Primary Education Progression Route Interviews PEPR-Welcome!

1
Primary Education Progression Route
InterviewsPEPR-Welcome!

• Incorporating
• BA(Hons) in Primary Education with QTS

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. 
  
• 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 Chatham
• September start

4
Entry Requirements

• 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
• 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
• To pass the QTS skills tests

5
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

6
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

7
What qualification will I have at the end of the
programme?

• 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

8
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

9
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.

10
Professional Placement

• You will spend time on professional placement
  (teaching practice)
• You will undertake a 4 week block in term 3.
  This placement will NOT be in the setting where
  you work.
• In term 5 you will undertake 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.

11
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.
• Your final placement in term 6 will be 6 weeks
  long and will NOT be in the setting where you
  work.
• 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

12
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)

13
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.

14
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.
• You need to be sure that head teachers are clear
  how this will be managed it is the schools
  responsibility.
• However, your tailored placement 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.

15
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 term 5 your placement could be in the class
  you usually teach. Blocks of time would be
  allocated as official placement time.

16
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.

17
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 4.
• This would form the basis of your research
  project.
• We have links with many international settings
  European and the US and elsewhere.
• Settings other than schools might include
  pre-school playgroups, museums, libraries, places
  of interest etc

18
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.

19
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.

20
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.

21
How is Professional placement assessed?

• Through the record of development, 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 each of the standards.
• You need to demonstrate that you have met all the
  standards by the end of the final placement.

22
Money Issues

• 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.

23
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.

24
Programme content

• There are 6 modules
• Learning and teaching
• The Wider Curriculum
• Curriculum Focus
• Meeting Diverse Needs
• Reflective Practice
• Professional Placement

25
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.

26
Award of Credit

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

27

• Any other questions?
• Contact Charlotte Robinson Programme
  Administrator charlotte.robinson_at_canterbury.ac.uk
  
• 01227 782207
• Karen Vincent Programme Director
• karen.vincent_at_canterbury.ac.uk