What I Hear, I Forget, What I See, I Remember, What I Do, I Understand

Thames Primary SCITT

General Information

Updated September 2015

INTRODUCTION

“What I hear, I forget, what I see, I remember, what I do, I understand.”

Confucius

Welcome to The Thames Primary SCITT programme. Throughout the training year colleagues in our schools, a range of tutors, lecturers and a Personal Tutor will support you. We will work closely with you to help you meet the complex demands of being a successful teacher.

To ensure that you benefit fully from your training you are expected to follow the guidance in this handbook closely, completing tasks and assignments to deadlines. Your Personal Tutor will visit termly to observe and comment on your teaching, and check that your individual training plan is being followed and that your professional portfolio of work is being kept up-to-date. Your training will be supported by a programme of taught sessions dealing with specific subject knowledge and the wider theory of education, as well as practically exploring teaching methodology and strategies.

Your school will ensure that you have regular focused mentor meetings, professional development opportunities and additional subject knowledge training.

You are embarking on a challenging and rewarding career and we wish you every success as you start your training.

Jo Palmer-Tweed BEd Hons (Cantab)

Executive Director

Contents

Section
1. General Information & Roles and Responsibilities
1.1 SCITTContacts
1.2 SCITT Staff
1.3 SCITT Schools
1.4 The Structure of the Course / Page 4
Page 5
Page 8
Page 11
2. Trainee Support
2.1 Trouble-shooting
2.2 Support for trainees experiencing difficulties
2.3 Pastoral support
2.4 Support from the University / Page 16
Page 17
Page 17
Page 19
3. Quality assurance
3.1 Medium and Long Term Quality Assurance
3.2 The role of The University / Page 22
Page 22
4. Professional Conduct
4.1 Trainee Attendance Requirements
4.2 Code of Conduct for trainees & expectations relating to behaviour
4.3 Fees and financial support
4.4 Concerns and Complaints
4.5 Trainee Disciplinary Procedures / Page 23
Page 24
Page 46
Page 48
Page 57
5. Resources
5.1 Library
5.2 Google docs and Blackboard / Page 63
Page 63
6. Jobs
6.1 Applying for jobs
6.2 Early starts / Page 64
Page 64

1. GENERAL INFORMATION

1.1Contact information

The Thames Primary SCITT Office, Wickford

Office Telephone: 01268 570 215

Office address: Runwell Primary School, Canewdon Gardens, Runwell, Wickford, Essex SS11 7BJ

The Thames Primary SCITT Office,Southend Base

School Office Telephone:(01702) 524470

Office Address: Macmurdo Road, Eastwood, Leigh-on-Sea, Essex, SS9 5AQ.

SCITT Staff

Jo Palmer-Tweed, Executive Director

Email:

Mobile: 07530 184 210

Jeremy Crook, Deputy Course Director

Email:

Mobile: 07590 843086

Ruth Burke, Logistics and Marketing Manager

Email:

Emma Nunn, Senior Course Administrator

Email:

Mobile: 07873 155461

The Course Administrator is available during office hours Monday to Thursday 9.30am – 2.30 and Fridays 9.30-4.

Sue Rooney – Finance & Recruitment Officer

Email:

Office – 01268 570215

The Finance Officer is available during office hours Tuesday, Wednesday, Thursday, Friday.

SCITT Office emails are picked up daily.

Fran Attwood, Personal Tutor & Programme Leader for Southend & Thurrock

Email:

Mobile: tbc

Eleanor French, NQT Mentor, Personal Tutor & Programme Leader for Wickford, Basildon and Colchester

Email:

Mobile: 07874 068437

Sarah Cuff,Senior Personal Tutor

Email:

Mobile: 07983 485168

Val Burgess,Personal Tutor

Email:

Mobile: 07538 855696

Chris Eshmade, Personal Tutor

Email:

Mobile: 0786 8312041

Angie McGlashon, Personal Tutor and ICT Lecturer

Email:

Mobile: 07725 556706

Wendy Cobb, Academic Lead and Link Tutor for CCCU

Email:

Wendy Bennett, Senior School Mentor

Email:

1.2 SCITT Staff

The Course Management Team

The Course management team take a strategic lead in the development of your course. They also have a key responsibility to oversee the work of schools in relation to the SCITT and monitor trainee progress.

The Course Administration Team

The Administrative Team manages all timetables, bookings and trainee data. They also have a key role in managing finance.

The Executive Director should be your last port of call when seeking information or administrative support. Please use all other routes first.

Personal Tutors

Each trainee is assigned a Personal Tutor for the duration of course. It is the role of the Personal Tutor to establish initial links with home schools. This is done through visits to home schools in the autumn term to ensure that good induction procedures are in place and to establish a dialogue with trainees and mentors.

These tutors have a complex role in that they are able to provide support for Trainees and Mentors as well as providing direct feedback to other members of the academic staff. They liaise with The SCITT Management Team on a regular basis to discuss trainee progress and provision made by schools. Each term they undertake joint observations of trainees as part of the mentor-training programme and to assess trainee progress. Personal Tutors are also used to provide moderation of grades given by schools where there are any discrepancies. Additionally, the role of the tutors is a pastoral one and they are able to provide direct support and consult with The Executive Director to make more specialist referrals when necessary.

Trainees are provided with contact details in order to facilitate effective and timely communication with Personal Tutors. As a part of their role, tutors will provide support between formal visits for both mentors and trainees. During visits to school and as part of an on-going professional dialogue, tutors will actively encourage trainees to be reflective and will monitor trainee progress against targets agreed with schools. Where trainees are experiencing difficulties, tutor support will be increased and will include the monitoring of any necessary Support Plans and regular liaison with the Executive Director. In the unlikely event of schools being unable to provide adequate mentoring due to extenuating circumstances, Personal Tutors’ involvement will be increased to provide an additional mentoring role. The tutors also play a role in the planning of the academic programme, supplying vital information about the way in which centre-based training programme is impacting on trainees practice in school. As an on-going part of their liaison with the mentoring group, Personal Tutors will identify areas for professional development and assist in the planning and delivery of training to support effective mentoring practice.

This role enables us to:

• Collect data from schools during visits to ensure consistency of provision;
• Scrutinize trainees’ portfolios and paperwork;
• Ensure that paperwork is being completed and standards addressed;
• Ascertain any training needs for school/class mentors;
• Provide written and verbal feedback regarding observations and targets;
• Contribute to discussions with other Consortium staff about trainees’ progress.

School and Class Mentors

It is expected that, within their school, the School Mentor (SM) will co-ordinate, organise, liaise and oversee communications, assessments and all practical issues concerning trainees allocated to the school.

It is expected that the Class teacher Mentor (CM) will be involved with day-to-day mentoring and support of the trainee in all class/children related matters. Some of the following aims may be part or wholly delegated to the Class Mentor by the School Mentor.

1.3 Schools

Cluster lead HT: Lee Pinchback - Fairways
Hamstel Infant School and Nursery
Federation of Greenways Schools
Hamstel Junior School
Temple Sutton Primary School
Edwards Hall Primary School
Fairways Primary School
Heycroft Primary School
Eastwood Primary School
Bournes Green Infant School
Bournes Green Junior School
Hinguar Community Primary School
St Georges Catholic Primary School
Thorpedene Primary School
Cluster lead HT: Debbie Priest - Milton Hall
Barons Court Primary School
Milton Hall Primary School - Debbie Priest's school
St Helens Catholic Primary School
St Mary's Prittlewell C of E Primary School
Sacred Heart Catholic Primary School and Nursery
Our Lady of Lourdes Catholic Primary School
Cluster lead HT: tbc (Yolande Sayer) – West Leigh Infants
Leigh Infant School
Leigh North St Junior
West Leigh Infant School
West Leigh Junior School
Rochford Primary School
Westborough School
Kingsdown Special School
Holt Farm Junior School
St Christopher’s Special School
Cluster lead HT: Darren Woollard - Blenheim
Blenheim Primary School
Darlinghurst Primary School and Nursery
Prince Avenue Primary Foundation School and Nursery
Bournemouth Park Primary School
Chalkwell Hall Junior school
Chalkwell Hall Infant school
Cluster lead HT: Louise Hoskyns - Runwell
Runwell Community Primary School
Downham C of E Primary School
Abacus Primary School
Crays Hill Primary School
Castledon Special School
Hilltop Junior School
Oakfield Primary
Wickford Infant School and Nursery
Wickford Junior School
Cluster lead HT: Gareth Allen - Millhouse Junior
Merrylands
Pitsea Junior School
Laindon Park Primary School
Ghyllrove Infant School
Ghyllgrove Community Junior School
Millhouse Junior School
Fairhouse Community Junior School
Felmore Primary School
Lincewood Primary School
Northlands Infant School
Phoenix Primary School
The Willows Primary School
Cluster lead HT: Brenda Dalley - Hadleigh Inf
Hockley Primary School
Hadleigh Infant and Nursery School - Brenda Dalley
Cedar Hall Special School
Grove Wood Primary School
South Benfleet Primary School
Westwood Academy
Woodham Ley Primary School
William Reed Primary School, Canvey Island
Cluster lead HT: Nicky Haslam - Giffards
Giffards Primary School
Pyrgo Primary School
Abbotts Hall Primary School, Stanford le Hope
Graham James Primary Academy, Stanford le Hope
Horndon on the Hill C of E Primary School
Little Thurrock Primary School
Orsett C of E Primary School
Riverley Primary School, Leyton
Sherringham Primary
Tudor Court Primary School
Arthur Bugler Primary School, Stanford le Hope
Cluster lead HT: Tim Cuerden - Powers Hall
Powers Hall Academy
Maldon Primary School
Cressing Primary School
Engaines Primary School
Howbridge C of E Junior School
Tolleshunt D’Arcy St Nicholas C of E Primary School
KelvedonSt Mary's Primary Academy
Kings Ford Junior School
Woodham Walter C of E Primary School
Holland Park Primary School, Clacton
Great Totham Primary School
Cluster lead HT: Chris James - St Andrew's Junior
Hatfield PeveralSt Andrews C of E Junior School,
Trinity St Mary's C of E Primary School, Woodham Ferrers
Terling C of E Primary School
Trinity Road Primary School
John Ray Infant School
John Ray Junior School
Lawford Mead Primary School
Moulsham Junior School
Mildmay Infant School
Oaklands Infant School
Galleywood Infants
St Michael's C of E Junior School, Galleywood
Cluster lead HT: Wayne Harris - Long Ridings
Blackmore Primary School
Long Ridings Primary School
Thriftwood Special School
Shenfield St Marys C of E Primary School
The Endeavour Special School
Elmstead Primary School
Willowbrook Primary

1.4 The Structure of The Course

Qualification (award type) / Post or Professional Graduate Certificate in Education with recommendation for QTS
Course Title / Post Graduate Certificate in Education
Awarding Institution / Christ Church Canterbury University
Location of Delivery / The Thames Primary SCITT, Runwell Community Primary School, Wickford and Partner Schools throughout Essex
Duration of Course / I year full time (39 weeks)
Professional, Statutory and Regulatory Body accreditation / TA (England)
UCAS Course Code / X121 (KS1)
X171 (KS2)
External Benchmarking / TA: Professional Standards for Teachers (2012)

Distinctive Features of the course

As students undertaking a professional training you are expected to have a high level of responsibility for your own professional and academic development. You should make direct and meaningful connections between centre-based training programme and your experiences in schools. Broadly speaking 35% of the time is spent in taught sessions and periods of study and 65% in schools. The different periods listed above are frequently integrated by the use of directed tasks and assignments.

Please see course calendar for further details

Specific objectives of the course

• To ensure that the overall course provision fully meets the current National College of Teaching and Leadership’s requirements for Initial Teacher Training;
• Trainees are effectively trained and assessed to ensure that they develop securely the full range of teaching standards required for the award of Qualified Teacher Status;
• Trainees are effectively trained and assessed to ensure that they meet the requirements for the award of the Post or Professional Graduate Certificates in Education from the Christ Church Canterbury University;
• The course design is such that classroom experiences, academic studies and mentor sessions are strongly integrated throughout the course;
• Trainees build on their initial knowledge and understandings during the course of the year, to develop a range of techniques, ideas, attitudes and skills that will allow them to become confident and effective classroom practitioners;
• Trainees begin to develop enhanced levels of professional and personal reflection that will provide a sound basis for future professional growth;
• Schools are well integrated into the training process, with staff at all levels encouraged to develop a sense of shared ownership of that process, and also expected to share their professional insights with the trainees in a generous way;
• Attention is paid to the mentor training needs of school staff, as the course develops over the years;
• Everyone concerned in the training process contributes in a positive way, to ensure the expected high quality of the training;
• Professional integrity and rigour characterise the training process and the related assessment activities;
• Trainees are provided with an effective induction course.

The key characteristics we hope to foster in trainees as learners are;

•Develop an ever-evolving sound knowledge and understanding of child development and pedagogy;

•Develop a sense of personal responsibility for their own professional development;

•Be able to engage in the development of curriculum;

•Be committed to life-long personal and professional development;

•Be committed, and accountable, to meeting the needs of all children within a culturally diverse society

•Have appropriate subject knowledge expertise and is able to further develop subject knowledge for teaching;

•Have an ability to reflect critically on own practice.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

• Teach competently and effectively any groups of children within the age phase for which you are trained, taking account of all National, local and school policies to ensure that individual children make appropriate progress with their learning;
• Meet the professional “Q” standards of the Professional Standard for Teachers (September 2012) at a satisfactory standard or above;

• Have a good understanding of pupils in school and their similarities and differences, particularly in terms of gender, ethnic backgrounds, their needs, their behaviour, their personalities and their attainments;
• Make positive contributions to your schools;
• Be critical, analytical and reflective about your teaching and be ready to continue to develop as a teacher.

These learning outcomes will be achieved by:

Research and Evaluation: Critically review, analyse and make judgements on teaching, learning and assessment within a primary school context and apply your own professional understanding of the role of the teacher in the academic and personal development of children in school. Understand and apply specialised skills and techniques relevant to advanced scholarship.

Creativity and Critical Thinking: Exercise critical judgement drawing on and applying professional ideas and practices and those derived from research to critically analyse evidence from a variety of sources, including your own practice, to show new personal insights into a professional context.

Information Literacy: Critically analyse, synthesise and draw appropriate conclusions from a range of evidence and draw implications of new evidence or concepts for current or intended practice in relation to personal, local, regional, national or international contexts.

Communication: synthesise information from relevant sources and select effective ways of structuring this information to suit your purpose to clearly support your hypothesis, discussions, insights and conclusions. Communicate critically evaluated and synthesised findings to targeted audiences through a wide and appropriate range of traditional and electronic formats.

Subject knowledge: Develop a critical awareness, knowledge and understanding, of the various disciplines that contribute to the primary education perspective

Skills: Show a sustained self-direction to construct and implement enquiry into professional contexts. Make and justify links between theory and practice, showing a high degree of critical self-awareness and a developed and productive grasp of theory-practice relationships. Ability tomake decisions in complex and unpredictable situations.

Personal and Professional Development: Show the ability to critically reflect on your own practice within a subject or general education context and develop a critical appreciation of various values within the field of primary education. Exercise initiative and personal responsibility and an autonomous learning ability required for this level of study.

Teaching Strategy

Your development as a creative, innovative and reflective practitioner (i.e. critical and analytical thinking teacher) will involve the development of specific skills, a detailed knowledge of educational processes, an academic understanding of education, and the application of professional attitudes and discipline in all areas of study.

The main strategy adopted for delivering the course uses experiential learning with specific opportunities for reflection, and academic exploration of theory relating to practice. This will be achieved through a blended learning approach incorporating the following:

• Lectures;
• Supervisions;
• Placement experiences leading towards independent, solo teaching. Placement experience is a key factor in your development as a teacher. You are expected to gain maximum benefit from the opportunity of learning from practice observed in schools.
• Placements and visits to explore specific areas of the curriculum and contexts in which you may eventually work.

Assessment Strategy