B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team
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B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team

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B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team

B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team

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    B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team Presentation Transcript

    • UCET Annual Conference Hinckley Island Hotel, Leicestershire 9th November 2009 Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team Chris Munro – PGDE Programme Director Archie Graham – PGDE Depute Programme Director (Learning & Teaching & Assessment)
    • Context for Change • Size of our institution • Established Partnerships • Opportunity • Existing culture of cross-programme working among School of Education staff • Opportunity to reduce duplication across existing PGDE programmes • Development process
    • http://www.abdn.ac.uk/education/ipp/ Access Recognition of for all PGDE diversity Inclusive Practice IP is addressed within the core programme in order to prepare NQTs who accept individual and collective responsibility for improving the learning and participation of all children. Opportunities Recognition of for wider range of collaborative achievement learning A definition of Inclusion: “… the process of increasing participation and decreasing exclusion from the culture, curricula and community of mainstream schools…” Booth & Ainscow (2002)
    • PGDE Programme - Components and Connections APS & CPD Further Professional Prof. Studies Ways of Working Studies Combined Combined Primary P&S & Secondary Learning Through School the Curriculum Experience LTC – P School Exp Assessment LTC – S Common P&S Report Pastoral Support Summative SITE Course Assessments Common Primary & Secondary Induction Year SITE: Standard for Initial Teacher Education www.gtcs.org.uk/Publications/StandardsandRegulations/StandardsandRegulations.aspx
    • Professional Studies Themes and Units Professional The Active Studies Wider Aspects Unit 1 Professional Combined Primary The Active & Secondary Professional: Who am I? Unit 2 Social Learning Education, Justice & Learners Learning & Social Justice Unit 3 Unit 4 Unit 5 Learning Emotional, Wider Aspects & Social & of Learners Educational Prof’ism Literacies
    • PGDE Ways of Working Collaborative Tutor Directed Activities (TDA) Collaborative workshops Lectures Self Study Tasks Online discussions within VLE Inclusive
    • Standardisation of PGDE Assignments Summative Course Assessments (5000 words each) Assessment A: Effective Teaching for Successful Learning Effective teachers will engage with educational theory and use their understanding to inform their professional practice. This assignment gives you the opportunity to demonstrate your developing understanding of how children/young people learn and the role that you play in the planning and provision of suitable learning opportunities for all children/young people in your care. It is designed to provide you with an opportunity to engage critically with educational theory in relation to successful learning. Assessment B: Personal Development – Becoming an Inclusive Practitioner Effective teachers take responsibility for their personal and professional development and use reflection to improve their practice. This assessment is designed to build on targets identified during school experience and provide you with an opportunity to consider implications for your practice and identify next steps for your ongoing professional development. It also provides you with the opportunity to demonstrate the action you have taken and the progress you have made in developing your understanding of social justice and in developing skills towards becoming an inclusive practitioner.
    • Activity
    • Standardisation of support & assessment during school experience placement Key features of CPD events for teachers supporting students in schools: • Opportunity to discuss student support and assessment issues from different perspectives • Use of collaborative case study activity - not transmission of paperwork • Common assessment reporting form used across sectors based on the Standard for Initial Teacher of Education (SITE) • Recognition of common dilemmas across sectors • Exploration of support mechanisms
    • Initial Successes of Combined PGDE Students Schools University Tutors • The opportunity for • Cross-sector • More opportunities for Primary and collaboration & cross-sector Secondary students dialogue at CPD collaboration. to collaboratively events. explore dilemmas for • Greater understanding teaching. • Collective awareness of between sectors. expectations and • Students have a responsibilities of • Standardisation & greater appreciation students, schools and moderation of common and respect for each University. assessments. other. • Improved • Students demonstrate standardisation of confidence to start assessment and professional support. conversations across sectors using a shared language.
    • Contact Details Chris Munro, PGDE Programme Director christopher.munro@abdn.ac.uk Archie Graham, PGDE Depute Programme Director a.graham@abdn.ac.uk School of Education University of Aberdeen MacRobert Building King's College Aberdeen AB24 5UA