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COURSE

HANDBOOK

BA(QTS) PRIMARY

Name _____________________

COURSE HANDBOOK

Contents

Introduction

Staff and contact details

Programme Specification

Standards for QTS (2009 No.25)

Higher Level Teaching Skills

Recording Progress: Progress File; Career Entry Profile

Career Entry Profile

Assessment:

Performance in the class room

TP Grade Indicators

Written work

Criteria for written Assignments

Categorical Marking

Submitting written work

Unfair Practice

Informing Trainee Teachers who are cause for concern

Quality Assurance

Health and Safety

Child Protection

Use of Social Networking Websites

ICT

ICT Audit

General Information

Calendar

Welcome Week Timetable

Relevant Documentation

Relevant Websites

University Code of Practice for the Assessment of BA(QTS) Students

Submission of Assignments form

Application for Extension form

INTRODUCTION

Welcome to the North and Mid Wales Centre of Teacher Education. When starting your BA (QTS) Primary,

you are embarking on a three year journey of discovery! Some of you will arrive here after a career change

whilst others have come straight from A Levels. But you will all bring various skills and experience with you

that will help your own learning, benefit the pupils that come into your care and enhance the training of your

fellow students.

The BA (QTS) course is taught as a partnership between the North and Mid Wales Centre of Teacher

Education and schools throughout Wales. The aim of the degree is to ensure that you become a confident and

competent teacher with the ability to successfully deliver the curriculum and respond to the learning needs of

pupils in a primary school. I can assure you that the team members who will be teaching you are all

committed to ensuring that the course content is geared towards the latest, up to date information and

developments in education and, in particular, the priorities here in Wales.

As well as undertaking academic work you will also spend a large proportion of the course in schools where

school teachers, in their role as mentors, are actively involved in your training. Our partnership with these

schools is based on the mutual respect and the understanding that comes from a long history of collaboration

in initial teacher training.

All BA (QTS) trainees are assessed against the ‘Standards for the award of Qualified Teacher Status’. Both

University tutors and school mentors are involved in this process. You are expected to succeed within these

three main learning outcomes:

S1. Professional values and practices

S2. Knowledge and Understanding

S3. Teaching (This is underpinned by the values and knowledge covered in the first two sections.)

It is accepted and expected that the development of S1 and S2 within lectures contribute to the success and

value of S3.

The use of Information and Communication Technology (ICT) is extensive. This includes the regular use of

Blackboard software. Further information will be provided during the first few weeks of your training here

with us.

We hope that you will take full advantage of the opportunities provided here to lay down solid foundations

for your career. We, in turn, will do our best to help you achieve that professional status. You are, of course,

also expected to take responsibility for your own development and to act professionally at all times in terms

of attendance, punctuality, meeting deadlines and respecting pupils and colleagues.

The course you are embarking upon is challenging and stimulating but we also hope that you enjoy your three

years here in Bangor and benefit from this rewarding time in the University.

Gwyn Ellis

Primary Director BA (QTS)

Bangor University

Staff and contact details

Head of The School of Education Dr Enlli Thomas

(01248 383053) [email protected]

BA(QTS) Course Director Mr Gwyn Ellis BA,PGCE

(01248 382845) [email protected]

Tutors Tel. No (01248) 38- email:

Jessica Clapham, BA, PGCE, MA 3088 [email protected]

Owen Davies, BSc, PGCE 2937 [email protected]

Ann Edwards BA, PGCE 3006 [email protected]

Rowena Hughes-Jones BA, PGCE 2958 [email protected]

Gwyn Ellis, BA, PGCE, Mdip 2845 [email protected]

Ann Hopcyn BMus, PGCE 3204 [email protected]

Bryn Jones, BA, PGCE, Med 3979 [email protected]

Helen Elis Jones, BEd 3063 [email protected]

Rhys Coetmor Jones, BA, PGCE 3008 [email protected]

Helen Edwards BA, PGCE 3104 [email protected]

Helen Branwen Roberts BA, PGCE 3080 [email protected]

Bryn Tomos, BA, PGCE 3051 [email protected]

Elin Williams, BA, PGCE 2949 [email protected]

Diana Williams, Bed, MA 3969 [email protected]

Gwawr Maelor Williams, BA, PGCE 3105 [email protected]

Hazel Wordsworth Bed, MA, 2493 [email protected]

Lora Williams BA, PGCE 8832 [email protected]

Senior Tutor Tel. No (01248)-38 email:

Nesta Wynne Elliott BA, PGCE, CPCP 2880 [email protected]

Administration Tel. No (01248)-38 email:

Administrator –

Heledd Selwyn

3082 [email protected]

School Experience Administrator –

Beth Barker

3012 [email protected]

mailto:[email protected]






















BA Honours in Primary Education

Programme Specification

Programme details

1. Programme title

In English: Primary Education (leading to the award of Qualified Teaching Status)

In Welsh: Addysg Gynradd (yn arwain at ddyfarniad Statws Athro Cymwys)

2. Name and level of

qualification BA

3. List of intermediate awards

or exit awards

In English:

1. At the end of HE Level 4: Certificate in Primary Education (120 credits)

2. At the end of HE Level 5: Diploma in Primary Education (240 credits)

In Welsh:

1. Ar ddiwedd AU Lefel 4: Tystysgrif mewn Addysg Gynradd (120 credyd)

2. Ar ddiwedd AU Lefel 5: Diploma mewn Addysg Gynradd (240 credyd)

4. Full-time or part-time Full-time

5. Length of course (years) 3 years: no more than 5 years from start of course

Programme specification

1. The

awarding

institution

Bangor University

2. Teaching

institution

Bangor University

3. Name of

external

accrediting body

(where

appropriate)

Bangor University is accredited by HEFCW for provision of Initial Teacher Education and

Training.

4. Final

qualification

BA (Honours) in Primary Education with recommendation to the General Teaching Council

Wales for Qualified Teacher Status (QTS)

5. UCAS code

(where knwon)

X122 Addysg Gynradd gyda SAC: BA/AGg

X120 Primary Education with QTS: BA/Pr

6. Name of the

QAA's appropriate

benchmarking

group

Education Studies (partly)

2007

Welsh Assembly Government: DELLS Information Document No. 017-09 ‘Becoming a Qualified

Teacher’.

7. Date of

forming or

updating

Programme

Specification

September 2012

8. Main

educational aims

of programme

Ensure that students can:

1. address issues relating to whole primary curriculum by concentrating in particular on the

Framework of Foundation Phase, and the National Curriculum and Religious Education in

Wales;

2. develop an understanding of children’s development needs and learning;

3. develop an awareness of children’s needs in terms of language and culture in a bilingual

environment, and implementing the Welsh Curriculum;

4. develop to be reflective teachers who, in their planning and teaching, can:

(i) analyse;

(ii) synthesise;

(iii) apply and manage;

(iv) evaluate;

5. develop required standards in relation to newly qualified teachers, according to definition

of DCELLS Information Document Number 017-09 in areas of

(i) professional values and practices;

(ii) information and understanding;

(iii) teaching, including: planning, expectations and targets; monitoring and assessment;

teaching and classroom management.

Statutory Standards

The statutory standards for awarding qualified teacher status (QTS) are amongst main

outcomes of the programme. The standards are listed in full in DCELLS Information Document

No: 017-09.

On successful completion of the course, the student will be able to show:

9. Proposed

outcomes of

programme for

each of the

categories:

- subject-

specific skills

A. Knowledge and understanding

1. That they have information and a sound understanding of the Primary Curriculum;

2. That they know and understand the aims and guidelines of the National Curriculum (Key

Stage 2) and The Foundation Phase Framework;

3. That they understand their responsibilities under SEN Code of Practice for Wales and know

how to seek advice from experts on less common forms of special educational needs.

4. That they know of a range of strategies to promote good behaviour and to establish a

purposeful learning environment.

B. Subject specific / area specific skills:

- cognitive

skills (thinking)

5. That they set demanding teaching and learning objectives relevant to all learners in their

classes and use those teaching and learning objectives for lesson planning, and lesson follow-

ups with appropriate differentiation for learners;

- key skills 6. That they choose and prepare resources, and plan to organise them safely and effectively,

giving consideration to learners’ interests, their language and cultural backgrounds, with the

assistance of support staff when appropriate.

7. That they take part in teaching teams, and contribute to them, according to what is appropriate

to the school. That they plan, where applicable, for the deployment of an extra adult to support

the learning of children and young people.

8. That they make appropriate use of a range of monitoring and assessment strategies to

evaluate learners’ progress towards planned teaching objectives, and use that information to

improve their own planning and teaching.

9. That they identify more able and talented learners and provide them with support;

10. That they systematically record pupils’ progress and successes, in order to provide evidence

of the range of their work, their progress and achievement over time. That they use this to

support learners in reviewing their own progress and to illuminate planning.

11. That they can teach the skills, information and understanding required or expected in

relation to the curriculum for learners in the age range which they have been trained to teach

and how they are relevant to the age range they were trained to teach making appropriate use

of the Welsh Curriculum for learners aged 7 – 14;

12. That they adapt their teaching in order to meet needs of learners, including the more able

and talented, and those with special educational needs. That they can receive guidance by an

experienced teacher when appropriate.

13. That they can support those learning Welsh or English if that is the language in which they

are being educated and is different to the language, or to the language form of their home,

with the support of an experienced teacher when appropriate.

14. That they give consideration to various interests, experiences and successes of every pupil

they teach in order to help learners’ progression..

15. That they organise and manage teaching and learning time effectively.

16. That they organise and manage the physical teaching environment, the equipment,

materials, books and other resources safely and effectively, with the help of support staff when

appropriate.

17. That they can take responsibility for teaching a class or classes over a continuous and

substantial period of time. That they can teach across the age range for which they were

trained.

18. That they can identify and respond effectively to matters relating to social inclusion and

equal opportunities when they arise in the classroom, including challenging stereotypical

opinions, and challenging bullying or harassment by following the policy and relevant

procedures.

19. That they take appropriate opportunities to teach sustainable development and global

citizenship education in all relevant aspects of their teaching.

C. Cognitive skills (thinking)

20. That they can critically analyse information from research and other forms of evidence;

21. That they can combine information from a number of sources in order to understand

theory and practice;

22. That they can critically reflect on the values and principles which are the basis of primary

education, develop viewpoints, attitudes and personal practice;

D. Key skills

23. That they are reflective, with the ability in their areas of study and teaching to analyse,

synthesise, apply and manage, and evaluate professional methods and practices;

24. That they have effective oral and written communication skills in their college work and with

pupils and professional colleagues in schools;

25. That they can present and explain effectively to peer groups including school pupils;

26. That they can use ITC effectively to support teaching and learning and their wider

professional role.

27. That they have effective numeracy skills in order to fulfil their professional role.

Main educational aims of the programme

The three-year BA Honours course in Primary Education leading to qualified teacher status is a

tightly structured professional degree developed in response to the Welsh Assembly Government's

requirements for initial teacher training.

The course is designed for students who have their sights set on a teaching career. Students receive

a broad grounding in the whole primary curriculum but also specialise in either Early Primary (3-7) or

Upper Primary (7-11) age range in Year 3. The course seeks to combine the breadth of coverage

required by the primary teacher to deliver the National Curriculum, The Literacy and Numeracy

Framework, the Desirable Outcomes, and the Foundation Phase Framework effectively with the

critical and analytical abilities characteristic of studies at Honours level.

The course, which reflects the culture and heritage of Wales, is available in both Welsh and English

and there is strong support for students who follow programmes for Welsh learners. Special

attention is given to preparing students to teach within a bilingual situation.

School Experience is a central element of the course and specific attention is given to the

development and assessment of professional standards in accordance with the statutory framework

of the Welsh Assembly Government.

Teaching and learning strategies and methods

The course is delivered by means of a range of teaching and learning strategies. The college based

modules include direct teaching through lectures as well as discussion in seminars and workshops

where student input is significant. Workshops are an important feature in all modules; they enable

students to develop and practise subject-specific and transferable skills and to apply them in

preparation for work with children in the primary classroom.

ICT skills are used and developed in many parts of the course and through their application in the

classroom during School Experience. Each student's ICT skills are audited at the start of the course

and a personal programme is agreed in order to develop skills according to needs. The skills are

monitored by means of an ICT profile which forms part of the student's Progress File.

Students are expected to pursue independent study in addition to contact time with staff. Directed

independent study entails reading, preparation for seminars and workshops and work on

assignments. The balance between study that is supported by staff presence and directed

independent study varies according to the nature of the subject matter.

Teaching standards are developed through School Experience. Trainees have the opportunity to

apply the skills and knowledge acquired in the college course and to reflect analytically on their

teaching experience. School based tasks bridge collegebased and school based components.

Assessment

A range of assessment methods is used across the programme. The methods used for assessing

college based modules include written examinations, essays, practical tasks and tests.

For School Experience modules the assessment procedures are closely matched to the statutory

standards for the award of QTS.

Formative assessment is used during the placements then at the end of each placement a

summative assessmen gives the grades for performance in the module as a whole. Summative

assessment grades and rmarksare agreed between school mentors and college link tutors. At all

points in the assessment process, both formative and summative, students are directly involved by

means of feedback sessions and discussion with assessors which help students to become effective

reflective practitioners.

The summative assessment in Year 3 forms the basis of the School of Education reference for

employers.

11. Programme structure

(i) Modules

Code Modules Credits

Year 1 XCB 1008 Literacy and Numeracy 1 30

XCE 1009 The Child’s World 1 30

XCE 1010 Professional Studies 1 30

XCE 1011 School Experience 1 30

Total: 120

Year 2 XCB 2008 Core Subject Studies 1 30

XCE 2009 Non-core Subject Studies 1 30

XCE 2010 Professional Studies 2 30

XCE 2011 School Experience 2 30

Total: 120

Year 3 XCB 3010 Development of Literacy and Numeracy

in the Foundation Phase

30

(Lower

Primary)

XCE 3011 Development of The Child’s World 30

XCE 3012 Professional Studies 30

XCE 3013 School Experience 30

Total: 120

Year 3 XCB 3008 Core Subject Studies 30

(Upper

Primary)

XCE 3009 Non-core Subject Studies 30

XCE 3012 Professional Studies 30

XCE 3013 School Experience 30

Total: 120

(ii) Professional Studies

These modules are a medium for creating awareness and developing the knowledge and skills which

relate to the teacher's further professional development. The aim is to develop a person who is

reflective, analytical, and critical.

Students receive cumulative reinforcement in some of the statutory standards, particularly those

relating to planning and assessment and to child development, in order to:

(i) build on their experiences, especially School Experience

(ii) develop and consolidate their understanding and mastery of relevant skills.

Focus lectures are provided on these issues, which will also be developed further in other areass of

the course.

The Professional Studies modules are designed to enhance the habit of reflection along with a

growing understanding of the science of education. Theory and practice are integrated by linking

lectures and seminars with School Experience and by interrelating with other course modules.

(iii) School Experience

School Experience is at the very heart of the course and is designed, along with the other

components, to develop and deepen students' understanding of the requirements of the Desirable

Outcomes, the Framework for Children's Learning in the Foundation Phase, the National Curriculum

Orders, and of the important role of the core and foundation subjects and Religious Education within

the curriculum. School Experience enables students to appreciate more fully the required balance

and breadth of the curriculum and the factors that affect children’s learning. It enables students to

reach a better understanding of the complex nature of the modern primary school, the complex

needs of its pupils and the teacher's role in meeting those needs.

School Experience provides a context within which all the other elements of the course come

together to form a meaningful whole.

To achieve qualified teacher status (QTS) students must be assessed against and achieve all the

standards set out in DELLS Information Document Number 017/2009. The standards are grouped

together under three main headings:

S1 Professional values and practice

S2 Knowledge and understanding

S3 Teaching

The periods of School Experience are planned as a vital and integral part of students' progress

towards achieving the standards. The individual elements or strands of the standards are set out in

the Assembly documentation in order to identify specific aspects easily, but it is only through

completing the programmes of School Experience that trainees are able to place the standards in a

meaningful context.

In each year the School Experience module involves placement in schools, for about eight weeks in

total, as well as preparation periods and professional programmes in college. The School Experience

programme is presented in more detail in the School Experience Handbook.

(iv) Literacy and Numeracy and The Child’s World (in the Foundation Phase)

The modules are designed to ensure that students develop firm knowledge of the seven areas of

learning that form the Foundation Phase curriculum, i.e.: Language, Literacy, and Communication

Skills; Welsh Language Development; Mathematical Development; Knowledge and Understanding of

the World; Physical Development; Creative Development; Personal and Social Development,

Wellbeing and Cultural Diversity.

Within Literacy and Numeracy in the Foundation Phase students choose one of the language

pathways (see 11(vi) below).

v) Core and Non-core Subject Studies

In the Core Subject Studies modules the core subjects of the National Curriculum (Wales) for Key

Stage 2 are studied (i.e., Welsh, English, Mathematics, and Science). Again, one of the language

pathways is chosen in accordance with the pattern described in 11(vi) below.

In the Non-core Subject Studies modules the non-core subjects of the National Curriculum (Wales)

for Key Stage 2 are studied (i.e., Physical Education, Religious Education, Art, Music, Geography,

Design and Technology, and History). The modules ensure that students receive an introduction to

the content of all the non-core subjects and to methods of delivering them in the primary school.

The Year 3 module gives special consideration to cross-curricular dimensions.

(vi) Language pathways

In the Literacy and Numeracy in the Foundation Phase module (which include the study areas

Language, Literacy, and Communication Skills, and Welsh Language Development) and in the Core

Studies modules (which include Welsh and English) the student chooses one of the following

language pathways:

Pathway 1 For Welsh-medium students, who study Welsh (First Language) and English = XCC

modules

Pathway 2 For Welsh learners, who follow their programme through the medium of English but

study Welsh (Second Language) within modules XCB 1008, 2008, 3008 and 3010.

Students who choose Pathway 2 follow the syllabus of the Welsh Colleges Scheme which is designed

to equip trainee teachers, who are Welsh learners, with sufficient knowledge to be able to teach

Welsh as a Second Language in primary schools. Completing the scheme to Level 6 successfully

leads to the award of an extra qualification, the Welsh Colleges Scheme Certificate. Failure to

complete the scheme successfully in no way affects the final degree classification or the

recommendation for the award of QTS. For those intending to seek employment as teachers in

Wales, however, the Certificate provides a valuable additional professional qualification.

12. Criteria for admission

Sub-degree standards:

UCAS Tariff

Points (AS/A2)

BTEC ACCESS Scottish Highers

Points

Irish Highers

Points

240 with a

minimum of 2 C’s

at A-level in

curricular subjects

M/M/M A minimum of 60

credits with 45

credits at Level 3

240 240

The Welsh

Baccalaureate

may be counted

in the total

points.

In a programme

that is directly

related to the

Primary National

Curriculum.

In a programme

that is directly

related to the

Primary National

Curriculum.

In subjects that

are directly

related to the

Primary National

Curriculum.

In subjects that

are directly

related to the

Primary National

Curriculum.

IELTS REQUIREMENT = LEVEL 7

GCSE Requirements

In accordance with The Welsh Government guidelines all applicants must have a Grade B or higher in

GCSE Mathematics and English Language and a Grade C or higher in Science (or the equivalent).

It is a requirement that all trainees have these grades before the start of the course. In the case of

Access applicants, if they do not possess these GCSE qualifications, they will need to gain equivalent

qualifications while following the Access course.

All trainees are expected to ensure the continuation of their own personal development in both

literacy and numeracy skills. Both the University and School of Education provide opportunities

and lectures for this, but trainees are also expected to reflect and act upon any suggestions and

targets following assignments/ tests/ School Experience reports.

Use of English and, where relevant, Welsh

All entrants must be able to read effectively and be able to communicate clearly and accurately in

spoken and written English. If the applicant intends following the course through the medium of

Welsh the same condition applies for the use of Welsh.

Criminal Records Bureau

All applicants teachers must apply for an 'Enhanced Disclosure' from the Criminal Records Bureau

and this must be judged to be satisfactory by the College.

Interviews

In response to DELLS (WAG) Information Document Number 017/2009 'Becoming a Qualified

Teacher: Requirements for Providing Teacher Training' selected candidates will have taken part in

individual interview.

Potential to reach the QTS Standards

Entrants to ITT courses must have the capability to meet the required QTS Standards by the end of

their course and possess the appropriate personal and intellectual qualities to be teachers.

13. Assessment

(i) Year 1 (level 4)

Literacy and Numeracy 1

One examination of two hours

Course work : 2000 words or equivalent

: Group presentation on pedagogy

150

75

75

Total weighting 300

The Child’s World 1

Course Work:

Written examination of two hours

Portfolio: 3000 words or equivalent

150

150

Total weighting 300

Professional Studies 1

Course work:

Assignment : 2000 words or equivalent

Assignment : 4000 words or equivalent

120

180

Total weighting 300

School Experience 1

Practical teaching *

Total weighting 300

*School Experience is a Pass/Fail module and no percentage marks are awarded.

Passing

All the modules are core modules. The pass mark in each module is 40% (or Pass for the School

Experience module). To gain a Pass in the School Experience module students must score at least a

Grade 3 on the 4 point scale.

Students are required to pass every module in order to proceed to Year 2.

Certificate in Higher Education

Those students who complete the year successfully but who decide not to continue with the degree

course can be awarded the Certificate in Higher Education.

(ii) Year 2 (Level 5)

The tables below indicate the weighting across the components and within each module.

Core Subject Studies 1

Language Portfolio : 2000 words or the equivalent

Coursework: 4000 words or the equivalent

75

225

Total weighting: 300

Non-core Subject Studies 1

Written examination (2 x 2 hours) 300

Total weighting 300

Professional Studies 2

Coursework: 6000 words or the equivalent 300

Total weighting 300

School Experience 2



* School Experience is a Pass/Fail module and percentage marks are not awarded to it.

Passing

All the modules are core modules. The pass mark in each module is 40% (or Pass in the School

Experience module). To gain a Pass in the School Experience module, students must. score at least a

Grade 3 on the 4 point scale.

Students are required to pass every module in order to proceed to Year 3.

The marks of all modules except School Experience transfer to Year 3 and count towards the final

degree as detailed below under the ‘Degree Classification’ heading.

Diploma in Higher Education

Those students who complete the year successfully but who decide not to continue with the degree

course can be awarded the Diploma in Higher Education.

(iii) Year 3 (Level 6)

Either

Literacy and Numeracy 2 (Lower Primary)

One three-hour written examination

Coursework: 2000 words or the equivalent (portfolio)

225

75


Or

Core Subject Studies 2 (Upper Primary)

One three-hour written examination

Coursework: 2000 words or the equivalent (portfolio)

225

75


Either

The Child’s World 2 (Lower Primary)


: Presentation on Pedagogy

225

75


Or

Non-core Subject Studies 2 (Upper Primary)


: Presentation on Pedagogy

225

75


Professional Studies 3 (Upper and Lower Primary)

Coursework: 6000 words or the equivalent 300

Total weighting 300

School Experience 3



* School Experience is a Pass/Fail module and percentage marks are not awarded to it.

Passing

All the modules are core modules. The pass mark in each module is 40% (or Pass in the School

Experience module). To gain a Pass in the School Experience module, students must score at least a

Grade 3 on the 4 point scale

Degree classification

Degree classification is determined on the basis of the marks gained in all modules except School

Experience.

Year 2 marks transfer to Year 3 and contribute to the final mark with the following weighting:

Weighting of Year 2 marks 450

Year 3 marks 900

Total weighting of marks for degree classification 1350

Honours are awarded according to the table below:

Class 1 70% and

over

Class 2.i 60%-69%

Class 2.ii 50%-59%

Class 3 40%-49%

Pass degree 35%-39%

Award of QTS

Success in gaining a degree does not in itself mean gaining QTS. Before it can be recommended to

the General Teaching Council for Wales that QTS be awarded students must reach at least Adequate

in each of the statutory standards (Grade 3 in the scale) as well as possessing a first degree

qualification. If students fail to meet those special requirements in the final assessment in Year 3,

even though they gain a degree, they will normally be given an opportunity for reassessment in an

additional period of School Experience for the purpose of recommending the award of QTS only.

(iv) External examiners

The external examiner is appointed by the University, normally for a three year term. All

examination papers for Levels 5 and 6 are internally moderated and then scrutinised by the external

examiner, who also receives details of all coursework assignments. The external examiner

scrutinises a representative sample of Level 5 and Level 6 examination scripts and coursework

assignments. At the end of the session the external examiner attends the Final Examination Board

at which degree classification is determined. He/she then submits a written report to the

University's Teaching and Learning Task Group.

14. Indicators of quality

Inspection by Estyn (HMI Wales)

The School received a full inspection of its teacher-training courses by Estyn in 2004/05. In the

report that was published in October 2005 the standard of teaching, training, and assessment was

awarded the highest grade (Good with outstanding features). See Estyn, Her Majesty's Inspectorate

for Education and Training in Wales, Standards and Quality in Initial Teacher Training at University of

Wales Bangor, July 2005.

Employment

The most recent graduate destination data show that 80% of graduates who were available for

employment obtained posts as teachers or in education-related fields 6 months after graduating.

15. Support for learning

(i) There is a fully resourced Education Library on site. All relevant recent and current official

documentation for Wales and England is systematically received and electronically

catalogued.

(ii) The site is fully wired for the University computer network/intranet/internet. Every subject

area has at least one 'model classroom' that is well-equipped with computer and multimedia

facilities. The site has an open-access computer laboratory (open 24 hours a day), as well as

a second laboratory for teaching purposes and a suite of computers in the Library. All

students are allocated an e-mail address and have internet access.

(iii) The site includes a Science block, purpose-built for initial teacher training, an Early Years

Centre, an Art studio, and a Music studio. In addition, the University has good facilities for

Physical Education.

(iv) The School of Education has a well-developed partnership with schools across North Wales.

School Experience placements are normally in partnership schools and trainees are

supported by teacher mentors within the schools as well as by visiting college link tutors.

(v) The School of Education has a well-developed personal tutor system. Students are

encouraged to reflect on their progress by means of a Progress File (essentially a professional

development file) which acts as a basis for regular meetings with personal tutors.

16. Methods for evaluating and improving quality

(i) Review and evaluation

All School of Education teacher-training programmes are approved by the University and

are periodically revalidated by validation panels that include external representatives

from the academic world and the teaching profession. The last re-validation took place in

2012.

All modules are reviewed annually by the module organisers who take full account of

student questionnaires that invite student feedback on learning outcomes, module

content, and teaching quality.

Student opinion is also regularly expressed through the Staff-Student Panel, which

reports to the Education Board of Studies (which includes student representatives) and

through student representation on the Teaching and Learning Task Group of the College

of Education and Lifelong Learning.

The programme as a whole is reviewed annually by the Course Director and takes into

account individual module reviews, external examiners' reports, recommendations by

Estyn, and the views of students (obtained by a course questionnaire as well as oral

feedback); the annual review is submitted to the University Task Group for Teaching and

Learning.

(ii) Monitoring and action

The content of modules is reviewed annually and updated as necessary.

The Primary Education Steering Panel and the Primary Programmes Board meet regularly

to monitor all aspects of the course and to make recommendations for action.

The School of Education has a Language Task Group that monitors all issues that involve

standards of language in English and Welsh, as well as other language-related matters

such as provision for Welsh learners and the implementation of the University's Language

Policy.

The course is reviewed periodically by the University Quality Audit Panel and inspected by

Estyn every five years or so; in addition, the School receives occasional visits from Estyn

liaison personnel.

(iii) Staff development

All academic staff in the programme team have qualified teacher status.

Most of the staff are actively engaged in research and development, commissioned

project work, etc.

The School of Education has a Staff Development Panel that promotes in-service training

and co-ordinates a peer review system.

STANDARDS: QUALIFIED TEACHERS STATUS (QTS)

The course is designed to meet the Professional Standards for Qualified Teacher Status (QTS) and

criteria for Initial Teacher Training (ITT) as set out in the Welsh Assembly Government Circular

No:017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009), and the

Qualified Teacher Status Standards 2009 (017/2009)

The Standards for the award of QTS are outcome statements that set out what a trainee teacher

must know, understand and be able to do by the end of their ITT course. They apply to all trainee

teachers, whatever route they take to QTS. QTS is granted to teachers who have demonstrated that

they have met these required professional standards.

The Standards are organised in three inter-related sections which describe the criteria for the award:

S1: Professional values and practice: these Standards outline the attitudes and commitment to be

expected of anyone qualifying to be teachers, and are derived from the General Teaching Council for

Wales’s ‘ Statement of Professional Values and Practice’.

S2: Knowledge and understanding: these Standards require newly qualified teachers to be confident

and authoritative in the subjects they teach and to have a clear understanding of how pupils should

progress and what teachers should expect them to achieve.

S3: Teaching: these Standards relate to skills of planning, monitoring, and assessment, and teaching

and class management. They are underpinned by the values and knowledge covered in the first two

sections.

STANDARDS FOR QTS S1: Professional values and practice

To gain QTS, trainees must show that they understand and uphold the principles of the General Teaching Council for Wales’s

‘Statement of Professional Values and Practice’ by demonstrating all of the following:

S1.1 Understanding

everyone’s learning

needs, maximising

potential and

demonstrating

commitment

They understand the diverse learning needs of learners and endeavour to provide the

best possible education for them to maximise their potential, whatever their individual

aspirations, personal circumstances or cultural, linguistic, religious and ethnic

backgrounds.

S1.2 Consideration for

learners and mutual

respect

They demonstrate the professionalism to ensure that relationships with learners are built

on mutual trust and respect and to recognise that this will help maximise their learning

potential.

S1.3

Inspiring learners They demonstrate combinations of professional characteristics which aim to motivate

and inspire learners and secure their intellectual and personal development.

S1.4 Communication with

parents and carers

They recognise the importance of communicating information and expectations clearly

and sensitively to parents and guardians and of fostering positive relationships between

home and school.

S1.5 Promoting the school in

the wider community

They endeavour to promote the place of the school within the wider community.

S1.6 Working with others They recognise and understand the contribution provided by and needed from support

staff and other professionals in the learning process.

S1.7

Commitment to

professional

development

They are able to contribute to the wider development of the school and profession and

are aware of the importance of maintaining up-to-date professional knowledge,

understanding and skills and are able to reflect on their own practice. They recognise their

own needs and take responsibility for their continuing professional development.

S1.8 Working within the law They are aware of, and work within, the statutory frameworks relating to teachers’

responsibilities.

S2: Knowledge and understanding

To gain QTS, trainees must demonstrate all of the following:

S2.1

Subject knowledge

They have a secure knowledge and understanding of the subject(s) they are trained to

teach. For those qualifying to teach at Key Stage 3, Key Stage 4 and post-16 levels this

knowledge and understanding should be at a standard equivalent to degree level. In

relation to specific phases, this includes:

(c) Key Stage 3 (c) for Key Stage 3, that:

they know and understand the relevant National Curriculum Programme(s) of Study and

the most recent national guidance on developing thinking, communication, ICT and

number skills, for example those that are set out in the Skills Framework for 3 to 19-year-

olds in Wales; and

if they are qualifying to teach one or more of the core subjects, they are familiar with the

principles of Aiming for Excellence in Key Stage 3 and with the subsequent guidance

materials Raising Standards in Literacy and Numeracy; Raising Standards in Information

and Communication Technology; and Raising Standards: Transition from Key Stage 2 to

Key Stage3;

(d) Key Stage 4 and post-

16

(d) for Key Stage 4 and post-16, that:

if their courses cover Key Stage 4, they know and understand the relevant National

Curriculum Programme(s) of Study;

they are aware of the collaborative local curriculum providing choice and progression

through the 14-19 phase in school, college and work-based settings;

they are aware that Learning Pathways include programmes from the local curriculum,

the statutory National Curriculum requirements at Key Stage 4, the Learning Core and

wider experiences;

they know and understand the most recent national guidance on developing thinking,

communication, ICT and number skills, for example those that are set out in the Skills

Framework for 3 to 19-year-olds in Wales;

they are familiar with the National Qualifications Frameworks;

they know the progression within and from their own subject and the range of

qualifications to which their subject contributes; and

they understand how courses are combined in learners’ curricula.

S2.2 National Curriculum

aims and guidelines

They know and understand the National Curriculum aims and guidelines; in particular:-

they know and understand the requirements and entitlements set out in the Including all

Learners statement that appears at the beginning of each National Curriculum subject

order and framework;

they know and understand the values, aims and purposes and the general teaching

requirements set out in Making the most of learning – implementing the revised

curriculum, the Skills Framework for 3 to 19-year-olds in Wales and Skills across the

curriculum;

as relevant to the age range they are trained to teach, they understand that, in Wales,

learners aged 7-14 should be given opportunities, where appropriate, to develop and

apply their knowledge and understanding of the cultural, economic, environmental,

historical and linguistic characteristics of Wales (the Curriculum Cymreig) and learners

aged 14-19 should have opportunities for active engagement in understanding the

political, social, economic and cultural aspects of Wales as part of the world as a whole

(Wales, Europe and the World);

as relevant to the age range they are trained to teach they are familiar with the Personal

and Social Education Framework for 7 to 19-year-olds in Wales, Careers and the world of

work: a framework for 11 to 19-year-olds in Wales and the locally agreed syllabus for

religious education;

they are familiar with the most recent national guidance on education for sustainable

development and global citizenship.

S2.3 Progression between

stages

They are aware of expectations, typical curricula and teaching arrangements in the Key

Stages or phases before and after the ones they are trained to teach.

S2.4 How development

affects learning

They understand how learners’ physical, intellectual, linguistic, social, cultural and

emotional development can affect their learning.

S2.5 Using information and

communications

technology (ICT)

They know how to use ICT effectively, both to teach their subject and to support their wider

professional role.

S2.6 Special Educational

Needs (SEN)

They understand their responsibilities under the SEN Code of Practice for Wales and know

how to seek advice from specialists on less common types of special educational needs.

S2.7 Promoting good

behaviour

They know a range of strategies to promote good behaviour and establish a purposeful

learning environment.

S3: Teaching

S3.1 Planning, expectations


S3.1.1 Setting objectives They set challenging teaching and learning objectives which are relevant to all learners in

their classes. They base these on their knowledge of:

the learners;

evidence of their past and current achievement;

the expected standards for learners of the relevant age range; and

the range and content of work relevant to learners in that age range.

S3.1.2 Planning lessons They use these teaching and learning objectives to plan lessons, and sequences of lessons,

showing how they will assess learners’ knowledge, skills and understanding. They take

account of and support learners’ varying needs so that all those they teach can make good

progress.

S3.1.3 Using resources They select and prepare resources, and plan for their safe and effective organisation, taking

account of learners’ interests and their language and cultural backgrounds, with the help of

support staff where appropriate.

S3.1.4 Working in teams They take part in, and contribute to, teaching teams, as appropriate to the school. Where

applicable, they plan for the deployment of additional adults who support learning in

children and young people.

S3.1.5 Out-of-school

learning

As relevant to the age range they are trained to teach, they are able to plan opportunities

for those they teach to learn in out-of-school contexts, such as school visits, museums,

theatres, field-work and employment-based settings, with the help of other staff where

appropriate.

S3.2 Monitoring and assessment


S3.2.1 Assessment

strategies

They make appropriate use of a range of monitoring and assessment strategies to evaluate

learners’ progress towards planned learning objectives, and use this information to improve

their own planning and teaching.

S3.2.2 Assessment to

support learning

They monitor and assess as they teach, giving immediate and constructive feedback to

support learners as they progress. They involve learners in reflecting on, evaluating and

improving their own performance.

S3.2.3 Assessment against

national

requirements

They are able to assess learners’ progress accurately using, as relevant, the Foundation

Phase Outcomes, National Curriculum level descriptions, National Curriculum outcomes,

criteria from national qualifications, the requirements of awarding bodies or objectives from

the relevant guidance. They may have guidance from an experienced teacher where

appropriate.

S3.2.4 Meeting learners’

needs

They identify and support more able and talented learners, those who are working below

age-related expectations, those who are failing to achieve their potential in learning, and

those who experience behavioural, emotional and social difficulties. They may have

guidance from an experienced teacher where appropriate.

S3.2.5 English or Welsh as

an additional

language

With the help of an experienced teacher, they can identify the levels of attainment of those

learning English or Welsh where this is the language in which they are being taught and is

different from the language or form of language of their home. They begin to analyse the

language demands and learning activities in order to provide cognitive challenge as well as

language support.

S3.2.6 Recording progress They record learners’ progress and achievements systematically to provide evidence of the

range of their work, progress and attainment over time. They use this to help learners

review their own progress and to inform planning.

S3.2.7 Reporting to

parents and others

They are able to use records as a basis for reporting on learners’ attainment and progress

orally and in writing, concisely, informatively and accurately for parents, carers, other

professionals and learners.

S3.3 Teaching and class management


S3.3.1 High expectations They have high expectations of learners and build successful relationships, centred on

teaching and learning. They establish a purposeful learning environment where diversity is

valued and where learners feel secure and confident.

S3.3.2 [Teaching specialist

subject(s)]

They can teach the required or expected skills, knowledge, and understanding relevant to

the curriculum for learners in the age range for which they are trained, and as relevant to

the age range they are trained to teach make appropriate use of the Curriculum Cymreig for

learners aged 7-14 and Wales, Europe and the World for learners aged 14-19. In relation to

specific phases:

(c) Key Stage 3 (c) those qualifying to teach Key Stage 3 learners teach their specialist subject(s)

competently and independently using the National Curriculum programmes of study

for Key Stage 3 and the relevant guidance. Those qualifying to teach the core subjects

or ICT at Key Stage 3 use the relevant frameworks, methods and expectations set out

in the Aiming for Excellence in Key Stage 3 guidance. All those qualifying to teach a

subject at Key Stage 3 must be able to use the skills and learning covered in the Skills

Framework for 3 to 19-year-olds in Wales in their teaching, as appropriate to their

specialist subject;

(d) Key Stage 4 and

post-16

(d) those qualifying to teach Key Stage 4 and post-16 learners teach their specialist

subject(s) competently and independently using, as relevant to the subject and age range,

the National Curriculum programmes of study and related schemes of work, or

programmes specified for national qualifications (this could include work-related learning).

They also provide opportunities for learners to develop the skills and learning covered in

the Skills Framework for 3 to 19-year-olds in Wales in their teaching, as appropriate to

their specialist subject.

S3.3.3 Delivering effective

lessons

They teach clearly structured lessons or sequences of work which interest and motivate

learners and which:

a) make learning objectives clear to learners;

b) employ interactive teaching methods and collaborative group work; and

c) promote active and independent learning that enables learners to think for themselves, and

to plan and manage their own learning.

S3.3.4 Differentiating

teaching

They differentiate their teaching to meet the needs of learners, including the more able and

talented, and those with special educational needs. They may have guidance from an

experienced teacher where appropriate.

S3.3.5 Supporting English

or Welsh as an

additional language

They are able to support those learning English or Welsh where this is the language in

which they are being taught and is different from the language or form of language of

their home, with the help of an experienced teacher where appropriate.

S.3.3.6 Taking account of

diversity

They take account of the varying interests, experiences and achievements of all those they

teach to help learners make good progress.

S3.3.7 Time management They organise and manage teaching and learning time effectively.

S3.3.8 Using resources

safely and

effectively

They organise and manage the physical teaching space, tools, materials, texts and other

resources safely and effectively with the help of support staff where appropriate.

S3.3.9 Managing

behaviour

They set high expectations for learners’ behaviour and establish a clear framework for

classroom discipline to anticipate and manage learners’ behaviour constructively, and

promote self-control and independence.

S3.3.10 Using ICT They use ICT effectively in their teaching.

S3.3.11 Length and breadth

of teaching

experience

They can take responsibility for teaching a class or classes over a sustained and substantial

period of time. They are able to teach across the age and ability range for which they are

trained.

S3.3.12 Providing

homework

They can provide homework and other out-of-class work which consolidates and extends

work carried out in the class and encourages learners to progress independently.

S3.3.13 Working with

others

They work collaboratively with specialist teachers and other colleagues and, with the help

of an experienced teacher as appropriate, manage the work of teaching assistants or other

adults to enhance the learning of those they teach.

S3.3.14 Equal opportunities They recognise and respond effectively to social inclusion and equal opportunities issues

as they arise in the classroom, including by challenging stereotyped views, and by

challenging bullying or harassment, following relevant policies and procedures.

S3.3.15 Sustainable

development and

global citizenship

They take appropriate opportunities to teach education for sustainable development and

global citizenship in all relevant aspects of their teaching.

References

Qualified Teacher Status Standards Wales 2009 (2009 No.25)

Welsh Assembly Government Circular No.017/2009, DCELLS ‘ Becoming a Qualified Teacher: Handbook of

Guidance(017/2009)’

HIGHER LEVEL TEACHING SKILLS

As the trainee teacher progresses it is important to move the focus of attention to higher level

teaching skills. The Standards below have been identified as examples of higher teaching skills

relevant to the majority of trainees:

S1: Professional values and practice

S1.1 Understanding everyone’s learning needs, maximising potential and

demonstrating commitment

S1.3 Inspiring learners

S1.5 Promoting the school in the wider community

S1.7 Commitment to professional development

S2: Knowledge and understanding

S2.1 Subject knowledge : Early Years and Key Stage 2

S2.3 Progression between stages

S2.4 How development affects learning

S2.6 Special Educational Needs (SEN)

S3: Teaching

S3.1 Planning, expectations

S3.1.1 Setting objectives (challenging teaching and learning objective)

S3.1.2 Planning lessons (taking account of learners’ varying needs)

S3.1.4 Working in teams (deployment of additional adults)

S3.1.5 Out-of-school learning

S3.2 Monitoring and assessment

S3.2.1 Assessment strategies (to improve own planning and teaching)

S3.2.2 Assessment to support learning (involving learners in the assessment of their

own work)

S3.2.3 Assessment against national frameworks

S3.3 Teaching and class management

S3.3.1 High expectations

S3.3.4 Differentiating teaching

S3.3.5 Supporting English or Welsh as an additional language

S.3.3.6 Taking account of diversity

S3.3.14 Equal opportunities

RECORDING PROGRESS

The Progress File

1. What is a progress file?

A progress file essentially contains two types of documentation:

(i) a record of learning and achievement

(ii) documents that represent personal development planning (PDP).

The progress file is owned by the individual and is intended primarily for the individual's own

use; it is not a 'formal' University record.

2. Why is it important?

There are two main purposes for using a progress file:

(i) to collect together in one place summary reports of what the individual has achieved

and when, which can be used as a resource for producing personal statements (e.g.,

CVs) for employers, admissions tutor and others and also as an aid to PDP;

(ii) to help individuals to reflect on their actual and potential academic, personal, and

professional progress, and, in the case of intending teachers, to provide an aid to

completing the Career Entry Profile in Year 3.

3. The Education progress file for BA(QTS) Primary students

3.1. Recording learning and achievement

The first five sections of the progress file provide a record of learning and achievement:

(i) Section 1 contains personal details, including qualifications, work experience, etc.,

gained before completing the course. An electronic template is provided for this

section, which means that it can be amended, expanded, updated, and tidied up as

required. It can be stored electronically as well as printed out so that a backup copy

will always be available.

(ii) Section 2 contains a record of School Experience. The summary reports (given after

each period of School Experience) should be kept here but it is useful to include

individual lesson reports as well, at least temporarily, as they can help students plan

for subsequent periods of School Experience.

(iii) Section 3 contains the student's academic record. Coursework feedback sheets and

examination marks should be kept here.

(iv) Section 4 contains a profile of the individual's ICT skills. Including the initial audit and

evidence of progression and development of the trainee’s skills.

(v) Section 5 contains information about the individual's other achievements,

experiences, and interests - especially anything that could be relevant to the

profession of teaching (e.g., qualifications or interest in music or sport, experience of

working with children during vacations, etc.).

3.2. Personal development planning

Section 6 of the progress file contains action plans and targets, and reflective responses to

them. This section is particularly useful at the end of year 1 and the beginning of year 2, and

again at the end of year 2 and the beginning of year 3 and after each period of School

Experience. Experience in using this section can be especially useful in completing the Career

Entry Profile (a statutory requirement) towards the end of the year. An electronic template

are provided for this section.

By using the template, you are expected to:

Reflection on your overall progress on the course

Reflect on your progress during School Experience.

The Record of Professional Development that you will complete during your academic course and your

two periods of School Experience, to document your progression against the Qualified Teacher Status

Standards Wales 2009, will form part of this section.

4. Using the progress file

4.1. The personal tutor system

The progress file helps students to benefit from periodic meetings with their personal

tutors. It provides a focus for discussion, which helps tutors and students alike.

4.2. Interviews

While the progress file is not usually used during the course of an interview with

potential employers, it can be a particularly useful aid in writing letters of application

and preparing for interviews. It is a good idea for students to take their progress files

to interviews, as the opportunity to refer to something in them may well crop up.

4.3. Further professional development

Experience in using the progress file will assist students in recording their professional

development after they have taken up their first appointments as teachers.

CAREER ENTRY PROFILE

The Career Entry Profile (CEP) in Wales provides a summary of your Initial Teacher Training (ITT) and

helps you prepare for your Induction period. It does this by:

helping you to focus your reflection on your achievements and goals in the early stages of your

teaching career;

helping you to engage in collaborative discussions when planning how to meet your professional

development needs;

providing a link between your ITT and the school(s) where you will serve your Induction period.

The CEP document which you will complete towards the end of your BA(QTS) . You will complete it,

with the guidance of your Mentor before the end of your final period of School Experience and

submit it to your Personal Tutor to be verified and signed when you return to University in the

Summer term.

Further information available from :-

http://wales.gov.uk/topics/educationandskills/schoolshome/schoolfundingandplanning/trainingd

evelopment/iepd/careerentry/?skip=1&lang=en

ASSESSMENT

The BA(QTS) Course in Primary Education is a professional qualification; trainee teachers’ performance

is assessed continuously by a variety of methods in the areas below. No trainee teacher will be

awarded BA(QTS) without reaching a satisfactory standard in each of the areas.

1. Professionalism

Attendance - A professional attitude by school teachers, including attendance, punctuality and

meeting deadlines is an important factor in the success and effectiveness of schools. Each part of the

BA (QTS) is mandatory. No part of the BA (QTS) course is optional. In this regard, it is compulsory for

trainee teachers to notify the Course Administrator if they are to be absent for any reason. All relevant

contact information is at the front of this handbook if you are absent due to illness either call or send

a message as soon as possible via e-mail. You are expected to attend all sessions and lectures and

arrive punctually. Trainees must and understand and appreciate that any absence without a valid

reason displays lack of professionalism - a vital part of this course and eventual degree status.

During periods of School Experience you must notify both your Mentor School and School Experience

Administrator before the start of the school day. You should also ensure that your Link Tutor receives

the message to record your absence (and to save a long journey wasteful if visiting that day).You must

also note the statement issues by Bangor University’s UKBA Compliance Group regarding monitoring

attendance – to be found at the end of this manual.

2. Active Participation in the course

Consideration is given (regarding references) on a trainee’s contribution to the course, including

positive participation within lectures, (e.g. to convey your information and your background reading

and understanding as you discuss as a class or within a group), together with a willingness to

volunteer / help organize events and displays. It is to the trainee’s advantage to make the most of

given opportunities (such as becoming a peer leader) in order to demonstrate an innovative

approach that will also contribute to your CV. The 'Bangor Employability Award' is beneficial in this

respect as trainees are encouraged to take advantage of gaining experience relevant and

contributory to the award.

3. Assessing the Practical Teaching

Trainees' performance is regularly assessed by School Experience Mentors, Senior Mentors and Link

Tutors through formative and summative assessments. Further guidance can once again be found in

the School Experience Handbook.

This assessment must be successful to gain the QTS status – to do so, students must achieve at least

a grade 3 in the four-point scale on EACH School Experience.

The School Experience file forms a prominent part in the assessment process as well as being an

integral part of subsequent work at the University.

(A trainee’s QTS Standards are also supervised as part of the Professional Development Record.)

4. Coursework Assessment

Trainees will present a range of coursework during the year as well as possibly taking exams at the

end of the semesters. Further information and details can be found in the relevant Module

Handbooks.

“Assessment is a matter of judgement, not simply of computation. Marks, grades and percentages are not absolute values but symbols used by examiners to communicate their judgement of different aspects of a student‟s work, in order to provide the information on which the final decision on a student‟s fulfilment of programme outcomes may be based. It is particularly important for students to understand the nature of examiners‟ discretion and judgement when details of all a student‟s marks are available to them .”

Code of Practice 02: 2014

https://www.bangor.ac.uk/ar/main/regulations/BUCode02-v201401.pdf

In Accordance with the University’s Regulations (above), work is regularly standardised and marked

‘blindly’ within each module in order to:-

“[i] provide a check that an assessment has been marked in line with the expressed aims and objectives of the

assignment, and according to the published marking criteria;

[ii] provide assurance for students of the fairness of marking and hence the equality of treatment of each

student;

[iii] assure internal consistency of assessment within a module;

[iv] provide an approach to the comparability of standards across modules within a subject area.”

Code of Practice 02: 2014

PERFORMANCE IN THE CLASSROOM

Lesson Observation Report Forms

Mentors will give trainees formal written feedback on at least one lesson per week and Link Tutors

will provide written feedback during their visit to the school. These reports will indicate strengths

and areas to develop and should include agreed PGCEgets for professional development. In this way

your progress is monitored regularly. You should keep your copies of your formative lesson

observation and summative reports for each school placement with the Professional Development

Portfolio in your Progress File.

School Experience Report Forms

A summative assessment is compiled by the Mentor and the Link Tutor at the end of your

placement. These reports are based on the Standards and as well as being a summative assessment

at these points in the course, they are used formatively to discuss with the trainee teacher their

progress under the main headings of the Standards. Trainee teachers should discuss these report

forms with their Senior Mentor; the form should then be signed by both Senior Mentor and trainee

teacher as evidence of the discussion. The Senior Mentor will give a copy to the trainee for their

records and also provide the University with a copy.

Teaching Practice Grade Descriptors (Exit Criteria Year 3) for each grade are illustrated as follows :-


SCHOOL EXPERIENCE GRADE INDICATORS

In deciding on a trainee’s level of attainment Mentors and Tutors may find the following grade indicators useful and should consider which description best fits the trainee’s overall performance.

QTS 1

Professional Values and

Practice

QTS 2 Knowledge &

Understanding

QTS 3.1

Planning

QTS 3.2 Monitoring and

Assessment

QTS 3.3

Teaching

QTS 3.3

Class management

1.Excellent (PASS)

numerous strengths with many being

excellent

Has a very positive and

professional attitude

Self-reflective; always

listens to advice and acts

upon it; takes initiative

Shows empathy with

learners

Highly organised

Very good relationships

with all staff

Eager to take part in extra-

curricular activities

Shows ‘flair’ and prowess

in subject knowledge

Extensive in-depth up-to-

date subject knowledge –

even when questions

deviate

Clear and detailed

knowledge of the N.C.

Creates opportunities for

Curriculum Cymreig, Key

Skills

Always thinks carefully

about how to challenge

and motivate learners

Clear objectives

Creates own high-quality

resources

Well-planned variety of

activities

Meaningful differentiation

Lesson plans complete for

all teaching groups with

thoughtful and perceptive

lesson evaluations

Immediate and

constructive feedback in

the classroom

Detailed and prompt

marking

Uses of a wide range of

strategies to improve

planning and teaching

Uses a wide range of

assessment frameworks to

accurately assess learners’

progress

Clearly able to identify

learners’ abilities and

support all learners

through effective

differentiation

Accurately records and

reviews learners’ progress

& achievements

consistently and

systematically

Reports on learners’

attainment & progress

orally & in writing,

concisely, informatively &

accurately

Inspirational / stimulating

Excellent use of a range of

teaching & learning styles

High expectations of all

learners; incisive Q & A

Excellent use of ICT

Well-paced activities that

engage learners well in

their learning

Excellent presence and

communication skills

Clear and well-focused

instructions

Establishes and enforces a

clear framework for

discipline

Consistent enforcement of

rules

Creates a purposeful

learning environment

Promotes self-control and

independence

Teaches clearly structured

lessons which interest and

motivate learners

Uses the varying interests

and experiences of all

learners positively

Consistently able to

organise and manage

teaching and learning time

effectively

Able to organise & manage

physical teaching space,

tools, materials, etc. to a

very high level

Relishes the responsibility

for teaching a class/es over

a sustained & substantial

period of time

An effective ‘team-player’

who contributes

generously and works well

with all colleagues.

QTS 1


Practice

QTS 2 Knowledge &

Understanding

QTS 3.1

Planning


Assessment

QTS 3.3

Teaching

QTS 3.3

Class management

2. Good (PASS)

consistently good features and no major

shortcomings

Has a very positive and

professional attitude

Listens to advice and acts

upon it

Good relationships with

learners

Well organised

Good relationships with all

staff

Prepared to take part in

extra-curricular activities

Sound knowledge of

subject

Responds accurately to

questions raised by

learners

Clear knowledge of the

N.C.

Makes appropriate

references to Curriculum

Cymreig, Key Skills

Plans ahead and considers

the nature of the class

Clear objectives

Prepares good resources

Well planned activities

Suitable differentiation



good lesson evaluations

Constructive feedback in

the classroom

Conscientious marking

Uses of a range of



Uses a range of assessment

frameworks to accurately

assess learners’ progress

Able to identify learners’

abilities and support

learners through

differentiated work

Records and reviews

learners’ progress &

achievements consistently

and systematically

Reports on learners’


orally & in writing,

informatively & accurately

Efficient / methodical

approach

Uses a range of teaching &

learning styles

High expectations of most

learners: effective Q & A

Appropriate use of ICT

Good pace with most

learners engaged in their

learning

Significant presence and

effective communication

skills

Clear instructions

Establishes a framework

for discipline

Regular enforcement of

rules

Maintains an appropriate


Manages learners’

behaviour efficiently

Teaches structured lessons

which interest and

motivate learners

Often uses the varying

interests and experiences

of learners positively

Able to organise and

manage teaching and

learning time effectively



tools, materials, etc. to a

good level

Is comfortable with the

responsibility for teaching

a class/es over a sustained

period of time

A good ‘team-player’ who

works well with all

colleagues

QTS 1


Practice

QTS 2 Knowledge &

Understanding

QTS 3.1

Planning


Assessment

QTS 3.3

Teaching

QTS 3.3

Class management

3. Adequate (PASS)

strengths outweigh areas for improvement

Is generally positive and

professional in attitude

Listens to advice and

generally acts upon it

Develops some interaction

with learners

Adequately organised

Developed some

relationships with some

staff

Takes part in extra-

curricular activities when

prompted

Correct content knowledge

of subject

One-dimensional approach

to subject

General knowledge of the

N.C.

Refers to Curriculum

Cymreig, Key Skills

Adequate response to

questions raised by

learners

Some thought about the

nature of the class

Occasional difficulty in

setting clear objectives

Prepares adequate

resources

Adequately planned

activities

Satisfactory attention to

differentiation



satisfactory lesson

evaluations

Adequate feedback given

in the classroom

Work is marked

appropriately

Uses strategies to improve


Able to use a range of



Adequately able to identify


support learners through

differentiated work

With support is able to

record and reviews

learners’ progress &

achievements accurately

With support is able to

accurately report on

learners’ attainment &

progress orally & in writing

Solid approach

Some variety in teaching &

learning styles

Modest expectations of

learners; basic Q & A but

gains few extended

responses from learners

Some use of ICT

Adequate pace in most

lessons

Adequate presence and

communication skills

Effective instructions in

most instances

Maintains a framework for

discipline

Some inconsistency in

enforcement

Maintains an acceptable


Adequate control of

learners’ behaviour

Teaches lessons which

interest learners

Often organises and

manages teaching and

learning time well



tools, materials, etc.

Has been responsible for

teaching a class/es over a

sustained period of time

Generally works well with

colleagues

QTS 1


Practice

QTS 2 Knowledge &

Understanding

QTS 3.1

Planning


Assessment

QTS 3.3

Teaching

QTS 3.3

Class management

4. Unsatisfactory (FAIL)

important areas for improvement

outweigh strengths

Has a negative attitude and

lacks professionalism

Unable to act upon advice

Little attempt to develop

relationships with learners

Barley organised

Little attempt to develop

relationships with staff

Rarely takes part in extra-

curricular activities

Inadequate K & U – some

errors

Some knowledge of the

N.C.

Some awareness of

Curriculum Cymreig, Key

Skills

Struggles to give correct

responses to questions

raised by learners

Little attempt to meet the

needs of the class

Objectives not clear

Uses existing resources

rather than creating their

own

Some adequately planned

activities but unfocused

Very little attention to

differentiation

Lesson plans incomplete or

poor and incomplete

lesson evaluations

Poor feedback given in the

classroom

Infrequent marking –

significant errors in the

marking

Uses a limited range of



Has difficulty in using



Cannot easily identify


struggles to differentiate

work accordingly

Limited ability to record

and review learners’

progress & achievements

accurately

Has difficulty in accurately

reporting on learners’


Dull, monotonous

approach

Little variety in teaching &

learning styles

Low expectations –

learners not well motivated

or engaged in their

learning

Poor use of ICT

Lack of pace in general

Lack of presence and

limited communication

skills

Unclear instructions

Poor Q&A – little testing of

understanding through

questioning

Some adherence to school

discipline policy

Inconsistency in application

of rules

Poor learning environment

Accepts poor behaviour

Struggles to teach lessons

which interest and

motivate learners

Has difficulty organising

and managing teaching and

learning time

Limited ability to organise

& manage physical

teaching space, tools,

materials, etc.

Finds it difficult to be

responsible for teaching a

class/es over a sustained

period of time

Has difficulty working as part

of a team

WRITTEN WORK AND EXAMINATIONS

Methods of Assessment

Passing

All the modules are core modules. The minimum pass mark in each module is D- (or 40%) with

a pass on School Experience.

Students are required to pass every module in order to proceed to the following year and

progress at the appropriate undergraduate level.

To gain a Pass in the School Experience module, students must. score at least a Grade 3 on the

4 point scale.

BIBLIOGRAPHIES AND REFERENCES

In a piece of academic writing it is important that statements or opinions are supported by evidence,

reasoning, or reference to respected published authorities. You might draw on recent inspection

evidence and on classroom relevant research. When you refer, in the body of the text, to such an

authority it is called a reference. A list of books which are relevant to the issue is called a Bibliography;

a Bibliography is not the same as a list of References.

There is a variety of accepted methods for noting the reference within the text; the most widely used

is the Harvard system where the author’s name, followed by the date in brackets, is used in the text:

Jones (1993) has shown that pupils...

Hughes (1996) stated all pupils.. (p37)

The same method should be used for listing References and for the Bibliography. The entries should

be listed in alphabetical order of the author’s names, works by the same author being listed

chronologically.

Entries for books should be listed thus:

Surname, Initials, Date, Title or Title ,Publisher, Place of publication

Hughes, J, 1996, Pupils in School, Edpress, Bangor

Entries for journals should be shown thus:

Surname, Initials, Date, Title of Article , Title of Journal, volume, page

Jones, B, 1993, Study of Pupils in Bangor Schools, Journal of Pupils Studies, 4,123-126.

WEBSITES

Where websites are quoted, the full URL should be provided plus the date when the site was

accessed.

Further information can be obtained from: http://infolit.bangor.ac.uk/evalu5.php?

GUIDE TO HARVARD REFERENCING: QUOTATIONS

MAIN BODY IN THE REFERENCE LIST

One author Penn (2005:99) states

‘quotation’.

Penn, H. (2005) Understanding Early Childhood, Maindenhead:

Open University Press

Two authors Bales a Cox (2006: 15)

argue,‘quotation’.

Bales, K. and Cox, C. (2006) The Sin of Child Slavery,

London:Weindenfeld & Nicholson

More than two

authors

Gopnik et al. (2005:21)

claim ‘quotation’.

Gopnik, A., Meltzoff, A., and Kuhl, P. (2005) How Young Babies

Think, London: Paul Chapman

A chapter from an

edited book

Mukherji (2008:145)

asserts ‘quotation’.

Mukherji, P (2008) ‘The Importance of Children’s Health’, yn

Dryden, l., Forbes, R., Mukerhji, P., and Pound, L (eds.) Essential

Childhood Years, London: Hodder & Stoughton

A quote about

another author

within the text – a

secondary

reference

David (cited in Bruce,

2005: 17) defines this as

‘quotation’.

Bruce, T.(2005) Early Childhood Education (3rd edition), London:

Hodder Arnold

(i.e. David will not appear in the Reference List because you have

not read David’s original work; you have read about it in Bruce’s

book)

Newspaper article ‘Quotation’ (Furedi,

2004:15).

Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly ideas’,

Times Higher Education Supplement, 6 August 2004, p.15

Newspaper article

on line

‘Quotation’ (Furedi,

2004:15).

Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly ideas’,

Times Higher Education Supplement, 6 August 2004, p.15.

http://thes.co.uk.[accessed 12 February 2007]

Journal article ‘Quotation’ (Dryden et al.,

2003:12).

Dryden, L., Hyder, T. and Jethwa, S. (2003) ‘Assessing individual

oral presentations’, in Investigations in University Teaching and

Learning, vol. 1, no 1, pp.79-83.

Electronic Journal ‘Quotation’ (Dryden et al.,

2003) . Note: No page

number as a web ref).

Dryden, L., Hyder, T. and Jethwa, S. (2003) ‘Assessing individual

oral presentations’, in Investigations in University Teaching and

Learning, vol. 1, no. 1. http://ecrp.uiuc.edu/ [accessed 30 June

2011]

Website with

author

Stainthorp (2003) states

‘Quotation’ . Note: no

page number as web ref.

Stainthorp, R. (2003) ‘Use it or lose it’.

http://www.literacytrust.org.uk/Pubs/stainthorp.html

[accessed 6 October 2011]

Webiste without

author but linked

to a recognisable

organisation

The Froebel Foundation

(2005) supports this by

saying ‘Quotation’.

Froebel Foundation (2005) ‘Three Education Principles of

Childhood’ Education Principles. http://www.froebel.com/

[accessed 29 July 2010)

Electronic book ‘Quotation’ (Robson,

2006:13).

Note: page number as it is

an e-book.

Robson, S. (2006) Developing Thinking and Understanding in

Young Children. London: Routledge

http://www.netlibrary.com [accessed 10 July 2012)

http://thes.co.uk/

http://ecrp.uiuc.edu/


http://www.froebel.com/

http://www.netlibrary.com/

GUIDE TO HARVARD REFERENCING: PARAPHRASING

MAIN BODY IN THE REFERENCE LIST

One author As stated by Penn

(2005) …

Penn, H. (2005) Understanding Early Childhood,

Maindenhead: Open University Press

Two authors Bales and Cox (2006)

argue that…

Bales, K. and Cox, C. (2006) The Sin of Child Slavery,

London:Weindenfeld & Nicholson

More than two

authors

Gopnik et al. (2005)

claim that…

Gopnik, A., Meltzoff, A., and Kuhl, P. (2005) How Young

Babies Think, London: Paul Chapman

A chapter from an

edited book

Mukherji (2008)

asserts that…

Mukherji, P (2008) ‘The Importance of Children’s Health’, yn

Dryden, l., Forbes, R., Mukerhji, P., and Pound, L (eds.)

Essential Childhood Years, London: Hodder & Stoughton

A quote about

another author

within the text – a

secondary reference

David (cited in Bruce,

2005) discusses

Bruce, T.(2005) Early Childhood Education (3rd edition),

London: Hodder Arnold

( i.e. David won’t appear in the Reference List because you

havn’t read David’s original work; you’ve read it in Bruce.)

Newspaper article A study carried out by

Furedi (2004)…

Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly

ideas’, Times Higher Education Supplement, 6 August 2004,

p.15

Online newspaper

article

Furedi (2004)

comments…

Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly

ideas’, Times Higher Education Supplement, 6 August 2004,

p.15. http://thes.co.uk. [accessed 12

February 2007]

Journal article ‘Research by Dryden et

al. (2003)…

Dryden, L., Hyder, T. and Jethwa, S. (2003) ‘Assessing

individual oral presentations’, in Investigations in University

Teaching and Learning, vol. 1, no 1, pp.79-83.

Electronic Journal ‘According to Dryden

et al. (2003)…

Dryden, L., Hyder, T. and Jethwa, S. (2003) ‘Assessing

individual oral presentations’, in Investigations in University

Teaching and Learning, vol. 1, no. 1. http://ecrp.uiuc.edu/

[accessed 30 June 2011]

Website with author A phoneme is the

smallest unit of cound

that changes meaning

(Stainthorp, 2003).

Stainthorp, R. (2003) ‘Use it or lose it’.


[accessed 6 October 2011]

Webiste without

author but linked to

a recognisable

organisation

Froebel parents are

involved in a variety of

ways (Froebel

Foundation, 2005).

Froebel Foundation (2005) ‘Three Education Principles of

Childhood’ Education Principles. http://www.froebel.com/


Electronic book Piaget was an active

researcher in

constructivism and

published widely

(Robson, 2006).

Robson, S. (2006) Developing Thinking and Understanding

in Young Children. London: Routledge

http://www.netlibrary.com


http://thes.co.uk/

http://ecrp.uiuc.edu/


http://www.froebel.com/

http://www.netlibrary.com/

Notes:

If you need to cite two (or more) articles/sources published within the same year by the same author then refer

to them in the text and the reference list as 2010a, 2010b etc.

Titles of books and journals need to be emphasised, either emboldened, as in the examples, or italicised or

underlined – each method is correct so long as you are consistent in your approach.

When referencing a journal article you need to indicate both the volume number and issue number, e.g Child

Psychology in Practice, vol 17, issue 3 or 17(3).

If you need to use a dictionary, where possible use one that is specific to the discipline.

NB: When a citation appears at the end of a sentence, the full stop comes after the citation, e.g. Steiner

Waldorf schools, unlike most of their counterparts in Europe, do not receive state support (Steiner Waldorf

Schools Fellowship, 2008).

Ensure that the citation appears near the beginning of a paragraph.

To indent a long quotation, select page layout, then select paragraph, then adjust both the ‘left’ and ‘right

indentation’ values to approximately 1.4.

CRITERIA FOR ALL WRITTEN ASSIGNMENTS

Trainee teachers should demonstrate, through their written work, a high level of competence in

language skills. Accuracy in spelling, punctuation and grammar is an important aspect of a career in

teaching. Where necessary, trainee teachers should discuss their needs with their Tutors and Mentors

and develop their skills during the BA(QTS) course.

Written work should:

be clearly and straightforwardly expressed using a good standard of written English** or

Welsh;

display some combination of personal reflection, observation and/or recollection, enquiry

and analysis;

consider and cite published sources;

be organised into headings and sub headings, as appropriate.

Tutors will provide written comments on the assignments’ assessment cover sheets which will help

the trainee teacher to develop.

CATEGORICAL MARKING SCHEME

“Student performance in all summative assessment, including examinations and course work, is reported as a categorical mark. Categorical marks are converted to percentages as shown in the table below. Module marks are recorded, and released to students, as percentages. Student progression and final degree mark are determined using the module marks as described in this Code of Practice.” https://www.bangor.ac.uk/ar/main/regulations/BUCode02-v201201.pdf

A categorical marking scheme is used to assess trainees’ written work.

Range of Mark Categorical Mark Equivalent % mark

90-100 A8 95

84-89 A+ 87

78-83 A 80

70-77 A- 74

67-69 B+ 68

64-66 B 65

60-63 B- 62

57-59 C+ 58

54-56 C 55

50-53 C- 52

47-49 D+ 48

44-46 D 45

40-43 D- 42

35-39 E 37

30-34 F 33

10-29 F(1) 20

1-9 F(2) 5

0 F(3) 0

38

CATEGORICAL MARKING

(Descriptors are link to the specific aspects assessed for all set assessments)

Primary Criteria Knowledge and Understanding Quality of Analysis Language and Expression Structure and Supporting

Evidence

A* A+ A A - Comprehensive knowledge.

Detailed understanding.

No factual/computational errors.

Logically presented and defended

arguments.

Original interpretation.

New links between topics are

developed.

New approach to a problem.

Excellent presentation with very

accurate communication.

Rich and extensive language

resources.

Robust and accurate grasp of

spelling, punctuation, correct

sentences, paragraphs and use

of verbs.

Use of a wide range of

vocabulary.

Extensive

background study.

Highly focussed

answer and well

structured.

B+ B B- Strong knowledge.

Understands most but not all.

Mostly free of factual/computational

errors.

Arguments presented coherently.

Some limited original interpretation.

Well known links between topics are

described.

Problems addressed by existing

methods/approaches.

Good presentation with

accurate communication.

Very good language resources.

Very good grasp of spelling,

punctuation, sentences,

paragraphs and use of verbs.

Very good range of vocabulary.

Evidence of

background study

Focussed answer

with good

structure.

C+ C C- Knowledge of key areas/principles.

Understands main areas.

Has several factual/computational

errors.

Arguments presented but lack

coherence.

No original interpretation.

Only major links between topics are

described.

Limited problem solving.

Some weaknesses in

presentation and accuracy.

Good language resources.

Good grasp of spelling,



Good range of vocabulary.

Limited evidence

of background

study.

Answer focussed

on question but

also with some

irrelevant material

and weakness in

structure.

39

D+ D D- Knowledge of key areas/principles

only.

Weaknesses in understanding of main

areas.

Several factual/computational errors.

Arguments presented but lack

coherence.

No original interpretation.

Only major links between topics are

described.

Limited problem solving.

Many weaknesses in

presentation and accuracy.

Satisfactory language resources.

Satisfactory grasp of spelling,



Satisfactory range of

vocabulary.

Limited evidence

of background

study.

Answer only poorly

focussed on

question and with

some irrelevant

material and poor

structure.

E F

F(1) F(2) F (3)

Insufficient to fulfil the associated

learning outcomes.

Deficiencies in knowledge even of key

areas/principles.

No evidence of understanding, even

of main areas.

Many factual/computational errors.

No arguments presented. Linguistic resources need

serious attention,

Poor grasp of spelling,


paragraphs and use of verbs,

Poor grasp of vocabulary.

No evidence of

background study.

Answer relies on

tangential material

and lacks a

coherent structure.

40

GRADE DESCRIPTORS

Categorical mark General overview Secondary Criteria

A* Outstanding first Exceeds expectations for most primary criteria

Complete command of subject and other relevant areas

Ideas/arguments are highly original

A+ Excellent first Exceeds expectations for some primary criteria

Complete command of subject

Ideas/arguments are highly original

A Good first Meets all primary criteria

Command of subject but with minor gaps in knowledge

Ideas/arguments are mostly original

A- First Meets most but not all primary criteria

Command of subjects but with some gaps in knowledge

Ideas/arguments are mostly original

B+ Good Upper Second Exceeds expectations for some primary criteria

Command of subjects but with gaps in knowledge

Some ideas/arguments are original

B Mid Upper Second Meets all primary criteria

Strong factual knowledge and understanding

Ideas/arguments are well presented but few are original

B- Upper Second Meets most but not all primary criteria

Strong factual knowledge with minor weaknesses in understanding

Most but not all ideas/arguments are well presented and few are original

C+ Good Lower Second Exceeds expectations for some primary criteria

Strong factual knowledge with some weaknesses in understanding

Ideas/arguments are limited but are well presented

C Mid Lower Second Matches all primary criteria

Moderate factual knowledge with some weaknesses in understanding

41

Ideas/arguments are limited with weaknesses in logic/presentation

C- Lower Second Matches most but not all primary criteria

Moderate factual knowledge with several weaknesses in understanding

Ideas/arguments are limited with weaknesses in logic/presentation

D+ Good Third Exceeds expectations for some primary criteria

Moderate factual knowledge with several weaknesses in understanding

A few ideas/arguments are presented but with weaknesses

D Mid Third Matches all primary criteria

Limited factual knowledge with several weaknesses in understanding

Very few ideas/arguments are presented

D- Third Matches most but not all primary criteria

Limited factual knowledge with many weaknesses in understanding

Very few ideas/arguments are presented and with errors in logic/presentation

E Borderline fail (compensatable) Exceeds expectations for most primary criteria

Very limited factual knowledge with many weaknesses in understanding

Weak attempt to answer/address question

F Fail

(compensatable)

Exceeds expectations for some primary criteria

Major gaps in knowledge/understanding

Very weak attempt to answer/address question

F(1) Fail

(non - compensatable

Matches all primary criteria

Very limited evidence of knowledge/understanding

Ideas/arguments are largely irrelevant to question

F(2) Poor Fail


Matches some primary criteria

No evidence of relevant knowledge/understanding

Ideas/arguments are irrelevant to question

F(3) Very poor Fail


Matches very few primary criteria

No evidence to demonstrate even cursory knowledge or understanding

No attempt to answer/address question

42

SUBMITTING WRITTEN WORK

PROCEDURE FOR WRITTEN SUBMISSION

Trainees should submit one copy of each assignment electronically through Turnitin as well as submitting a

hard copy to the Course Administrator by the relevant deadline.

The work requires a completed assignment front sheet (available on Blackboard), placed in the front of the

assignment. It is also recommend that you keep a copy of the assignment.

Present your work neatly and with respect – loose papers in a plastic wallet are unacceptable.

Assignment deadlines

Hard copy assignments should be submitted to the Course Administrator, (in Eifionydd), by noon at the

latest on the indicated date using the relevant submission form as per mentioned above (also available in

the back of this handbook) as the front cover to sign ownership of the work.

The electronic system Turnitin (plagiarism detection service) opens a week in advance of the deadline and

closes within 24 hours of delivery time. Results will not be available unless the work is submitted

electronically.

43

Blwyddyn 1,2 a 3 / Year 1, 2 and 3

Gwaith Cwrs - Course Work Dyddiad Cyflwyno a Dychwelyd - Submission and Feedback Date

ASTUDIAETHAU PROFFESIYNOL - PROFESSIONAL STUDIES XCC 1010 Astudiaethau Proffesiynol 1 XCE 1010 Professional Studies 1 XCC 2010 Astudiaethau Proffesiynol 2 XCE 2010 Professional Studies 2 XCC 3012 Astudiaethau Proffesiynol 3 XCE 3012 Professional Studies 3

1 – Cyflwyno aseinaid /Assignment submission - 28:10:14 (W5) Cyfarfod safoni/Standardisation meeting -31.10.14

Dychwelyd/Feedback - 27:11:14 2 - Cyflwyno aseinaid /Assignment submission – 17:03:15 (W22)

Cyfarfod safoni/Standardisation meeting – 20.03.15 Dychwelyd/Feedback - 7.05.15

1 - Cyflwyno aseinaid /Assignment submission - 28:04:15 (W25)

Cyfarfod safoni/Standardisation meeting – 1.5.15 Dychwelyd/Feedback - 28.05.15

1 - Cyflwyno aseinaid /Assignment submission - 14:04:15 (W23)

Cyfarfod safoni/Standardisation meeting – 18.04.15 Dychwelyd/Feedback - 15:05:15

BYD Y PLENTYN AC ASTUDIAETHAU PYNCIAU ALLGRAIDD CHILD’S WORLD & NON CORE SUBJECT STUDIES

XCC 1009 Byd y Plentyn 1 XCE 1009 The Child’s World 1 XCC 2009 Pynciau Allgraidd 1 XCE 2009 Non-core Subjects 1 XCC3009 Pynciau Allgraidd 2 XCE 3009 Non-Core Subjects 2 XCC 3011 Byd y Plentyn 2 XCE3011 The Child’s World 2

1 - Cyflwyno aseinaid /Assignment submission - 16:12:14 (W12) Cyfarfod safoni/Standardisation meeting – 19.12.14

Dychwelyd/Feedback - 05:2:15 2 - Arholiad ym Mai - Dyddiad i‘w drefnu Examination in May - Date to be arranged 2 Arholiad ym Mai - Dyddiadau i‘w trefnu 2 Examinations in May - Dates to be arranged Cyflwyno aseinaid /Assignment submission - 02:12:14 (W10)

Cyfarfod safoni/Standardisation meeting – 05.12.14 Dychwelyd/Feedback - 22:02:15

Cyflwyniad llafar/verbal presentation – Ebrill/Mai

LLYTHRENNEDD A RHIFEDD AC ASTUDIAETHAU PYNCIAU CRAIDD LITERACY AND NUMERACY & CORE SUBJECT STUDIES

XCC 1008 Llythrennedd a Rhifedd 1 XCB 1008 Literacy and Numeracy 1 XCC 2008 Pynciau Craidd 1 XCB 2008 Core Subjects 1 XCC 3008 Pynciau Craidd 2 XCB 3008 Core Subjects 2 XCC3010 Llythrennedd a Rhifedd 2 XCB3010 Literacy and Numeracy 2

1 - Cyflwyno aseinaid /Assignment submission Cymraeg 10:03:15 (W21) Dychwelyd / Feedback – 29.05.13

EAL – Cyflwyniad llafar/verbal presentation – w 11 2 - Arholiad ym Mai - Dyddiad i‘w drefnu Examination in May - Date to be arranged 1 - Cyflwyno aseinaid/Assignment submission - EAL 11:11:14 (W7)

- Dychwelyd/Feedback – EAL 11:12:14 2 - Cyflwyno aseinaid/Assignment submission - Cymraeg 13:1:15 (W13)

Dychwelyd/Feedback 12:2:15 3 - Cyflwyno aseinaid/Assignment submission – AaD a Meddwl 4:3:15 (W20)

Cyfarfod safoni/Standardisation meeting – 07.3.15 Dychwelyd/Feedback – 23:4:15

1 - Cyflwyno aseinaid/Assignment submission – Cymraeg 11:11:14 (W7)

Dychwelyd / Feedback – 11:12:14 2 - Arholiad ym Mai - Dyddiad i‘w drefnu Examination in May - Date to be arranged

44

EXTENDING DEADLINES

Presentation of work – Completing work on time is a professional virtue so all assignments should

be presented by the given deadlines. Trainees should manage their time effectively so that work is

not left until the last minute. Any request for an extension must be in writing, in advance to either

the module leader or the Course Director. It should not be assumed that an extension is granted

unless you receive permission in writing by the Module Leader, Senior Tutor or the Course

Director. The Course Director receives a report on each assignment extension in order to monitor

the situation alongside the Senior Tutor.

ANY REQUEST FOR EXTENSION WILL NOT BE APPROVED UNLESS THIS PROCEDURE IS FOLLOWED.

Valid reasons for extensions are situations that have affected the preparation and submission

period, with definite evidence attached to them e.g. a medical certificate, a case of serious illness,

death of a close family member, intensive family troubles (divorce, loss of home).

Unacceptable excuses and reasons are e.g. being too busy with other work, computer troubles,

being on holiday, or falling sick at the last minute.

In accordance with University guidelines, 0% will be awarded for work that is late without

permission and any re submitted work will be capped at 40%.

Code of Practice 02: 2012)

All trainees are encouraged to discuss as soon as possible with the module leader or Course

Director, if there are legitimate circumstances that are likely to result in failure to submit work on

time.

UNFAIR PRACTICE

Definition of Unfair Practice

It is an unfair practice to commit any act whereby a person may obtain for himself/herself or for

another, an unpermitted advantage. This shall apply whether the candidate acts alone or in

conjunction with another/others. Any action or actions shall be deemed to fall within this definition

whether occurring during, or in relation to, a formal examination, a piece of coursework, or any

form of assessment undertaken in pursuit of a qualification of the University. The University has

distinct procedures and penalties for dealing with unfair practice in examination or non-examination

conditions. For further details see the University’s Unfair Practice Procedure available on the

Academic Registry website via the intranet:

https://www.bangor.ac.uk/ar/main/regulations/BUProc05-v201201.pdf


https://www.bangor.ac.uk/ar/main/regulations/BUProc05-v201201.pdf


45

Any suspected academic dishonesty is investigated thoroughly. Marks are withheld where it is

suspected and you are notified in writing that your work is under investigation and given details of

the process to be followed. Plagiarism is a particular example of academic misconduct.

Plagiarism

Plagiarism may take the form of repeating another’s sentences as your own, adopting

a particularly apt phrase as your own, paraphrasing someone else’s argument as your

own, or presenting someone else’s line of thinking in the development of a thesis as

though it were your own. In short, to plagiarise is to give the impression that you

have written or thought something that you have in fact borrowed from another.

Although a writer may use another person’s words and thoughts they must be

acknowledged as such (for example, by the use of quotation marks).

More information and guidance can be found on:

http://studyskills.bangor.ac.uk/study%20guides/avoiding_plagiarism.php.cy

PROCEDURE FOR INFORMING TRAINEE TEACHERS WHO ARE CAUSE FOR CONCERN

Any trainee teacher who is cause for concern during the first term and/or who is failing to reach the required standard in either written work or in practical teaching will be identified by the Personal Tutor or the Link Tutor and the Mentor during school experience. As regards school experience their case will be discussed by the Link Tutor, School Experience Placement Officer and Course Director during or at the end of the placement depending on the severity of the situation, when the advice and recommendations of the Mentors will be taken into account. A course of action will be decided, which may involve providing extra support for the trainee, placing the trainee on a probationary period or advising the trainee to withdraw from the course and to consider alternative careers. Any such trainee teachers will be informed in writing following the meeting.

QUALITY ASSURANCE

It is a priority within the Partnership to ensure that the provision, training and experiences of

trainees are of high quality and focused upon the development of the required professional

standards throughout the course. To this end a range of quality assurance mechanisms have been

developed which allow for regular reviews of the course, for example:

Course Evaluations – trainee questionnaires (school and University based)

At various stages during the course, trainee teachers are asked to evaluate the provision

made for them in the different elements of the course. This feedback is an important factor

in the monitoring of the quality of the course.

http://studyskills.bangor.ac.uk/study%20guides/avoiding_plagiarism.php.cy

46

Visits and reports by External Examiners

The External Examiners will visit and assess the performance of some trainee teachers during

their year 3 Teaching Practice they will also speak with Mentors. In the Summer term they

will evaluate examples of year 2 and 3 written work and examination scripts and School

Experience Files. They will monitor the assessment procedure as well as compare standards

with other institutions; they will attend the final Exam Board meetings at Bangor University.

Visits and reports by other agencies such as Estyn

Mentor training and development meetings

Regular meetings by the Primary course teams

Steering committee meetings

Link Tutor

University QA procedures – e.g. Annual Review of Teaching and Learning and

Development Plans

HEALTH AND SAFETY

HEALTH

You have already completed a questionnaire about your health for the University Medical Officer

but none of the information which you provided may be disclosed to BA(QTS) staff. You are now

embarking on a career in a profession where your own well-being and that of the pupils in your

care are of paramount importance. If you have any medical condition or physical disability which

may be relevant to your work with children, it would be appreciated if you would disclose this.

The Information Sheet which you will send to the Senior Mentor at each of your placement

schools also provides you with an opportunity to declare any disability including any specific

learning difficulties or medical conditions. Trainees who have a medical condition which requires

continuous treatment or access to a major hospital (e.g. diabetes, epilepsy, haemophilia) are

requested to inform their Tutor of that condition. Where special arrangements are needed for

students with disabilities Tutors will ensure that the school is given full information. Any necessary

advice will be given and / or adjustments made well in advance of the placement.

WELL BEING

Your well being is very important to us. Please visit

http://www.bangor.ac.uk/hss/wellness/intro.php.en?menu=12&catid=6516&subid=0 for

further guidance on pathways to health.

http://www.bangor.ac.uk/hss/wellness/intro.php.en?menu=12&catid=6516&subid=0

47

PREGNANCY

If a trainee becomes pregnant, it is her responsibility to inform her Link Tutor and Mentor once

she reaches the 16th week of pregnancy. However it is recommended that the trainee informs the

Link Tutor as soon as possible after her pregnancy has been confirmed. Link Tutors will ensure

that trainee tasks do not involve any prohibited by law during pregnancy. A personal risk

assessment will be undertaken by the University a copy of which will be provided for the trainee

and her School.

PREPARATION FOR SCHOOL EXPERIENCE

The University has a responsibility to ensure that all their students are adequately briefed prior to

going on school experience. This will include written (Health & Safety Guidance Notes for Students

on Placement) and spoken guidance. Records of trainees’ attendance in the briefing session and any

documentation received by the trainee will be kept. Any briefing session given by the University is

not a substitute for induction or subsequent training carried out by the school providing the

placement.

SAFETY BRIEFING

The following details will be included in the University Health & Safety briefing session prior to a

trainee’s placement:

The reasons for Health & Safety controls in the workplace (statutory requirements)

Importance of reporting incidents and accidents

Who is responsible for health and safety in the workplace, trainee supervision and ensuring

safety

Work place hazards

Knowledge of who to contact at the University if a problem occurs

Distribution of health and safety documentation

a. Health and Safety Guidance Notes for students on Placement

b. Student Induction Check list

TRAINEE RESPONSIBILITIES

Students on school experience have the same health and safety responsibilities as any other

employee in the workplace. Students must take responsibility for their own health and safety and

of the health and safety of other people who may be affected by their acts or omissions. Trainees

must co-operate by complying with all the schools legal duties: policies, regulations and procedures.

Safety concerns in the workplace must be reported immediately to the Mentor or Senior Mentor.

Trainees must NOT wait until their Link Tutor visit to raise the matter.

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SAFETY IN SCHOOLS

School policies safety policies and procedures

Schools are asked to provide trainees with information on health and safety issues relating to their

own institution during their induction session. By now, however, it has become a formal

requirement for the completion of the BA(QTS) course that trainees are familiar with the school’s

policy document and it has been recommended by the CVCP (the Committee of Vice-Chancellors

and Principals of the Universities of the United Kingdom) that we ask both school and trainees to

complete a brief checklist confirming that the relevant health and safety issues have been

covered. A copy of the form, which you will be required to complete early in your first period of

school experience, is available on Blackboard.

Safety in the classroom: the trainee’s position

Classroom safety is of paramount importance in every school. Established standard procedures for

classroom safety must be followed to avoid accidents. Classrooms used for teaching science and

design technology have a greater probability of accidents. Trainees are responsible for ensuring that

they have received adequate and appropriate training for using equipment, chemicals and materials

contained in the classroom, prior to use. If in doubt the advice of their Mentor should be sought.

On School Experience trainees must be under the supervision of a qualified teacher (or employed member

of staff according to the school’s policy and procedures) at all times when in the presence of children.

If the Course Director or a Head teacher sees that a trainee is unable to cope either physically or

mentally with the demands of the school-based section of the course or if the health or safety of

pupils is compromised, then a trainee may be asked to withdraw either temporarily or

permanently from the course.

49

CHILD PROTECTION GUIDELINES

The responsibility of protecting children lies with adults, either as professionals, volunteers or

carers - but not with the children. The welfare of the child / young person is considered to be

paramount at all times. In line with the All Wales Child Protection Guidance (2008) it is mandatory

for all trainees to undergo relevant training before going on School Experience - attendance is

essential.

These procedures are specifically for members of staff and students within the School of Education. For other members of staff/ students within the University please refer to the University’s Child Protection Policy: http://www.bangor.ac.uk/compliance-unit/ChildProtPol.php.en 1. School of Education’s Child Protection Procedures The School of Education’s procedures comply with Bangor University’s Child Protection Policy. 1.1 Cause for concern on University Premises If any member of staff, trainee or volunteer has knowledge, concerns or suspicions that a child or

young person is suffering, has suffered or is likely to be at risk of harm, on University premises

they must refer the matter at the earliest opportunity to the School of Education’s Child

Protection Co-ordinator or the Head of School of Education. In an emergency please contact any

member of staff listed below (1.3).

1.2 Cause for concern not on University Premises When on School Experience, Work Placement, research period or visits the matter should be reported to the Designated Child Protection Person at the school/work placement. In an emergency, in the first instance contact your union and then contact Anwen Roberts,

Designated Child Protection Coordinator, School of Education (details below) or any member of

staff listed below.

1.3 Staff contact details Child Protection Co-ordinator, School of Education – Anwen Roberts 01248 383065 [email protected] Head of School of Education – Dr. Enlli Thomas 01248 383053 [email protected] Health and Safety Officer Christine Monks 01248 388326 (day) or 01248 382795 (evening) or 07900 268473 [email protected]




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Disclosure and Barring (DBS) Counter-Signatory Huw Clwyd Phillips 01248 382533 [email protected] Senior tutor (Undergraduates) Nesta Elliott 01248 382880 [email protected] Senior tutor (Post-graduates) Nia Young 01248 383070 [email protected] Bangor University Child Protection Officer Gwenan Hine 01248 382413 [email protected]

TRAINEES ON SCHOOL EXPERIENCE are all required to complete the following form and have it

signed as acceptable at the beginning of each School Experience. A copy and electronic

reference can be found either within the School Experience Handbook or on BlackBoard.

2. Trainees on School Experience / Students on Work Placement Information about Child Protection procedures

Following a meeting with the Headteacher/Manager or his/her representative, trainees/students

are required to complete this form using bullet points, outlining the school/placement’s procedure

for dealing with concerns regarding a child’s welfare.

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CHILD PROTECTION PROCEDURES

This form should be completed for all periods spent on School Experience/ Work Placement and should be

kept in the School Experience/Placement file.

Name of trainee/student:_____________________________________

School/Establishment:

Headteacher/Manager:

Designated Child Protection Person within school/establishment:

Deputy Designated Child Protection Person within school/establishment:

If I was concerned about a child’s welfare during my School Experience/Work Placement, these are the steps I

would follow:

………………………………………………………………………………………………………….……………………………………………………………………

………………………………………………………………………….……………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………

Signed (trainee/student) _________________ Date _____________

Signed (Headteacher/manager) _____________ Date _____________

52

3.1 Supervision of trainees on School Experience On School Experience trainees must be under the supervision of a qualified teacher (or employed member of staff according to the school’s policy and procedures) at all times when in the presence of children. 3.2 Supervision of students on Work Placement On Work Placement students must be under the supervision of a member of staff, (according to the establishment’s policy and procedures) at all times when in the presence of children. 3.3 Supervision of research students during interviews/observation sessions with children During periods of gathering evidence for research, students must adhere to the establishment’s policy and procedures and the recommendations of the Ethics Board on all occasions when in the presence of children. They should always be in a location that the establishment deems to be suitable and where a suitable member of staff can observe the research student’s /researcher’s interactions with a child/children. 4. Responding to an accusation (students’ guidelines) 4.1 Responding to an accusation against a trainee/student in the School of Education See below the steps to be followed if an accusation was made against a trainee/student in the School of Education on University premises or in a school/work placement. Step 1. Contact your union. See your union card for contact details. (24 hours) Step 2. Inform the School of Education’s Child Protection Co-ordinator immediately Anwen Roberts 01248 383065 (office hours) [email protected] Step 3. The School of Education’s Child Protection Co-ordinator, in liaison with the Head of School of Education, to inform Bangor University’s Child Protection Officer Gwenan Hine 01248 382 413

If a tutor is the first to hear of an accusation against a member of staff/student she/he must

contact the child protection

4.2 Responding to an accusation against a member of staff of the School of Education See below the steps to be taken if an accusation was made against a member of staff of the School of Education. Step 1. Contact your union. Step 2. Inform the Child Protection Co-Ordinator of the School of Education immediately. Anwen Roberts 01248 383065 (office hours) [email protected]

53

Step 3. Child Protection Co-ordinator of the School of Education, in liaison with the Head of School of education to inform: Bangor University’s Child Protection Officer (Gwenan Hine 01248 382413 office Hours) and Head of Human Resources, Bangor University

(Lyn Meadows 01248 382058)

4.3 Contact with the Police or External Authority In the case of information about an accusation against a member of staff or students being given to the School of Education by the Police or External Agency the information would be passed on to the University’s Child Protection Officer (Gwenan Hine 01248 382413). 4.4 Disciplinary Procedures

All accusations will be considered in accordance with Bangor University’s regulations and

disciplinary procedures.

THE USE OF SOCIAL NETWORKING WEBSITES

GENERAL ADVICE

The use of social networking sites such as MySpace, Facebook, You Tube, Twitter, Flickr, Bebo etc

have become increasingly popular. The use of technology for educational purposes is an important

part of the work of teachers and trainee teachers. However it is imperative that such websites are

not abused. For your own protection please consider the following advice carefully.

Whilst training at the University, and whilst on teaching practice at schools which are part of the

partnership, you are requested to carefully consider the use you make of e-mail, text messages,

messaging sites, social networking sites, blogging and the internet. High expectations and

standards of professional behaviour in relation to the use of electronic interaction are as relevant

as face to face behaviour.

USE OF E-MAIL:

Be aware of potential problems which can arise by providing personal details on social networking

sites. Do not use your personal e-mail address to communicate with pupils at the school. If you do

receive work by pupils via e-mail please use the school’s official e-mail and keep any comments

within professional matters. Do not use any e-mail addresses given to you as a member of staff

whilst on teaching practice for personal reasons.

54

SOCIAL NETWORKING SITES:

IT IS NOT ACCEPTABLE for you to refer to the school that you are training at, nor any co-worker at

that particular school in any way on a social networking site or in a blog. It is also not acceptable to

use any pictures of them on such sites.

Do not become an on-line ‘friend’ with any of the pupils at the school. Remember you should not

publish anything that you haven’t agreed to put your name to. If you do not want any comments

to be associated publicly with yourself then do not do so at all.

It is not acceptable to make use of social networking sites during working hours. Amend your

private settings to ensure control over who can observe any information on you on such sites.

Take great care regarding the type of information on you which is published. Remember that a

number of prospective employers search for information on applicants on social networking sites

whilst short listing posts.

MOBILE PHONES:

Do not use your mobile phone during lessons except for emergencies. Do no keep any message or

picture on your phone which you would not be happy for others to see. Do not leave your phone

where pupils can get hold of it. Do not under any circumstance give your phone number or lend

you phone to a pupil for any reason. Do not use your mobile phone to phone or text any pupil.

Use the school’s mobile phone as a contact number if you are going on a trip with the school.

Please act wisely if you know pupils personally outside of the school environment.

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

The potential of ICT for improving the quality and standards of pupils’ education is significant.

Equally, its potential is considerable for supporting teachers, both in their everyday classroom role

and in their continuing training and development.

During the BA(QTS) Primary course our aim is to develop your knowledge, understanding and skills

to enable you to use ICT effectively in teaching your subject. Trainee teachers begin the course with

different skills and experiences and we hope that the more experienced trainees will help and guide

those who are less experienced.

There is open access IT facilities and support available to you at the University. Partnership schools

are well equipped with computer facilities and you will be able to produce teaching materials of

high quality as well as develop your own personal IT skills. You will also use ‘Blackboard’ as a VLE

(Virtual Learning Environment) which also has the facility for e-mail conferencing. You should check

your messages daily.

55

University User Names and Passwords

At registration you will be given your University user name and password which will allow you to

have access to the University network; you should keep this information safe.

ICT Audit

It is important that you use your own time to develop your ICT skills gradually throughout

the course during University-based periods and during the school-based periods. Please ask

your Link Tutor if you need help. You will be required by your Personal Tutor to monitor

your progress by completing an ICT audit which you will keep as a part of the Progress File;

you will discuss this during your tutorials with your Personal Tutor during the course. Your

level of ICT skill will be reflected in your work in the classroom and in your written work.

Use of the Virtual Learning Environment VLE (Blackboard)

The Web is increasingly used on the BA(QTS) course for teaching and for administration,

both when the students are at University and when they are on their school placements.

The University is using software called Blackboard to produce and manage the web pages

Access to Blackboard

Providing there is Internet access, you can have access through an internet browser, such as

Firefox or Internet Explorer, to Blackboard from either a computer in University, in school or your

own computer at home. Trainees at Bangor University will access Blackboard via the following

address: https://blackboard.bangor.ac.uk

When you are on School Experience you will need to identify a computer in school which allows

you access to Blackboard through an internet browser. Check with your Senior Mentor when it is

available for your use; you may only have access out of school hours.

You will need to use Blackboard regularly throughout the course; you may need to modify your daily

or weekly routine to include time to log on and check your messages and to access information

regularly. Use the system regularly by responding to messages and by starting discussions as

appropriate, in order to keep in touch with others. These discussions will enable you to develop a

broader understanding of educational issues and a broader awareness of policies and practices

across many different schools. You are expected to check your emails on a daily basis.

https://blackboard.bangor.ac.uk/

56

BA (QTS): INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) AUDIT

It is a requirement that all new teachers are able to use ICT effectively in their teaching and at a personal professional level. This audit is designed to help you to judge your own current capability and to help you to develop further; it will be discussed in your tutorials with your personal tutor and forms a part of your Progress File. The aim of this audit is to develop your personal digital competences.Complete the columns at the times shown and take account of this audit when drawing up your action plans in your Record of Professional Development and Career Entry Profile.Insert the number into the columns which best represents your capability.

1 2 3 4 5

I have appropriate* knowledge and understanding of this

area

I am making progress

towards

I have no knowledge or understanding of this

area

*Appropriate knowledge and understanding corresponds to the requirements of the ECDL in the relevant area. For further details see:

http://www.bangor.ac.uk/itservices/ecdl/

Name : Preferred Age Scope: 3-7 7-11

GCSE Qualification

GCE - A LEVEL

BTEC IT

ECDL

Relvent Degree Module/Courses

Other (please state)

DIGITAL TECHNOLOGIES AND INFORMATION LITERACY

A: TEACHING – PERSONAL ICT SKILLS AND INFORMATION

(Evidence may include: lecture notes, part of an assignment /appendix; task completed in lecture/workshop;

printout; lesson plan and evaluation; mentor’s comment on the lesson observation form. Include your evidence as a supplement to this audit NUMBER YOUR EVIDENCE CLEARLY eg. A2 Example of Notebook 10 Smartboard presentation + Smartboard Notebook 10 Skills Checklist completed during college ICT sessions )

Evaluate your personal digital competences in the following areas:

CAPABILITY AT BEGINNING OF COURSE

End of SE Year 1

CAPABILITY AT END OF SCHOOL

EXPERIENCE YEAR 2

CAPABILITY AT END OF SCHOOL EXPERIENCE

YEAR 3 AND NOTE ACTION PLAN IN CAREER ENTRY

PROFILE

EVIDENCE

See note above

A1 Use of Presentation Software eg powerpoint,google presentation,prezi, Biteslide…

http://www.bangor.ac.uk/itservices/ecdl/

57

A2 Use of Interactive White Board and software eg Smartboard Notebook, Flipchart Activeinspire on the promethean Board

A3 Produce, analyse and investigate spreadsheets e.g. Excel

A4 Produce Database; search,sort and graph records in database

A5 Use a range of ICT resources and equipment e.g. digital cameras, scanners, beebot,subject/areas of learning specific resources/apps…

A6 Understand and use computing to understand fundamental principles and concepts of Computer Science including logic, algorithms and have repeated practical experience of writing computer programs

B: LEARNING– PROVIDING OPPORTUNITIES TO DEVELOP PUPILS’ KNOWLEDGE AND USE OF ICT

(Evidence may include lesson plan and evaluation; mentor’s comment on the lesson observation form; examples of

learners’ work. Include your evidence as a supplement to this audit NUMBER YOUR EVIDENCE CLEARLY eg B2 Example of 2 Create a Story by year 2/3 pupil)

Have you provided the following experiences and opportunities for learners on school experience:

COMPETENCE AT THE BEGINNING OF THE COURSE

COMPETENCE AT THE END OF SCHOOL EXPERIENCE YEAR 1

End of SE

Year 2

End of SE Year 3

DRAW PLAN OF ACTION IN

RPD AND CAREER ENTRY

PROFILE

EVIDENCE

See note above

B1 Finding relevant web-based information – internet searching with learners

B2 Use of word processor e.g. Textease, Word,Publisher, 2Create, 2 Create a Superstory,PowerPoint...

B3 Use of Presentation software e.g. Digital Blue Movie Creator,Windows Sound Recorder,2 Animate, 2 Publish+,Apps: Book creator app, ExplainEverything app,

B4 Included the use of Interactive White Board as an interactive activity within a lesson/task

58

B5 Produce, analyse and investigate spreadsheets as appropriate to age range and ability( see ICT NC/ Skills Framework ICT section) e.g. Textease Spreadsheets ;2Simple spreadsheets

B6 Produce Database; search,sort and graph records in database as appropriate to age range and ability( see ICT NC/ Skills Framework ICT section)e.g. Textease, 2Simple databases

B7 Use a range of ICT resources and equipment e.g. digital cameras, scanners, beebot, apps for subject/areas of learning ;specific resources.eg sensors-dataharvest, I Can animate, http www.bettshow.com/Exhibitor/Zu3D-Animation-Software-ZuLogic-Ltd Green sccreening,QR codes,computer programming games . e.e. scratch, espresso, 2 Code

C: DIGITAL CITIZENSHIP

Self study tasks: Evaluate your knowledge and understanding of

the issues below. Provide evidence in the form of notes,

relevant downloaded information which includes a

prècis/summary of your learning, school policies, a summary of

your reading observations, interview notes with the School ICT

Co-ordinator etc

CAPABILITY AT THE

BEGINNING OF COURSE

Include

Evidence for

C1, C2 and C3

CAPABILITY AT

END OF SE

YEAR 2

Include further

evidence to

support

C1, C2 and C3

CAPABILITY

AT END OF

SE YEAR 3

Collate

exemplary

evidence to

support

C1,C2 and C3

Note plan of

action for

Career Entry

Profile

C1, C2 and

C3

C1 Knowledge of Health & Safety Legislation http://www.digitalcitizenship.net; http://www.ceop.gov.uk/

C2 E-Safety (including internet safety, online bullying, legal

considerations : data protection, intellectual rights and copyright

e.g. School policy on e-safety

https://hwb.wales.gov.uk (Click on e-safety resources) http://ceop.police.uk/http://www.nextgenerationlearning.org.uk/safeguarding www.swgfl.org.uk/learning http://www.kidscape.org.uk http://www.childnet-int.org http://www.wisekids.org.uk https://hwb.wales.gov.uk/Pages/welcome.htm.aspx UK Safer Internet Centre

C3 Understand school’s use of ICT for administrative purposes

e.g. electronic registration, incerts, comment databases etc.

http://www.digitalcitizenship.net/

http://www.ceop.gov.uk/

https://hwb.wales.gov.uk/

http://www.nextgenerationlearning.org.uk/safeguarding

http://www.nextgenerationlearning.org.uk/safeguarding

http://www.swgfl.org.uk/products-services/Education-Services

http://www.wisekids.org.uk/

https://hwb.wales.gov.uk/Pages/welcome.htm.aspx

59

ESSENTIAL BACKGROUND READING /SELF-STUDY: Allen,J.; Potter J. Sharp, J.; Turvey.; Keith. (2012) Primary ICT, Knowledge, Understanding and Practice, London:

Sage

See also learning technologies sites that teachers are encouraged to become members of e.g.

www.naace.co.uk / www.alt.ac.uk

GLOSSARY OF TERMS AND ABBREVIATIONS aac Association for Learning Technology: the UK’s leading membership organisation in the learning technology field.

digital competencies Skills, knowledge and understanding in three related areas: digital technologies, information literacy and digital citizenship. digital Citizenship Include definitions of the norms of behaviour with regard to technology use. There are nine general areas of behaviour that make up digital citizenship: access; commerce; communication; literacy; etiquette; law; rights and responsibilites; health and wellness; security. digital technologies The term digital technologies is used to refer to digital hardware(e.g. example, personal computers, tablets, mobile devices) and software and applications that may or may not be internet-based. information literacy Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. Naace Naace is an association for educators, technologists and policy makers who share a vision for the role of technology in advancing education. Members include teachers, school leaders, advisors and consultants working in all areas of UK education. www.naace.co.uk Hub – the All Wales Learning Platform Hub supports national action to encourage, support and prepare teachers to share digital practice and to develop a national colletion for creating, storing and sharing digital resources.Hub maintains a library of interactive resources for teachers and learners at all levels, consisting of nearly downloadable educational resources which support all key stages of the curriculum, from the Foundation Phase to Post-16. https://hwb.wales.gov.uk/Home/Pages/Home.aspx

http://www.naace.co.uk/

http://www.alt.ac.uk/

http://www.naace.co.uk/

60

GENERAL INFORMATION

REGISTRATION AND UNIVERSITY RECORDS

Trainee teachers will register at the start of each term. Trainee teachers who change:

(a) their course (with permission),

(b) their term-time addresses or

(c) their home addresses

must inform the BA(QTS) Primary Administrator.

PERSONAL DATA It is important that you check your personal details to ensure that the data are correct especially your full name (which should be exactly as it appears on your birth certificate, wedding certificate or deed poll) and your date of birth. If the data are incorrect or incomplete then please make the necessary amendments and contact the relevant course Administrator. In the light of recent concerns regarding identity theft it is vital that the personal data that appear on all University documents and records relating to your course are correct and consistent. The University’s policy states that it is the student’s responsibility to ensure that the data are correct.

CRIMINAL RECORDS BUREAU (CRB)

All trainee teachers must apply for an ‘Enhanced Disclosure’ from the CRB and this must be judged

to be satisfactory. Should any incident occur during your time here that involves the police, you

should inform the CRB administrator immediately, or if evidence is received that a student has

offended or received a police warning during his/her course and that information is handed to the

College of Education and Lifelong Learning (Bangor), the Case Panel will consider the circumstances

in keeping with the procedures specified in the College's CRB Policy (see Blackboard.) In the case of

formal information, the Registrar's office will convey information to College of Education and

Lifelong Learning (Bangor) after the University has itself taken steps under its internal disciplinary

procedures.

Important: Trainees must show their disclosure forms to the school’s Senior Mentor at the start

of their School Experience

RECORDING LECTURES

The use of Dictaphones or any other recording devices to make a sound recording of a lecture is

only allowed in certain circumstances. This is due to the misuse of the material by some

individuals in the past. The Data Protection guidelines state that a lecturer’s spoken word is

his/her intellectual property. Only students with specific learning needs identified by the Disability

Unit will be allowed to use a Dictaphone and this with prior agreement of the Course Director and

tutors.

61

PROBLEMS THAT MAY ARISE

If any trainee teacher encounters problems of any kind during the course they may approach

anyone of the following for help and advice: Personal Tutor, Senior Tutor, Mentor, Senior Mentor,

BA(QTS)Course Director, Student Representative or Student Welfare Services.

Should you experience difficulties while on teaching practice it is imperative that you discuss

these firstly with your Mentor and / or the Senior Mentor at your school. You should also inform

your Link Tutor of such matters. On no account should you withdraw from the school of your own

accord. Doing so will mean that you have effectively forfeited your place on the course since there

is no certainty that a new school will be found for you.

Trainees withdrawing from the course should contact the Course Director. The relevant

withdrawal forms will need to be completed and returned to the Course Administrator within one

week. After this date, and unless we hear otherwise, trainees' registration will be terminated.

GRIEVANCE AND APPEAL If a trainee teacher has a grievance concerning the course or the manner in which the course is presented the matter should initially be discussed with the Personal Tutor. For further details of the University’s procedures see the School of Education and Lifelong Learning Student Handbook Bangor. FINANCIAL SUPPORT Hardship Fund Trainee teachers who suffer financial hardship during the course may apply for a grant from the ‘Hardship Fund’. Forms are available from Ms Nicky Williams, Course Administrator. Trainee teachers who have taken out a student loan may apply for the University Hardship Fund if they need further help with child care costs. Details can be obtained from the Student Service Centre FINANCIAL CONTRIBUTION Trainee teachers will be asked to contribute to the cost of some activities (such as external visits), of some publications and of computer accessories.

STUDENT REPRESENTATIVE During the first few weeks of the course BA(QTS) Primary Representatives will be elected. Representatives will represent the BA(QTS) Primary trainee teachers in specific College meetings during the year. UNIONS AND PROFESSIONAL ASSOCIATIONS All trainee teachers are strongly advised to join one of the Teacher’s Unions or Associations. Representatives will be present at registration at the sPGCEt of the course when they will provide publicity about their services. One valuable benefit of union membership is the insurance cover that is provided.

62

BA(QTS) CALENDAR Wythnos

Week

Dechrau

Commencing

Gweithgaredd

Activity

1 29/09/14 Coleg / College







8 17/11/14 Ysgol (Ll a Rh) / School (L & N)

9 24/11/14 Ysgol (Arsylwi) / School (Observation)

10 01/12/14 Coleg (Adfyfyrio) / College (Reflecting)



Nadolig / Christmas

13-17 12/01/15 Profiad Ysgol / School Experience

18 16/02/15 Wythnos Darllen (Hanner Tymor) / Reading Week (Half Term)

19 23/02/15 Ysgol (Profiad Amgen) / School (Alternative Experience)

20 02/03/15 Coleg (Adfyfyrio) / College (Reflecting)



Pasg / Easter





27-30 11/05/15 Arholiadau / Exams

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Welcome Week Programme LLUN/MONDAY 22.9.14

AMSER/TIME GWEITHGAREDD/ACTIVITY LLEOLIAD/LOCATION

10.30am OFFICIAL WELCOME FROM THE VICE CHANCELLOR PJ Hall

1.45-2.00pm Welcome, Head of School Magi Gould (English Medium) Nantlle Conference Hall

2.00-2.30pm Senior Tutor: Nesta Elliott (English Medium) Nantlle Conference Hall

2.30-300pm ‘Language Pathways’ Helen Edwards (English Medium) Nantlle Conference Hall

DYDD MAWRTH/TUESDAY 23.9.14


10.00-10.30am Employability & Careers Mari Roberts

All Students (English medium) Nantlle Conference Hall

11.30-12.00pm Health & Safety: Christine Monks Nantlle Conference Hall

12.00 - 12.30

‘Child Protection’ Anwen Roberts

BSc QTS, BA QTS, FdA, BA Childhood Students

(English Medium)

DBS (CRB)

Nantlle Conference Hall

1.30 –2.00pm Welcome from Course Director/Deputy Director Nantlle Conference Hall

DYDD MERCHER/WEDNESDAY 24.9.14


11.00-11.30am

Library & IT central service

Normal Library

(Gwyn Williams)

BA Education

Student Finance drop-

in advice

(Wendy Williams) Normal Library Foyer

12.00-12.30pm Counselling & Nightline (English Medium) Neuadd Rhos

Rhos Hall

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12.30-1.00pm ‘School Experience’ Mr Bryn Tomos Neuadd Rhos

Rhos Hall

1.00-3.00 SERENDIPITY

DYDD IAU/THURSDAY 25.9.14


9.45-11.45 Team Building session Sports Hall

11.45-12.30 Meet personal tutor

12.30-1.30pm Meet and Greet staff

(Buffet Lunch) Rhos Hall

1.00-3.00pm SERENDIPITY

DYDD GWENER/FRIDAY 26.9.14


9.00-11.00am BA QTS: DBS Application Nantlle N205

12.00-2.00pm Teaching Union Fair Sports Hall

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RELEVANT DOCUMENTATION

This handbook provides an overview of BA(QTS) in Primary Education. For a fuller picture of

what the programme involves, the following documents may be consulted.

A. Official documentation

DELLS Information Document Number 017/2009 'Becoming a Qualified Teacher', Welsh

Assembly Government, 2009.

The document sets out the criteria which all courses of initial teacher training must meet. The

criteria set out the standard of knowledge, understanding, and skills all trainees must

demonstrate in order successfully to complete a course of initial teacher training and be

eligible for Qualified Teacher Status.

Foundation Phase Curriculum Framework (ACCAC 2006) and Curriculum Guidance

‘The Foundation Phase encompasses the developmental needs of children. At the centre of

the Curriculum Framework lies the holistic development of children and their skills across the

curriculum, building on their previous learning experiences, knowledge and skills. The

Foundation Phase curriculum promotes equality of opportunity and values and celebrates

diversity. Positive partnerships with the home are fostered and an appreciation of

parents/carers as the children’s first educators acknowledged.’

National Curriculum information can be found on the Welsh Assembly Government website

http://wales.gov.uk/topics/educationand skills/curriculumassessment/arevisedcurriculumfor

wales/nationalcurriculum/lang=en

Other official publications:

The Education Library routinely receives and catalogues all recent and current official

publications from the Welsh Assembly, the DfEE, Estyn, ACCAC, etc. Students are referred

to relevant parts of this substantial documentation as and when appropriate during the

course of their studies.

B. UWB and School of Education documents

1. The School Experience Handbook:

http://wales.gov.uk/topics/educationand

66

All students and all partnership schools are provided with access to the School Experience

Handbook. It contains information about the structure, planning, and assessment of

School Experience. Details of the criteria used for assessment are included, as well as

examples of assessment forms, planning sheets, and reflection sheets.

2. Course Handbook: Information for Students:

All students are provided with this supplement to the Course Handbook and Programme

Specification at the beginning of each academic year. It is updated annually and contains

detailed guidelines on matters such as the presentation of assignments (including deadlines for

submission, fair academic practice, setting out bibliographies, etc.).

3. UWB Codes of Practice:

UWB has updated its individual codes of practice in order to implement the principles

embodied in the QAA Code of Practice. The School of Education takes full account of the

documents in reviewing its practice in the PGCE programme with regard to assessment

matters, including external examining; monitoring and reviewing individual modules and the

programme as a whole; data protection; student welfare, etc.

BANGOR UNIVERSITY’S COMPLIANCE GROUP STATEMENT REGARDING UK BORDER AGENCY,.

AUGUST 2012

Residency

It is expected that full time students studying at Bangor University will normally live in Bangor or in the

immediate vicinity. All students must provide an up to date address and contact telephone number whilst

studying at the University.

Monitoring Your Attendance.

The University has a duty of care to its students; ensuring that each student makes the most of the learning

opportunities available to them. In line with the Student Charter, students will be expected to attend ALL

timetabled teaching sessions for their degree programme.

Your School will monitor :-

Your attendance at seminars, tutorials, laboratory sessions and on professional placements

(including placements for language students)

Your attendance at exams

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Your submission of assignments

Your attendance at Personal Tutor / Supervisor meetings

Your School will also undertake a random sampling of attendance at lectures.

Any unauthorised absences will be recorded by your school. A points-based system will be used to record

unauthorised absences and your school will monitor your attendance record throughout the year. Points

awarded will depend upon the event/activity missed. Where your attendance record gives cause for

concern, your School will contact you to discuss the reasons for this and also to identify any additional

support that you may require.

If any absences occur due to special circumstances (e.g. illness or family bereavement) you must inform

your school as soon as possible so that your records can be updated. To support your absence, your school

may seek additional evidence e.g. a doctor’s note

If you require time away from University and from your studies, you must contact your school to inform

them of your plans in advance of your absence

If you feel that an unauthorised absence has been mistakenly recorded, you should contact you school as

soon as possible.

International Students:

As an International Student, if you miss a succession of timetabled teaching sessions, your school will

contact you to discuss further why you have been absent. If the reasons for your unauthorised absences

are not deemed satisfactory, the University is obliged by UK law to inform the UK Border Agency which may

have consequences for your student visa and on your ability to continue studying in the UK.

Therefore it is extremely important that you attend all of your timetabled teaching sessions and inform the

school if you have any planned absences.

If you plan to be absent from the University at any point during your studies as a registered student, you

must inform your school of your plans well in advance of your absence and ensure that your contact

information is up to date.

Please remember that you must have a valid student visa for the whole duration of your university course.

If you need help with your visa application, please contact the International Student Support Office.

RELEVANT WEBSITES

Regulations for Modular Undergraduate Degrees https://www.bangor.ac.uk/ar/main/regulations/home.htm?catid=&subid=7424#reg01

Placement Learning https://www.bangor.ac.uk/ar/main/regulations/home.htm?catid=&subid=7424#code07 Students Complaints and Appeals

https://www.bangor.ac.uk/ar/main/regulations/home.htm?catid=&subid=7424#code10

https://www.bangor.ac.uk/ar/main/regulations/home.htm?catid=&subid=7424#reg01



68

Provision for Disable Students https://www.bangor.ac.uk/ar/main/regulations/home.htm?catid=&subid=7424#code11

Grievance Procedure https://www.bangor.ac.uk/ar/main/regulations/home.htm?catid=&subid=7424#proc01

Plagiarism https://www.bangor.ac.uk/ar/main/regulations/home.htm?catid=&subid=7424#code13

Plagiarism

The College of Education and Lifelong Learning takes very seriously any acts of ‘unfair practice’

by students in their coursework or in examinations.

Unfair Practice

https://www.bangor.ac.uk/ar/main/regulations/home.htm?catid=&subid=7424#proc05

‘Unfair practice’ means:

1. Engaging in plagiarism by using other people’s work and submitting it for examination or

assessment as though it were one’s own work.

2. Taking unauthorised materials (such as a book or loose papers of any kind) or any source of

unauthorised information into an examination room.

3. Communicating with another person in an examination room.

4. Copying or using in any other way unauthorised materials or the work of any other

candidate.

5. Impersonating an examination candidate or allowing oneself to be impersonated.

6. Claiming to have carried out experiments, observations, interviews or any form of research

which one has not in fact carried out, or claiming to have obtained results which have not in

fact been obtained.

If any allegations of unfair practice by students are substantiated, the consequences are

extremely serious: it can result in the student’s subsequent exclusion from the University and

disqualification from any future University examination.

UNIVERSITY’S CODE OF PRACTICE FOR THE ASSESSMENT OF BA (QTS) STUDENTS

The following guidelines constitute part of the course work regulations for the course and

conform to the University's Code of Practice for the assessment of students.

https://www.bangor.ac.uk/ar/main/regulations

1. Students should receive written notification of the deadlines for the presentation of course

work. All course work must be presented with the appropriate COMPLETED presentation

form. The form includes a declaration that there has been no plagiarism. It is essential to

sign the declaration.





https://www.bangor.ac.uk/ar/main/regulations

69

2. If a tutor is satisfied that there are valid reasons for extending a deadline, this should be

agreed to in writing by the Module Leader, Senior Tutor or Course Director. (Please see

previous guidance). All requests must be done on the appropriate form and written

permission received.

3. If course work is presented late without prior permission, the University’s procedures will

be followed (as previously mentioned)

4. Each course work should be given feedback orally and/or in writing, within a reasonable

period. A grade should be available within 20 working days (excluding bank holidays etc).

NB - All marks are provisional until they are confirmed by the Examination Board at the

end of the year. Accordingly, they should be regarded as a guide only.

6 University regulations require that course work be retained for a minimum of one year, as

all course work must be available for scrutiny by internal and external assessors. Students

will therefore not normally have their course work returned to them to keep (although

they will be able to look at them for feedback purposes). If they wish to keep course work

for their own use, they must make their own personal copy (or keep it stored as a

computer file). Where course work includes the provision of valuable resources (e.g.

books, tapes, Design and Technology products, artwork, etc.), the resources will usually be

returned to students and only the written parts of the course work retained.

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BA(SAC) CYNRADD 2013-14 BA(QTS) PRIMARY

CYFLWYNO ASEINIAD / SUBMISSION OF ASSIGNMENT 2012-13

I'w lenwi gan y myfyriwr / To be completed by the student

Cyfenw: Surname: Enwau cyntaf: First names:

Rhif adnabod myfyriwr/ Student’s ID No.: Modiwl:Uned: Module:Unit:

Teitl byr: Short title:

Tiwtor yr aseiniad: Assignment tutor: Dyddiad cyflwyno: Submission date:

Cyflwynwyd trwy Turnitin: √ / x

Presented through Turnitin:

Dyddiad / Date -

Rwyf yn datgan nad oes llên-ladrad yn yr aseiniad hwn, a bod pob ffynhonnell wedi ei chydnabod. I declare that there is no plagiarism in this assignment, and that all sources have been acknowledged. Llofnod: Signed ____________________________ Dyddiad/Date: ____________

Nodwch isod eich targedau/ Note your targets below

Targedau blwyddyn - Targets for the year

Targedau o adborth aseiniadau blaenorol - Targets from previous assignment feedback

BA(SAC) CYNRADD 2013-14 BA(QTS) PRIMARY

CAIS AM ESTYNIAD/APPLICATION FOR EXTENSION

I'w lenwi gan y myfyriwr/To be completed by the student

Enw/Name:

Rhif adnabod

myfyriwr/Student’s ID

Number:

Modiwl:Uned:

Module:Unit:

Teitl byr:Short title:

Tiwtor yr aseiniad:

Assignment tutor:

Dyddiad cyflwyno:

Submission date:

Yr wyf yn gofyn am estyniad ar gyfer cyflwyno'r aseiniad a nodir uchod. I request an extension for submitting the

assignment that is noted above.

Fy rheswm am wneud cais yw [gellir cynnwys tystlythyr meddygol os yn berthnasol]:

My reason for the request is [a medical certificate may be attached if relevant]:

Arwyddwyd/Signed: __________________________________________ Dyddiad/Date: _______________________

I'w lenwi gan staff yn unig/To be completed by staff only

Cytunwyd i'r cais (llofnod y tiwtor):

The request is granted (tutor's signature):

__________________________________________________

Dyddiad cau newydd:

New submission date:

___________________________________________

*Rhaid cyflwyno’r daflen hon gyda’r aseiniad / This form must be submitted with the

assignment.*

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