1 year PGCE/School Direct Computer Science, Digital Literacy and ICT Subject Handbook
015/16 Faculty of Education and Health
Name of Student…………………………………………………
1
PGCE/School Direct SECONDARY Subject Guide: Computer Science, Digital Literacy and ICT strand Welcome to the PGCE/SD programme at the University of Greenwich for Computer Science, Digital Literacy and ICT. The programme will involve you in a wide range of university and school based activities related directly to your own professional development in the subject areas. A major focus in the early stages will be the preparation for your block school experience A’, a teaching practice which will hopefully make sense of the various courses you will be studying and confirm your choice of career. Attendance at the University for the PGCE Programme shall normally be no less than 100% of timetabled time for each course in your programme of study, except for exceptional circumstances, which must be certificated and/or approved. Where your attendance falls short of this expectation, without permission from the Subject Coordinator, you may be required to repeat those aspects of the programme so affected before progression to any further stage. You should make yourself aware of the University’s Health and Safety policies, details on the web link. The year outline, which follows, describes the component courses in broad terms and should be regarded as indicative only and subject to possible change. The Subject Handbook will give clear indication of the course tasks along with the associated assessment requirements. Written coursework reports and mark sheets will be completed by tutors and issued to you as soon as practically possible after the work has been marked. We should like to draw your attention to the sections on assessment. This sets out clearly the assessment requirements, the different types of assessment together with the criteria used. It is worth careful study. All current university policies can be found on the Portal. We hope you find this guide useful, but please don’t hesitate to ask members of staff if you are unsure about any aspects of the course. All coursework grades awarded by tutors must be regarded as PROVISIONAL and will be confirmed by the external examiner and Board of Examiners’ meeting at the end of the Summer Term. On behalf of the partnership may we wish you an enjoyable and successful time at the University of Greenwich.
Michael Jones Jim Golden
Subject Tutor Subject Coordinator
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Contents Topic
Page
Welcome
2
Introduction and contacts
4
Programme Structure
5
2015-16 Computer Science Calendar
7
Course Overview
9
Session Timetable
15
Assignments and Reading List
19
Written Assignments and assessment
24
Assignment Marking Descriptors
29
Writing at Masters Level
31
Subject Knowledge Audit and Development Plan
33
Files and Organisation
35
Mentor Meetings
37
Teaching Standards
39
Lesson Plan Pro-forma
42
Mapping Teaching Standards to sessions
44
Links with Professional Studies
46
Missed Session Form
48
Role of External Examiner
49
University support and Policies
51
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Introduction to the Secondary PGCE COMPUTER SCIENCE, DIGITAL LITERACY and ICT (11-16) Course Welcome to the Professional/Post Graduate Certificate of Education (PGCE) Computer Science, Digital Literacy and ICT (11-16) with the University of Greenwich. This Student Handbook aims to provide you with all the information you need to complete the course and achieve Qualified Teacher Status (QTS). You will receive separate booklets that you need to complete your overall picture of the programme:
Professional Studies (PS) Placement Guide
The course tutors are: Jim Golden Principal Lecturer Secondary PGCE Computer Science, Digital Literacy and ICT(11-16) and Design and Technology
[email protected] Tel: +44(0)2083319544 Office: H148
Michael Jones Northfleet Technology College Colyer Road Northfleet DA11 8BG
[email protected] Tel: 01474533802 Tel: 07477964177
University contact information University switchboard Secondary Placements Officer Marie McFarlane Admin support Josie Baker Lorraine Smith: Secondary PGCE/LLT Programme Leader, University of Greenwich
Tel: +44 (0)20 8331 8000 Fax: +44(0)20 8331 9504 Tel: +44(0)20 8331 8234
[email protected] Office: M148
[email protected] Tel: 020 8331 9579
[email protected] Room H137
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1Year PGCE/SD Programme Structure for Computer Science, Digital Literacy and ICT Professional Graduate Certificate in Education (PGCE) 150 credits @ levels 5 and 6 Professional Graduate Certificate in Education
Postgraduate Certificate in Education (PGCE) 150 credits @ levels 5, 6 and 7 Post Graduate Certificate in Education
School Experience A TEAC 1048 15 credits level 5 School Experience B TEAC 1049 15 credits level 6 Subject Knowledge and Pedagogy 1 TEAC 1100 30 credits level 6 Subject Knowledge and Pedagogy 2 TEAC 1101 30 credits level 6
Professional Studies ACAD 1319 30 credits level 6
Professional Studies ACAD 1320 30 credits level 7
Professional Portfolio ACAD 1317 30 credits level 6
Professional Portfolio ACAD 1318 30 credits level 7
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PGCE Secondary Calendar 2015-16 Wk begin 14th Sept 21st Sept 28th Sept
Mon
Tue
Wed
Thu
Fri
Sch
Uni
Wk
IS
IS
S
P
0
4
0
Induction 2 days - combined Subject/ generic info
S
S
S
P
S
0
5
1
22/Sept SUUG Freshers' Fayre 10-4 Southwood
S
S
SE (I)
P
S
1
4
2
5th Oct
S
SE
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P
SE
1
4
3
12th Oct 19th Oct 26th Oct
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SE
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3
2
4
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3
2
5
R
R
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P
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0
5
6
University Information
1st piece of reflective writing - (SL to set) 11/10/15 5am (500 words minimum) Tutors to record key points on students e.g. as result of microteaching etc INA’s completed
Assignment 1 -01/11/15 5am Post date: 20/11/15 1st Programme Committee meeting29/10/15 Early assessment point data recorded by tutors 30/10/15
2nd Nov
S
SE
SE
SE
SE
4
1
7
9th Nov
S
SE
SE
SE
SE
4
1
8
16th Nov 23rd Nov
P
SE
SE
SE
SE
4
1
9
S
SE
SE
SE
SE
4
1
10
30th Nov
S
SE
SE
SE
SE
4
1
11
7th Dec
SE
SE
SE
SE
SE
5
0
12
2nd piece of reflective writing on priority area (1000 words) 29/11/15 5am Self-assessment against the standards -4/12/15
Placement information
School Experience Induction date 30/Sept/2015
Most schools have 1 week half term. However, some schools have a 2 wk half term. Students who attend schools with 2 wk autumn half term will need to make up the time 2/11/15 –send out to mentors Assessment of initial school experience form. 9/11/15 assessment of initial school experience returned by mentors to University.
30/11/15 Send out e-mail to remind mentors to complete the placement A report. Mentor returns Placement A report to uni electronically11/12/15
14th SE SE SE SE SE 5 0 13 Placement board Dec KEY S – Subject days SE –School Experience Days P –Professional Studies days R – University Reading days
6
Christmas Break Wk begin
Mon
4th Jan
18/12/15 -
4/1/16
Tue
Wed
Th
Fri
Sch
Uni
Wk
University Information
S
S
S
P
0
4
16
Assignment 2 -10/1/16 5am Post date: 29/1/16 Peer review and evaluation of placement A January Progress Reviews 11/1/16 - 2nd programme committee meeting
11th Jan
P
S
S
SE (I)
SE
2
3
17
18th Jan 25th Jan
S
S
S
SE
SE
2
3
18
S
SE
SE
SE
SE
4
1
19
1st Feb
S
SE
SE
SE
SE
4
1
20
8th Feb 15th Feb
S
SE
SE
SE
SE
4
1
21
R
R
R
P
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0
5
22
22nd Feb 29th Feb 7th Mar
SE
SE
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5
0
23
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24
SE
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0
25
14th Mar
SE
SE
SE
SE
SE
5
0
26
21st SE Mar Easter Break 11 S Apr
SE
SE
SE
4
0
27
Placement board
5
30
18th Apr
SE
SE
SE
SE
SE
5
0
31
Programme Committee meeting -15/4/16 April Progress Reviews Students Submit PS assignment -24/4/16 5am Post date: 13/5/16
25th Apr 2nd May
SE
SE
SE
SE
SE
5
0
32
B/H
SE
SE
SE
SE
4
0
33
S
24/3/16 - 10/4/16 S P P 0
Research proposal &literature review submission for PS: 25/1/16 5am Post date: 12/2/16
Placement information
25/1/15 Send out early assessment form to mentors Early assessment for B placement from mentors Friday 5/2/15
Assignment 3: 19/2/16 5am Post date: 11/3/15
Self-assessment against the standards 12/3/16
7/3/15 send out e-mails to mentors to remind to complete interim B reports Mentor returns interim B report to uni electronically 18/3/16
3rd piece of reflective writing on priority area (1000-1500words) 6/5/16 5am
KEY S – Subject days SE –School Experience Days P –Professional Studies days R – University Reading days
7
Wk begin 9th May 16th May 23rd May
Mon
Tue
Wed
Thu
Fri
Sch
Uni
Wk
SE
SE
SE
SE
SE
5
0
34
SE
SE
SE
SE
SE
5
0
35
SE
SE
SE
SE
SE
5
0
36
30th May
B/H
R
R
P
S
0
4
37
University Information
Placement information
Some schools have this week as half term therefore 5 days need to be caught up by students (2 days from the next week from the University half term) Assignment 4: 1/6/16 5am Post date: 22/6/16
Most schools have half term this week
PS assignment tutorial on 2/6/16
6th June
SE
SE
SE
SE
SE
5
0
38
Student to draft Transition document. Self-assessment against the standards -best pieces of evidence 10/6/16 Students to complete EXIT survey Students Submit PS assignment 18/6/16 5am
13th June
SE
SE
SE
SE
SE
5
0
39
20th June
SE
SE
SE
SE
SE
5
0
40
Students complete PGCE programme Student Evaluation of Placement B
27th June
S
S
0
2
41
122
60
End of course Sign off days 27th-28th June 7th July 2016 - Final Placement Board 10-2 Re-submission deadline for assignments: 21st August 2016 5am – marks to be submitted at resubmission PAB in September 2016
4 July
PAB 102
6/6/16 send email to mentor to remind to complete final B report Mentor returns Final B report to university electronically & to tutor.17/6/16 Final Placement Week
KEY S – Subject days SE –School Experience Days P –Professional Studies days R – University Reading days
8
Course Overview This course aims to produce teachers who:
are competent and confident users of computers and other electronic resources have a good knowledge and understanding of ICT and computing can apply their subject knowledge and understanding within the context of the classroom and students' learning are flexible enough to take on board new developments have vision and aspiration for their students Meet the Teaching Standards and requirements of the National College for Teaching and Leadership
This is achieved through:
Access to a broad range of Computing and ICT educational resources Discussions with experienced professionals School-based experiences including observing, planning, resourcing, teaching, assessing and evaluating lessons Opportunities to develop computer based skills
This year we are again working very closely with Northfleet Technology College, Colyer Road, Northfleet, Kent DA11 8BG. Many of your subject studies sessions will take place at Northfleet Technology College which will enhance the provision as you will be in a school. Some of you may be on placement in Northfleet others will be in other schools. This collaboration has been highly valued over the last two years, I hope you will feel the same. A vital element of your school-based experience is the subject Mentor, the teacher who provides advice, encouragement and assessment within school. The Mentor determines the range and quality of school experience, gives constructive feedback, engages you in professional dialogue and assesses your performance. The Professional Co-ordinating Mentor (sometimes referred to as the Initial Teacher Trainer (ITT) Co-ordinator or PCM) in the school is responsible for the Professional Studies programme throughout the school-based elements of your course. Both the Mentor, the Professional Co-ordinating Mentor as well as other staff you work with within schools can support you in meeting the Standards.
9
The Subject - Computer Science, Digital Literacy and ICT: Computer Science, Digital Literacy and ICT is the title of the National Curriculum subject. Schools have to follow the New National Curriculum for Key Stages 1-3. The National Curriculum website describes the content of the revised programmes of study for computing. According to the new programme of study, Computing should equip pupils to use information technology to create programs, systems and a range of media. It should also ensure that learners become digitally literate as active participants in a digital world, and at a level suitable for the future workplace. Course Objectives The PGCE in secondary Computer Science, Digital Literacy and ICT programme provides structured opportunities to: Subject Knowledge Have an understanding of the full breadth of Computing and its place in the school curriculum understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation understand the National Curriculum for Computing programmes of study and the statutory requirements analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems Have a knowledge of the content of accredited academic and vocational examination courses Have a knowledge of the content of relevant post-16 specifications Technical Knowledge Develop an understanding of a range of software packages and programming languages across a number of different computer platforms and in all subjects of the National Curriculum Develop familiarity in using different graphic user interfaces To be confident and competent with a diverse range of classroom hardware configurations and able to maintain and update systems as required Understand the safety implications of using computers in the classroom 10
Subject Application Become a reflective practitioner Produce sequential lesson plans which take account of the National Curriculum and the school’s programmes of study Ensure continuity and progression within and between classes and throughout the subject Set appropriately demanding expectations for learners taking into account age, ability, prior attainment and targets Contribute to the development of students’ numeracy and literacy skills, knowledge and understanding Students' Learning Develop proficiency with a variety of teaching styles to facilitate different styles of learning Be aware of the different styles of using computers/GUIs/elearning environments Have an understanding of how to build on students' prior knowledge and their conceptual constructs Motivate and develop students' understanding, which can be applied to problems of a technological, personal, social and economic nature Develop a interest and enthusiasm for Programming and its applications Behaviour for Learning Decide when teaching the whole class, groups, pairs or individuals is appropriate for particular learning purposes using techniques such as: Leading a whole class discussion Starting and following small group discussion Teacher demonstration and modelling Presenting a lecture/assembly Leading and following written tasks Peer Learning Plenaries Create and maintain a purposeful and orderly environment for the students, be aware of School Policy Devise and use appropriate rewards and sanctions to maintain an effective learning environment Develop strategies for encouraging and maintaining student motivation Develop strategies for managing the potential wide range of activities in the Computer/ICT room Effectively monitor and control students’ access to electronic resources Plan and deliver well structured and effective lessons
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Assessment and recording of students' progress Implement strategies for both summative assessment and formative Assessment for Learning Develop strategies for assessment be aware that QCA National Curriculum level descriptions/Key Stages 3,4 & 5 grade descriptors are no longer statutory. Judge how well each student performs against the standard expected of a student of that age and against their prior attainment Assess, track and record systematically the progress of individual learners Use such assessment in your teaching to inform future planning and learning Demonstrate that you understand the importance of reporting to students and parents on their progress Assess work regularly against agreed criteria
12
The University and Northfleet Technology College Based Programme Lectures will develop your appreciation of the central educational concepts and provide a focus for evaluation by analysis of practical and theoretical situations. Each lecture tackles the relevant topic through a variety of teaching styles and resources, emphasising interactive activities and practical teaching strategies. Sessions include a focus on problem solving, transition, assessment, differentiation and course/exam requirements. They will also consolidate generic skills such as questioning, Behaviour Management, rewards/sanctions and classroom organisation and management in the context of ICT and Computing and in general. Each session is linked to the Teaching Standards, the National Curriculum, and/or examination board requirements as appropriate. There are opportunities for you to be involved in seminar presentations and peer teaching centred on areas of your own expertise or your own school placements. Course materials and resources are posted on the VLE of Northfleet Technology College to which you will have access and on the Moodle platform at University. 100% attendance is the expectation and any absence must be formally agreed. Missed session forms are available on the Professional Studies VLE and should be completed for any day that is missed. All University subject based lectures start at 10:00 am and end at 4:00 pm unless otherwise stated. Arrival after 10:00 am will be registered as a Late. Sessions at Northfleet Technology College will start at 9:00am and finish at 3:00pm. You will be expected to arrive at the school by 8:45am and you MUST dress appropriately; minimum trousers, shirt, tie and jacket with shoes NOT trainers for men and similar professional dress for women, NO too short skirts or low cut tops. If there is anything that could influence your DBS status during the course you must make this known to your Tutor.
13
Attendance requirements Student Teachers on teaching placement are expected to be in all day and for the complete five/four day week in order to satisfy the Teaching Standards. Any exceptions to this must be personally negotiated on each occasion by the student with the placement’s Subject Leader and the University curriculum tutor. What do I do if I am unable to attend university or school? Attendance Attendance at all timetabled activities – both in the University and in School – is compulsory, unless you are prevented by illness, a job interview or some other overriding reason. You should not be absent to attend routine dental appointments etc. Reporting of absence from university If you are unable to attend university, your Tutor AND the Secondary Education office must be informed by email, text or phone call. Medical absences must be supported by a self-certification or a medical certificate if you are absent for more than 7 consecutive days. Reporting of absence from school This needs to follow the school procedures which will be explained to you by your PCM or Mentor. Your Tutors Michael Jones
[email protected] , Jim Golden
[email protected] and the Secondary Education office
[email protected] must be informed by email. You should expect to provide cover lesson plans for the classes for which you are responsible. Attendance is a statutory requirement of the course, and is a key contributor to meeting Professional Standards. Prolonged absence may jeopardise your chances of meeting the Standards and may well require an extension of the placement. Further information is available on Moodle in the Placement details section, please familiarise yourself with these. Unauthorised absence is unprofessional and will result in a Cause for Concern being initiated and in some circumstances termination procedures. We usually have to include comments about health and attendance when writing job references and where this has been poor, we will say so.
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Secondary PGCE Computing, Digital Literacy and ICT Programme timetable 2015 to 2016 Please check the portal for rooms for Computing, Digital Literacy and ICT sessions at University (UoG). We start at 10.00 and finish at 16.00 unless otherwise indicated. Sessions in Northfleet start at 9am and finish at 3pm Professional Dress you are in school! Wk Date Monday Tuesday Wednesday Thursday Friday 0
1
2
th
14 Sep
st
21 Sep
th
28 Sep
M Jones VPL 1 introduction: what is Scratch and App Inventor? Investigate snap, gameblox and pencilcode. How does MIT support education? How does this fit into the mandatory curriculum? Create first resource UoG Room H116 M Jones Peer experience – navigation challenge. UoG Room H116
17.00- 18.30 CAS VPL Hub Mandatory attendance UoG Room H001
3
th
5 Oct
M Jones VPL 4 What is a scheme of work? What would this look like for learning to program with VPL?
AM Induction/Transition UoG D001
AM Induction/Transition UoG M055
PM J Golden Introduction to Subject documentation UoG H116
PM M Jones Introduction to NTC – issue cards, mandatory child protection, safety session, protocols. Mini observation of large group teaching NTC
AM J Golden Lesson Planning and objectives
M Jones VPL 2 Decomposition and computational thinking. Detect prime numbers in Scratch. How does this meet the NC?
Room H001/H002 PM J Golden Tutorials and e-portfolio
Directed Study Prepare CV Introduction to e-portfolio Subject Knowledge and Pedagogy form INA etc.
AM Directed Study Speed camera programming task – what aspects of computational thinking are identifiable? Build a solution. PM M Jones UoG Room H116
PS
AM Directed Study VPL 3 Create a simple MP3 player – plan to play
UoG AM Room H002 PM Room H116
PM J Golden Tutorials and e-portfolio UoG H116/H141 SE
SE
Room H016
PS
UoG Room H116 and H141 AM J Golden Make accurate and productive use of assessment. Promote good progress and outcomes by pupils Assessment for Learning (AfL). UoG Room H001/2
PS
PM M Jones pm UoG Room H002
M Jones VPL 5 Delivery of SoW. Planning for the future NTC
UoG Room H116
15
PS
SE
Wk 4
Date th 12 Oct
5
19 Oct
th
th
6 HT
26 Oct
7
2 Nov
8
9th Nov
9
16 Nov
10
23 Nov
11
30 Nov
12
7 Dec
13
14 Dec
nd
th
rd
th
th
th
Monday M Jones Robotics and Robothespian Medway UoG
Tuesday SE
Wednesday M Jones Lego Mindstorms: physical computing. Build a navbot UoG AM Room H002 PM Room H116 M Jones Control technology: basic robotics – sensors, Thymio II, Lego League. Developing interest in extra curricula activities
Thursday SE
Friday SE
M Jones Planning your lessons – review following initial school experience. Is computational planning any different from planning? NTC
SE
SE
SE
Reading
Reading
PS Assignment 1 due SE
M Kemp Subject –Binary, Octal, Hex UoG Room H001 SE
M Jones Database, spreadsheet and wordprocessing – place in the curriculum NTC M Jones Networks and networking – addressing the National Curriculum requirements NTC PS
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
M Jones Drones, selfguiding bullets: SMSC and computing NTC M Jones Programming software – GUI and text based. How does an interpretive language enable a student to progress? Why not VPL? NTC SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
SE
UoG AM Room H002 PM Room H116 Directed Study UoG H001
16
rd
CHRISTMAS BREAK 21 Dec – 3 Jan Wk 16
Date
Monday
Tuesday
Wednesday
Thursday
Friday
Jim Golden Peer Review and Progress reviews
M Jones Bletchley Park visit
Jim Golden Progress Reviews continued. UoG Room H141and H116 SE
PS
SE
SE
Make own way there. SE
SE
SE
SE UoG
SE
SE
SE
SE
SE
SE
SE
NTC Reading
Reading
Reading
PS
Directed Study
th
4 Jan
Travel by mini-bus UoG Room H001/H141
17
18
th
11 Jan
th
18 Jan
th
PS
M Jones Literacy in ICT and Computing: understanding and applying command terms. The return of SPG and how it limits your most able NTC M Jones Open source software and hardware
Stephen Jones Microbot and control UoG Room H001/H116
AM J Golden. Differentiation and inclusion in planning. Micro-teaching UoG Room H001 PM Jim Golden Tutorials UoG Room H116/H141 SE
M Jones What will your schemes of work look like? Building a series of linked lessons. Review exam board provision KS4 new GCSE. Investigate KS5 old Vs new UoG Room H002 M Jones BETT 2016
SE
Visit the exhibition. Investigate SEND provision and identify one CS ‘impact’ development.
19
25 Jan
20
ST
1 Feb
21
8 Feb
22
15 Feb
23
22 Feb
nd
SE
SE
SE
SE
SE
24
29 Feb
th
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25
7 Mar
th
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26
14 Mar
th
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27
21 Mar
ST
SE
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BH
th
th
NTC M Jones: Viewing a Mac school. Brompton Academy M Jones Online technologies: what, where, why, how. Assessing impact
17
Easter Break
Wk
Date
Mon
Tue
Wed
Thur
Fri
30
11 Apr
M Jones BAE Systems visit
Jim Golden Progress Reviews UoG Room H141/H116
M Jones Contact with outside agencies. Identifying curriculum opportunities
PS
PS
31
th
SE
NTC SE
18 Apr
SE
SE
SE
32
25 Apr
th
SE
SE
SE
SE
SE
33
2 May
nd
BH
SE
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34
9 May
th
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16 May
th
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36
23 May
rd
SE
SE
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37 HT
30 May
th
BH
Reading
Reading
PS
Tutorials and Directed Study
38
6 June
th
SE
SE
SE
SE
SE
39
13 June
th
SE
SE
SE
SE
SE
40
20 June
th
SE
SE
SE
SE
SE
41
27 June
th
M Jones Self -assessment and portfolio preparation – peer commentary on sign off forms Draft Transition Document.
Complete NQT Transition Document Final lectures
th
UoG Room H116
UoG Room H116
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Computer Science - Reading List Bond, K., Langfield S. (2008) AQA Computing for AS. Nelson Thornes. Bond, K., Langfield S. (2009) AQA Computing for A2. Nelson Thornes. Kemp, P (2015) Wikibooks - AQA A-level Computing Dewdney, A.K (2004): The Turing Machine Omnibus Graham, R, Knuth, D & Patashnik, O (1994) Concrete mathematics - a foundation for computer science. Addison Wesley Harel, D (2003): Computers - what they really can’t do Harel, D (2004): Algorithmics: The Spirit of Computing Kölling, M (2015) Introduction to Programming with Greenfoot. Pearson. Kubica, Jeremy (2012) Computational Fairy Tales. CreateSpace Leadbetter, C., Belanyek, A. and Rouse, G. (2008) OCR Computing for A Level. Hodder Education. O’Byrne, S. and Rouse, G. (2012) OCR Computing for GCSE. Hodder. Petzold, C (2000) Code: the hidden language of computer hardware and software. Microsoft Press. Petzold, C (2008) The annotated Turing: a guided tour through Alan Turing’s historic paper on computability and the Turing Machine. John Wiley and Sons.
Teaching CS Bell, T., Witten, I. and Fellows, M. (2010) Computer Science Unplugged, Bennedsen, J., Caspeersen, M. and Kölling, M. (2008). Reflections on the teaching of programming. Springer. Gal-Ezer, J., & Harel, D. (1998). What (else) should CS educators know?. Communications of the ACM, 41(9), 77-84. Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. Hazzan, O., Gal-Ezer, J., & Blum, L. (2008). A model for high school computer science education: The four key elements that make it!. ACM SIGCSE Bulletin, 40(1), 281-285. Hazzan, O., Lapidot, T. and Ragonis, N. (2011) Guide to teaching computer science: ac activitybased approach. Springer. 19
Kadijevich, D.M., Angeli, C., and Schulte, C. (2013) Improving Computer Science Education Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Ofsted (2011). ICT 2008-11. London: Ofsted. Papert, S. (1980) Mindstorms: Children, computers, and powerful ideas. New York NY: Basic Books. Royal Society, the. (2012) Shut down or restart. London: The Royal Society. Saeli, M., Perrenet, J., Jochems, W. M., & Zwaneveld, B. (2011). Teaching programming in secondary school: a pedagogical content knowledge perspective. Informatics in Education-An International Journal, (Vol 10_1), 73-88. Teaching Agency (2012) Subject knowledge requirements for entry into computer science teacher training. London: DfE. Webb, M. & Cox, M. (2007) Information and communication technology inside the black box: Assessment for learning in the ICT classroom. Granada Learning. http://csta.acm.org/index.html Computer Science Teachers Association of America http://barefootcas.org.uk/ Barefoot Computing http://www.quickstartcomputing.org/ QuickStart Computing CAS 2015
Pedagogical content knowledge Abell K.(2008) Twenty years later; does pedagogical content knowledge remain a useful idea? International Journal of Science Education Vol. 30 No. 10 13 pp1405-1416 Berry A. Loughran J. Driel J. (2008) Revisiting Roots of Pedagogical Content Knowledge. International Journal of Science Education Vol. 30, No. 10 13 pp1271-1279 Bullough R. (2001) Pedagogical content knowledge circa 1907 and 1987: a study in the history of the idea. Teaching and Teacher Education Vol. 17.no6.p 655-666. Cochran K.F., De Ruiter J.A., King R.A. (1993) Pedagogical Content Knowing: An Integrative Model for Teacher Preparation. Journal of Teacher Education Vol. 44 No 4 p263-272. EPPI (2004) What pedagogical practices do teacher educators use in Higher Education based elements of their courses? Protocol for the Learning Theories Review Group. Social Sciences Research Unit, Institute of Education, University of London. EPPI (2006) Individual Teacher Training: A systematic map into approaches to making initial teacher training flexible and responsive to the needs of trainee teachers. Social Sciences Research Unit, Institute of Education, University of London.
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Feiman-Nemser S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record, 103(6), 1013–1055. Grossman P.L.(1990) The Making of a Teacher: Teacher Knowledge and Teacher Education. New York. Teachers College Press. Hirst P. and Peters R. (1970) The Logic of Education. Routledge, London. Korthagen F., & Vasalos, A. (2005) Levels in Reflection: Core Reflection as a Mean to Enhance Professional Growth. Teachers and Teaching, 11(1), 47–71. Korthagen, F.A.J., & Kessels, J.P.A.M. (1999) Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 28 (4), 4–17. Lawson T, Harrison J. Cavendish S. (1999) Individual action planning in Initial Teacher Training: empowerment or discipline. British Journal of Sociology of Education 20; 89 -105. Leinhardt. G. (1988) Situated Knowledge and Expertise in Teaching. In J. Calderhead (Ed.), Teachers’ Professional Learning (pp. l46- 169). London: Falmer Press. Loughran, J. (2003) Knowledge Construction and Learning to Teach. Keynote address for the International Association of Teachers and Teaching Conference. Leiden University, June 26–30, 2003. Shulman L.S. (1986) Those who understand: Knowledge Growth, Teaching Educational Researcher 15 (2), 4-14.
Technology in education Computing At School/Naace (2014) Computing in the national curriculum: A guide for secondary teachers Department for Education (2013) The National Curriculum in England Key Stages 3 and 4 Framework Document. gov.uk/dfe/nationalcurriculum. Buckingham, D. (2007) Beyond technology: Children’s learning in the age of digital culture. Polity Press Davies, J. and Merchant, G. (2009) Web 2.0 for schools: Learning and social participation. New York: Peter Lang. Facer, K. L. (2011) Education, technology, and social change. New York: Routledge. Jenkins, H., (2009) Confronting the challenges of participatory culture: media education for the 21st Century. MacArthur Foundation. Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008) Meaningful learning with technology. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. Noss, R. (2012) System upgrade: Realising the vision for UK education. London: London Knowledge Lab. 21
Papert, S. (1993) The children’s machine: Rethinking school in the age of the computer. New York: BasicBooks. Prensky, M. (2010) Teaching digital natives: Partnering for real learning. Thousand Oaks, CA.: Corwin. Selwyn, N. (2010) Schools and schooling in the digital age. London: Routledge. Selwyn, N. (2011) Education and technology : Key issues and debates. London; New York: Continuum International Pub. Group. Selwyn, N. (2013) Distrusting Educational Technology : Critical Questions for Changing Times. London; Routledge. Somekh, B. (2007) Pedagogy and learning with ICT: Researching the art of innovation. London ; New York: Routledge.
Digital literacy Eynon, R. (2010, April). Supporting the “Digital Natives”: what is the role of schools. In Proceedings of the 7th International Conference on Networked Learning, Aalborg, Denmark (pp. 851-858). Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence?. British educational research journal, 36(3), 503-520. Sonck, N., Livingstone, S., Kuiper, E., & De Haan, J. (2011). Digital literacy and safety skills. Mini-report. London, LSE (www. eukidsonline. net).
More general works on teaching and education Cremin, T et al (2012) Literature review of creativity in education. Creative little scientists. Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London ; New York: Routledge. Hunt, A. (2008) Pragmatic thinking and learning: Refactor your “wetware”. Raleigh, NC: Pragmatic. Woollard, J. (2010) Psychology for the classroom : Constructivism and social learning. London ; New York: Routledge.
Broader issues around technology Brooks, F The Mythical Man Month Gauntlett, D. (2011) Making is connecting. Cambridge: Polity
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Hoover, D. H. & Oshineye, A. (2010) Apprenticeship patterns: Guidance for the aspiring software craftsman. Beijing; Cambridge MA: O’Reilly. Negroponte, N. (1996) Being Digital. Coronet Books Raymond, E, The Cathedral and the Bazaar Rushkoff, D. (2010) Program or be programmed. New York NY: O/R Books. Stoll, C (2007) The Cuckoo’s Egg: Tracking a Spy Through the Maze of Computer Espionage Zachary, G P, Show Stopper!: The Breakneck Race to Create Windows NT and the Next Generation at Microsoft www.cstalk.org reflections on CS and technology education
The list began as a forum discussion. Image CC by-nc-sa Binghampton University Library
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DETAILS OF WRITTEN ASSIGNMENTS
Subject Knowledge and Pedagogy TEAC 1100 and TEAC1101 Assessment will be by four related Assignments. ASSIGNMENT 1
TEAC1100 Part 1
“Blocks or VPL approaches to programming do not develop sufficient high level or robust programming skills for pupils”
“Pupils should be taught to use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions”
Using Key Stage 3 as your focus area, create a learning resource using the MOODLE open source application – or alternative that you have administrative rights to – that challenges the first bullet point above and addresses the National Curriculum requirement in the second bullet point. Your resource must include lesson activities that provides opportunity for pupils to develop programming skills in a VPL language (equivalent to 1000 words) You will need to explain what the learning outcomes are and research current thinking on pedagogy and activities that motivate and encourage learning and use this to support your choice of lesson activity. You need to also justify your choice of resource with reference to Literature. 1000 words.
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ASSIGNMENT 2 TEAC1100 Part 2 “understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems” The above statement is taken from the Key Stage 3 National Curriculum for Computing. With reference to the above statement, develop your learning resource to include a series of lessons that are aimed at developing an understanding of control technology using robotic techniques. The lessons must include clearly differentiated outcomes and a means of assessing pupil capability (equivalent to 1000 words) You must write a justification for your choices referencing relevant literature and comparing and contrasting alternative choices. You must evidence that you have reflected on these. (1000 Words). QuickStart is a project funded by Microsoft, administered by BCS, to produce a CS toolbox for all English schools. It should prove useful as the one of the first attempts to draw together a countrywide agreed syllabus. ASSIGNMENT 3 TEAC 1101 Part 1 “Demonstrate good subject and curriculum knowledge” “Make accurate and productive use of assessment” The above statements are Standards 3 and 6 of the National Teacher Standards. In your learning resource, create a separate area for non-specialist staff. In this area create two separate learning activities designed to enable a nonspecialist teacher to teach an ICT activity based on modelling with spreadsheets and a computer science activity that includes selection and iteration in a programming environment. (Equivalent to 1000 words) You need to give guidance on how this might be assessed with reference to the issues of a non-specialist assessing a subject. You need to make it clear that you understand and appreciate the different types of assessment and the impact this can have on a pupils learning and attainment. This must be evidenced by reference to literature and research including a discussion of assessment in general and how to ensure it is robust and consistent. (1000 words).
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http://labspace.open.ac.uk/mod/oucontent/view.php?id=477839 This is the online course designed for the OU in 2010. They ran it out of their Vital arm. Focuses on assessing ICT by non-specialists. Although not CS it is close enough for trainees to draw parallels and identify the tensions of non-specialists in a now highly specialist arena. You may find the Progression Pathways document a useful means of putting assessment of student attainment into a framework: http://community.computingatschool.org.uk/files/5094/original.pdf ASSIGNMENT 4 TEAC 1101 Part 2 “Promote good progress and outcomes by pupils” “Adapt teaching to respond to the strengths and needs of all pupils” The above statements are Standards 2 and 5 from the National Teacher Standards. This assignment addresses the 2 Standards. Extend your learning resource to include exemplar material of assessed student evidence covering at least two band areas in Key Stages 3 and 4. If you are given the opportunity to teach and assess Key Stage 5 you may include evidence from this cohort. The exemplar material must show how and where the materials have achieved the grading. This will be evidenced through reference to current thinking on assessment and variety of assessment available. You must provide an evaluation of your resource throughout the year including how and why you might make changes as a result of your school experience. This must be linked and referenced to literature. Possible additional Reading 1)
2)
CAS working group, Computer Science: a curriculum for schools http://www.computingatschool.org.uk endorsed by BCS, Microsoft, Google and Intellect March 2012 CAS working group, Computing at School; the state of the nation UK Computing Research committee v7 January 2010 available from the website
3)
National curriculum documents for KS3 and KS4
4)
Royal Society Shut down or restart? The way forward for computing in UK
5) 6)
Schools January 2012 available from the website Twining, Peter What do you mean by ICT posted on the Vital blog on 8th June 2012 Freedman, Terry 5 Characteristics of an ideal programme of study for ICT posted on the ICT in Education website on September 13th 2012 26
7)
8)
9)
Papastergiou, Marina Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation Computers & Education Volume 52, Issue 1, January 2009, Pages 1sci Gros, Begona Digital Games in Education: the design of games based learning environments Journal of Research on Technology in Education Fall 2007 page 23 Insert coin to continue article on video games published in The Economist September 15th 2012, and available from the website
10) Watch the BBC newsnight report on ICT in schools, made in October 2011, here 11) Read the article from The Guardian on How schools are preparing for the new Computer Science GCSE here 12) Livingstone, I and Hope, A Transforming the UK into the world’s leading talent hub for the video games and visual effects industries NESTA available from the NESTA website February 2011 13) Black, Paul & Wiliam, Dylan (1998) Inside the Black Box: Raising Standards Through Classroom Assessment
14) Black, P. Harrison, C. Lee, C. Marshall, B. and Wiliam, D (2003), Assessment for Learning – Putting it into practice
15) Black, Paul & Wiliam, Dylan (2003): ‘In praise of educational research’: formative assessment, British Educational Research Journal, 29:5, 623-637 http://dx.doi.org/10.1080/0141192032000133721
16) Brooks, V. Abbott, I. & Bills, L (2007), Preparing to teach in secondary schools (see Chapter 9)
17) Capel, S. Leask, M and Turner, T (2007) Learning to teach in the Secondary School 5th edition (see Chapter 6)
18) Fautley, M and Savage, J (2008), Assessment for Learning and Teaching in Secondary Schools
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19) Ofsted, (2003) Good assessment practice in information and communication technology HMI 1476 Document printed and on web site
FURTHER GUIDANCE ON WRITTEN ASSIGNMENTS You are given some suggestions for appropriate reading. These are not intended as a list of what you need to read ‘in order to answer the question’ but should be regarded as a few pointers to get you started. You should not overlook the importance of articles in journals and periodicals too. They are often more up-to-date than books and may throw important new light on your investigations. Essays should be on one side of A4 paper using a 12 point readable font with a minimum of 1.5 spacing. Please make sure you include your name, course and title of the assignment on the first page. The number of words (excluding title and references) should be indicated at the end. All essays should adopt the recognised academic conventions for referencing books and other sources. It is recommended that you adopt the Harvard referencing system. There are many guides to this system of referencing online and you can access a university guide to Harvard referencing from Library tab as demonstrated by a library representative. if you have difficulty finding the resources you want. You can also access general information on essay writing and referencing on the Study Skills Support channel on the portal and more detailed instruction on Bibliographic Citation and Avoiding Plagiarism on the Information Skills Training link on Moodle. If you are experiencing difficulty with an assignment you should seek help at an early stage, as you will not be granted an ‘extension’ simply on academic grounds. The university offers support in academic writing via Student Services and this could be very helpful to you if you are dyslexic or are particularly worried about extended writing at this level. This intensive support is in demand across the university and you are therefore advised to get in touch with the relevant person via the Student Centre sooner rather than later. Do please proof read your work carefully and check the spellings before submission.
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PGCE Secondary Assignment Marking Descriptors L6 Knowledge and understanding of literature
Analysis and application
Communication
Excellent Systematic understanding of key aspects of the study demonstrated. Coherent and detailed knowledge, some of which is informed by current debates Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline) Wide range of literature is evidenced, (some of it recent) to support arguments, different perspectives, alternative views. Critical evaluation of arguments & assumptions. Abstract concepts and data rigorously debated. Clear conceptual understanding shown when making judgements, in the framing of appropriate questions to achieve a solution or identify a range of solutions to a problem. Ability to apply accurately established techniques of analysis and enquiry to the action research/ study. Demonstrates the ability to consider critically the complexities in the relationship between theory and practice.
Very Good Clear understanding of key aspects of the study demonstrated. Coherent, detailed knowledge, some of which is informed by current debates. Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). Good range of literature is evidenced (some of it recent) to support arguments, different perspectives, alternative views)
Clearly written, effective structure. Committed to correct academic conventions e.g. referencing
Well written, clearly structured Committed to correct academic conventions, e.g. referencing
Critical evaluation of arguments & assumptions. Abstract concepts and data are convincingly debated. Firm conceptual understanding shown when making judgements, and in the framing of appropriate questions to achieve a solution or identify a range of solutions to a problem. Ability to apply accurately established techniques of analysis and enquiry to the study. Theory and practice have been explored in a critical manner to produce a convincing argument
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Good Relevant reading is evident and demonstrates an understanding of the key issues. The selection of material related to the chosen influences is appropriate and includes reference to key texts, some of which are current. Insightful in places, could be more consistent throughout.
Satisfactory Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors. There is some evidence that the literature has helped to inform thinking, appears however to demonstrate a narrow grasp of the issues and ideas.
Fail There is insufficient evidence of engagement in relevant background reading or authoritative opinion. Where background reading is referred to, there is little evidence that it has been understood.
The student will be referred for additional support in their writing
In the examination of the topic area there is little evidence of knowledge and understanding being applied. It is a predominantly descriptive account. The response has not achieved an acceptable level to pass
Theory and practice have been incorporated in a critical manner to produce a good argument
There is some evidence of knowledge and understanding being applied. The work is descriptive rather than analytical and critical. An evaluation of arguments, assumptions, concepts and data is attempted. Limited evidence of conceptual understanding when making judgements or when framing questions or attempting to identify a range of solutions to a problem. Some evidence of knowledge and understanding being applied. Theory and practice sufficiently critical and incorporated to produce a reasonable argument .
Coherent, accessible structure. Most academic conventions correct .
In places the structure obscures the discussion. Minor errors in Standard English. Minor errors or omissions when referencing.
Incoherent structure little sense of direction. Errors in Standard English. Does not meet academic conventions.
Some critical evaluation of arguments & assumptions attempted. Abstract concepts and data are well debated. Some evidence of conceptual understanding is shown when making judgements, and in the framing of appropriate questions to achieve a solution or identify a range of solutions to a problem. Good evidence of knowledge and understanding being applied.
PGCE (Secondary) Assignment Marking Descriptors L7 Excellent
Very Good
Good
Satisfactory
Fail
Knowledge and understanding of literature
Authoritative, original interpretation of and engagement with an extensive range of relevant literature. Skilful application of key concepts. Work shows systematic, comprehensive understanding of the relationship between theory and practice. Clear evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments
Thorough review of relevant literature. Effective use of key concepts. Work shows firm understanding of the relationship between theory and practice. Good evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments.
Background reading is evident and adequate. Key concepts are discussed. The work shows some understanding of the relationship between theory and practice. Satisfactory evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments
Material cited is either irrelevant or insufficient. Work shows little understanding of the relationship between theory and practice. Little evidence of observations or research undertaken in the classroom or applied to practice nor used to substantiate arguments.
Analysis and application
Insightful and innovative contribution to developments within a professional context. Demonstrates critical analysis and synthesis of complex ideas. Demonstrated consideration of ethical issues Original analysis of key approaches and theories shows creativity in the application of knowledge + learning. Excellent level of criticality
Thorough consideration of relationship between theory and practice. Deals creatively with ideas /issues Sound analysis of key approaches and theories, shows creativity in the application of learning + knowledge. Demonstrated consideration of ethical issues. Good level of criticality.
Discussion of the implications of theory for practice. Deals with ideas/issues with satisfactory creatively Understanding of the key approaches and theories show creativity in the application of knowledge and learning. Demonstrated consideration of ethical issues. Some criticality evident
Little or no link between theory and practice Inadequate consideration of ethical issues. Shows little understanding of creativity in the application of knowledge and learning. understanding of creativity when applying Inadequate awareness of how to deal with ideas/issues creatively
Communication
Strong rationale, extremely well planned and sharply focused. Coherent and original argument rigorously pursued. Assured and highly articulate writing, observes all academic conventions in style and content. All literature is correctly and consistently referenced within the text and bibliography/referenc e section
Original interpretation of a wide range of relevant literature. Demonstrated engagement with and application of key concepts. Work shows thorough understanding of the relationship between theory and practice. Clear evidence of observations and research undertaken in the classroom, applied to practice and used to substantiate arguments. Integrated and innovative application of learning to a professional context. Deals creatively with ideas / issues. Demonstrates rigorous analysis of key approaches and theories show creativity in the application of knowledge + learning. Demonstrated consideration of ethical issues. High level of criticality. Strong rationale, well planned and sharply focused. Cogent argument consistently applied. Clear, well structured, fluent and engaging writing that observes all academic conventions in style, content and Standard English. All literature is correctly and consistently referenced within the text and reference section.
Good rationale, clear focus, consistent, carefully structured argument. Clear and cohesive writing style. Background reading is good. The work observes all academic conventions in style, content and Standard English. All literature is consistently referenced within the text and bibliography/referen ce section
Clear rationale, adequate focus, issues defined, relevant argument, satisfactory structure. Coherent writing style. Background reading is adequate. The work observes academic conventions, in style, content, and standard English. All literature is consistently referenced within the text and bibliography / reference section.
Limited rationale and argument, poor focus, issues ill defined, structure, confusing. Incoherent writing style. Inadequate background reading The work does not observe academic conventions in style, content or standard English. Many referencing errors in the text or reference section or both. Tendency to description.
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The importance of reading and reflective writing A key aim of the course is to get you to engage with the issues of teaching Design and Technology and encourage you to make your own links between theory and practice. Therefore, the importance of reading and researching widely in order to have an informed opinion on a particular issue should not be underestimated. Training to be a teacher is not simply a matter of mimicking what you see others do in the classroom. Indeed, it is likely that you might even see practice this year with which you instinctively disagree! The important point is that you build up a balanced and considered opinion, recognising different world views and an awareness of significant research. The fruits of this labour should be reflected in your performance in the classroom but, equally, it is a vital component of the academic content of the PGCE qualification evidenced through your assignments and reflective writing. In the course of the year you will complete a number of pieces of reflective writing (see list of Key Dates and Deadlines earlier) where you reflect on your learning and attempt to make sense of your different experiences. These reflections are completed online via Pebblepad and are an important component of your Professional Portfolio which is an assessed ‘course’ within the PGCE. Since the Professional Portfolio is, by default, a level 7 (Masters) course, your reflective writing needs to be at a high academic standard (In fact, at a higher standard than the subject assignments which are at level 6). The expectation then is that your reflective writing is underpinned and referenced to reading and that you critically analyse your own observations and experiences in relation to what you have read and the body of expert opinion and research. Some guidance for reflections at level 7 What does it mean to be ‘Masterly’ in your thinking? ‘Much of the study undertaken for master's degrees will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative in complex and unpredictable professional environments’ (QAA, 2008) Reflective writing 1. Focus: try to refine the focus of your writing down to a single issue. Increasingly your topics should focus on aspects of your teaching and pupil learning, and not more overarching themes such as ‘pastoral care’. The focus might arise out of teaching for learning (pedagogy), planning for learning, assessment for learning, behaviour for learning etc. AFL could be focused on the role of open questions or scaffolding with writing frames etc. Try to get at the ‘essences’ which underpin the topic. For example, the role of the LSA could be looked at from the perspective of how we develop collaborative pedagogy. Be focused!
2. Literature: given a tight and narrow focus you could introduce some reading (maybe only one or two authors) whose perspective / theory / model helps you to analyse and reflect on the issue. Alternatively you could make your reading become the focus of your reflection, to which you can bring your own practical experience. In your reading try to draw on sources that focus on your issue and not the general texts. You could also try to make links between reading and practice which are not obvious and seemingly unrelated. 3. Critique: your writing should attempt a critical approach to the issue which will necessarily mean that you look for counter intuitive arguments to what appears common sense. For example, the ‘healthy schools’ policy seems a good idea but there are issues of free will, the purpose of education, democracy, exploration versus instruction etc., to take into consideration.
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4. Conclusion: no one will tell you what to think but this needs to be on the basis of a well-reasoned critique of the issue. Having understood several sides of an argument you might still argue in favour of the healthy schools initiative! You might also come up with a conclusion that is unusual or that proposes ideas for future research and practice. 5. Creativity: this is an important aspect of level 7 and if you have made creative links between reading and practice and /or provided some counter intuitive ways of thinking about the issue and / or come up with some ideas for the future then you will have demonstrated this (see 2,3 and 4 above).
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Subject Knowledge Audit and Development Plan At the beginning of the course you need to establish your subject knowledge developmental priorities: In order to do this you must work through the following process:
the knowledge required to teach the National Curriculum for Computer Science at KS3, GCSE, A Level and other examination courses
In order to do this you must work through the following process: 1. Reassess your current level of skills, knowledge and understanding using the Initial Subject Knowledge Audit form on Moodle. 2. Identify five strengths and up to eight areas for development at the end of the self-assessment grid. 3. From your list of areas for development select priorities to work on in the coming months. It is suggested realistically that you have four priorities for development at this stage although you could have more in due course. 4. Transfer your SK development priorities to the SUBJECT KNOWLEDGE DEVELOPMENT PLAN / RECORD OF PROGRESS form. DEVELOPMENT OF YOUR SUBJECT KNOWLEDGE NEEDS TO BE DISCUSSED AT EVERY PROGRESS REVIEW WITH YOUR UNIVERSITY SUBECT TUTOR. IT SHOULD ALSO BE A REGULAR AGENDA ITEM FOR YOUR TIMETABLED WEEKLY MENTOR MEETINGS
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SUBJECT KNOWLEDGE DEVELOPMENT PLAN / RECORD OF PROGRESS Priority for Development 1 What I need to learn and how I intend to go about this
(What?)
Subject Knowledge Keep an ongoing summary of how you have developed your subject knowledge in this area (Examples include notes, created resources, etc.) Be precise!
Pedagogy How are you developing and evidencing your understanding of how to TEACH this topic? (Examples might include reference to notes from a particular training session, observations in school, something you have read etc)
Sept-Dec (Discussed during Initial Needs Tutorial)
Jan – March (Discussed during A Placement Progress Review)
April –June (Discussed during Interim B Progress Review)
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Evidence Where can the evidence be found?
FILES and ORGANISATION Although we live in an increasingly digital age, in the course of the PGCE you will inevitably accumulate a large collection of papers. Notes, handouts, policies, lesson plans, resources etc. will all be cross-referenced and used to evidence your understanding and development as a teacher. You need to organise this evidence carefully. It is recommended you set yourself up with at least THREE files –
one to include notes from the Initial School Experience and for your notes and handouts from subject training sessions, another as your ‘school placement file’ (for lesson plans, lesson resources, assessment records, evidence etc), a third as your ‘subject knowledge development file’ (used to evidence the development of your subject knowledge priorities).
(Having filled one large lever arch school file during their first school placement, most students start a new one for their second placement!) N.B. It is a requirement that you keep the school file up to date and with you in school. School Placement File In the early stages this file will include little more than the school documentation that you will have been given on your induction days in school (e.g. assessment policy. anti-bullying policy, equal opportunities policy). However, you will quickly need to get organised because the following is ESSENTIAL content in this file: • Lesson plans and evaluations for all teaching sessions • Copies of resources used (e.g. powerpoints, worksheets etc) • Class lists for all classes • Details of SEN, target grades / National Curriculum levels. (These could possibly be the first few columns of a grid with your class lists). • Assessment records for each class (in the end, ideally, this needs to be more than just 'marks'. This is where you might note significant achievements and anything else you might want to keep to evidence a pupil’s current standard of work. The school file is also likely to be the place that you also store all formal observations of your teaching and a copy of your school timetable, In addition, try to keep some evidence of your wider school role. e.g. • what you did in extra-curricular groups, reflections on where you might start in the next session, • work as a form teacher (PSHE teaching materials), • records of who you saw and what you intended to feedback to parents at parents' evening etc. It is best to keep all formal observations of your teaching alongside the relevant lesson plan and evaluation in your school file. If observations are done by hand on 35
the triplicate form, the pink copy has to be returned to the university (to Marie Mcfarlane) at the end of the placement along with a hard copy of the placement report). If you have observations of your teaching on the electronic version of the observation form it will be necessary for your mentor to print out at least one copy to be returned to Marie at the end of placement for the same purpose. Either way, it would be a good idea to have digital copies of all lesson observations and add them to your assets in Pebblepad. That way, you will be able to make hyperlinks to any which you want to use as evidence when you write your self-assessment against the Teaching Standards towards the end of the placement. (For example, lesson plans can often evidence your planning for assessment, your differentiation for different abilities, your planning for the use of other adults in the classroom etc). Subject Knowledge Development File This file needs to be set out in sections according to the priorities for development you have identified in the subject knowledge audit process. Each section will contain evidence of your work to develop understanding in the target area as well as evidence of how you are thinking about appropriate strategies for teaching the content. Your SK development file might include some or all of the following:
research notes copies of published resources (with your commentary / annotations) your observation notes of other teachers teaching these areas lesson plans and evaluations where you have taught SK priority areas some original resources you have developed reflections on the issues surrounding the topic (e.g. the nature of the knowledge, what is important, typical misconceptions, difficult concepts to get across etc) notes from a subject training session relevant to the area reference to a targeted piece of reflective writing commenting on something you have read.
N.B. Don’t forget you need to be developing your knowledge and understanding of appropriate pedagogy as well as subject knowledge ‘per se’.
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Suggestions for discussion during the weekly mentor meeting Your regular meeting with your mentor is an important opportunity to review progress and define your targets for further development. It is imperative therefore that you prepare for this in advance by reviewing the targets you have previously agreed and arrive at the meeting with the section ‘To what extent have you met your previous targets?’ of a mentor meeting form (on Pebblepad) complete. Progress towards these targets needs to be accounted for therefore make sure you can present relevant evidence. You should also have some tentative thoughts about targets for the period ahead. Your new and ongoing targets must be informed by an honest appraisal of your progress in relation to the Teachers’ Standards. The mentor meeting form structures the process carefully in prompting you to define a) what aspect of which standard do you wish to address, b) what you intend to do differently, and c) how you intend to go about this. You are recommended to have a look at the exemplars of completed mentor meeting records on Moodle for a model. A mentor meeting is not just a quick chat to ‘get your instructions’ for the following week. It needs be regarded as an opportunity for you to make connections between the school context, the subject training sessions, your reading and your academic assignments. This will only happen if you are proactive and come prepared to share your files and e-portfolio with your mentor. The mentor meeting should NOT be a ‘shopping list ‘of tasks instead carefully considered targets which are mainly a result of the info coming out of lesson observations - therefore the targets are coherent. You are expected to regularly review your progress on your subject knowledge and pedagogy development plan with your mentor as well as discuss your progress in classroom management and behaviour. It is your responsibility to ‘drive’ mentor meetings in the direction most useful to your development as a teacher, but there could be times when a few suggestions might also be helpful. The following topics are therefore offered as suggestions for discussion with your mentor.
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During Placement A
Structuring learning – the effective lesson plan Defining objectives and outcomes Managing the start and end of lessons – effective starters and plenaries Managing paired and small group work Use of programming language Published and online resources to support the teaching of Computer Science and ICT The potential of Computing and ICT across the curriculum The implications of no level descriptors for Computing in the revised national curriculum for Sept 2014 Record-keeping and what constitutes good assessment evidence in Computing and ICT Dealing with challenging behaviour SEN matters in Computing and ICT lessons Managing the controlled assessment requirements in examination courses
During Placement B
Teaching of programming Promoting understanding of importance of Computing and ICT Assessment for Learning Learning beyond the classroom – extra curricular opportunities, visits and exchanges Effective deployment of other adults in the classroom KS2 – KS3 transition What is G&T in a Computing context? Creativity – how do you promote it? Monitoring, report writing and communicating with parents/carers Effective homework - activities to consolidate understanding between lessons Possibilities of projects with other subjects
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TEACHERS’ STANDARDS Teachers make the education of the pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils • establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2 Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study. 3 Demonstrate good subject and curriculum knowledge • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics8 • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
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4 Plan and teach well structured lessons • impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5 Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6 Make accurate and productive use of assessment • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements • make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7 Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and 9rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8 Fulfil wider professional responsibilities • make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues 40
• communicate effectively with parents with regard to pupils’ achievements and well-being. PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
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of
LESSON PLAN
DATE:
CLASS
YEAR:
ROOM:
PERIOD:
TIME:
DURATION:
LEARNING OBJECTIVES
What are the pupils going to learn?
LEARNING OUTCOMES How will the pupils demonstrate they have met the learning objectives?
Knowledge, Skills and Attitudes
Know, understand, and have experienced key ideas. Used, developed, gained certain skills. Demonstrated, developed certain values and attitudes (Linked to NC & exam specifications where appropriate.). Use verbs such as LIST, DESCRIBE, EXPLAIN, DEMONSTRATE, SOLVE, CREATE, ETC. For example – ‘be able to DESCRIBE how to set up the laser cutter ready to use with a sheet of acrylic’. You could also indicate differentiated outcomes here – for example ‘able to EXPLAIN the differences between Thermo and Thermosetting plastic’. Consider using Blooms Taxonomy for guidance.
Differentiated outcomes
Blooms Taxonomy
POINTS FROM PREVIOUS LESSON IN BRIEF(Refer to previous week’s evaluation)
TEACHER ACTIVITIES (including safety issues, risk assessment etc.)
ASSESSMENT (AfL) – How are you going to check what the pupils are learning?
OPPORTUNITIES FOR LITERACY, NUMERACY, SPIRITUAL, MORAL, SOCIAL AND CULTURAL ACTIVITIES (SMSC). KEY WORDS
MY OWN MAIN TARGETS FOR TEACHING THIS WEEK – based upon weekly meetings and lesson evaluations etc.
This section would usually include; Starter (intro), context of lesson ‘big picture’ objectives/outcomes maybe written on board (in pupils language), Main content of lesson, plenaries (during and at end of lesson) to reflect on learning. Assessment for Learning. Include differentiated questions and maybe colour code these.
PUPIL ACTIVITIES
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(including safety issues)
Include opportunities for questions from pupils
TEACHER ACTIVITIES CONT. –
(including safety issues and key questions to
ask)
INCLUSION & DIFFERENTIATI ON
Identify SEND, G&T and EAL students. This section could include reference to support materials for those working at a slower pace for a variety of reasons. Extension materials for those able to work at a faster pace and deeper level, this might also include reference to higher order questions to stretch pupils. You may well find that a well considered handout could cover all/most of this.
RESOURCES
LESSON EVALUATION
PUPIL ACTIVITIES CONT. (including safety issues)
HOMEWORK
POSSIBLE AREAS TO FOCUS ON Pupil’s performance (Did the pupils make good progress and respond well to the lesson etc.?) Were the learning outcomes achieved? (What did pupils learn etc.?) : Own performance. (Was the lesson taught as planned etc.?) Were there any unanticipated outcomes? YOU COULD ALSO VARY THE STYLE AND FOCUS OF THESE EVALUATIONS TO MAKE THEM VALUABLE AND PERTINENT. This needs completing as soon after lesson (maybe by hand?) as possible, little real value in writing a week later.
CONSIDERATIONS FOR NEXT LESSON:
What are the key points you will need to take account of when planning next lesson?
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MAPPING TO THE TEACHERS’ STANDARDS The two subject courses (Subject Knowledge and Pedagogy 1 and Subject Knowledge and Pedagogy 2) are part of an overall programme of study (including placements, Professional Studies, and Professional Portfolio) that make up the PGCE qualification. During the SK and Pedagogy courses you work both to develop your subject knowledge and the necessary pedagogy and skills to develop Computing and ICT skills in a range of contexts. All of the courses address the Teaching Standards. The chart below shows the principal standards that link with different areas that may be covered in subject training sessions. It is NOT exclusive! It is worth tagging your notes, hand-outs and resources from sessions to specific standards so that you can draw on them as relevant evidence when necessary. Standards
TS1
Understanding Computing and ICT learning and teaching The role of instruction in Computing and ICT teaching
TS2
TS3
TS4
●
●
●
●
●
●
Introduction to the National Curriculum for Computer Studies Teaching methods and learning strategies
●
Planning and teaching for progression
●
●
TS1
TS2
●
●
Standards Starters and Plenaries Managing the learning – paired work, group work
●
● ●
●
TS6
●
Developing pupils’ listening and reading skills
●
●
TS7
TS8
●
●
●
TS3
TS4
TS5
TS6 ●
● ●
TS8
●
●
Planning and how to exploit a lesson plan
TS7
●
●
Facilitating computer and ICT learning
TS5
●
● ●
● 44
●
Developing pupils’ writing skills
●
Establishing a positive climate for learning
●
●
●
● ●
Optimal challenge for all pupils / Differentiation
●
●
● ●
Qualifications at KS4 – GCSE ●
●
●
●
Assessment ● Behaviour to learn Computing and ICT
Standards
●
●
●
●
TS1
TS2
Planning revisited / medium and long term planning
●
●
Practising Computing and ICT skills
●
Computing and ICT- the cross curricular dimension Computing and ICT teaching post 16 – A level and other qualifications Computing and ICT teaching at KS2 / primary-secondary transition
●
TS4
TS5
TS6
TS7
TS8
●
Use of ICT to support teaching and learning Assessment and monitoring progress / AfL
TS3
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
● ●
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●
Professional Studies links to Teaching Studies and Subject Enhancement The subject courses cohesively support and enhance the PS lecture programme, providing Trainee Teachers with a holistic learning experience in tandem with school based Placements. In September, the PS lecture and seminar programme begins with an Introduction to Professional values and the history, ideology and policy background to the nature of secondary education. This introductory lecture is used as a background to the subject specific sessions. The PS lecture: An Introductions to learning: including what is learning, how do we learn and what is collaborative learning is expanded and exemplified by a series of Computer Science and ICT lectures and workshops. By the end of September, trainees have participated in a series of lectures, seminars and workshops that cohesively cover the nature of Secondary Education and the specifics of Computer Science, Digital Literacy and ICT education. This is only a guide as sessions may alter. Computing, Digital Literacy Professional Studies link and ICT sessions Sep Lesson planning Sep Observing good practice Sep Micro teaching/Learning styles/Teaching styles
Sep A background to the nature of Secondary Education Sep Child protection/safeguarding/child development Sep Introduction to learning Feb Voice coaching
Oct Behaviour management Oct Behaviour for learning Nov Access and inclusion
Oct SEND, looked after Children, esafety
Sep, Nov Assessment strategies Feb AfL
Nov Assessment for Learning Jan Using data to track progress
Oct Working with other professionals
Feb Working with others April Effective use of TA’s
Nov Helping children achieve more (Every Child Matters)
Nov Helping children achieve more Jan Diversity
Oct Access and inclusion
April EAL, Personalised learning 46
Greenwich Gateway/Portal/The VLE/The e-portfolio Access to The VLE and e-portfolio is through the Portal. You will need to follow the following links:
http://www.gre.ac.uk/ takes you to The University of Greenwich Home Page
From the home page, select student staff portal in the bottom right hand of the screen
Log in with your user name and password on the screen above
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Work to Cover Missed College Session/Course Activity Student Teacher …………………………………………………………………………. Session/Activity Missed …………………………………………………………………. Date of Session/Activity …………………………………………………………………. Work Required: pick up any hand outs from tutor + description of the tasks/work. Please ensure that you check with one of your peers to see what was actually completed in the session. Please list the tasks below and see tutor for a signature that the work has been completed.
Completion Date …………………………………………………………………………... Usually by next taught session. To be completed by the Tutor: This work satisfactorily covers the work undertaken in the missed session/activity identified above. In order to cover the work undertaken in the missed session/activity satisfactorily, you still need to:
Signed ……………………………………………………
Tutor
Date ……………………………………………………… This proforma must be included in your final Portfolio. Note: you will find an electronic copy of this form on Moodle. 48
External examining of your course and programmes of study External examining at the University of Greenwich provides one of the principal means whereby the University verifies, maintains, and enhances the academic standards of the courses and the programme on which you are studying. They also help the University to ensure that your assessment processes are sound, fairly operated and in line with the policies and regulations of the University of Greenwich. External examiners - academic staff from other Higher Education Institutions or from the professions - are appointed as reviewers of your courses and your programme of study for a period of 4 years. They provide the University with a number of important services. For example external examiners will
Review and comment on the standard of key elements of assessment that you have been set.
Review samples of student work and confirm whether the standard is at the level expected for the award you are studying and whether it is comparable with other Institutions that they know.
Provide the University with an independent view of how well we conduct our processes for marking and internal moderation of assessments.
Attend Progress and Awards Boards (PABs) and contribute to deliberations for conferring your degree classifications and awards, assisting the University in treating all students fairly and consistently with regard to our regulations. External examiners will endorse the outcomes of PABs based on their scrutiny of the assessments and the deliberations of the PAB. No degree award can be made without the assent of an external examiner.
Report formally their findings to the University at the end of each year and identify our good practice as well as making recommendations for improvements in the future.
External examiner reports for your programme of study can be obtained electronically by request to the Academic Quality Unit. Your local Academic Quality Unit Manager is: Education and Health: Marisa Bartoli
[email protected] If you want to request a report for the last year, please state the programme on which you are registered in your request. Undergraduate reports are usually available from 1st September, Postgraduate reports later, usually November/December. Is there anything an external examiner won’t be asked to do? External examiners will not mark your work personally and nor will they comment upon individual student performance or individual works in their reports or engage in correspondence with individuals in respect of grades,
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marking, feedback, degree class and other personal academic matters. For these you will need to speak to your tutors and programme leader. Your external examiner is Dr Yota Dimitriadi who works at Reading University. Her role is to work with the course leader to assure the quality of the provision and to confirm judgements about trainees’ work at the end of the course she will visit us to talk to the group about the course and will observe several trainees in school near the end of the course she will see them teach, look at their files and talk to them about their experiences in order to be able to comment on whether the partnership is making appropriate judgements she will also read a number of written assignments in June, again to verify the marks awarded. Important information regarding external examiners’ moderation
Examination Boards meet at various stages during your programme. The Board of Examiners’ ratifies grades awarded by internal tutors. If work is needed for external moderation it is the trainee’s duty to ensure that work is made available for such moderation. Some student teachers may be called for viva voce by the external examiner. A notice will be published of trainees to be seen by the external examiners during the assessment period. The Final Board of Examiners normally meets in early July, it confirms course assessment and recommends QTS. Note – you can’t be recommended for QTS without having passed the TA Skills Tests. Procedures for Withdrawal or Interruption of Study Withdrawal – Definitive interruption of study with immediate effect from the date agreed on the form. The student record is no longer active from that date. Interruption – The student decides to stop his/her study for a whole term/ semester or year. He/she will return to study at an agreed date. A student / trainee considering or intending to withdraw or interrupt study should discuss this initially with their PGCE/SD subject leader. If, after the trainee is made aware of the support services available to them, the preferred option is to withdraw, then the appropriate paperwork needs to be completed and signed. If a trainee fails to attend university based sessions or school based training for two consecutive weeks without contacting their PGCE/School Direct Subject Leader or Programme Leader then it will be assumed that they have voluntarily withdrawn from the course.
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Attendance and Punctuality You need to be aware that this is a professional course and that your attendance and punctuality will be closely monitored. There is an expectation of 100% attendance. Any inconsistency in attendance will warrant official verification, and you might jeopardise your place on the course through failing to meet the standards. If you are unable to attend a particular session then it is your responsibility to print a missed session form (found on Moodle or Pebble Pad) catch up any missed work and hand form and work to your tutor. They should not have to remind you of this and it is likely to be a rare event. The Students’ Union University of Greenwich (SUUG) The Students’ Union University of Greenwich (the SU) is your Union. They represent you, advise you, entertain you and much, much more. Student Groups There are hundreds to choose from based at Medway (societies and sports clubs) or at Greenwich / Avery Hill (societies and sports clubs). And if there’s something you really want to do and you can’t see a Student Group that fits the bill, why not start one yourself! It’s easy. Student Voice The Student Voice is heard loud and clear at the University of Greenwich. You can add to it by becoming a Programme Rep (see your programme director) or by standing for election, either as a Sabbatical (full-time) Officer or as a Part-Time Officer. Faculty Officers are elected from the Programme Reps at the start of each academic year and provide an opportunity for students across each faculty to provide a voice for fellow students on issues of academic representation, such as: resources available in university libraries, the equipment available in teaching facilities and the general quality of teaching, learning and research at the University. Elections for Sabbatical and Part-Time Officers roles take place in Spring each year, usually at the beginning of March. Nominations open in January and plenty of workshops and supporting documentation is provided to ensure all potential candidates have the information and support they need to be strong candidates. If you’re interested in leading a campaign, want some great training and employability opportunities or want to run your Union for a year then why not get involved! For further information, click for the Student Voice and Elections.
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If you have any questions about any of this or want to know more, please feel free to get in touch with the Students’ Union at:
[email protected]. The Advice Service The SU Advice Service provides free, confidential and impartial generalist advice to all students at the University of Greenwich. Advice and support is offered to all regardless of religion, race, gender, disability or sexual orientation. The service offers a clientcentred approach, providing students with the options and information needed to make their own decisions. The service can arrange for a student representative to accompany clients to hearings relating to appeals, plagiarism, university disciplinaries, fitness to practise, complaints committees etc. The Advice Service can be the first point of contact in any query and provide general sources of information or signposting to an appropriate agency or specialist. Click to find out more about what the Advice Service can do for you at Greenwich and Avery Hill and at Medway. UNIVERSITY POLICIES The university has many policies, regulations and procedures that impact on staff and students. These range from academic regulations (e.g. about plagiarism or extenuating circumstances) to more general policies regarding, for example, Equal Opportunities. You can find the majority of university policies likely to affect your work this year at one or other of the following links: http://www2.gre.ac.uk/about/policy http://www2.gre.ac.uk/current-students/regs Responsibilities of University Employees All University employees are required by law, and in this policy to:
Take care that their actions, while at work, do not put themselves or other people at risk; Co-operate with the University in respect to any duty imposed on the University or employee by any health and safety provision; Use equipment, chemicals, etc. provided, in accordance with training and instruction given; Report any faults or shortcomings in arrangements for health and safety to their supervisor or Departmental Safety Officer.
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Responsibilities of University Students Students while on University premises or field trips have similar responsibilities to employees in this Policy. Students must:
Take care that their actions do not put themselves or other people at risk;
Follow health and safety instructions/rules;
Report any faults or shortcomings in health and safety arrangements to their academic supervisor.
Everyone has a duty not to damage or deliberately misuse any equipment provided for their health and safety - this is a breach of University policy and is a criminal offence. The Faculty of Education and Health would like to remind all students of their responsibilities in relation to Health and Safety. Particular rules may apply when on off-site visits, field trips or school placements and these should be explained to you. If you are in any doubt please ask. Any problems should be discussed with your Course Tutor, Programme Leader, or the Director of Primary ITT/Secondary ITT/Education and Community Studies/CPD (who may refer you to a School Safety Officer). Ultimately Health and Safety is the responsibility of the Head of School. Links to policies and regulations Academic Regulations for Taught Awards (September 2015): http://www2.gre.ac.uk/current-students/regs/?a=636810 Academic Appeals (September 2014): http://www2.gre.ac.uk/current-students/regs/?a=636810#page=95 Regulations Governing Suspected Plagiarism and Examination Offences (September 2014): http://www2.gre.ac.uk/current-students/regs/?a=636810#page=80 Procedures and Guidance for Student Claims of Extenuating Circumstances (September 2015): http://www2.gre.ac.uk/current-students/regs/?a=636810#page=70 Student Withdrawal Procedures and Procedures for Interrupting Study (September 2014): http://www2.gre.ac.uk/current-students/regs/?a=636810#page=65 University Formal Complaints Procedures for Students (March 2015): http://www2.gre.ac.uk/current-students/regs/?a=635153 53
Regulations Governing the Conduct of Examinations (June 2011): http://www2.gre.ac.uk/current-students/regs/?a=577225 Student Disciplinary Regulations and Procedures (November 2011): http://www2.gre.ac.uk/current-students/regs/?a=637539
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