Primary Education - University of Winchester

Report
Welcome
to
The University of Winchester
BEd (Hons) / MEd (Hons)
Primary Education
(with recommendation of QTS)
What is special about
The University of Winchester?
•
•
•
•
•
•
•
Good reputation for ITE
A smaller university
A large ITE provider
Caring and committed
Well resourced
Strong partnership with schools
Research informed environment.
Initial Teacher Education (ITE) routes to QTS
BEd / MEd (Honours) Primary Education is
an undergraduate programme leading to
Qualified Teacher Status (QTS) (5-11 years)
and is located in the Faculty of Education,
Health and Social Care.
Note also:
Education Studies,
Childhood Youth and
Community Studies
Teachers do more than teach;
they touch lives
Confident
professionals
A caterpillar does not become a butterfly by
sticking on wings.
It has to go through a process of
transformation.
Alexander, T. and Potter, J. (2005) Education for a Change,
London: Routledge
Our Vision of the
Winchester ITE Student
• Reflective practitioners who acknowledge the
complexity of their role
• Confident and creative thinkers who are at the
forefront of innovative practice
• Open-minded, curious and willing to engage with
different perspectives
• Motivated, enthusiastic and responsive to the
needs of children
• Knowledgeable professionals equipped with skills
to make informed decisions
• Lifelong learners who work flexibly within
professional communities
Integrated Masters
All students are encouraged to register for the 4 year route,
then decide in Semester 2, Year 2
Common Year 1 and Year 2
BEd (Hons) 3 year route – QTS
BEd (Hons) 4 year route – QTS and
opportunity to enhance and enrich
professional practice and to obtain up to 120
Master’s credits for award of
MEd (Hons) with QTS.
Supported and informed decision
Early career development
Rights Respecting
Education
• Unicef UK, Amnesty UK,
• Hampshire Rights Respecting Schools:
‘Roles, Rights, Responsibilities’ (RRR)
• values, citizenship, sustainability, social justice
Programme themes
Identity
Perspectives
Relationships
•
•
•
•
individuals, groups, communities
theory and practice
complexity and critique
impacts on learning and teaching
Module strands
• Professional Theory, Practice and Research
• Curriculum Studies
• Subject Specialism
Professional Theory and Research
• Professional Theory
•
•
•
•
Teachers & Schools
Learners and Learning
The Inclusive Classroom
Perspectives on Education
• Individual research project
Curriculum Studies
•
•
•
•
Primary English, mathematics, science
ICT for primary learning
Wider curriculum - full primary range
Options for enrichment in Year 3 and 4
Subject specialism
~introductory sessions for all in Year 1
~dedicated modules from Years 2 - 4
Currently – indicative list
•
•
•
•
•
•
•
•
Art and Design
Drama
Early Years
English
French (MFL)
Geography
History
Mathematics
•
•
•
•
•
•
Multimedia & ICT
Music
Physical Education
Religious Education
Science
Special Educational
Needs (SEN)
School Experience
• Placements
• Year 1 - 3 weeks + 3 weeks - paired
• Year 2 - 6 weeks
• Year 3 - 10 weeks
• Year 4 –10 weeks
• Self Directed Placements / Volunteering
• 4 weeks total (Year 1 & 2)
• Specialist Subjects
• Curriculum Days & Events
School Experience
• Wide geographical partnership of schools
• Optional placements in London, Isle of Wight
and the Channel Islands
• SEN settings, on request
• Accommodation arranged for students on
placements a long way from
normal residence.
A strong, established, effective,
University / School Partnership
Self Directed Placements /
Volunteering - UK
•
•
•
•
•
•
•
Schools
Libraries
Museums, interactive centres
Holiday clubs
Sports coaching
Fieldwork
…
Self Directed Placements /
Volunteering –
international
Including … Soma School Gambia, South Africa,
Ghana, Uganda, Thailand, India, Japan, New York …
Erasmus/Comenius European exchange
(agreements include Austria, Estonia, Belgium,
Finland, Spain, Denmark, Norway)
Student Research Conference, Latvia
9-11
11-1
Mon
Lead
lectures
Core
English
Tue
Lead
lectures
2-4
ICT
Ed Theory
School Prep
Wed
UNIVERSITY
SPORTS
Thur
Wider
Curriculum
Wider
Curriculum
Fri
Lead
Lectures
Groupwork
4-6
Wider
Curriculum
Teaching approaches
•
•
•
•
•
•
Lectures, generally interactive
Seminars, tutor and student-led
Workshops
Conferences & guest presentations
E-Learning
School based tasks to integrate theory &
practice.
Assessment
•
•
•
•
•
•
Written assignments
Presentations/seminars
Portfolios
Online Audits
Practical Workshops
School Experience
Support
•
•
•
•
•
•
•
Student buddies and representatives
Professional Development Tutor (PDT)
Year group tutor
Subjects tutors and programme leadership
Link tutor and teacher tutor in school
Faculty Academic Advisor
University Student Services
Do you measure up?
Are you prepared
to ‘get your hands
dirty?’
Are you ready for
new challenges?
Can you work in a team?
Are you a problem
solver?
Can you lead the way?
Can you take charge?
Are you a good communicator?
Are you a careful listener?
Can you take different roles?
Do you enjoy ‘getting out
and about’?
Are you ready to try
something new?
Can you recognise exciting
opportunities for learning?
Are you imaginative?
Do you have a sense of fun?
Student Perspectives …
‘Grade 1 Outstanding’
(Nov 2010)
Key strengths:
• the high quality of training, assessment
and tracking systems, which leads to the
outstanding progress and achievement of
trainees
• the coherence of central and school-based
training
• the highly effective and individualised
support for trainees, particularly those with
disabilities
‘Grade 1 Outstanding’
(Nov 2010)
• training in equalities and diversity, which
results in trainees’ impressive levels of
confidence and understanding
• the tutorial system, which provides
exemplary support for individual trainees
• the opportunities that specialist placements
and self-directed days provide for trainees to
pursue either their own specialist
professional interests
‘Grade 1 Outstanding’
(Nov 2010)
• the content and structure of the professional
studies modules, which ensures that trainees
have a clear understanding of
professional issues
• the flexibility of the training programmes,
which encourages suitable applicants from a
wide range of circumstances to apply.
Application
All ITE courses are oversubscribed so careful
completion of the UCAS form is very
important.
The content and presentation of the personal
statement is an important element in being
invited for interview –
make sure you shine!
BEd/MEd (Hons) Entry requirements
• GCSE grade C or above
in English, mathematics and science
• 300 - 340 points at A level (or equivalent)
e.g. BBB - AAB from 3 A levels, however as many
students take more than 3 A levels, the grades
needed may be lower.
• BTEC National Diploma/Certificate – DDM
• CACHE Diploma
• International Baccalaureate
currently 26 points, including 5 at higher level
• Access course pass with 30 credits at Distinction and 15
at Merit if under 21
•
Other points count as part of the total, e.g. AS Levels, Extended Project
Please see the University of Winchester Prospectus
For Codes & Entry Requirements, Tariffs
& Other Qualifications
BEd/MEd (Hons) Entry requirements
‘Recent and relevant experience’
• Experience in school, classroom based, in
KS1 and/or 2 is essential
(at least 2 weeks)
• After school clubs and early years
experience are valuable but not sufficient of
themselves
• Experience preferably still active at time of
application.
Personal Statement
• Enthusiasm for primary teaching!
• Academic strengths – links to learning and teaching
• Experience with learners in school contexts, in less
formal / voluntary settings and how that has
informed your views on learning and teaching
• Personal strengths & accomplishments - hobbies
and interests that show how you might contribute to
the University and school communities
• Organisation and style – paragraphs, sentence
construction, coherence in written statement,
spelling, grammar and punctuation.
Skills Tests
What? A Government requirement - online skills tests
in literacy and numeracy
Why? To demonstrate specific knowledge and skills
prior to training to be a teacher - a national standard
Who? Centrally managed tests - need only be passed
once as they will serve for any and all ITE QTS
courses
When? You are required to pass the skills tests before
your place is confirmed with any ITE programme.
Skills Tests and Application
The University of Winchester requires applicants invited
to interview to bring evidence to their interview that
they have passed or booked to take the Literacy and
Numeracy skills tests.
These tests should normally be passed within three
months of submitting an application to UCAS and
definitely by the time you confirm a University place.
Offers will remain conditional until the tests have
been passed.
Further information can be found at
www.education.gov.uk/schools/careers/traininganddevel
opment/professional
A strong statement … leads to interview
… with a University tutor and a Headteacher
from a Partnership school …
… to probe evidence on the application form
and reference and explore suitability for
course / teaching
• Individual interview
• Group task and discussion
• Short written task
If you are successful at interview…
Any offer will also be subject to successful
• QTS Skills Tests
• Disclosure and Barring Service (DBS) formerly CRB - clearance
• Medical ‘Fitness to Teach’ assessed by an
Occupational Health Advisor
• Completion of further 10 days in school(s) prior
to start of course, where directed tasks are
completed.
Initial Teacher Education quotas are
nationally allocated
Teaching is a wonderful career….
Thank you visiting –
enjoy your day in Winchester!
Still have questions?
[email protected]
Programme Leader
BEd/MEd (Hons) Primary Education
[email protected]
Director of Teacher Development
[email protected]

similar documents