Primary Pre-course Booklet - 2015 entry
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Primary Pre-course Booklet PGCE Primary Education with QTS 2015 entry
Inclusive Services Statement
Based in the University Library (1st floor) and the Student Information Centre (SIC,
ground floor), we provide information, guidance, support and resources for:
Academic Skills Development
Accessing Information and ICT
Disability / Health Conditions
Irlen Syndrome / Colour Sensitivity
Specific Learning Difficulties / Differences (SpLDs) e.g. Dyslexia
If you have specific requirements due to a disability or learning difficulty (e.g.
physical or sensory impairment, mental health/anxiety issues, health condition,
dyslexia or an autistic spectrum condition) or needs emerge when you are studying
here, we can advise you on:
Applying for Disabled Students’ Allowances (DSA)
Specialist and/or personal support
Dyslexia assessments
‘Reasonable adjustments’ to learning, teaching and assessment
Accessible facilities and equipment
Our approach is friendly yet professional and you can discuss your individual
learning requirements in complete confidence. It is essential that you contact
us as early as possible.
To contact the Inclusive Services Team:
In person: University Library, 1st floor and SIC, ground floor, Ormskirk
Tel: 01695 584372 / 584190
E-mail: inclusiveservices@edgehill.ac.uk
Also visit our Inclusive Services webpage at:
http://www.edgehill.ac.uk/ls/support/inclusiveservices/
2
Contents
Welcome from your Programme Leader and Year Leader
The Edge Hill University Primary Trainee
Contact Information
Preparation Activities
Interview Targets
Subject Activities and Reading
School Based Activity
Professional Skills Tests
Timetable Information
Your Professionalism
3
Welcome from your Programme Leader and Year
Leader
Congratulations on passing your degree and skills tests and welcome to the PGCE Primary
Education or Mathematics Specialist Pathway.
This is going to be a very busy but exciting year. You will need to put a great deal of effort in but
you will reap the reward at your graduation next summer.
At the centre of the PGCE Primary is resilient trainees who personify the “Edge Hill University
Primary Trainee Identity” (further information in this booklet). You will be supported in your
understanding of the importance of focusing on pupil outcomes, including their progress,
achievement and well-being by our outstanding tutors. Practice based research and deep
reflection both on professional practice and in university will enhance your academic and
professional development. Extensive input and focused engagement with subject specialists will
enable you to be highly confident and competent across the whole national curriculum. Evidence
based research will prepare you to become future leaders of learning. The PGCE Primary should
be one ‘episode’ in your life long journey as a professional teacher researcher.
We are both looking forward to working with you and celebrating your successes.
Susan Shaw Claire Norcott
PGCE Programme Leader PGCE Year Leader
Contact Information
If you have any queries regarding the programme, please contact:-
Susan J Shaw shaws@edgehill.ac.uk 01695 650821
Claire Norcott norcottc@edgehill.ac.uk 01695 584460
Joint email PGCEPrimaryProgrammes@edgehill.ac.uk
If you have any queries about the wider University including accommodation, finance etc
please contact the Getting Started Team
gettingstarted@edgehill.ac.uk
2
3
4
Preparation Activities
Your programme is designed to develop high quality, reflective teachers. There are a number of things we
would like you to do before you arrive. All tasks are for all trainees regardless of chosen specialism. Further
information linked to each task is on the following pages.
Take the targets set on your offer letter from Edge Hill and
complete a small portfolio of evidence demonstrating what you
have done to address these targets.
Have this ready to share at your first tutorial with your personal tutor.
Complete the subject activities outlined on the following pages.
These tasks are compulsory and will help you to prepare for the programme.
They are not submitted and marked but will be referred to in taught sessions
throughout the first few weeks.
Engage with any reading highlighted in the tasks.
Remember – you don’t need to purchase these books unless it indicates you
need to, as there will be opportunities to purchase books when you arrive or to
borrow them from the Edge Hill Library.
If you have contact with a school* try and arrange to visit to observe:
- how the teachers plan their individual lessons
- how they manage behaviour in the classroom
- how resources are developed and used with the children at school
Please bring your notes and observations to your First Week sessions. These will
not be submitted and marked but will be referred to in sessions.
*If this is a school you would like to return to for a future professional practice please
complete the attached form on p17/18 and bring it with you when you when you
begin your programme.
***You must not contact schools you do not already have links with to request a
professional practice***
5Interview Targets
You will have received targets as part of your feedback from your interview with us.
Note each of these targets below, what you plan to do to meet each of these targets and complete
the update column as you work on them.
Be ready to discuss these targets with your Personal Tutor when you meet them in the first
week of your time with us.
Your targets might include:-
- subject knowledge targets
- school experience targets
- improving your grammar and punctuation in your writing
- improving your spoken English
For example
Interview Target Actions Update
To gain experience in a Key Contact my local Primary Experience arranged to start
Stage 1 classroom school to arrange some on 15th May 2015
experience.
I have observed in Year 1 and
Spend time observing the Year 2.
teacher leading the children in
their learning I have watched how the
teacher manages behaviour in
each class.
To develop my subject Re-visit notes/work from I have completed the on-line
knowledge in relation to GCSE Mathematics. subject knowledge test on
fractions, decimals and BBC Bitesize and got 18/20.
percentages. Source some subject
knowledge books from the
library.
Access on-line subject
knowledge revision sites e.g.
BBC Bitesize
6Interview Targets
Please bring this complete document to your first meeting with your Personal Tutor.
Name:___________________________
Programme: PGCE Primary Education with QTS
Interview Target Actions Update
72. Subject Activities and Reading
English Activities
Welcome to Core English. These activities will support you in preparing for the English element of
your time at Edge Hill University. At your interview we gave you a test – sorry about that! What
this means is that you have probably picked up on some of the key aspects that will be covered in
your English journey and you will have been given some targets within your congratulations letter.
Please make sure you work on these as personal targets.
We also suggest that you do some further thinking before you start; below are some prompts to
get you underway.
The National Curriculum for English
We recommend that you become familiar with the National Curriculum for English (KS1/2) which
can be found here:
https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-
of-study
Phonics
Phonics has lots of subject knowledge to go with it and the more you can build this up before you
start your training, the better your confidence will be for teaching this in the classroom.
This first link explores and explains some really important phonics knowledge and terminology for
teachers.
http://www.teachfind.com/national-strategies/letters-and-sounds-notes-guidance-practitioners-and-
teachers
This second link http://www.mrthorne.com/ is an interesting site that explores many of the different
elements of phonics, and some child friendly ways to teach them (applying subject knowledge to
the classroom).
Children’s Literature
The English team would like you to become familiar with some award winning children’s authors.
We hope that once you start reading you will find it difficult to stop! Keep a record of all the texts
you have read and think how you would/could share these with children. We suggest that you use
the following table a useful way to record what you read for future reference. You could also buy a
notebook and start a reading journal and record your reactions to what you are reading. How do
you feel about the main characters? What would you like to ask the author?
Title Author Key Themes Main How I could use
Stage/ Characters this book in the
Age classroom
Phase
8e.g. Jeanne KS1 Growth, Tadpole, Exploring the
Tadpole’s Willis & Changes, Caterpillar connection between
Promise Tony Keeping text and illustration.
Ross promises Using drama to
explore further
dialogue between
the two characters
in the story.
Here are two handy websites to get you started with your book bank:
http://www.ukla.org/awards/ukla_book_award_2013_sponsored_by_mls/ - 2015 UKLA Shortlist
http://www.carnegiegreenaway.org.uk/2015awards/greenaway_shortlist.php - 2015 Kate
Greenaway Shortlist
What will I need to purchase in September?
When you begin the course you will be advised to make some purchases. The two books will be
really useful all through your degree course, and on into your teaching career, so well worth the
investment.
1. Mallett, M. (2012) The Primary English Encyclopaedia: the Heart of the Curriculum. 4th
edition. London: David Fulton Publishers
2. Waugh, D., Joliffe, W., Allott, K. (2014) Primary English for Trainee Teachers SAGE:
Learning Matters
3. A lever arch file with extra wide subject dividers to store your English notes.
9Mathematics Activities
Readings will be given to you or suggested to you throughout the course once you start. Pre-course
reading that we recommend however is our key text Haylock (2014) as listed below and some key
documentations from Ofsted subject specific reports for mathematics (also listed below and
available online).
The Haylock (2014) text will help with your subject knowledge per se and the other documents will
aid you in the understanding of what is expected and observed to be outstanding mathematical
practice.
Haylock, D. (2014) Mathematics Explained for Primary Teachers. (5th edition) London: Sage
Publications
Ofsted (2012) Mathematics: Made to Measure. London : Ofsted
Ofsted (2011) Good Practice in Primary Mathematics: Evidence from 20 successful schools. London
: Ofsted
Ofsted (2008) Understanding the Score. London : Ofsted
All of the above Ofsted documents can be found on and within the hyperlinks on the website below
http://www.nationalnumeracy.org.uk/resources/43/index.html
What do I need to do before I start the course?
In your first session we will be discussing our own experiences of mathematics so far. The maths
team are very aware of the different experiences and perhaps anxieties that you may all have and
we always find it useful to address these as a group at the beginning (and throughout) your course.
In preparation for your first session (pre course task 3), we would like you to write a very short
overview of your own mathematical experiences from primary school up to the current day. This can
be in note form and does not need to be typed up. Try and think of both positive and negative
mathematical experiences and draw upon why you think they were so.
Addressing your own mathematical experiences and attitudes is very important as there is evidence
that, if this is not addressed, teachers’ anxieties can influence pupil’s attitudes to the subject. There
is an interesting article discussing this below
Jackson E. (2008): Mathematics anxiety in student teachers, Practitioner research in higher
education 2(1), 36-42.
http://insight.cumbria.ac.uk/91/1/Mathematical_anxiety_in_student_teachers.pdf
Task 1
1) Register with the NCETM. This is a free website resource with excellent support materials
to support both your subject knowledge per se and your subject knowledge pedagogy.
https://www.ncetm.org.uk/
Task 2
2) Use the SET tools on the NCETM to gain a feel of your own subject knowledge level so far.
https://www.ncetm.org.uk/Default.aspx?page=40&module=sa&saareaId=1
10Click on the individual areas and the examples tabs to see what is meant by these
statements and click on your confidence level. This tool is just for you to use and you will
not be asked to share this with others in your group.
Highlight 3 target areas for yourself to work on and bring evidence of working on these
along to your first session.
Task 3
3) As mentioned above, write a very short overview of your own mathematical experiences
from primary school up to the current day. This can be in note form and does not need to be
typed up. Try and think of both positive and negative mathematical experiences and draw
upon why you think they were so.
The maths team look forward to welcoming you to the course.
11Science Activities
1. We recommend that you become familiar with the National Curriculum for Science (KS1/2)
which can be found here:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239132/PRIMARY_
national_curriculum_-_Science.pdf You should print your own copy and bring it with you to each
science session.
2. Begin to consider the importance of primary science education by reading:
http://www.theguardian.com/science/2015/mar/10/how-science-can-be-a-childrens-playground-for-
serious-lessons
3. Begin to appreciate that engaging children in science education can be done with things you
may find in your kitchen cupboards!
http://www.sciencemuseum.org.uk/educators/teaching_resources/activities/kitchen_science.aspx
You may like to try one of these out-following the safety guidance given.
What do I need to do before I start the course?
The science qualifications that you have achieved in order to be accepted on the course will include
aspects of biology, physics and chemistry. It would be helpful if you could review your understanding
in these areas, paying particular attention to the targets you have been set from your interview with
us.
If you have no experience of observing a primary science lesson then you may find it useful to
contact a local school and ask if it would be possible to observe one or more science lessons before
the end of term. If you do this then keep a record of your notes and observations-they will be a
useful starting point to your science file.
What will I need to purchase in September?
When you begin the course you will be asked to purchase the following items:
1. Two books, which are the main texts used in Y1:
Achieving QTS Primary Science Knowledge and Understanding by Peacock and Sharp (2014) 7 th
Edition, published by Learning Matters.
Primary Science: Teaching Theory and Practice by Sharp and Peacock (2014), 7 th Edition,
published by Learning Matters
2. An inexpensive lab coat. (A large, old shirt may be used instead but should be light coloured and
plain).
3. A lever arch file with extra wide subject dividers.
Task 1
Note down your expectations of the science course. You will keep this list in your science file and
use it periodically to compare with the course itself.
12Task 2
Consider your own experience of science when you were a pupil in primary school. Note down
some of the areas that you studied and how the teaching and learning was carried out within your
own classroom
Task 3
Consider these questions and make a note of your thoughts:
a) What excites you about teaching primary science?
b) What worries you?
13Computing Activities
Curriculum update
There has recently been a review of the Primary National Curriculum. The ICT curriculum was dis-
applied and replaced with a new Programme of Study known as ‘Computing’, rather than ICT. It
would be useful for you to find out about the rationale for these changes. The discussions and
counter arguments are well documented, and you can read them online. The following would be a
good place to start.
https://www.gov.uk/government/speeches/michael-gove-speaks-about-computing-and-education-
technology
https://www.gov.uk/government/speeches/michael-gove-speech-at-the-bett-show-2012
Essential Texts
At this point in time it is difficult to recommend an essential text. Having only had access to the new
Computing curriculum for a relatively short period of time, relevant, up-to-date texts are only just
being published. We would prefer to wait until we can confidently recommend a key text that will be
a valuable resource. This will not be a problem in terms of any required reading for your studies as
the team will provide relevant reports and articles, as appropriate.
Pen Portrait
In school you will encounter a range of attitudes and abilities in relation to technology. This includes
staff and pupils. Think about your own profile as a technology user by completing the pen portrait
overleaf. We will be reflecting on the potential impact that your experiences and attitudes towards
technology can have on your teaching of the subject.
14Pen Portrait
Name:
Please list any formal Please detail any Please outline any
ICT/Computing knowledge and skills experience with
qualifications that you (relating to technology) technology gained
hold. that are self-taught. through previous or
current employment.
I consider myself to be a Please list your typical What is your favourite
high / medium / low user. uses of technology. gadget and why?
Please select one that best reflects
you and explain why.
Any other comments/summary:
15Foundation Subjects Activities
What do I need to do to be prepared for the start of the course?
1. For each subject we would like you to engage in the suggested activity.
2. Please access the National Curriculum in order to become familiar with the expectations for
Primary children in the Foundation Subjects (links provided).
Music
Decide on a piece of music that would be your ‘heritage track’; something you would like to hand
down to the next generation.
Think what it is about this track that you want to share: words and music!
Perhaps identify some key moments from the song that you like especially - chord changes,
changes to the tone or colour, changes to volume (dynamics), the instruments, particular vocal
techniques, lyrics etc.
Have something definite to say about it. Try to move way beyond - ‘I just like it!’
www.gov.uk/government/publications/national-curriculum-in-england-music-programmes-of-study
Religious Education
List 3 different artefacts/resources for each of the six major faith traditions (Christianity, Islam,
Judaism, Sikhism, Hinduism, Buddhism) and think of one lesson idea or activity that you could do
with one of them.
www.gov.uk/government/publications/religious-education-guidance-in-english-schools-non-
statutory-guidance-2010
History
Consider an object that is precious to you. Be prepared to talk to the group about the object and
explain why it is special to you.
www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study
Design & Technology
Create a small mood board/collage that reflects a designer/inventor that has inspired you in some
way.
www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-
programmes-of-study
Physical Education
Consider how important Physical Education is to the development of children and reflect on your
own experiences at school.
N.B. Please ensure that you have a suitable kit for Physical Education sessions.
www.gov.uk/government/publications/national-curriculum-in-england-physical-education-
programmes-of-study
16Geography
In the geography session we will be exploring how young children develop geographical skills
such as map reading.
To prepare for this session please can you draw a sketch map of a route you know well?
This could be:
From your house to a friend’s house /school/college/ relatives / bus stop/
church/local shop/café.
From a bus top to your favourite shop/café/take away/ library/ sports ground leisure
centre.
These are just ideas!
Please include names of roads, buildings bus routes stations etc.
Please include woods/ rivers/ grassed areas/farms etc.
Bring your sketch map to the first session where we will share them with your group.
www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-
study
Languages
Look at the National Curriculum for Languages (link below) and examine the subject content.
Choose a learner outcome (pupils should be taught to) and design an activity that you think would
help the pupils to achieve that outcome.
www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-
study
Art
Reflect on your experiences of Art during your primary education. List the activities that you
enjoyed most and make another list of the activities that you liked least – give a reason why for
each response.
www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmes-
of-study
Recommended Text:
Webster, M. & Misra, S. (2015) Teaching the Foundation Subjects in the Primary Classroom
OUPress
17Academic and Professional Development Activities
To prepare you for this part of your course please carry out the following:
Task 1
Reflect on your experiences in the Primary classroom to date and identify areas that you wish
to develop.
Task 2
Consider why you have chosen teaching as a profession and be prepared to share this during
your first week.
Task 3
Think of a Primary Teacher who inspired you and make a note of why.
E.g. What qualities did they have? What did they do that had an impact on you?
Task 4
Look at the Teacher Standards and become familiar with them as they will be an integral part
of your training.
www.gov.uk/government/collections/teachers-standards
Recommended texts
MacBlain, (S) 2014 How children learn London:Sage
Grigg, R. (2010) Becoming an Outstanding Primary School Teacher. Harlow: Longman
Sellars, M. (2014) Reflective practice for teachers London:Sage
18Professional Practice Assistance Form
You may be required to undertake your Professional Practice at any point
during the academic year and anywhere within the Edge Hill Partnership. If
you have already established a relationship with a school that may
consider hosting your professional practice then please complete this form
and gain a signature from the school prior to the start of your programme.
Completion of this form does not guarantee confirmation of a professional practice in the identified setting.
Completion of this form is not compulsory – Edge Hill University will source you a professional practice
within the partnership.
NB: This form must only be used where the trainee already has an established link or contact in the school.
Trainees must not contact schools to request a professional practice where there is not already a
connection.
Section 1: Trainee Details
Last Name: First Name:
Programme:
PGCE Primary Education with QTS
Year of Study (In which the professional practice Mobile Number:
will take place): 1
Email:
@go.edgehill.ac.uk
Professional Practice requirements:
Live at term time address / Live at home address / Requires Accommodation (please delete)
Section 2: Professional Practice details
Phase: Dates: Payment to school:
1a 23.11.15-18.12.15 and 11.1.16- £
5.2.15
Section 3: School details
Full Name of School:
Full Address of School including Postcode:
Most Recent Ofsted grade: Year group(s) available for placement:
Contact Name:
Summary of the relationship between trainee and school:
19Email: Phone:
Is the school currently in partnership with Edge Hill University?:
Yes / No
Name of Edge Hill University Partnership Trainer:
Further information on the BA (Hons) Primary Education with QTS* programme and the Primary area at
Edge Hill University
https://www.edgehill.ac.uk/postgraduate/pgce/primary/
http://www.edgehill.ac.uk/primary/
http://www.edgehill.ac.uk/education/education-partnership/
Section 4: Declaration
I confirm that I have verbally offered a professional practice for the Edge Hill University trainee named in
Section 1 and agree to the terms and conditions of the Edge Hill University Partnership Agreement
http://surveys.edgehill.ac.uk/partnershipagreement
Signed: …………………………………………………………………………………………………………..
Print Name: ……………………………………………………………………………………………………..
Job Title: …………………………………………………………………………………………………………
Date: …………………………………………………………………………………………………………….
Please ensure all sections of the form have been completed to avoid delays in processing this information
and submit a hard copy to …..
For Edge Hill University Use Only:
Offer of Professional Practice reviewed by:
Name ……………………………………… Signature …………………………… Date …………………….
Decision: Reasons:
Accepted Rejected:
Contact with school: Offer on Database: Trainee Informed:
20Professional Skills Tests
You will know that one of the entry criteria for your programme is the successful completion of the
Professional Skills Tests in Mathematics and English.
If you have already passed them – congratulations!
If you have yet to start to work on them, we would really encourage you to begin now.
Don’t leave them until the last minute!
We offer all sorts of support to help you prepare including:-
- a website with full details of how to take them
- free support sessions for anyone holding an offer with us
- a test centre on campus
Full information can be found at www.edgehill.ac.uk/study/professionalSkillsTests
21Timetable Information
Please be aware almost all university days are 9-6pm. When you are on professional practice this
can be 8am to 5pm.
Thurs
Mon
1hr PGP
1hr PGP 9.00
Tue 9.00 Fri
1hr core subj
1hr core
10.00 lectures Wed
Week Foundation 10.00 FD
PPD Specialism Notes
beginning Science PPD Science
English
Computing English Comp
Maths
Maths
31 Aug 15 1
Specialism
7 Sep 15 2 Induction Induction 3 hrs x x Session 1
1 hr lecture
Specialism
14 Sep 15 3 x x 3 hrs x x Session 2, 3
1 hr lecture
Specialism
21 Sep 15 4 x x 3 hrs x x Session 4, 5
1 hr lecture
Session 6
28 Sep 15 5 x x FD day EN1 EN1
EN1=EY/SEN/KS3
Session 7
5 Oct 15 6 x x EN1 EN1 EN1
EN1=EY/SEN/KS3
Session 8
12 Oct 15 7 x x FD day EN2 EN2
EN2=EY/SEN/KS3
Session 9,
19 Oct 15 8 x x EN2 EN2 EN2
EN2=EY/SEN/KS3
Specialism
Session 10, 11
26 Oct 15 9 x x 3 hrs x x
1 hr lecture
2 Nov 15 10 Sessions 12 & 13 online
Online timing according to
9 Nov 15 11
professional practice
16 Nov 15 12
11 weeks within a 13 week block of time
Phase 1 professional practice
23 Nov 15 13
VT makes contact with school & trainees in week 1 of practice
VT observes 2x before Christmas
30 Nov 15 14
7 Dec 15 15
14 Dec 15 16 Interim Report
21 Dec 15 17
CHRISTMAS
28 Dec 15 18
4 Jan 16 19 11 weeks within a 13 week block of time
Phase 1 professional practice
11 Jan 16 20 VT observes 2x after Christmas
22Thurs
Mon
1hr PGP
1hr PGP 9.00
Tue 9.00 Fri
1hr core subj
1hr core
10.00 lectures Wed
Week Foundation 10.00 FD
PPD Specialism Notes
beginning Science PPD Science
English
Computing English Comp
Maths
Maths
18 Jan 16 21
25 Jan 16 22
1 Feb 16 23
8 Feb 16 24 End of Practice Report
Specialism Session 14
15 Feb 16 25 X** X** 3 hrs LAC visit LAC visit **Reflective sessions
1 hr lecture
Specialism
Session 15
22 Feb 16 26 X X 3 hrs LAC visit LAC visit
1 hr lecture
Session 16
29 Feb16 27 x x FD day EN3 EN3
EN3=EY/SEN/KS3
Session 17
7 Mar 16 28 x x EN3 EN3 EN3
EN3=EY/SEN/KS3
14 Mar 16 29
March 27th Easter
21 Mar 16 30 Good Friday Sunday
28 Mar 16 31 Easter Monday
4 Apr 16 32
12 weeks in school
11 Apr 16 33 2 weeks holiday when the school has their Easter break
Phase 2 professional practice
18 Apr 16 34 VT makes contact with school & trainees in week 1 of practice
VT observes 5xduring the placement
25 Apr 16 35
May Bank Holiday
May Bank
2 May 16 36 Monday
Holiday
Interim Report
9 May 16 37
16 May 16 38
23 May 16 39
30 May 16 40 Bank Holiday 30th May BH
6 Jun 15 41
13 Jun 15 42
23Thurs
Mon
1hr PGP
1hr PGP 9.00
Tue 9.00 Fri
1hr core subj
1hr core
10.00 lectures Wed
Week Foundation 10.00 FD
PPD Specialism Notes
beginning Science PPD Science
English
Computing English Comp
Maths
Maths
20 Jun 15 43 End of Practice Report
27 Jun 15 44 CEDP CEDP NQT Prep NQT Prep NQT Prep
4July 15 45 NQT Prep NQT Prep NQT Prep NQT Prep NQT Prep
11 July 15 46
18 July 15 47
25 July 15 48
1 Aug 15 49
8 Aug 15 50
15 Aug 15 51
22 Aug 15 52
Attendance and Holidays during Semesters
Full attendance is a requirement of each programme.
Please note that Edge Hill’s teaching weeks often do not match traditional
school holidays. To support you in organising holidays you will find a
complete overview of the draft academic year timetable above.
Any week containing an ‘X’ requires your attendance so please do not
book or seek permission for family holidays during the teaching weeks
as this will be refused.
24Your Professionalism
You are joining a degree programme which is leading to the award of Qualified
Teacher Status (QTS). As a result of this, there are certain expectations of you during
your time at Edge Hill University and while you are working in our Partnership
Schools.
As a trainee teacher, you will spend a significant proportion of your programme on placement in
schools. When on placement, you will be expected to present and conduct yourself in a way that is
consistent with the professional expectations of a teacher.
Detailed guidance is provided in the ‘Code of Professional Conduct for I.T.T. Trainees’. You will
receive this during your programme induction and will be asked to sign a copy to indicate that you
understand and accept the professional expectations and requirements of the school placements.
Whilst on school placements we have clear roles, responsibilities and expectations for all involved.
The detail of the aspects will be provided in documentation which you will receive prior to school-
based training.
1. All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of
Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are
programmes of professional training and education. As a trainee studying on an ITT
programme you are expected to conduct yourself at all times in an appropriate professional
manner.
2. You are entitled to expect that your professional practice settings mirror the professional
experience of a teacher, and settings are entitled to expect that you will present and conduct
yourself in a way that is consistent with the professional expectations of a teacher 1.
3. The Professional Code of Conduct is additional and complementary to the Edge Hill
University Student Regulations, which incorporate the Student Code of Behaviour and
Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT
programme is a student of Edge Hill University and you are therefore both bound by, and
protected by, the entitlements included in the Academic Student Regulations in force at the
time of enrolment and study. These are issued to each student at the point of enrolment and
subsequent updates are accessible via the web.
4. The Professional Code of Conduct is additional and complementary to both the Edge Hill
University Student Charter and a professional practice setting’s own policies and practices.
5. This code has been drawn up in collaboration with the ITT partnership. The code takes into
account the relevant and current policy and legislative frameworks including the Teachers’
Standards in England, September 2012, the current Professional Standards for the Further
Education Sector managed by the Education and Training Foundation leading to Qualified
Teacher Learning and Skills (QTLS), the current Initial Teacher Training Criteria, the
Disclosure and Barring Services legislation and Safeguarding legislation.
6. This code sets out the Faculty’s expectations of you as you engage with a professional
programme. You are signing the document in order to evidence and agree to abide by the
behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and as
a representative of the university, from the point of enrolment onwards.
1 See Teachers’ Standards in England, September 2012
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