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Blackpool Multi Academy Trust - School Direct Partnership (Primary) Programme Handbook For Post Graduate Certificate in Primary Education (PGCE) with Qualified Teacher Status (QTS)

Date: (2016-17) Date Validated: (May 2016)


The handbook is a guide to the programme you are studying. A concise summary of the programme is contained in the Programme Specification, available on your programme Blackboard site. The definitive and updated version should always be held on the programme Blackboard site. The programme operates under University of Cumbria Academic Regulations – accessible at: www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/AcRegs.pdf In the event of any information contained in this handbook conflicting with that in the Academic Regulations, then the Academic Regulations should be taken as the definitive version. Important Note: The University and Blackpool Multi Academy Trust (Blackpool MAT) have taken all reasonable steps to ensure the accuracy of the information contained in this programme handbook and will use all reasonable endeavours to deliver programmes in accordance with the descriptions set out within the handbook. Nevertheless, circumstances outside the University’s and the Blackpool MAT’s reasonable control may arise which limit its ability to deliver the programme as described (For example, placement arrangements may vary from student to student depending on the circumstances of the particular placement provider, including if a particular placement provider were to withdraw or vary the conditions of the placement; there may be changes in the availability, or withdrawal of funding). Where reasonable and appropriate to do so, the University and the Blackpool MAT will make all reasonable endeavours to put in place alternative arrangements to achieve the relevant learning outcomes, and provided the University and the Blackpool MAT does so, it will not be responsible to the student for any failure to provide the programme in accordance with this handbook.

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Glossary Some commonly used acronyms are listed below: AQD

Academic Quality & Development Service

CAT

Credit Accumulation and Transfer

CIP

Course Information Point

EAB

Faculty of Education, Arts & Business

EE

External Examiner

FAQSC

Faculty Academic Quality & Standards Committee

FDL

Flexible Distributed Learning

H&S

Faculty of Health & Sciences

LiSS

Library & Student Services

MAB

Module Assessment Board

PT

Personal Tutor

SaMIS

Student & Management Information Service

UAB

University Assessment Board

PPL

Partnership Programme Leader (School Based)

UPL

University Programme Leader (University link to the school)

PL

Programme Leader (University based overall programme lead)

AT

Mentor or Associate Tutor

PREO

Partnership, Research and Enterprise Office

SD

School Direct

MAB

Module Assessment Board

MAT

Multi Academy Trust

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Contents Glossary 1

Introduction

1.1 1.2 1.3 1.4

Welcome to the Programme Partnership with University of Cumbria & Data Protection (if applicable) Programme Team Who to contact when issues arise

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About the Programme

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9

Titles of the Awards Professional Qualifications (if applicable) Academic Regulations Programme Rationale and Philosophy Programme Aims and Outcomes Structure of the Programme Attendance Evaluation of the Programme External Examiner Role

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Teaching, Learning and Assessment

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15

Programme Teaching and Learning Methods (including FDL) Placement/Work Experience (if applicable) Inter-Professional Learning (if applicable) Library & Student Services (LiSS) IT Support Employability & Personal Development Planning Programme Assessment Strategy Referencing Confidentiality Policy Assessment Word Limit Assessment Submission and Deadlines Examinations Extensions and Extenuating Circumstances Marking, Moderation and Feedback Academic Malpractice (including Plagiarism)

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Student Support and Guidance

4.1 4.2 4.3 4.4 4.5

Induction Communication Personal Tutor (PT) Student Policies and Procedures Student Complaints Procedure

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1

Introduction 1.1

Welcome

Welcome to your primary School Direct Programme led by Blackpool Multi Academy Trust working in partnership with the University of Cumbria. The Blackpool Multi Academy Trust comprises of 4 schools Park Community Academy an outstanding special school, Anchorsholme Academy, Devonshire Academy and Revoe Learning Academy. The MAT in its delivery of our School Direct programme will also work closely with a range of alliance schools including Woodlands School, Stanley Primary School and Claremont Community Primary School. You will become an active member of a wide-ranging school and University Partnership that includes schools throughout the UK. Within this Partnership you will join a community of Education professionals who work together to support your development. We look forward to welcoming you into this community where we hope that you will make your own valuable and very distinctive contribution. Our School Direct Course is designed to be student centred and your experience is important to all of the team be they from the University of Cumbria, the Blackpool MAT our wider alliance partner schools. This handbook is a useful reference point for you as it provides and outline of key contacts, underlying principles that shape your course as well as details of assessments that you will undertake. Your programme is defined by the Programme Specification which you can find on your programme Blackboard site. 1.2

Data Protection and sharing of information

Please note that the Blackpool MAT and University of Cumbria will routinely share information in order to facilitate your studies, including:  Application and registration details (e.g. name, contact details, date of birth, education etc.)  Coursework and exam marks This information will be kept securely and in line with the Data Protection Act by both the Blackpool MAT and the University of Cumbria and (Please get in touch if you would like any further details about this). 1.3

Programme Team

Name Mike Toyn Gill Hughes & Andrew Hurley Chris Barlow Julie Dean or Joanne Watson

Role School Direct Programme Leader Partnership Programme Leads (PPL)

Organisation UOC

University Programme Lead (UPL) CIP Administrator

UOC

Blackpool MAT

UOC

Contact details Mike.toyn@cumbria.ac.uk 01524384327 Gill.hughes@park.blackpool.sch.uk 01253764130/07794521047 Andrew.hurley@anchorsholme.blac kpool.sch.uk 01253855215 Chris.barlow@cumbria.ac.uk 01524384590 Julie.dean@cumbria.ac.uk or joanne.l.watson@cumbria.ac.uk

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1.4

Who to contact when issues arise

If something should arise on which you would like further advice, then please contact in the first instance your PPL (see contact details above). Depending on the nature of the issue, you might also like to contact your University Programme Leader (UPL). In short, there are lots of people to whom you can turn should you have any questions. Below is a suggested route for seeking help or support for different scenarios but your PPL’s Andrew Hurley & Gill Hughes will always be available in the first instance if required. Who Should I Go To For Help? School Based Issues

Personal Issues

Programme Issues

School Based Mentor (AT)

Personal Tutor

Group Representative

Partnership Programme Leads

Partnership Programme Leads

Personal Tutor

University Programme Lead

University Programme Lead

Partnership Programme Leads University Programme Lead

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About the Programme 2.1

Title of Award Award

Post Graduate Certificate in Primary Education (PGCE) with Qualified Teacher Status (QTS) Professional Graduate Certificate in Primary Education (PGCE) with Qualified Teacher Status (QTS) Postgraduate Certificate in Education Studies Graduate Certificate in Education Studies

Qualified Teacher Status

Delivered in conjunction with: Owning Department Proposer

Target or Exit award (or both)

Level

Credit points

Professional Qualifications (if any)

Target Award

7

60

QTS

Exit Award

6

60

QTS

Exit Award

7

60

N/A

Exit Award

6

60

N/A

*30 credits are Exit Award n/a QTS required to gain QTS only Primary schools working in partnership with UoC and SD alliances Institute of Education Mike Toyn

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After the summative assessment of MAPP7001 ‘Raising the Achievement of Children’ module, if your provisional mark is less than 50 then you will have a tutorial. If your provisional mark is between 40 and 50 you will have the option to have the work assessed against Level 6 criteria. Alternatively, you could choose to have a reassessment against level 7 criteria. If your provisional mark is less than 40 then you will have to choose whether to have a reassessment against level 6 or level 7 criteria. Your tutor (UPL) will support you in making this decision. 2.2

Professional Qualifications - QTS

To achieve QTS, student teachers’ learning and classroom practice have to be satisfactorily assessed against the Teacher Standards 2012. These standards must have been met to a standard required of a Newly Qualified Teacher. Judgements on this will be made by a variety of school-based staff and university-based partnership staff. 2.3

Academic Regulations

This programme is governed by the University of Cumbria’s Academic Regulations, which can be found at: http://www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/AcRegs.pdf You should read the Regulations so you are familiar with them. 2.4

Programme Rationale and Philosophy The philosophy of the programme is that teaching is about facilitating, coaching, guiding, supporting, awakening and inspiring. The design of the programme supports the personal tutor and other staff to do that as well as an overt modelling of that to students

There is also an underpinning belief that you learn in both training and placement settings and learning takes place at the place where those are brought together, thus nullifying the perceived theory/practice divide. The programme is underpinned by equality and diversity. These are related to part two of Teachers’ Standards (2012), which you must meet to pass the programme. You will engage with these values in the first contributory module and also the pedagogy and practice module. The programme team’s desires are that we should be educating you to be an independent, creative thinker who reflects on their practice to be the best teacher you can be. We see you as a researcher: using research skills to develop your understanding of practice in general and also your own practice but also engaging with

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primary research from the academic community to develop you understanding of the profession you are being educated for. The programme has been informed by recent and relevant research. The Carter Review (Nov 2014) emphasises key areas such as assessment, behaviour management and subject pedagogy and this drives the programme through the pedagogy and practice spine module. Mike Toyn’s research into Technology Enhanced Learning, Adrian Copping’s research into reflective practice, creative approaches to learning and education partnerships have informed the two contributory modules. Jan Ashbridge’s research into phonics and early reading has led to the development of the Cumbria Teacher of Reading module. The uniqueness of the School Direct programme is that it brings together both the research skills of the university centred staff and the practical on the job experience of a wide array of professional school staff and the local authority to deliver outstanding in school training. The programme also seeks to support your employability skills. Whilst ostensibly preparing you for a career in primary teaching, the programme develops a range of transferable skills for other employment choices. Your entry into the teaching profession will be supported through your Career Entry Development Profile which tracks your professional and personal journey through the course. The programme team works with other university services such as the Careers service as well as school based colleagues to provide appropriate workshops and support at appropriate points during your course. 2.5

Programme Aims and Outcomes

To enable you to become effective classroom practitioners who can raise the achievement of all children. In order to do this, the programme has the following specific aims. To enable you to: 1. develop as an enthusiastic and committed professional able to respond to complex and unpredictable situations, generate new ideas and to develop your personal philosophy; 2. become an effective team member and be able to contribute to (and, where appropriate, manage) a variety of groups and disciplines within a diverse, multi-disciplinary environment employing specialist knowledge and drawing on a critical awareness of issues at the forefront of this area of activity; 3. become a creative and adaptable problem solver who can draw on a critical awareness of thinking at the forefront of educational practice, with an understanding of the need to continue life-long professional learning; 4. achieve mastery of a comprehensive range of complex and specialised skills for planning, teaching, assessing, recording and class management drawing on a critical awareness of current thinking and issues in this area of study; 5. become a critically- reflective, effective and flexible practitioner who can analyse complex concepts and professional situations by means of a 8


synthesis of personal and work place present a variety of innovative and challenging learning experiences that allow you to transfer and apply knowledge and skills flexibly to a range of contexts and changing contexts; We will facilitate this by presenting you with a variety of innovative and challenging learning experiences that allow you to transfer and apply knowledge and skills flexibly in a range of contexts.

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The programme provides opportunities for you to develop and demonstrate the following areas of knowledge and understanding K1 Breadth and depth of curriculum knowledge including phonics and early reading K2 Thinking at the forefront of developing effective team working K3 knowledge and understanding of factors that impact upon children’s achievement K4 knowledge and understanding of what constitutes high quality learning and teaching K5 Knowledge and understanding of core teaching skills such as planning, teaching, assessment, class management and behaviour management. K6 Skills necessary to meet all QTS Standards K7 How to plan and carry out personal enquiry in education settings with the goal of improving their own practice ‌ and the following skills and attributes S1 Demonstrate a critically reflective enthusiastic and committed approach to supporting children’s learning S2 Demonstrate successful team working skills across a variety of groups and disciplines drawing on recent research in this area S3 Recognise and promote the importance of effective relationships between groups of children drawing on a critically reflective response to current thinking in the area S4 Demonstrate a critical awareness of and ability to analyse how, when and why effective learning occurs drawing on recent research and explicitly theorised frameworks, and be able to act on this knowledge S5 Demonstrate mastery of a comprehensive range of complex and specialised skills in planning, teaching, assessment, class and behaviour management employing a critical awareness of the latest thinking S6 Demonstrate effective, flexible and critically reflective practice informed by consideration of different paradigms of education, recent research and personal enquiry. S7 Analyse complex concepts and professional situations by means of a synthesis of personal and work place reflection and data drawn from scholarship, research and personal enquiry S8 Demonstrate a creative problem solving approach in complex and unpredictable situations using a critical awareness of different frameworks for understanding educational practice S9 Demonstrate an understanding of the importance of life-long professional learning and reflection that engages with the thinking and findings of others S10 Meet and apply all standards for QTS S11 Plan and carry out personal enquiry which informs own practice and develops the learning and achievement of children. 2.6

Structure of the Programme

Our expectation is that you will gain the full award of Post Graduate Certificate in Primary Education with QTS. This comprises the following modules:

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1 2

Module Code

Module Title

Credits

MAPP7001

Raising the Achievement of children1

30

MAPP7002

High Quality Learning and Teaching1

30

PGPC9060

Pedagogy and Practice

N/A

PGPC9120

Leading and Managing Change in the Primary School

N/A

PGPC9070

The Cumbria Teacher of Reading (CTR)

N/A

PGPC9080

Beginning Professional Practice

N/A

PGPC9090

Developing Professional Practice2

N/A

PGPC9100

Extending Professional Practice2

N/A

These are contributory modules and you must pass them in order to qualify for the PGCE These placements must be passed in order to gain QTS Some students might be directed to transfer to the Professional Graduate Certificate in Primary Education with QTS, which has a lower academic requirement Module Code

Module Title

Credits

PGPC6060

Exploring the Raising the Achievement of children1

30

PGPC6070

Exploring the High Quality Learning and Teaching1

30

PGPC9060

Pedagogy and Practice

N/A

PGPC9120

Leading and Managing Change in the Primary School

N/A

PGPC9070

The Cumbria Teacher of Reading (CTR)

N/A

PGPC9080

Beginning Professional Practice

N/A

PGPC9090

Developing Professional Practice2

N/A

PGPC9100

Extending Professional Practice2

N/A

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These are contributory modules and you must pass them in order to qualify for the PGCE 2 These placements must be passed in order to gain QTS It is possible to exit the course with either a Professional Graduate Certificate or a Post Graduate certificate (without QTS). In order to do so, you would need to successfully complete all modules with the exception of the professional practice (placement) modules. A final exit option is to leave the course with QTS only. In order to do this you would need to successful complete the professional practice (placement) modules and to have gained at least 30 academic credits at either level 6 or level 7. (In other words,

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you would need to pass at least one of the contributory modules as well as the placement modules) 2.7

Attendance

For information regarding attendance can be found in Section D5 of the Academic Regulations, see; www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/AcRegs.pdf) All students on the programme are expected to behave with professionalism throughout all components. This means you are required to attend all sessions, to be punctual and to communicate according to university policy requirements if you are unavoidably absent or late. Comments related to your professionalism are made on your confidential reference. Because this is a professional course, if you are timetabled to be in school or to attend a session, then you are professionally required to attend. If you miss the session without good reason (see below), then we will simply add the number of unexplained absences to your School Direct record. When a prospective employer asks for your attendance rate, as is often the case, we will be able to provide not only the number of legitimate absences, but also the number of unexplained absences; indeed, your overall professionalism is a very important part of the reference that is compiled on you jointly by the school and University. Information on UoC student Code of Conduct can be found at Student Code of Conduct and Adjudication Of course, you are allowed to be ill or absent for particular reasons. If you are unexpectedly absent (e.g. because of illness) you must contact your host school as soon as you are able to do so. You should also contact Andrew Hurley or Gill Hughes (PPL’s), If you are absent at a time when you should be in school, then you must contact the school personally, as well as contacting contact Andrew Hurley or Gill Hughes (PPL’s). In terms of placements, then please note that you are regulated, in terms of your attendance and professionalism, as if you are a member of staff in your school. What this means in practice is that expectations regarding attendance are very different from those expected of a ‘normal’ university student. The University and Lead School will fully support the placement school as regards the application of their staff attendance protocols and policies to students whilst on placement as if they were a member of staff at that school. Leave of Absence If you know in advance that you will not be able to attend a training day or your host school, you need to complete a Leave of Absence form. These are available from ciplancaster@cumbria.ac.uk and must be agreed and signed by Andrew Hurley or Gill Hughes (PPL’s). A copy of all Leave of Absence forms will be placed in your university record. Leave of Absence will only be granted for important reasons such as family illness, bereavement etc. You should not arrange to take holidays during university terms, or during school placement time if the school term dates do not coincide with university term dates. Please note that it is your responsibility to ensure you have undertaken appropriate measures to catch up on work you have missed. You should proactively ask for guidance from tutors about how to further catch up after you have used Blackboard notes and tasks, spoken to other students about missed work, and undertaken further reading.

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Further information regarding attendance can be found in Section D5 of the Academic Regulations (see http://www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/AcRegs.pdf) 2.8 Evaluation of the Programme Students will have opportunities to provide feedback on M level modules via module evaluations. There will also be student reps for the Blackpool MAT SD alliance who will be able to give feedback via Staff Student Forums which will be held twice per year. 2.9 External Examining All HE programmes in the UK make use of independent, impartial academic advisers call external examiners. These are usually drawn from similar programmes in other institutions (in all probability your tutors will be external examiners elsewhere). Using their experience, external examiners provide authoritative (and external) comments on the standards of your programme and its comparability with similar programmes elsewhere. The aim is to help ensure that student performance at the Blackpool MAT and at University of Cumbria is comparable with that of students following similar programmes in other UK universities. External Examiners produce an annual report that will be shared with you. Details of the External Examiner for your programme can be found in Module Guides. External Examiner Reports for your programme can be found on your programme Blackboard site. It is possible that you could receive a visit or lesson observation from an external examiner at some point during your course. 3

Teaching and Learning 3.1

Programme Teaching and Learning Methods (including learning which is not delivered through face to face lectures)

Although this is covered in the programme philosophy and within the School Direct Programme, it is useful to summarise this information. Outside assessed placements (see below) students will be allocated to a host school for 3 days per week and have 2 formal days of training delivered at Devonshire Academy. One of the direct training days will be delivered by the University of Cumbria UPL, the other will be delivered by the Blackpool MAT using the range of expertise available across our alliance. 3.2

Placement/Work Experience (if applicable)

Students will undertake 3 assessed placements during the duration of the course – see SD programme. Documentation and procedures for all placements will follow UOC guidelines and paperwork: http://www.cumbria.ac.uk/Courses/SubjectAreas/Education/Partnerships/InformationP rimary.aspx 3.3

Library and Student Services (LiSS)

Library and Student Services (LiSS) supports your learning, teaching and research needs by providing pro-active, academically focused services, innovative learning spaces and modern facilities. LiSS is responsible for libraries, information advice and guidance, careers guidance and employability, enhancement and information, academic skills development, student health and wellbeing, disability services and student development. For more details please refer to www.cumbria.ac.uk/liss. 3.4

IT Support 13


IT technical support for any school based work will be provided by our in house IT technicians from one of the MAT alliance schools – individual support may also be offered in host schools depending upon availability. Although alliance schools have a range of IT hardware such as computers and printers that are available for planning purposes, it is the responsibility of the trainee to ensure that they have access to any additional IT equipment as needed to fulfil the requirements of this course e.g. a laptop or desktop computer for research purposes or assignment writing. 3.5 Employability & Personal Development Planning In addition to preparing you to enter the teaching profession, your programme will help you to develop a range of employability skills that cover Communication skills, Cognitive and research skills, generic competencies, Workplace skills and Personal attributes. These will support you in gaining employment even if you choose not to pursue a teaching career. Your programme will also include specific support to help you secure a teaching role. In order to continuously improve your academic skills and become a more successful learner make use of the materials available at: www.cumbria.ac.uk/skills You can seek guidance from the University’s Careers and Employability Advisers who can help with skills profiles, applications and CV writing, interview preparation, job seeking skills and career planning. What we expect from you  

Fully engage with the employability aspects of your programme – remember the schools that you will be working in may be your next employer. Reflect on your performance and identify areas for improvement.

Although the programme will give you all the tools you need to prepare for the world of work and become an employable graduate, it is up to you to take responsibility for your personal and professional development. 3.7

Programme Assessment Strategy Modelling of effective learning, teaching and assessment strategies is embedded throughout the Programme. The Programme uses a range of assessment approaches with an aim of supporting different learning styles. Formative and summative

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assessments are mapped carefully across the Programme, thereby avoiding bunching of assessment to allow for formative feedback to be effective. You have access to Programme information and pre-course tasks, prior to starting the Programme, via Blackboard. These materials are specifically geared towards individual needs, especially in relation to subject knowledge. The Programme maximises opportunities to use distributed learning to support diverse learning needs and has the infrastructure in place to continue this support into the NQT year and beyond. The assessment methods have been chosen to combine professional relevance and positive impact on classroom practice with the development of academic skills necessary to continue the study of education to MA level and beyond. The intention here is to develop their current practice whilst laying down a foundation for continued professional development. You will be assessed through a range of different types of academic writing, literature reviews, annotated reading lists, written evaluations of practice and also through engagement with the action research process. Formative assessment is crucial and these pieces ensure appropriate feedback and development opportunities

Summative Assessment Summative assessment is the process of evaluating (and grading) the learning of students at a point in time. There is a summative assessment for each of the two contributory modules. The placement modules are also summatively assessed. Formative Assessment Formative assessment is designed to help learners learn more effectively by giving them feedback on their performance and how it can be improved and sustained. You will undertake formative assessments in each of the two contributory modules, this will help inform your summative assessment. 3.8

Confidentiality Policy

The University strictly and equitably imposes penalties for confidentiality breaches. For more information please refer the University’s Confidentiality Policy found at: www.cumbria.ac.uk/malpractice. 3.9

Assessment Word Limit

It is expected that you can demonstrate achievement of the learning outcomes for an assessment within the defined word limit. The upper limit specified may be exceeded by up to 10% without penalty. Penalties apply to work which exceeds the word limit beyond 10% and you will lose marks (please refer to the Academic Regulations, Appendix 3c, section 3.5 here, so that you are aware of these penalties). There is no lower limit but failure to include demonstration of the requisite learning outcomes will lead to an appropriately reduced mark. Tutors will mark the full assignment before any penalty is applied. If you falsify the word count you will be subject to Minor Malpractice procedures and will receive a penalty in accordance with those procedures (please familiarise yourself with these procedures in the Academic Regulations, Appendix 3d, section 7.5 here. Further details about assessment word limits can be found in the University’s Conduct of Assessment at http://www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/3c.pdf

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3.10 Assessment Submission and Deadlines General assessment guidelines, deadlines and description of assessment for each module are contained in the Module Guide(s) to this programme. Submission of Course Work Coursework received up to 3 days late of the deadline without an extension will be marked as having been received late and a capped mark (50% postgraduate) will be applied. Submission thereafter, without an agreed extension, will be regarded as nonsubmission and awarded zero. Where an extension has been agreed, if the work does not meet the agreed new deadline, then the submission will be marked as a ‘non submission’ and awarded a zero mark. On-Line Submission All assessments will be submitted electronically through Turnitin. Links to this will be provided via the module sites on Blackboard. Work needs to be submitted by 16.00 on the day of submission. Assignments which can be submitted in digital format may include images, video, websites and other multi-media work as well as conventional word processing assignments. By submitting your assignments electronically you are making a declaration of intellectual integrity. You are declaring that the work you are submitting is your own and that you have read the Academic Regulations relating to assessment of work, and you are declaring that the work complies with those regulations. You are also agreeing to allow your work to be compared against the work of others to detect plagiarism and collusion. E-mail is not considered a secure method of submitting assignments. It is your responsibility, as with paper-based coursework, to make sure the work has been received. When using Turnitin an automated receipt in the form of an email is generated, and you should keep this as receipt as proof of submission. Without this you will not be able to claim that your work has been submitted. 3.13

Extensions and Extenuating Circumstances

For explanation and guidance about extensions and extenuating circumstances refer to the University’s Extenuating Circumstances procedures available at: http://www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/3e.pdf An extension is a short-term authorised arrangement between you and your tutor based on a limited amount of extra time (normally not exceeding 10 working days), by which you can submit your work without penalty to the mark. Extenuating circumstances should be applied for where serious, unforeseeable and/or unpreventable factors outside your control may have adversely affected your performance within your programme of study. These factors may have prevented you from attending examinations or other timed assessments or caused you to miss assessment submission dates. Examples are illness, accidents or serious family problems. Everyday occurrences such as colds or known conditions (eg uncomplicated pregnancy, hay fever) will not qualify unless the effects are unusually severe. You can also make a claim if you have completed your assessment (or exam), but feel your performance has been affected by extenuating circumstances. It is your responsibility for reporting and providing documentary evidence to support requests. 3.14

Marking, Moderation and Feedback 16


Module Guides will provide the assessment criteria used to mark your work. Internally agreed feedback and provisional marks for exams and coursework should be disclosed to students within 20 days. This is before moderation by the External Examiner and confirmation of marks by the Module Assessment Board and hence marks will only be provisional at this point in time. All marking & feedback will be provided by the University Programme Lead (UPL). For more details about marking, moderation and feedback, please refer to the University’s Procedures for Marking and Moderation of Assessment, available at: http://www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/3b.pdf. If you do fail a piece of assessment or a module, there are a number of things that can happen. Check out the University of Cumbria website for information about Reassessment and about Condonation. 3.15 Academic Malpractice (including Plagiarism) Academic Malpractice The majority of students are hard-working and honest and understand the meaning of academic integrity. However, some students do not and sometimes cheat, for many reasons and in varying ways. The University adopts a firm position on academic malpractice (cheating) of any kind, which can include: cheating in exams; plagiarism (i.e. use of someone else’s work and trying to pass it off as your own); collusion (e.g. working with other students inappropriately in the submission of work); fabrication and falsification; and impersonation. Penalties for academic malpractice may affect your reassessment opportunities and can, in some cases, mean that you will be required to leave the University without any award. The malpractice procedures shall operate on two levels in accordance with whether it is deemed that major or minor procedures should apply. Full detail on the academic malpractice procedures can be found here and at: Malpractice - University of Cumbria 4

Student Support and Guidance 4.1

Induction Induction will be a 2 fold process. At the start of the course students will attend an induction day at the University of Cumbria where they will receive information relating to the range of student support services available. A second induction day will then be held within the MAT to provide students with specific information relating to the course, the programme, alliance schools and the range of support offered by the alliance.

4.2

Communication

Communication in most instances will be through face to face contact or by using email. Students will be provided with a university and MAT email account and will be

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responsible for checking both accounts regularly. The university Blackboard system will also be utilised. In the unlikely event that a tutor has to cancel a scheduled session this will be communicated as soon as possible to all students either by email or through personal contact e.g. a phone call to the host school. 4.3

Personal Tutor(s) (PT)

You will be allocated a Personal Tutor when you start your programme. This in most cases will provided by one of the PPL’s or a senior leader e.g. deputy head, assistant head or phase leader within the MAT alliance. You will be informed of your PT on commencement of the course at the MAT induction & briefing day. In most cases you will have the same PT for the duration of the course, however students should note that under exceptional circumstances the PT may change e.g. PT leaving the MAT alliance. Your PT in conjunction with the UPL, will monitor your progress and provide support and advice on your studies. You can speak to your PPL or UPL about your academic development, or about any issues hampering your study, and they can direct you to appropriate support through the University’s student support services. Meetings with Your PT may be either individual or in a group format depending upon the focus of the meeting. Individual meetings will be undertaken both before and after placements to set individual targets and review progress. Additional meetings opportunities will be built into the programme structure. 4.4

Student Policies and Procedures

University of Cumbria Please refer to the Student Handbook, located on our website: www.cumbria.ac.uk/studenthandbook which has a wealth of information including the following:           

Assignment Submission Conduct of Assessment Extenuating Circumstances Malpractice and Confidentiality Policy Marking and Moderation Student Absence (Section D5 of the Academic Regulations also refers) Student Code of Conduct and Adjudication Student Services Students’ Union External Examiners Personal Tutor

Library and Student Services (LiSS) supports your learning, teaching and research needs by providing pro-active, academically focused services, innovative learning spaces and modern facilities. LiSS is responsible for libraries, information advice and guidance, careers guidance and employability, learning enhancement, academic skills development, student psychological wellbeing, disability services and student development. LiSS can also advise students regarding finance worries and hardship funds and can provide advice on student facing policies such as complaints procedures and the Student progress Review process. Students can also obtain impartial advice from the Students’ Union on complaints and other procedures. The Students’ Union

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can also support students through appeals, complaints and adjudication. For more details please refer to: Student Services Libraries and learning Skills@Cumbria Subject library resources Psychological Wellbeing Service Careers Service Disability and SpLD Money Doctors

www.cumbria.ac.uk/StudentLife/Support/ www.cumbria.ac.uk/StudentLife/Learning www.cumbria.ac.uk/StudentLife/Learning/SkillsCumbria www.cumbria.ac.uk/StudentLife/Learning/Resources/Subjects www.cumbria.ac.uk/StudentLife/Support/HealthWellbeing www.cumbria.ac.uk/StudentLife/Support/Careers www.cumbria.ac.uk/StudentLife/Support/Disability www.cumbria.ac.uk/StudentLife/Finance/MoneyDoctors

Student policies

http://www.cumbria.ac.uk/StudentLife/Support/PuttingThings Right/Home.aspx

4.5

Student Complaints Procedure

The University understands that sometimes, you may have concerns about the delivery of your course or a university service. We do encourage you to raise your concerns informally wherever possible and you can do this in a number of ways - for example, you could speak to or get in touch with/via:   

PPLs UPLs Student Representatives who can raise concerns at Staff/Student Forums, where there are concerns about course delivery Service Managers

You can also raise your concerns informally by contacting one of the University Complaints Officers especially if you are not sure who to approach. (The list of Complaints officers is available on the website) The Student Complaints Procedure also enables you to make a formal complaint about:  

An action or lack of action on the part of the University. The delivery of a course of study. This includes concerns about a placement/practice experience. NB: The complaint may be referred to an appropriate manager at the placement for investigation under that organisation’s procedures. The delivery of a service provided by the University or the application of an established University policy or procedure.

(Extract from S5 "Scope" 2015-16 Student Complaints Policy) All information you may need is available through: http://www.cumbria.ac.uk/StudentLife/Support/PuttingThingsRight/ComplaintsProcedu re.aspx It is also recommended that you contact the Students Union (http://www.ucsu.me/support ) who will be able to offer support and guidance.

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Blackpool MAT The Blackpool MAT has a range of policies that apply to staff in all of the MAT schools. Students should familiarise themselves with these policies and also policies that are specific to either their host or placement school e.g. safeguarding policy. Students will be directed to such policies both as part of induction and during preplacement arrangements.

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