Cass School of Education and Communities
SecondarySchool Direct Salaried
Programme Handbook
Academic Year 2015-16
Contents
1 Welcome and introduction to the school
2Introduction to the Programme
3Key staff; contact details and staff roles
4Programme Operation and Student Registration
5Teaching, Learning and Assessment
6Module Specifications
7PLACEMENT REQUIREMENTS
8Programme Management
9Support for students
10Resources and general information
11ACADEMIC APPEALS
12COMPLAINTS
13Extenuation
APPENDIX A Campus Map
APPENDIX BAcademic Calendar
APPENDIX CList of useful web pages
APPENDIX DStudent AttendancePolicy & Procedures
APPENDIX ETerms of Reference for Programme Committee
APPENDIX FAcademic Misconduct and Plagiarism
APPENDIX GHealth and Safety
APPENDIX HStudent Support Contacts
1 Welcome and introduction to the school
On behalf of all members of staff in the Cass School of Education and Communities at the University of East London, I extend a very warm welcome to all our students.
We hope that you will soon become familiar with our School and the Stratford Campus – its buildings, people and activities – and feel that you are part of our community.
Members of staff have a wide range of experience and expertise and are involved with a number of professional networks. We have an excellent reputation for providing support and advice to our students.
This handbook is intended to guide you through some of the intricacies of the programme that you have chosen to follow. Please feel free to seek advice or ask questions about anything that you do not understand.
We are keen to hear your views and welcome suggestions for programme development. Your student representatives are an important way of ensuring your views are raised – why not consider becoming a student representative during your time with us?
I wish you every success in your time here, and hope that it proves to be enjoyable, stimulating and rewarding.
Helen Masterton
Dean of Cass School of Education and Communities.
2Introduction to the Programme
In joining the Secondary School Direct Salaried (SDS) programme you are embarking on training that is likely to make greater demands on you than any programme of study you have undertaken before. Some of you have joined us through the School Direct route into teaching. If you are one of these trainees, you have chosen the school, or partnership of schools that you will be trained in and this is further supported by training from UEL.
The profession of teaching is a demanding one and the programme aims to prepare you in a realistic way to meet with confidence the challenge of teaching in an inner city area. The programme is grounded in school practice, in reflection, in theory, research and subject knowledge, as well as current policy, so that you will be well prepared to meet the challenges of the future.
The SecondarySDS programme developed as an exciting and innovative Initial Teacher Training (ITT) programme in 2001 in direct response to a need in east London for teachers with the skills to raise achievement in the locality. This demand was initially articulated by the London Borough of Newham and the 1990 programme was developed in close partnership with Newham advisers, head teachers and class teachers who designed the programme and were involved in teaching the original cohort of 20 trainees. Since then, other London boroughs, Thurrock and Essex have joined the partnership to develop a teacher training programme that enables a diversity of trainees including mature, local trainees and those from all ethnic backgrounds to become teachers. Consultant head teachers, teachers and local authority personnel have worked very closely with UEL staff to design, implement and develop the programme as a partnership venture.
You are supported throughout your training by outstanding teachers, have a school based mentor and a subject tutor from UEL who will be an expert specialist in the field. All of these will be dedicated to your development as a high quality reflective practitioner. You will benefit from high quality sessions with other trainee teachers at UEL where research informed practice and theoretical underpinning of classroom practice will be shared and critiqued. You have the opportunity to enrol for a PG Cert carrying 60 Level 7 credits that can be used towards a masters degree if you wish to continue with this accredited professional development in the early part of your career.
Whether you are on the PGCE route or School Direct route, your programme is carefully co-planned between partner schools and UEL and builds upon excellent practice already established within the partnership.
In our most recent Ofsted Inspection in December 2012 the programme was graded ‘good’ overall with the following key strengths highlighted:
The secondary partnership:
- good quality outcomes for trainees across all secondary subjects, preparing trainees very well to deliver high quality subject teaching both as a trainee and later as an NQT
- challenging urban school contexts which demand trainees’ perseverance and commitment; almost all trainees rise to this challenge and attain very well in schools with high student mobility, high proportions of students who speak English as an additional language, disabled students and students with special educational needs
- high employment and the good reputation of the secondary course that successfully supports recruitment to East London schools
- good quality training in managing behaviour so that trainees and NQTs are confident in setting high expectations and helping students develop positive attitudes to learning
- highly reflective NQTs, who quickly become mentors themselves, and
- trainees who want to listen and learn to continually improve their practice
The requirements demanded of a beginning teacher are very great and we anticipate that you will find this amongst the toughest years of your professional and academic career. We hope, however, that you will find it an interesting, stimulating and valuable learning experience and one that both confirms your choice of a career and equips you well for the many changes that the future holds for the profession.
2.1 Programme information
The SecondarySDS programme is a full time programme running from September to July.
2.2 Programme aims
The programme, as outlined in this handbook, has been developed to meet the Teachers’ Standards published by the Secretary of State for Education, which came into effect on 1st September 2012. We will assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the recommendation for qualified teacher status (QTS).
The aim of the programme is to enable you to complete the programme successfully by meeting the Teachers’ Standards.
2.3 Intermediate awards and programme induction
There is no academic award on the SDS programme.
Programme induction takes place during the first week of the programme (the week beginning 14th September 2015). Further support to develop, for example, trainees’ confidence with Moodle, is provided throughout the programme.
2.4 A context of change
You are entering the teaching profession at a time of change. The National College for Teaching and Leadership (NCTL), the government agency created to enable and support the development of a self-improving, school-led system, was formed from the merger, on 2 April 2013, of the National College for School Leadership and the Teaching Agency. The Teachers’ Standards came into force three years ago, on 1st September 2012. With the removal of levels, schools have the freedom to develop their own means of assessing pupils’ progress towards end of key stage expectations.
However, the SDS programme at UEL is about training you not just for your first year of teaching but for the future. Ofsted (December 2012) praised the commitment of schools and UEL to work collaboratively to prepare for changes in teacher education and sustain high quality training for teaching. We will equip you with the skills to deal with these new contexts and with the ability to manage future change in your stride.
3Key staff; contact detailsand staff roles
Academic Staff
Name / Role / Email / TelephoneCaroline Brennan / Head of Secondary and Post-Compulsory Education, Modern Languages.
Module Leader PG6001, PG6002, PG7200 / / 020 8223 4512
Lynn Campbell / English and Drama / / 020 8223 4335
Erica Cattle / Modern Languages / / 020 8223 2782
John Clarke / Mathematics / / 020 8223 6378
Gerry Czerniawski / Humanities and Social Sciences / / 020 8223 2221
Christopher Dalladay / Music / / 020 8223 4204
Declan Hamblin / Physical Education / / 020 8223 6280
Neil Herrington / Biology / / 020 8223 2247
Kate Jones / Design Technology / / 020 8223 2407
Aniqa Khaliq / Mathematics / / 020 8223 2346
Warren Kidd / Humanities and Social Sciences
Module Leader PG6000, PG7300 / / 020 8223 6475
Elicia Lewis / Religious Education / / 0208 223 4551
Helen Masterton / Dean / / 020 8223 2246
Sheeba Viswarajan / Chemistry / / 020 8223 2269
Alan Weller / Physics / / 020 8223 6372
David Wells / Computer Science / / 020 8223 4686
Simon Woodage / Mathematics / / 020 8223 2903
Your Programme Leaderrepresents the academic interests of the programme and coordinates the day-to-day business of programme. He has overall responsibility for students on the programme.
Your Subject tutors are responsible for delivery and academic management of the modules, including all module assessment tasks.
YourHead of Subject is responsible for leading subject developments and ensuring the management of delivery of modules and their associated assessment in the subject area.
Personal Tutor
You will be assigned an academic member of staff as your Personal Tutor to support your engagement with academic study. Information on the role of Personal Tutor and how to contact your Personal Tutor are provided in the Student Support Section of this Handbook.
4Programme Operation and Student Registration
4.1 Module registration and gaining access to Moodle
When you enrol on the programme at the beginning of September, you will automatically be registered for the core programme modules and provided with access to Moodle, our virtual learning environment.
4.2 Academic framework
From the academic year 2015-16 there will be a greater alignment between the undergraduate and postgraduate regulations. Most of the amendments concern terminology, extenuation, and other aspects where changes were made at undergraduate level, such as the introduction of a 24 hour late submission rule. The key changes to the postgraduate regulations are summarised below:
- a three year time limit for full time programme completion;
- further clarification on the responsibility of Subject Area Boards;
- students will only be capped on failed components, not whole modules;
- one core or optional module can now be compensated;
- align regulations with the undergraduate 24 hour late submission rule.
The University’s academic regulations are available at:
Academic Framework Regulations (see Manual of General Regulations Part 3)
4.3 Attendance
It is evidenced that a good attendance record has a positive impact on performance and as a university we are keen to support our students to maximise their potential. The Attendance Policy has been revised for the 2015-16 academic year and is now more student-centred in approach (e.g. creating a system to allow student self-certification for illness). Refer to the weblink below and Appendix D for further information.
The policies listed below have been revised/developed to ensure that the University is acting in a consistently student-centred way. The cornerstone of this new approach is the new Fitness to Study Policy, which has been designed to help address how we deal with concerns relating to the Health and Wellbeing of our students. The aim is to ensure that our students are dealt with in a fair and appropriate manner and that they are not disadvantaged as a result of a health or wellbeing issue.
- Fitness to Study Policy (New) and Terms of Reference for the Welfare Panel
- Maternity, Paternity and Adoption Policy (Updated)
- Response to Student Death Policy and Procedure (New)
- Student Disability Policy (Updated)
- Attendance Policy (Updated)
- Student Initiated Withdrawal Policy and Procedure (New)
All Student facing policies are available at:
Further information is available at
Guidance on student attendance is also provided in the Manual of General Regulations: Part 11 Responsibilities of Students
4.4 Personal information and informing UEL of changes
Your personal information is stored on your own UEL Direct account and it includes your name, date of birth, term-time contact address, home address and email/phone contact details. It is essential that you keep this information up to date. You can change your personal information at any time by logging on toUEL Directand going to "My Record". If you need to change your name or date of birth you will need to show original documents showing the correct name: Please visit either of the Student Support Hubswith the correct documents for amendments.
5Teaching, Learning and Assessment
5.1 Approaches to learning and teaching
We use a range of teaching approaches on the Secondary SDS programme. You will attend UEL on Mondays in the first term of the programme; in February and in June. Your lectures last no longer than one hour. Most of the teaching takes place in specialist subject groups and learning community groups with input from a specialist lecturer and opportunities to discuss curriculum knowledge and practice, and practical opportunities to try things out. Often lecturers will model approaches to teaching that you will be encouraged to employ during your teaching placements.
The school based element of your training will include opportunities to observe ‘good’ or ‘outstanding’ practice in schools. You will be supported in identifying the features of good or outstanding practice, and encouraged to draw on these in your own practice.
During placements, you will put what you have learnt into practice, and receive feedback on your teaching from school-based mentors and university-based tutors. You will be expected to take increasing responsibility for your own professional development as your progress through the programme.
5.2Assessment arrangements
Details of assessment arrangements for all modules are provided on Moodle and discussed in seminars. Where modules require the submission of work, this is through Turnitin accessed via Moodle. The process of submitting work via Turnitin will be modelled in sessions. Deadlines for all modules will be clearly set out, and, where appropriate, information about resubmission opportunities will be provided.
For each module assessment, a rubric is provided. The rubric will include the criteria against which your submission will be assessed, and indicate the quality and/or content of work at different grade levels. We recommend that you look at the rubrics as you prepare work for assessment, maximising the likelihood of you passing on the first submission. The rubrics and assessment briefs will be included in module guides which you can access via Moodle.
We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will be expected in employment. However, in our new regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. The deadline will be published in your module guide. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). Please note that we will accept your first submission only, if you then improve your work and submit it again within 24 hours of the deadline, your second submission won’t be marked.
Further information is available at
5.3Completing the Programme
During the programme you will submit one assignment. You need to pass it in order to complete the programme. Finally, you need to complete successfullyyour school-based training.
A resubmission opportunity is provided if you are unsuccessful on the first submission of the assignment.
An Assessment Board (see also 5.1) takes place after the completion of the final block of school-based training. For 2015/16 the Board will take place on 5th July 2016. At this board decisions are made about the recommendation for QTS for each trainee. You will be informed by letter of the decision of the Board.
5.4Deferral*
There is normally no opportunity to defer on professional ITT programmes, unless in our professional judgement, there is evidence of significant unforeseeable personal difficulties which prevent completion of the programme.
5.4.1.In the circumstances above, a trainee may only defer from a programme with the agreement of the Head of Secondary and Post Compulsory Education.
5.4.2.In the event that a trainee seeking deferral is under Not Making Required Progress procedure, this procedure will be completed upon their return to study.
5.4.3.There is no opportunity for deferral if a trainee has received a letter informing them of an impending Standards Assessment. Should the outcome of the Standards Assessment be deemed a pass, then a deferral would be considered by the Head of Secondary and Post Compulsory Education. Failure in a Standards Assessment would lead to the termination of studies for the trainee.
5.5Return Following Deferral*
5.5.1. A deferred trainee may not continue study, or be assessed or reassessed, on the programme once three years have elapsed from the initial point of enrolment. Failure to return to the programme within this timeframe will lead to withdrawal from the programme. This will be reported at the subsequent awards board.
5.5.2.A trainee returning to the programme must fulfil all professional requirements for ITT programmes.
5.5.3.The return date will be discussed with the trainee and will depend upon the availability of a suitable placement and the completion of the programme content.
* Trainees may only rejoin our programme subject to there being no significant material changes to our allocation and entry requirements for Initial Teacher Training.
5.6Referencing and avoiding plagiarism
As a student you will be taught how to write correctly referenced essays usingUEL's standard Harvard referencing system from Cite Them Right. Cite them Right is the standard Harvard referencing style at UEL for all Schools apart from the School of Psychology which uses the APA system. This book will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide” 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded.