PRIMARY EDUCATION PROGRESSION ROUTE PEPR - PowerPoint PPT Presentation

1 / 30
About This Presentation
Title:

PRIMARY EDUCATION PROGRESSION ROUTE PEPR

Description:

Title: PRIMARY EDUCATION PROGRESSION ROUTE PEPR Author: Peckett, Victoria (victoria.peckett_at_canterbury.ac.uk) Last modified by: Karen Vincent Document presentation format – PowerPoint PPT presentation

Number of Views:50
Avg rating:3.0/5.0
Slides: 31
Provided by: PeckettV2
Category:

less

Transcript and Presenter's Notes

Title: PRIMARY EDUCATION PROGRESSION ROUTE PEPR


1
PRIMARY EDUCATION PROGRESSION ROUTEPEPR
  • BA(Hons) in Primary Education

2
THE PROGRAMME
  • The Primary Education (Part-Time Progression
    Route) - PEPR - offers a two-year, part-time
    route to Qualified Teacher Status (QTS) for those
    working with children in an educational setting. 
    The principal pathway is derived from a
    Foundation Degree in Childhood Studies.
  • BA(Hons) in Primary Education top up pathway. 
    This pathway enables candidates with a Foundation
    degree or other equivalent qualification in a
    relevant area to top up to an honours degree
    whilst working towards QTS.

3
DURATION AND START DATES
  • This is a two year part-time programme
  • Taught days are one day a week during term time
  • Currently Wednesdays at the Medway campus.

4
ENTRY REQUIREMENTS BOTH PATHWAYS
  • To be able to reflect critically and analytically
    on experience working with children in an
    educational setting
  • Maths, English and science GCSE grade C or
    equivalent or higher. (we can offer equivalency
    tests)
  • At least 1 years experience working with
    children in an educational setting
  • At least 2 days a week paid or voluntary
    employment working with children in an
    educational setting
  • To have the strong support of a senior manager in
    the setting where you work, if employed in a
    school/ educational setting.

5
ADDITIONAL ENTRY REQUIREMENTS
  • BA(hons) pathway
  • A foundation degree or equivalent qualification
    in a relevant area
  • To have passed the Literacy and Numeracy skills
    tests.

6
I HAVENT GOT MATHS OR SCIENCE GCSE CAN I STILL
JOIN THE PROGRAMME?
  • The TDA require that you have GCSEs grade C or
    equivalent in Maths, Science and English.
  • We offer an equivalency test in maths, science
    and English which is recognised by the TDA for
    teaching

7
WHEN CAN I SIT THE EQUIVALENCY TEST?
  • Once you have been interviewed and accepted onto
    the programme you will be offered a place
    conditional on the equivalency test.
  • Admissions will then arrange for you to sit the
    test at the Canterbury Campus before the
    programme begins.
  • A small fee is payable for administering the
    test.
  • You should indicate on your application form if
    you wish to sit any of the equivalency tests

8
WHAT QUALIFICATION WILL I HAVE AT THE END OF THE
PROGRAMME?
  • From the BA(Hons) pathway then
  • This programme gives you 120 Level 6 credits
  • Therefore, when added to your starting HE
    credits, you will have an honours degree in
    Primary Education and also recommendation for
    Qualified Teacher Status (QTS)
  • You will also still have your Foundation Degree
    or other starting qualification

9
WHAT DOES RECOMMENDATION FOR QTS MEAN?
  • All teacher training results in recommendation
    for QTS as you must teach for a full year (or
    equivalent if part-time) as a Newly Qualified
    Teacher (NQT) before QTS is confirmed.
  • Confirmation of QTS is managed by your employing
    school

10
WHAT AGE RANGE WILL I BE QUALIFIED TO TEACH?
  • You can choose to train for the 3-7 age range
    (Foundation Stage and Key Stage One)
  • Or the 5-11 age range (Key Stages One and Two)
  • Your professional placements will be in the Key
    Stages for which you wish to train.

11
PROFESSIONAL PLACEMENT
  • You will spend time on professional placement
    (teaching practice)
  • You will undertake a 4 week block in year 1 of
    the course and a final 6 week block in year 2 of
    the course. This placement will NOT normally be
    in the setting where you work.
  • In addition to this, you will undertake a
    placement which could be in your own school.
    This placement will be tailored to meet your
    individual needs and will reflect your experience
    to date and your achievements on your first
    professional placement.

12
PROFESSIONAL PLACEMENT
  • Placement in your own setting will probably be
    between 4 and 8 weeks
  • Some of this placement time may be part-time.
    For example you may do blocks of mornings only
    one term followed by afternoons only the
    following term. This could be tailored to fit
    around your on-going work in school.
  • You will also be required to undertake ongoing
    tasks such as completing a display in the
    school participating in school trips visiting
    other Key Stages observing in other classes

13
I WORK IN AN INDEPENDENT/SPECIAL SCHOOL. CAN I
UNDERTAKE PLACEMENT IN MY OWN SCHOOL?
  • Yes, but only if
  • The school follows the National Curriculum
  • The school caters for the appropriate Key Stage.
  • You have a successful first placement (which MUST
    be in an LEA primary school)

14
I CURRENTLY WORK IN A MAINSTREAM SECONDARY SCHOOL
CAN I JOIN THIS PROGRAMME?
  • Yes but all your placement time must be spent
    in primary schools
  • QTS, when granted, is not age specific but the
    training programme you will undertake is geared
    towards teaching Foundation Stage and Key Stages
    1 and 2
  • Some secondary schools may consider employing you
    to work with SEN children in Key Stage 3 if you
    have primary training.

15
I AM A TA IN THE SCHOOL WHAT WILL HAPPEN WHEN I
AM ON PROFESSIONAL PLACEMENT?
  • You will have to be released from your usual role
    for the duration of the professional placements
    in terms 1 and 6.
  • You need to be sure that head teachers are clear
    how this will be managed it is the schools
    responsibility.
  • However, in terms 3,4 and 5 placements might,
    where possible, be incorporated into your usual
    work in schools for example, you could take on
    a teaching role in lessons which you usually act
    as a support teacher.

16
I AM WORKING AS AN UNQUALIFIED TEACHER. WILL
THAT CAUSE ANY PROBLEMS?
  • Not necessarily you will need to undertake some
    professional placement in terms 1 and 6 in
    another school. Your Head Teacher will need to be
    clear that they can facilitate this.
  • In terms 3, 4 and 5 your placement could be in
    the class you usually teach. Blocks of time
    would be allocated as official placement time.

17
FINDING A SCHOOL FOR PLACEMENT
  • The university has a dedicated Partnership Office
    which will find a suitable school for you.
  • We may ask you to suggest some schools where you
    could be placed.
  • The Partnership Office makes every effort to
    place you somewhere suitable but please note
    that you may need to travel some distance.
  • Individual needs are considered when placing
    students.

18
PLACEMENT ABROAD OR IN OTHER SETTINGS
  • It may be possible to spend a week abroad or in
    an educational setting other than a school as
    part of your placement in Term 5.
  • This would form the basis of your research
    project.
  • We have links with France, Germany, Sweden,
    Denmark, Norway, Finland, Spain and elsewhere in
    the EU on a funded basis
  • There are also links with the US and elsewhere
    which can be self-funded
  • Settings other than schools might include
    pre-school playgroups, museums, libraries, places
    of interest etc

19
HOW MUCH TEACHING DO I HAVE TO DO WHEN I AM ON
PLACEMENT?
  • You will start by observing the teacher and
    working with small groups.
  • By the end of the first placement you will be
    planning independently and teaching for about 50
    of the time
  • For subsequent placements you will build up to an
    80 timetable.

20
DO I HAVE TO DO ALL THE PLANNING BY MYSELF?
  • There is a gradual build up to independent
    planning and this is supported by taught sessions
    at the university.
  • You will start by using the teachers plans then
    move on to planning with the teacher and finally
    plan by yourself.
  • In your final placement you will be doing almost
    all the planning by yourself.

21
WHAT SUPPORT WILL I GET ON PLACEMENT?
  • You will have a teacher in the school who acts as
    your mentor. He or she will support you with
    weekly meetings and by observing you teach.
  • You will be assigned a link tutor, who is a
    university tutor, who will visit you during your
    school placement and observe your teaching.

22
HOW IS PROFESSIONAL PLACEMENT ASSESSED?
  • Through the school experience file, which
    contains a record of your placement, lesson
    plans, assessment records etc.
  • Through observations of your teaching by school
    mentors and link tutors
  • The mentor fills in a final report which tracks
    your progress against the standards.
  • You need to demonstrate that you have met all the
    standards by the end of the final placement.

23
SKILLS TESTS
  • In order to gain qualified teacher status you
    need to pass the QTS skills tests in maths and
    English
  • You need to pass these tests before you begin the
    programme.

24
WHAT ARE THE MONEY ISSUES?
  • The most up-to-date information about fees and
    funding is available from the university website.

25
OTHER MONEY ISSUES
  • If employed, whilst you are undertaking
    professional placement your school may not pay
    you as you will not be able to fulfil your usual
    role.
  • Schools might not pay you for the day a week you
    spend in university
  • You should discuss this with the head teacher
    before starting the programme.

26
TAUGHT SESSIONS
  • Taught sessions are one day a week during term
    time (except during periods of professional
    placement)
  • Throughout the programme there is an emphasis on
    a creative and cross-curricular approach to
    primary education. This is reflected throughout
    the taught sessions, which involve activities
    outside the classroom and visits to other
    contexts and settings.

27
PROGRAMME CONTENT
  • There are 6 modules covering areas such as
  • Learning and teaching
  • The wider curriculum
  • A curriculum focus on core subjects
  • Meeting diverse needs
  • Reflective practice and a research project
  • Professional placement

28
ASSESSMENT
  • The modules will be assessed through a variety of
    different means which will include essays, oral
    presentations, policy analysis and critique of
    academic journal articles, a small-scale,
    classroom-based enquiry (subject to validation).

29
AWARD OF CREDIT
  • 20 credits are awarded for each module
  • From the BA(Hons) pathway, an average of your
    grades on each module (apart from professional
    placement) provides your degree classification.

30
  • Any other questions?
  • Contact Zoe Connell or Frank Van-der-linden
    Programme Administrators
  • primaryprogrammes_at_canterbury.ac.uk
  • 01227 782207
Write a Comment
User Comments (0)
About PowerShow.com