshire: Open University Press.Black, P. & Wiliam, D., 1998. Inside the Black Box: Raising StandardsThrough Classroom Assessment. Phi Delta Kappa International, pp. 139-148.Butler, R., 1988. Enhancing and undermining Intrinsic Motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58(I), pp. 1-14.Clake, S., 2014. Outstanding Formative Assessment: Culture and Practice. Oxon: Hooder Education Dweck, C., 2006. Mindset: How You Can Fulfil Your Potential. New York: Ballantine Books.DfE, 2015. Final report of the Commission on Assessment without Levels, s.l.: Crown Copyright.Earl, L. & Katz, S., 2006. Rethinking Classroom Assessment with Purpose in Mind, Winnipeg: Manitoba Education, Citizenship and Youth.Hattie, J., 2003. Teachers Make a Difference: What is the research evidence?. Melbourne, Australian Council for Educational Research .Hattie, J. & Timperley, H., 2007. The Power of Feedback. Review of Educational Research, 77(1), pp. 81-112.Jones, S. & Tanner, H., 2006. Assessment. 2nd ed. London: Continuum International.Leahy, S., Lyon, C., Thompson, M. & Wiliam, D., 2005. Classroom Assessment: Minute by Minute; Day by Day. Educational Leadership , pp. 18-24.McMillan, James, (Ed.), 2013. SAGE Handbook of Research on Classroom Assessment. Thousand Oaks, CA: SAGE Publications, Inc..McTighe, J. & O'Connor, K., 2005. Seven Practices for Effective Leaming. Educational Leadership, 63(2), pp. p10-17.Shute, V., 2008. Focus on formative feedback. Review of Educational Research, 78(1), pp. 153-189Spendlove, D., 2009. Putting Assessment for Learning into Practice. London: Continuum Books.Wiggins, G. & McTighe, J., 2005. Understanding By Design. 2nd ed. Alexandria: ASCD.Wiliam, D., 2011. Embedded formative assessment. Bloomington: Solution Tree Press.

Primary Reading List :EnglishCore reading:Joliffe,W. & Waugh,D. (2012) Teaching Systematic Synthetic Phonics in Primary Schools, London: Sage Medwell, J., Moore, G., Wray, D. & Griffiths, V. (2012) Primary English Knowledge and Understand-ing (6th edition),Exeter: Learning MattersMedwell, J., Moore, G., Wray, D. & Griffiths, V (2012) Primary English: Teaching Theory and Prac-tice ( 6th edition),Exeter: Learning MattersMercer, N. & Tweddle, S. (2008)Exploring Talk in School, London: SageRose, J. (2006)Independent Review into the Teachingof Early Reading, Nottingham:DfES

MathematicsHaylock, D. (2010) Mathematics Explained for Primary Teachers: 4thEdit.London:Sagenghileri, J. (2006) Teaching Number Sense, London: Continuum Askew, M. (2012) Transforming Primary Mathematics,

School Direct: PrimaryAbingdon: Routledge Boaler, J. (2009) The Elephant in the Classroom, London: Souvenir PressDrews, D & Hansen, A. (2007) Using resources to support mathematical thinking: primary and early years, Exeter: Learning Matters

ScienceHarlen, W. and Qualter, A. (2009) 5th Ed The Teaching of Science in Primary Schools,London: David Fulton Pub Chapters 4, 8 & 19Harlen, W (Ed) (2010) Principles and big ideas in science,Hatfield: Association of Science Educa-tion

ComputingBarber, D, Cooper, L. & Meeson, G (2007) Learning and Teaching with Interactive Whiteboards,Ex-eter: Learning MattersBeauchamp, G (2012) ICT in the Primary School: From Pedagogy to Practice,Essex: Pearson Edu-cation

R.E.Blaylock, L.(ed) (2004) Representing Religions, Birmingham: CEP McCreery, E. Palmer, S. & Voiels, V. (2008) Teaching Religious Education: Primary and Early Years,Exeter: Learning MattersQCA (2004) Non-statutory National Framework for Religious Education, London: QCA DCSF (2010) Religious Education in English Schools Non-statutory guidance http://media.education.gov.uk/as-sets/files/religious%20education%20guidance%20in%20schools

P.E.Casbon C. & Spackman L. (2005) Assessment for Learning in Physical Education,British Associ-ation of Advisers and Lecturers in Physical Education (baalpe)Griggs, G. (ed.) (2012) An Introduction to Primary Physical Education,London: Routledge

Cross- CurricularBarnes, J.(2011) Cross-Curricular Learning 3-14(2nded), London: SageBeames, S., Higgins, P. and Nicol, R.(2012) Learning outside the Classroom: Theory and Guidelines for PracticeLondon: RoutledgeBoys, R &Spink, E. (eds) (2008) Teaching the Foundation Subjects, London: ContinuumKerry, T. (2011)Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imagin-ative Lessons,Abingdon: Routledge

ArtCox, S. and Watts, R., (eds) (2007)Teaching Art and Design 3-11: Reaching the Standard,London:Continuum Fisher, R. and Williams, M. (eds)) Unlocking Creativity, Teaching across the Curriculum, London: David Fulton (pp6-20

GeographyGrigg, R. and Hughes, S.,(2013) Teaching Primary Humanities, Essex: Pearson Scoffham, S. (ed) (2010) Primary Geography Handbook,Sheffield: Geographical Association

MusicMills J (2009) Music in Primary School, Oxford: OUP

History

School Direct: Primary Handbook 2016-17Page 28

Turner-Bisset, R. (2004) History in the Primary Classroom,David Fulton

Design & TechnologyNewton (2005)Teaching Design & Technology,London: SAGE

4. TEACHING, LEARNING AND ASSESSMENT

The learning, teaching and assessment approaches used throughout your programme will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning as well as opportunities to reflect upon and learn from that feedback.

4.1 Teaching and Learning

You will be actively involved in a range of learning, teaching and assessment approaches as part of your School Direct training. Such active approaches aim to put you at the centre of your learning so that you are involved and engaged in all aspects. Your programme will require your active participation in learning activities and engagement with your fellow students both individually and collaboratively, working and learning with other students as part of a small group. Learning activities will occur mainly within the school setting, but also at University and externally to these settings.

Your learning will also be supported by technology. Your programme will be facilitated using a variety of media and online tools (My Learning on UniHub, wikis, etc) which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by the time and space associated with traditional teaching methods you may take part in online discussions and learning activities from wherever you are based.

Your tutors and the UniHelp desk will provide any support you may need whilst learning online. By engaging with e-learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to: working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.

E-LearningBy design School Direct is a blended learning programme. Trainee teachers spend most of their time learning within the school setting and this is enhanced by the more theoretical learning at University. To help us bridge this experience and make it a coherent whole we make use of some eLearning.

From the point of interview trainees engage with tutors at the University. We provide ‘bridging materials’ that support and develop existing subject knowledge and expertise. These are often developed through wikis. The University has a license to use http://www.wikispaces.com. The type of pre-course activities that trainees engage in prior to the start of the course will include observations in school, writing reflections on these, reading specific books and journals, and developing subject knowledge.

4.2 Assessment

The School Direct Programme includes assessment for QTS through the school-based practice and assessment of the PGCert outcomes through the University led assignments.

School Direct: PrimaryPrinciplesAssessment on the School Direct Programme has been developed to meet the University’s aspirations expressed through its Enhancing Learning Teaching and Assessment (ELTA) Strategy to enhance the assessment experience for Middlesex students on innovative programmes leading to improvements in student achievement.

The School Direct programme will continue to adopt innovative approaches to assessment that integrate formative and summative assessment for monitoring and self-evaluation in an improvement cycle designed to continuously raise the standards of trainee teachers.

The following principles have been adopted:

o Assessment at each stage of the course measures the progress made by trainee teachers against the standards for QTS.

o Assessment informs and reinforces learning by students and is embedded in student learning. Assessment tasks are linked directly to taught sessions.

o Assessment is clearly aligned with learning outcomes and is appropriate to the diversity of students

o Assessment relates to a breadth of evidence developed through integrated study and school-based practice.

o The assessment process is collaborative and involves trainees, mentors and tutors.

o Detailed assessment criteria are published and shared with students and by all those involved in assessment. Audits and reports are made available to all parties in order to provide information to support planning.

o Trainee teachers are required to take responsibility for their own learning and aspire to the highest standard in a continual process of self-assessment. This is an essential feature of their professional development and characteristic of professional practice. Students engage in peer and self-review of assignments.

o Formative feedback to trainees by tutors and mentors supports a process of target setting and action planning for development

o Students receive prompt, clear and constructive feedback and feed forward where appropriate on their performance.

o The Primary initial teacher education team take responsibility for ensuring that the assessment process is carried out consistently and fairly for all trainee teachers through monitoring and moderation processes.

o The Primary initial teacher education team are responsible for ensuring that the university assessment regulations, standards and criteria are applied rigorously and consistently across all Primary School Direct pathways through the process of moderation.

o There are staged deadlines to manage the assessment workload.

o Guidance is provided on academic writing with targeted individual support

School Direct: Primary Handbook 2016-17Page 30

Assessment regulationsThis section should be read and considered in conjunction with the assessment guidance within the University Regulations, and is covered in more detail in the PG Cert Handbook and the PG Cert Summary Guidance for each assignment, which are available on the Middlesex University Wiki.

You will be provided with separate guidance for these assignments which will clarify the nature and style required. Submission dates are published in advance and comply with university regulations. The workplace focus of assignments will both feed into and draw from the trainee teacher’s professional experience and individual training needs. In addition to the school-led Initial Teacher Training programme, which is based in schools and allows School Direct (SD) trainees to work towards gaining qualified teacher status (QTS), trainees also undertake a PGCert with the Institute for Work Based Learning (IWBL) at Middlesex University. The Primary trainees' award is:

"Postgraduate Certificate Professional Practice in School Direct Primary Teaching."

The programme uses the work based learning framework for the postgraduate professional practice programmes and is compiled of 100% work based learning credits. It is constructed of two components;

1) Accreditation of Prior Experiential Learning (APEL): SD trainees complete two assignments, as evidence of accredited activity, which leads to an APEL claim for 40 credits

2) Work Based Learning negotiated project: SD trainees complete a third assignment which leads to the achievement of a further 20 credits with the Institute for Work Based Learning (IWBL)

Date due Summary task Accreditation & assessment

Assignment 1 Term 1

Critical review of planned learning on the School Direct Programme, based on com-pletion of the ATS initial and subject audit

APEL claim 10 credits at Level 6 2000 words

Assignment 2 Term 2 Critical analysis of an important contempor-

ary educational issue

APEL claim 30 credits at Level 7 Group presentation & report

Assignment 3 Term 3

Critical reflection on how research, and training have informed, influenced and af-fected personal and professional develop-ment across the School Direct training year

IWBL awarding body 20 credits at Level 7 5000 words

PG Cert provides the trainees with an appropriate means of reflecting on their practice, demonstrating deep knowledge of at least one of the national priorities in teaching and learning and engaging in a school/work place related project. The programme aims to develop students as reflective practitioners who are able to critically investigate relevant issues to inform their practice. By the end of the Programme students will be able to:

o critically reflect on their own practice as new teacherso understand the interrelationship between learning and teaching through critically investigating

relevant issueso apply their own knowledge to a wide range of contexts, beyond being directed by others.o evaluate the effectiveness of planning, teaching, monitoring and assessmento evaluate the impact of their practice on pupils and staff members they work witho consider ethical issues when dealing with, reflecting and reporting on sensitive issues

School Direct: PrimaryPG Cert: Assignment 1This is a 2,000 word assignment, which critically reviews planned training and learning experiences for the School Direct Programme.

The initial consideration for this assignment is the completion of the ATS Initial document alongside an initial subject audit. These will enable the critical review of a trainee’s Individual Training Plan targets, in which initial training priorities have been established.

PG Cert: Assignment 2This is a group presentation and report (equating to around 500 words per group member) in which trainees critically analyse an important contemporary educational issue.

This assignment draws upon both personal experiences from the different school contexts of group participants and research and evaluation of literature , in order to present a critical perspective on a contemporary educational issue (for example, those relating to SEND, behaviour management or EAL provision)

PG Cert: Assignment 3This is a 5,000 word assignment, which retrospectively and critically reflects on how research and training have influenced and affected the personal and professional development of trainees. This will allow a critical reflection of how the School Direct Programme has enabled the trainee to become an effective teacher and supported them in setting appropriate goals for their Newly-Qualified Teacher (NQT) Year.

Assessment of School ExperienceTrainees must meet all the Teacher Standards in order to be recommended for QTS by the end of the programme. Evidence for meeting these standards will be collected throughout the training year and collated in your final professional portfolio. Your portfolio is where you will gather together full records of your progress, your teaching and reflection on your learning and professional practice.

The assessment criteria for all courses leading to QTS are nationally specified and all schools and trainee teachers are given the detailed revision of the Standards.

Specialist external examiners visit the course as part of the University’s quality assurance proced-ures. The external examiners then moderate a sample of Trainees. This entails external examiners in the observation of trainees teaching and a discussion with the school mentors and the University sub-ject leader.

Consistent with grading across the programme final assessment of teaching is graded with best fit on a 4 point scale:

Grade 1: The trainee is meeting the Standards to and outstanding level Grade 2: The trainee is meeting the Standards to a good levelGrade 3: The trainee is meeting the Standards to a minimum levelGrade 4: The trainee is failing to meet any one Standard to a minimum level

This is for quality assurance purposes: however at the final assessment board all that is recorded is simply ‘pass’ or ‘fail’ but the comprehensive profiling system forms a wealth of supporting informa-tion. Trainees who have failed to reach the necessary level of teaching standards will be considered individually, and the School Direct assessment board will make a ruling on the period of further as-sessed school experience needed, if appropriate. Partnership schools will also be involved at this stage with any decisions made. Trainees are reminded that there is no automatic right to reassess-ment of the teacher standards.

School Direct: Primary Handbook 2016-17Page 32

School-based AssessmentElements include:

o Use of the appropriate standards linked guidance during lesson observationo Grading Traineeso Mentor sessions, target settingo Supporting assignmentso Targeted individual support

Use of the appropriate guidance during lesson observation and the assessment profiles allows tu-tors and mentors to provide feedback to trainees that develops a sense of progress and identifies targets in relation to the standards. Evidence of achievement against the standards must be logged by the traineeand appropriate progress records collated within the portfolio.

Grade characteristics of trainees are shared with mentors and trainees. These have been mapped to the standards areas that are used for reporting in order to ensure that they are applied systemat-ically and that the data resulting from assessments are rigorous and robust. The use of these char-acteristics for assessment and reporting is discussed at mentor training sessions to ensure consist-ency and where possible, training mentors observe other trainees and discuss grades to support their understanding.

Mentor weekly meeting sheets have clear discussion points to focus the school-based training. Trainees are required to target specific standards each week, according to individual need. Mentor development sessions stress the use of QTS standards in observations and target setting and mon-itoring progress.

Trainees are required to continually update a ‘standards mapping document’. You will be given de-tailed guidance regarding the range of evidence required, which should come from all elements of the training programme.

The formal assessment of school experience requires mentors to reflect on and judge trainees’ per-formance against the standards before pointing towards clear and specific ways forward to address gaps and areas of weakness. As part of their individual training plans trainees devise action plans through self-evaluation linked to their standards mapping and their knowledge audits.

The assessment procedure is reviewed annually following the end of the last academic programme, one of the advantages of a one-year course is that change can be initiated and introduced rapidly. The assessment processes have been designed to allow a more holistic assessment of achieve-ment against the standards. Groups of standards are defined more broadly to allow feedback to ad-dress linking themes such as the personalisation of learning, collaborative practice and the well-be-ing of children.

Lesson ObservationGaining feedback on your lessons comprises a large element of both formative and summative feedback. You will be observed regularly during the training year. Some of these observations may be informal with verbal or informal feedback provided. However on a weekly basis you should re-ceive a formal lesson observation from either your mentor or one of the class teachers with whom you are working. The feedback you receive will be recorded on a lesson observation template and will record achievements and targets in relation to the Teacher Standards. When your University tu-tor visits they are likely to observe you teach jointly with your mentor. When you are being observed you need to provide the observer with:

A copy of your lesson plan which shows how this lesson relates to the unit/scheme of work (lesson plans should be completed using the Middlesex University lesson planning guid-ance)

Previous lesson evaluation(s)

School Direct: Primary Class list (and where possible, seating plans) with information regarding the class profile, for

example, SEND, EAL, levels of achievement

The role of the University Link TutorYou will be visited up to five times during your training year by a University link tutor. Each visit will have a different focus and purpose, but at each visit the tutor will meet with your mentor and your-self to review progress and plan for development. You will receive an indicative grade for your pro-gress towards meeting the Standards at least once a term.

The Professional Development PortfolioYour portfolio is a professional document which you will use to support all evidence claims for meet-ing the QTS Standards. You will be advised about compiling the portfolio by your programme leader and University tutor. You will also maintain other school and professional development files to which you will cross reference when claiming evidence of achievement against the Standards. Your portfo-lio should always be up to date and available for scrutiny when your University tutor visits – and for the weekly mentor meetings with your mentor.

Your portfolio will include: Records of progress: ATS documents, tutor visit reports, weekly mentor meeting records Subject knowledge development: Subject knowledge audits and enrichment documents Reflective diary: Weekly reflective inputs on your development as a learner and professional

practitioner

ATS documentsThese are the documents that you will use to map evidence claims and record assessment of the Teacher Standards as you progress through the course. They include:

ATS Initial: Initial audit and training plan ATS Term 1, ATS Term 2, ATS Term 3: End of term mapping of evidence claims and grad-

ing against each of the Teacher Standard areas ATS Second SchoolSetting Record and Report: Report of evidence claims against the

Teacher Standards from the second placement experience ATS SD Transition: Record of targets for welcome as a newly qualified teacher

Working FilesYou will be expected to maintain orderly teaching and professional development files from both school settings. These should always be up to date and available for scrutiny when your University link tutor visits – and for the weekly mentor meetings with your school mentor. You will refer to ex-amples of evidence from these files within your standards mapping document.

These should include: Reference to schemes of work or examination specifications Lesson planning and your own lesson evaluation Lesson observation feedback Lesson resources Records of pupil progress and assessment for your classes Examples of pupils marked work Records of school-based and centre-based training

Assessment FeedbackAssessment is an integral part of learning and you may hear it referred to as formative or summative.

Formative assessment is developmental in nature and designed to give you feedback on your performance and how it can be improved. As a result you will get detailed feedback on formative assessment but not a grade. Formative assessment is an important part of the learning process and has been shown to contribute to enhancement of learning and the raising of standards.

School Direct: Primary Handbook 2016-17Page 34

You will receive feedback from tutors and your fellow students throughout the course both in University through group activity and tutorials and in school through peer coaching and guidance from mentors and tutors.

Summative assessment is designed to measure the extent to which you have achieved the intended learning outcomes of a module and therefore the appropriate grade to be awarded. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner and on this programme will mainly comprise the three PGCert assignments and your performance in school which is assessed and monitored by your school mentor and the visiting University link tutor.

Assessment may also involve self, peer or group approaches. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding and also identifying areas where can see you have room to improve. Assessment may also be a peer process where students, individually or as groups, offer feedback on one another’s work. Group assessment may also be part of your programme where part of the assessment requires you to demonstrate your ability to work as part of a group and possibly receive a group mark.

Feedback on your assessment (both formative and summative) provides the opportunity for you to reflect and to use the feedback as the basis for learning and to improve your work.

Feedback can take many forms and may be informal. For example it may be given and discussed orally in the classroom, or it may be more formal and delivered in written or audio form from academic staff or fellow students. Understanding your feedback is very important and to achieve this you are encouraged to discuss feedback with your peers and academic staff.

Receiving feedback on your work is an essential and important part of learning and therefore all programmes provide regular opportunities for formative assessment, the purpose of which is to get detailed feedback on your performance so you get a regular update on how you are developing and to prepare you for any summative assessment.

Feedback on summative assessment will be offered in a variety of forms and all your work will be marked and moderated in line with the Code of Assessment Practice which can be found in section M of the University Regulations: http://www.mdx.ac.uk/regulations

You will normally be provided with feedback within 15 working days of the published submission date.

4.3 Targeted support

There are two stages of targeted support for Trainees during their school experience:

Stage 1: Progress support planMentors are asked to review the record of weekly meetings that will be recorded by trainees. They are also asked to make a judgement on the progress being made and content of the Trainee’s files. This is done using the weekly Mentor Meeting Record sheet. If progress is judged as poor then additional support needs to be given to meet all targets. These records should clearly identify the additional help the Trainee needs and specific actions that they will be required to undertake. Raising these initial concerns does not mean the Trainee is ultimately at risk of failing. Tutors at Middlesex will monitor weekly meeting sheets and mentors should also inform them by e-mail that extra support is needed. Often teaching skills have to be learnt and some Trainees who make a slow start can become very effective teachers given the time to develop their skills and confidence. It is far better to identify additional support early rather than waiting and hoping for an improvement

School Direct: Primarythat does not materialise. In such cases it may be too late to make an effective intervention. The Professional Coordinating mentor should always be informed if expected progress is not being made.

Examples of factors that could require additional support may include: Punctuality / Attendance Dress Lack of self-critical awareness Unable or unwilling to accept professional criticism Difficult relationships with staff Lesson planning does not show sufficient depth Lesson delivery does not reflect the stage of placement Behaviour management needs attention

Stage 2: A Cause for Concern processIf progress is not made despite extra-targeted support being given, as identified on the weekly meeting records, then a Cause for Concern Form may be initiated. At this stage tutor, Mentor, Co-ordinating Mentor and Trainees should recognise that whilst the first purpose of raising the form is to identify issues that are causing a lack of development unless issues are successfully addressed the Trainee may fail the programme. A Trainee is considered to be failing,or is judged to be in danger of failing, if they are not making sufficient progress towards meeting the Teachers’ Standards. The Mentor, Coordinating Mentor or Programme Leader can initiate a Cause for Concern in consolation with the Programme Leader.

Examples of behaviour that could require the raising of a Cause for Concern: Continued problems with Punctuality or Attendance Unrealistic critical awareness of lesson planning and or delivery Unable or unwilling to accept professional criticism Continuing difficult relationships with staff Lesson planning consistently does not show sufficient depth Lesson delivery consistently does not reflect the stage of placement Behaviour management strategies are consistently not being applied or are ineffective due

to lack of consistency by the Trainee.

The kinds of actions that may be appropriate include:

Ensuring the Trainee receives consistent guidance about action to be taken. Weaker Trainees often have difficulty in choosing the best approaches from a number of op-tions suggested.

Ensuring the teaching load is appropriate for the current situation. Ensuring classes being taught are appropriate for the current situation Arranging for the Trainee to work alongside an experienced teacher in a support role.

For example leading specific sections of the lesson in order to allow them to work to their strengths and hence develop successful practice.

Providing extra support in developing the Trainees subject knowledge. Arranging for additional, focused, observation perhaps outside as well as inside the

department in order to develop the Trainees understanding of good teaching in prac-tice.

Setting clear and unambiguous short-term achievable targets.

School Direct: Primary Handbook 2016-17Page 36

Outcome 1C4C passed. No further concern

Situation improves, no further action

Judged as poor progress

again

Eith

Flow diagram for Trainees requiring extra Targeted support

Instigators and Trainee meet; C4C form completed including nature of concern, evidence for concern, standards, targets, support and date set for review of targets. Normally ten to 15 working days.

Relevant sections to be signed and emailed to relevant people

Instigators and Trainee meet; C4C form completed including nature of concern, evidence for concern, standards, targets, support and date set for review of targets. Normally ten to 15 working days.

Relevant sections to be signed and emailed to relevant people

School Mentor / University Link Tutor / Programme Leader/ PCM supports Trainee in meeting, set targets and notes progress.

School Mentor / University Link Tutor / Programme Leader/ PCM supports Trainee in meeting, set targets and notes progress.

At date set for completion of targets, School Mentor, PCM, University Link Tutor and programme leader reviewprogress and

complete form. Decision made on outcome.

At date set for completion of targets, School Mentor, PCM, University Link Tutor and programme leader reviewprogress and

complete form. Decision made on outcome.

Outcome 2Trainee fails C4C remove from

course

Outcome 3Some progress made, extend C4C. New date set for review. Once only

School Mentor sets additional support targets and monitors progress at

next meeting

School Mentor sets additional support targets and monitors progress at

next meeting

Weekly Meeting Sheets

School Mentor has judged Trainee to be

making poor progress.

Weekly Meeting Sheets

School Mentor has judged Trainee to be

making poor progress.

School mentor established progress support plan and

monitors the situation

Situation improves, no further action

No improvement over 2-3 weeks, further action

needed

Cause for Concern process agreed with University Link Tutor

and Programme leader

Or

Eit

EitheO

r

School mentor established progress support plan and

monitors the situation

Situation improves, no further action

Situation improves, no further action

Judged as poor progress

again

Cause for Concern process agreed with University Link Tutor

and Programme leader

No improvement over 2-3 weeks, further action

needed

Outcome 3Some progress made, extend C4C. New date set for review. Once only

Outcome 1C4C passed. No further concern

Outcome 2Trainee fails C4C remove from

course

4.4 Appeals

All students are able to appeal against Assessment Board decisions and the outcome of academic misconduct cases. The regulations for appeals are set out in Section G of the university regulations:http://www.mdx.ac.uk/aboutus/Strategy/regulations/index.aspx

More information can be found on UniHub:http://unihub.mdx.ac.uk/study/assess/appeals/index.aspx

ComplaintsIf you have cause to make a complaint against any aspect of university life, you can find out information on the process on UniHub:http://unihub.mdx.ac.uk/mdx/feedback/complaint/index.aspx

5. LEARNING RESOURCES

5.1 The library

You will meet your Liaison Librarian (see Key Contacts at the start of this handbook) during your welcome week firstly for an introduction to the library service and resources and then in a follow up session that will show you how School Direct students should be utilising the library and resources including key journals and other learning resources.A series of Library Subject Guides (http://libguides.mdx.ac.uk) have been designed to assist students. Each one supports an individual subject area, including PGCE Primaryand includes links to useful resources such as key websites and blogs as well as general help with studying and researching topics for assessment.

You can also get specialist support from your Liaison Librarian (see Key Contacts at the start of this handbook) who provides information and research skills workshops relevant to your studies.The subject librarian works closely with your lecturers to ensure the resources and support that you need is available. You can contact your librarian if you require individual support or if you would like to suggest a book/DVD etc. for the library.

Please refer to UniHub for full information about the library and learning resources available to you: http://unihub.mdx.ac.uk/study/library

5.2 Learning Enhancement Team (LET) (Former Learner Development Unit)

The Learning Enhancement Team (LET) is a team of specialists who work with students at the university on different aspects of academic study and developing these essential skills. They offer face-to-face help through:

o Academic Writing & Language o Maths, Statistics & Numeracy o Dyslexia & various SpLDs

For further details see the University Guide to or the Learning Enhancement Team pages on UniHub. unihub.mdx.ac.uk/let

Academic Writing and Language Academic Writing and Language (AWL) is a team of lecturers whose role is to support and guide students to excel in their academic communication. They help you develop effective academic communication in 4 main ways:

Embedded sessions: are run in collaboration with your lecturers and they are programmed into your modules.

Workshops: These are FREE classes. To find out what’s on and to book a place, go to http://workshops-ldu.mdx.ac.uk/; or visit UniHelp in the Sheppard Library

Online resources: Online tutorials, activities and factsheets are available at http://unihub.mdx.ac.uk/study/ldu/onlineresources/index.aspx

Tutorials: tutorials are 30-minute one-to-one meetings with one of the LDU lecturers. AWL tutorials are confidential and FREE!To find out more, go to http://unihub.mdx.ac.uk/study/ldu/facetoface/awl/index.aspx ; and to book a tutorial, go tohttp://tiny.cc/ldubookingor visit UniHelp in the Sheppard Library

A note on proofreading: LET do NOT offer a proofreading service. This means they will not find and correct every ‘error’ in a piece of work. Instead, they will read your work, identify aspects for you to work on, and help you understand how to make your own improvements.

Dyslexia / Specific Learning Difficulty Support [SpLD] Dyslexia/SpLD Support provide an extensive range of services for students, including:

School Direct: Primary

o 1:1 specialist tutorial support for students with Dyslexia and other Specific Learning Difficulties (SpLD) such as Dyspraxia, AD(H)D.

o Initial Dyslexia/SpLD Screenings o Diagnostic Assessments o Guidance and support through the Disabled Students Allowance (DSA) application process. o Workshops and embedded support for students on topics such as: Dyslexia and other SpLDs, DSA

procedures, Exam preparation, Employability/job application advice, etc.o Work-placement supporto On-line Dyslexia/SpLD Resources

For further information regarding Dyslexia/SpLD Support please see: http://unihub.mdx.ac.uk/study/ldu/fa-cetoface/dyslexia/index or visit UniHelp in the Sheppard Library. You can also email dystutor@mdx.ac.uk or phone 020 8411 6073.

Mathematics, Statistics and Numeracy SupportLDU offer friendly, confidential and free support for all Middlesex University students in the form of on-to-one tutorials, group workshops or embedded sessions.

o You can book a one-to-one tutorial here: http://tiny.cc/ldubooking or visit Unihelp in the Sheppard Library

o Details of our workshops are here:http://workshops-ldu.mdx.ac.uk/Alternatively you can visit our UniHub site to access our online resources:http://unihub.mdx.ac.uk/study/ldu/onlineresources/maths-stats-numeracy/index.aspx

o You can also drop in to the Learning Lounge (Basement of the Sheppard Library) where you can find some of our resources or have an informal chat with one of our Student Learning Assistants.

http://unihub.mdx.ac.uk/study/ldu/facetoface/learning-lounge/index.aspxo Or you can contact the numeracy co-ordinator by e-mailing

numeracy@mdx.ac.uk

5.3 Programme documentation

The course documentation relating to your school-based training, central training and PG Cert assignments can be accessed from:http://middlesexprimarypartnership.middlesex.wikispaces.net/School+Direct

You will need to familiarise yourself with the contents posted here immediately since they will be needed whilst you are in school.

School Direct: Primary Handbook 2016-17 Page 40

6. HOW TO HELP ENHANCE YOUR PROGRAMME

6.1 How you can feed back to us

As well as talking to your programme leaders about any issues, there are also other ways you can help enhance the quality your programme.

Boards of StudyThis is a forum where Student Voice Leaders and staff meet to discuss the School Direct Programme. This includes any issues but also talking about future developments and things that are going well. The Board also looks at student survey results and the reports from External Examiners.

Meeting dates for Board of StudiesAutumn Term: 24/11/16Spring Term: 16/03/17

Student Voice Leaders are student representatives, elected at the start of the academic year. They ensure that the interests of students on the programme are represented, attending Boards of Study as well as Student Voice conferences. They are also responsible for feeding back the outcomes of any meetings or events they attend. You can find out more about how to become one and who your student voice leader is on the Middlesex University Students’ Union (MdxSU) website: http://unihub.mdx.ac.uk/your-study/become-a-student-voice-leader

Student surveysDuring your time at Middlesex you will be asked at to give your feedback on your modules, programme and the university by completing exit surveys. These help your programme and the university to determine areas for improvement (as well as what is going well) and therefore please take the time to complete these.

How we consider your feedbackThe feedback you give through your student voice leaders, through surveys and at Boards of Study meetings play an important part in reviewing the School Direct Programme during and at the end of the academic year. Some of the changes we have made to the programme have been a result of student feedback. For example we have tried to streamline the amount of paperwork that trainees are required to collect in order to make this process more manageable.

7. Supporting Documents

Quality Assurance: School Direct

Middlesex University has overall responsibility for the quality assurance of all aspects of provision leading towards the award of QTS. The quality assurance of all assessment processes in relation to achievement of the Teachers’ standards is supported by the different roles and responsibilities of School Mentors, Alliance Leads, University Tutors, Programme Leaders, Directors of Programme and Head of ITT.There are a number of different tools that we use to monitor and record trainee progress, the quality of mentoring and the accuracy and consistency of assessment decisions. It is important that all records from meetings, visits and trainee progress review are shared appropriately across the partnership so that we can intervene as required when issues occur. University Tutors by necessity can only meet with mentors and observe trainees teach periodically and the quality assurance of training and assessment is also dependent on the valuable input from School Leads for ITT/Professional Coordinating Mentors (PCMs) and Alliance Leads. The table below aims to summarise partnership roles and responsibilities at key points within the process showing how this supports the arrangements for quality assurance.

Second Setting Placements

During Term 2 trainees should undertake a placement in a second-setting school where they are expected to demonstrate achievement of the Teachers’ Standards (TS) and impact upon pupil learning and progress. We recommend that this placement should last at least half a term and that it should take place within Term 2 and ideally within the first half of the term. Trainees should record evidence claims for the TS within their ATS documents and these claims should be confirmed by a second setting report. This report should be shared in the penultimate week of the placement with the host school mentor who will use it to inform the completion of the Term 2 progress report. Ideally a meeting should be arranged between host school mentors, second setting mentors and the trainee to discuss achievements in relation to TS in the second setting. If possible, this could also include joint lesson observation and coincide with the University tutor visit. Alliance leads will have a role to play in facilitating arrangements for second settings and reviewing second setting reports to ensure that transitions are as smooth as possible.

Assessment of Teacher Standards Review Points: ResponsibilitiesReview Point

When ResponsibilitiesSchool University Trainees School ITT leads

/Alliance leadInitial Start of programme:

Early SeptemberAll partner schools should do school self-evaluation and feedback improvement planning needs to alliance lead and link tutors (LTs).Mentors should support trainees in completing the ATS Initial - early self-assessment against the TS – and draft the training plan.

Ensure school mentors and trainees have access to appropriate documentation

Trainees are responsible for ensuring the ATS Initial and draft training plan has been completed before the University welcome days – ready for discussion with LTs.

Disseminate information about summer term SD Development Day and mentor training. Ensure all partner schools represented at the day.Collate improvement planning priorities – and share with Mdx Programme Leads (PLs).

University welcome Release trainees to attend central training and welcome

LTs meet individually with trainees and agree the ATS initial self-audit and training plan.

Trainees are responsible for ensuring the ATS Initial and draft training plan has been completed before the University welcome days – ready for discussion with LTs.

1 October Half term Mentors complete short interim grading of Part 1 and Part 2 of standards. This and the corresponding weekly meeting record is emailed to ITT leads (PCMs) within school and alliance leads.

School Direct PLs sample paperwork and monitor progress during central training.

Maintain weekly reflection and target setting and maintain files as required. Documentation should be shared with LTs, mentors on request.

School ITT (PCMs) and alliance leads review interim grades for trainees and a sample of a weekly meeting record and discuss any issues with SD PLs.

2 Week before End of Term

Meet with LTs. Complete end of term progress report. The end of term report is emailed to school ITT leads, alliance leads and the Mdx tutor reports email. Agree targets for second setting.

LTs visit trainee in school and jointly observe the trainee teach and agree grades for each TS with mentor and trainee.LTs complete a QA report for school ITT and alliance leads.

Trainee completes ATS 1 and self-assessment using level descriptors.

School ITT leads review LT QA reports and complete feedback section for Mdx. Review trainee progress grades and discuss with Mdx. Identify any trainees who may need progress support plans and discuss with Mdx tutors and alliance leads.

3 Spring half term Mentors on second setting meet with LTs for joint observation and agree grades for each TS.Second setting mentors provide TS report. This report is used by trainee and host school mentor to

LTs visit trainee in second setting and carry out joint observation of teaching with mentor. Discussion of second setting TS evidence.Visit record to ITT leads,

Completion of ATS - second setting.Maintain weekly reflection and target setting and maintain files as required.

Alliance leads facilitate second setting arrangements.School leads review second setting LT visit records and feedback QA

School Direct: Primaryinform end of term reportHost school and second setting school mentor aim to meet together with trainee.

Mdxand alliance leads. issues to Mdx.

4 End of Spring term Mentors meet with LTs for joint observation with agreed focus, e.g. subject specialism for Primary, phonics for primary.ITT leads in school carry out joint lesson observation with mentors and report to alliance leads.Complete end of term progress report. The end of term report is emailed to school ITT leads, alliance leads and the Mdx tutor reports email. Any trainee failing to meet minimum requirements for TS should be identified and progress support plan in place / cause for concern in place.

LTs visit trainee in school for Joint observation and feedback. Agree grades for each TS with mentor and trainee.QA visit record to school ITT lead and Mdx.Agree targets for Term 3.

Maintain weekly reflection and target setting and maintain files as required.Completion of ATS2 – drawing upon second setting evidence.

Ensure all school ITT leads have jointly observed trainees teaching with mentors. Review LT QA visit record and complete feedback section for Mdx. Review trainee progress grades and discuss issues with Mdx. Discuss any trainees causing concern with Middlesex staff and alliance leads.

5 Spring half-term Mentors and LTs meet. Carry out joint QA activity, e.g. lesson observation, observation of weekly meeting.

Mentors and LTs meet. Carry out joint QA activity, e.g. lesson observation, observation of weekly meeting. LT QA visit record for school ITT lead and Mdx.

Maintain weekly reflection and target setting and maintain files as required.

Opportunity for moderation visits as required, eg where there might be grade disagreement.

6 End of summer term and programme

Mentors and LTs meet for final joint lesson observation and feedback. Agree final ATS3 grades and targets for CEDP.Mentors complete end of programme report and send to ITT leads, alliance leads and Mdx.ITT leads feedback to Mdx about the year.

Mentors and LTs meet for final joint lesson observation and feedback. Agree final ATS3 grades and targets for CEDP.Final LT QA visit report for ITT leads and Mdx.

Completion of ATS3 – and all supporting evidence files (working files) in good order.

Alliance leads collect feedback from ITT leads and mentors about the training year.Analyse grade profiles for alliance mini SED.

School Direct: Primary Handbook 2016-17 Page 44

7.2 Policy and Process for temporary and permanent withdrawal from ITT programmes

During the course of your programme there might be reasons why you have to withdraw temporarily from your ITT programme and defer award of QTS, and in some cases the decision might be to withdraw permanently. It is important that you understand the processes that we follow in these circumstances with respect to the different reasons that might result in a withdrawal and how Programme Leaders will support you during the process.

Academic module failuresIf trainees fail an academic module assignment they will have one reassessment at the next available academic board.

School Based-Training (SBT) FailuresTrainees may fail to make sufficient progress towards QTS during school-based training (SBT) for the following reasons:

1. Personal circumstances causing temporary withdrawal from the course. You will need to have permission from the University and the alliance to with-draw temporarily by applying for deferral if appropriate. This should be arranged with support from the student achievement officers and with confirm-ation from the Programme Leader during the exit interview (see Appendix 1). You must also complete the University withdrawal form (see Appendix 2). You would then return at the next available opportunity, subject to approval from the alliance lead.

2. Insufficient progress on SBT following initiation of the ‘cause for concern’ process.3. The placement is terminated by the school. 4. Trainee withdrawal from a SBT placement. It is important to be aware that this may lead to permanent withdrawal – or a trainee who fails to engage

with the process may be permanently withdrawn.

In all cases, trainees should attend an exit interview and complete the appropriate paperwork (Appendix 1 and Appendix 2).

Recommendations for retaking SBTIn some circumstances your Programme Leader will try to facilitate an opportunity to extend a SBT placement. This would always be the case if personal cir-cumstances had prevented completion of a SBT placement, and the University/School had agreed deferral.

However, for reasons 2 and 3 above, the link tutor and programme leader will provide a recommendation about an extension to the SBT for discussion with the relevant DOP. The recommendation will also draw upon discussions with the school mentor and/or school lead for ITE. The recommendation is recorded on the SBT Reassessment and/or Extension Form (Appendix 4). You would be informed the recommendation as soon as possible (ideally at the exit inter-view- see below) but cautioned that the recommendation is pending approval at the assessment board (AB1) and from the alliance.

Guidance for recommendations about reassessment and/or extension

Extension could be appropriate when:

School Direct: Primary The trainee is aware of the improvements required and committed to taking all steps to ensure a successful outcome. The trainee has made some progress, albeit insufficient, during the cause for concern process. The trainee continues to demonstrate suitability for teaching with the potential for critical reflection.

Extension of SBT placement is unlikely to be appropriate when:

The trainee has failed to make any progress during the cause for concern process. There is no evidence that the trainee has responded to additional support provided. The trainee fails to appreciate the improvements that are required. There is evidence of professional and personal misconduct which puts into question the trainee’s suitability for teaching (e.g. if a schools have found

it necessary to terminate a placement).

Extension of a SBT placement should never be recommended when:

There is evidence of serious concerns about suitability for teaching, e.g. serious personal and professional misconduct

Fitness for Practice (FfP)When extension is not recommended the programme leader/pathway tutor with the relevant DOP should consider whether there are concerns regarding FfP. Evidence of professional and personal misconduct, occupational health concerns or incompetency should be considered as a potential FfP concern. If there are concerns over FfP, the FfP process should be initiated (see Fitness for Practice Policy and guidance (Education) – Appendix 3). The full policy is avail-able on UNIHUB.

Exit InterviewsTrainees withdrawing temporarily or permanently should arrange to have an exit interview within 5 days. If you do decide to permanently withdraw from your ITT programme then you must confirm this on the University withdrawal form (Appendix 2).

Temporary Withdrawal: Temporary withdrawal could be for personal reasons (University deferral) or pending a reassessment opportunity for SBT. All train-ees who fail SBT placements, for whom a reassessment will be recommended, are temporarily withdrawn pending final decision at the assessment board, unless the trainee indicates they wish to withdraw permanently from the ITT programme. The requirements for bridging placements are discussed at the exit interview.

Returning Trainees

In the majority of cases trainees return and successfully complete the ITT programme and are awarded QTS. You will agree a return date with your Pro-gramme Leader who will also arrange a return interview (Appendix 6). You will need to complete an affirmation of suitability declaration (Appendix 5) and/or use the DBS update service as advised by the compliance team prior to the return.

School Direct: Primary Handbook 2016-17 Page 46

Appendices

Appendix 1: Exit Interview FormAppendix 2: University withdrawal formAppendix 3: Fitness for Practice Guidance (Education)Appendix 4: SBT Reassessment and Extension Form Appendix 5: Affirmation of suitability declarationAppendix 6: Return Interview checklist

School Direct: Primary

Appendix 1ITT Withdrawal / Interruption

CONFIDENTIAL

Academic Year: This form should be completed during an exit interview for trainees who withdraw (temporarily or permanently) from all ITT courses. Trainees must also complete the UniHelp Withdrawal from Studies Form for student records (Appendix 2).

Trainee Name: ITT Programme:School Placement: Interviewer/s:

Please tick the relevant box: Temporary Withdrawal (Deferral or Interruption) □ Permanent Withdrawal □

Start date of Temporary or Permanent Withdrawal:

Please record further details regarding trainee’s reasons for leaving. Indicate which of the following are relevant and provide further comment as appropriate

School Direct: Primary Handbook 2016-17 Page 48

Personal □School-based training placement □Academic Modules □University □

Comments:

Trainees future intentions (include an intended return date if you have one)

Return Date (if known):

Refund/Withdrawal Policy I am aware that any student withdrawing/ interrupting their studies needs to confirm the extent of any financial implications with their campus finance office. More information available from: http://unihub.mdx.ac.uk/your-study/withdrawal

Trainee’s Signature: …………………………… Interviewer’s Signature: ……………

Today’s Date: ………………………………… Date: ……………………………………

Copies to Departmental Administrator and Director of Programme

DPAs will update FileMaker and notify Placements, Compliance and Bursary Payments.

Appendix 2WITHDRAWAL FROM STUDIES: Temporary intending to return to study at Middlesex UniversityPermanent NOT intending to return to study at Middlesex University

Please use block capitals

School Direct: PrimaryStudent ID NumberStudent Surname

Student First name

Programme Year of Study 1/2/3

Last date of Attendance:DD MM YYYY

Please complete the following for all withdrawals (temporary or permanent) – please tick one:Content of programme Health Financial difficultiesAcademic difficulties Travel issues Family / personalLanguage difficulties Social life Change of employment statusTeaching experience Transfer to another institution Insufficient support from employerUniversity life and learning ex-perience

Other (Please specify) :

Please complete this section ONLY if you are withdrawing temporarily and expecting to return to study: Do you have any resit/deferred assessment?

If YES, and you intend to complete the assessment during your absence you will be expected to attend at the next available opportunity. If NO, any outstanding assessment will automatically be deferred until you return.Temporary withdrawal from studies authorised by Programme Leader / Achievement Officer / Placement Officer:

Signature: Name: Date:

Have you discussed your decision to withdraw from your studies with a member of staff? For example a Student Achievement Officer

Are you aware of any financial implications of your decision? If NO, please contact the Student Welfare & Advice Team for information and advice.

If you are an overseas student, are you aware of implications to your visa? If NO, please contact the Student Visa Compliance Team.

I have checked my address and made any necessary changes to my contact details on MyUniHub

Student’s signature: ................................................................................................ Date: ..............................................

School Direct: Primary Handbook 2016-17 Page 50

Yes NoExpected Return Date

DD MM YYYY

Yes No

Yes No

Yes No

WITHDRAWAL FROM STUDIES: Temporary intending to return to study at Middlesex University

Permanent NOT intending to return to study at Middlesex UniversityPlease use block capitalsStudent ID NumberStudent Surname

Student First name

If you are withdrawing permanently this form must be accompanied by your student ID card and you will need to send a copy of this form to the MDX Accommodation team if you live in the halls of residence.

UK/EU Students: It is essential that you notify Student Finance England/EU Team of any changes to your course or attendance. www.direct.gov.uk/studentfinanceengland (England) www.direct.gov.uk/studentfinancewales.co.uk (Wales) www.direct.gov.uk/studentfinanceni.co.uk (NI)

School Direct: Primary

School Direct: Primary Handbook 2016-17 Page 52

Appendix 3：Fitness for Practice Policy (Education Annexe)

Annexe A.1 – Supplementary Information relevant to the operation of the Education Fitness for Practice sub-panel

1.0 Standards of professional conduct

Programme Conduct guidancePrimary ITT ProgrammesBA PrimaryPGCE Primary

Teachers’ Standardshttp://www.education.gov.uk/schools/teachingandlearning/reviewofstandardsCode of Conduct and link to Fitness for Practice Policy and

School Direct: Primary

School Direct Primary Education Annexes can be found in Programme Handbooks and on UNIHUB

Secondary ITT ProgrammesPGCE Secondary (all subjects)School Direct Secondary

Teachers’ Standardshttp://www.education.gov.uk/schools/teachingandlearning/reviewofstandardsCode of Conduct and link to Fitness for Practice Policy and Education Annexes can be found in Programme Handbooks and on UNIHUB

Early Years Teacher Routes (EYITT)

Code of Conduct and link to Fitness for Practice Policy and Education Annexes can be found in Programme Handbooks and on UNIHUB

2.0 Education Professional Programmes - Fitness for Practice sub-panel membership

Head of Education (Chair) and/or Head of ITT (Deputy Chair) 2 members of academic staff from professional programmes (minimum) Partnership representative (in attendance where possible) Administrative Officer, Education – Officer to sub-panel

3.0 Arrangements for reporting and review of activities

A report of the activities of the Education Fitness for Practice sub-panel will be undertaken at the end of each academic year and reported in the relevant quality monitoring reports and to the Partnership Steering Group. Reports will also be submitted to the School of Health and Education Fitness for Practice Committee. A summary report will be extracted from the various reports and held in readiness for 2 day notice Ofsted Inspections.

4.0 Authority for determining whether a referral falls under the auspices of the FtP arrangements

Students will be recommended for referral to the Fitness for Practice sub-panel by either an Assessment Board or by a Director of Programmes if the concerns arise in between assessment periods.

5.0 Requirements of the Department for Education and National College for Teaching and Leadership (executive agency) in assessing Fitness for Practice

The Initial Teacher Training Criteria (2012) states that all accredited ITT providers must ensure:C3.3 That they comply with all current legislation relevant to ITT. C3.4 That they monitor, evaluate and moderate all aspects of provision rigorously and demonstrate how these contribute to securing improvements in the quality of training and the assessment of trainees. Annexe A.2 - Health and Disability Panel Terms of Reference (Education)

School Direct: Primary Handbook 2016-17 Page 54

1.0 Introduction

The Health and Disability Panel functions as a sub-committee of the Education Fitness for Practice sub-panel and is established to provide a consistent approach across programmes with regard to the management and support for students with a disability or health issue (as identified by Occupational health).

2.0 Principles of Operation

The Health and Disability Panel aims to ensure that: The University complies with its duty of care to students and to those with whom they come into contact The University complies with the requirements of the Disability Discrimination Act Students with health and disability issues are not disadvantaged, nor put at risk Students with health and disability issues are treated with transparency and fairness

3.0 Terms of reference

To ensure that students with health and disability issues are given appropriate support and all reasonable adjustments are made to support them on their programme.

To regularly review students with health and disability issues affecting their programme, and maintain confidentiality of such discussions. To support programme leaders with the monitoring of individual students. To ensure parity and fairness of approach to all students To consider occupational health reports that make recommendations and require adjustments in their programme, including practice placements,

taking Fitness for Practice into consideration. To refer cases to the Fitness for Practice Panel where occupational health report recommendations cannot be accommodated.

4.0 Mode of Operation

The Chair convenes a sub-panel of members of the panel to review any Occupational Health Reports that require consideration. The panel meets as required to review all cases but the majority of the work will happen as part of the recruitment cycle, during induction and following annual re-affirmation for (undergraduates only).

5.0 Membership (Chair)

Head of ITT A Director of Programmes Programme Leaders of the person(s) concerned

School Direct: Primary A member of the Education Leadership Team (in addition to the Chair) Members may also be co-opted for specific advice, e.g. from the University Disability Support Unit.

Annexe A.3 - Code of Conduct for Initial Teacher Trainees 1.0 Introduction

As a student of Middlesex University what you do as a trainee teacher will have a big impact on the pupils and staff in the schools, colleges and settings where your training takes place.This code of conduct has been agreed across the University in consultation with the partnership and it sets out the standards that you are expected to work to during your training programme.This code is based on the guiding principle of protecting pupils and it mirrors the standards that are expected of all the teachers that you will work alongside.

2.0 Teachers’ Standards Part Two: Personal and Profession Conduct

The Teachers’ Standards (DfE 2012) set a clear baseline of expectations for the professional practice and conduct of teachers and define the minimum level of practice expected of teachers in England. This code of conduct is based on Part Two of the Teachers’ Standards which states:

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others

o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

School Direct: Primary Handbook 2016-17 Page 56

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

3.0 What this code means for you

All trainee teachers must do their utmost to comply with this code, and any breach of this code whilst training will be investigated and dealt with by the Programme Leaders and school Mentors who are required to deal with this under the University Regulations (section on student conduct and discipline) and where appropriate under the Fitness for Practice Policy of the School of Health and Education. The Fitness for Practice Policy can be found in your Programme Handbook. Please also note the Dress Code for trainee teachers (Annexe 4).

Annexe A.4 - Dress Code for Professional/Educational Settings

Policy: Middlesex University imposes no dress code on its students. It welcomes diversity of appearance in general terms. However, education students and trainee teachers do need to consider the teaching context in which they will work in terms of health and safety and professional appropriateness.

Guidance for trainees on Initial Teacher Training Programmes: Appearance is one part of ensuring other professionals, parents and pupils can have confidence in you in the work-place. As a general rule in an educational setting, clothing should be of a smart-casual, conservative nature and should not restrict easy movement. Clothing should cover the body (bare midriffs, for example, are not acceptable).  In some settings jewellery or facial piercing are not appropriate.  The face should be uncovered when working in educational settings.

Guidance to ensure health and safety for teaching Physical Education: trainees are expected to change their clothing and footwear when teaching Physical Education and for the university training sessions held in a local school. Further guidance is provided by the Association for Physical Education publication ‘Safe Practice in Physical Education and School Sport’. This document was revised and reprinted in 2008. In particular, students should ensure that:

Any clothing worn to comply with a faith commitment is appropriate to the activity being taught. It should be comfortable and allow for freedom of movement. Clothing that is loose or free flowing is generally not suitable for most physical activities and may compromise both safety of the wearer (e.g in gymnastics) and others in close proximity (e.g. invasion games). Headscarves where worn, are tight, secured in a safe manner and unlikely to catch on anything that may put the wearer at risk.

If there is any reason why you may not feel able to comply with any of the above you must discuss this with your Programme Leader immediately. Students or trainees who breach this dress code should be aware that they may be referred to the Fitness for Practice Panel should they refuse to comply.

School Direct: Primary

Appendix 4School Based Training Reassessment and/or Extension Opportunity Form

This form will be completed by relevant University Link Tutor or Programme Leader/Pathway tutor and discussed with DOP prior to the Assessment board. The Programme Leader will present the contents of the form to the Assessment Board.

If the failure is related to not meeting the Teachers’ Standards and a reassessment opportunity is supported, there is no need for further discussion at the Board. Where the trainee has failed and a reassessment is not recommended, e.g. due to unprofessional behaviour or where the school has terminated the placement the case should be discussed prior to the assessment board with the DOP and a recommendation presented by the Programme Leader at the assessment board. The Chair of the Assessment Board may propose that the case be referred to the Education Fitness to Practice Panel if this process has not already been initiated.

All trainees who have failed School Based Training will be discussed with the appropriate External Examiner prior to the Assessment Board.

Trainee

Programme and SBT Date SBT terminatedSchool Direct: Primary Handbook 2016-17 Page 58

School

Mentor

Link Tutor

Yes/No Further information and commentsHas the trainee been supported appropriately by the school (observations, written feedback, weekly meetings)?

Where relevant, was the trainee given a Cause for Concern form, with appropriate targets and strategies for achieving them?Where relevant, was the trainee given an appropriate Progress Support Plan?

Does the Mentor support the trainee being given a reassessment opportunity?

Does the Tutor/Programme Leader support the trainee being given a reassessment opportunity?

Director of Programmes:

Signed:

Date:

School Direct: Primary

Tutors must email a completed copy of this form, the Cause for Concern and Progress Support Plan to the relevant Programme Leader, DOP and Head of ITT.

Appendix 5

Affirmation of continued Suitability to Teach DeclarationApplicant details:

Surname:

Forename:

Date of birth:

Gender:

Programme

Please be aware that any false declaration may lead to your disqualification from the programme.

The purpose of this declaration is for you to affirm that there have been no changes in your circumstances regarding your suitability to teach since suitability checks were carried out on your entry to Initial Teacher Training.

1. I can confirm that my criminal record information is unchanged and that I have no investigations or charges pending. Yes / No

School Direct: Primary Handbook 2016-17 Page 60

2. I can confirm that, as far as I am aware, there remain no members of my household who are disqualified from working in childcare settings.Yes / No

3. I can confirm that there have been no changes in my health that Occupational Health (OH) should be made aware of.

Yes / No

Please note that if you have answered ‘No’ to any of the points above, new checks will be required for DBS, disqualification by association and Occupational Health.

Declaration: I declare that:

all of the information I have provided on this form is complete and correct to the best of my knowledge and belief. I agree to tell the school and the university as soon as reasonably practical about any changes to my personal details. I understand that if I fail to tell the university about any changes to the information in my situation, it may lead to disqualification I understand that as a trainee teacher I am required to comply with the teaching standards and I will be responsible for upholding and promoting the high

standards of the teaching profession.

Signature of applicant:Date:

School Direct: Primary

Appendix 6Return to ITT Programme

CONFIDENTIAL

Academic Year: This checklist should be completed during a return interview for trainees who are returning to complete a programme of ITT.

Trainee Name: ITT Programme:Interviewers: Intended return date:

Please tick the boxes to confirm all preparation for return has been completed:

Satisfactory completion of Bridging Placement Yes □ N/A □

Satisfactory completion of any pre-return tasks Yes □ N/A □

Completion of Reaffirmation of Suitability Yes □ N/A □

OH checks (if applicable) Yes □ N/A □

School Direct: Primary Handbook 2016-17 Page 62

DBS Checks (if applicable) Yes □ N/A □

Access provided for all programme documentation Yes □ N/A □

Comments:

Trainee’s Signature: …………………………… Interviewer’s Signature: ……………

Today’s Date: ………………………………… Date: ……………………………………

Copies to Departmental Administrator and Director of Programme

DPAs will update FileMaker and notify Placements, Compliance and Bursary Payments.