Transcript Teaching attributes - University of Winchester

Welcome
to
The University of Winchester
BA (Hons) Primary Education
(with recommendation of QTS)
Teachers do more than teach;
they touch lives
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
Professionalism
The skills required are best achieved by
synthesising theory and practice to foster
reflective approaches to teaching and
learning.
Our Vision of the
Winchester ITE Student
• A professional risk taker and a creative thinker
• Someone who questions received wisdom; politically
astute and critically engaged with current policy
• Motivated, interested, enthusiastic and curious
• A reflective practitioner who is willing to change his/her
mind
• A confident practitioner who is able to integrate subject
knowledge and pedagogical understanding, and who
understands the significance and importance of doing
this
• A natural team member both in school and on the
programme.
What is special about Winchester?
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Good reputation for ITE
A smaller university
A large ITE provider
Caring and committed
Strong partnership with schools
Research informed environment.
Structure of the course
• All offers for Four year programme:
possibility of Three
• 2 semesters per year
• 4 modules each semester
Current age phases
• 3-7 for Early Years
(one placement in
Foundation Stage and
one in KS1 in the final
two years of your
programme)
• 5-11 for other
subjects, (with the
with one placement in
KS 1 & one in KS2 in
the final two years of
your programme)
Strands of the Course
• Professional Studies
• Curriculum Studies
• Professional Practice
• School Experience &
Work-based placements
• Specialist Study
Current Specialist Subject Study Options
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Art and Design
Drama
English
French (MFL)
Geography
History
• Early Years
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Mathematics
Multimedia & ICT
Physical Education
Religious Education
Science
Special Educational
Needs (SEN)
(select this to follow 3-7
route)
9-11
11-1
Mon
9-10
Lead lecture
Core &
Foundation
Core English
seminar Weeks
3,4,6,7,8,9 &11
Tue
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Core Science
seminar Weeks
3,4,6,7,8,9 &11
Wed Lead Lecture:
(9.00-10.00)
Prof Practice &
SE wks
3,5,8,11,12
Core: wk 2
Thur Foundation
weeks 3,4,5
Grp 4 History
Weeks 6,7,8
Grp 4 RE
Weeks 9,10,11
Grp 4 DT
Fri
Lead Lecture
(9.00-10.00)
PS weeks
2,3,4,5,6,7,8,9,
10 & 11
2-4
Core maths
Seminar
Weeks
3,4,6,7,8,9 &11
Prof Studies
Weeks
3,4,6,7,8,9 &11
Prof Practice &
SE (12.00-1.00)
Group 4
weeks 3-12
Foundation
weeks 3,4,5
Grp 4 Music
Weeks 9,10,11
Grp 4 PE
4-6
Foundation
weeks 3,4,5
Grp 4
Geography
Weeks 6,7,8
Grp 4 Art
Teaching approaches
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Lectures, generally interactive
Seminars, tutor and student-led
Workshops
Conferences & guest presentations
E-Learning
Directed school based tasks to integrate theory & practice.
Assessment
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Written assignments
Presentations/seminars
Workshops
Audits
Professional Development Profiles
Attendance
School Experience
Meeting TDA School Experience
Expectations
• Ten days prior to course
(set tasks in each of two Key
Stages)
• Assessed placement every year,
arranged by University
• Developmental and progressive
• Range of settings / locations
• Self - directed placements
• A strong, established, effective,
University / School Partnership
School Experience
• Wide geographical partnership of schools, within one
hour travel radius
(when students are required to travel to a school which is further
than the normal journey to the University, contribution to
expenses by Department).
• Optional placements in London, Isle of Wight and the
Channel Islands. Possibility of placements abroad.
• SEN settings, on request, for non SEN specialists too
• Accommodation is arranged for students on
placements a long way from normal residence.
How do we support you?
• Student buddies and representatives
• Year Group coordinator follows though 4 years
• Professional Development Tutor supports academic,
and professional development as well as pastoral
needs
• Tutors and programme leadership
• Link tutor and teacher tutor in school
• Student Services
Do you measure up?
Are you prepared
to ‘get your hands
dirty?’
Are you ready for new
challenges?
Are you a problem solver?
Can you lead the way?
Are you a good communicator?
Are you a careful listener?
Application
All ITE courses are oversubscribed so careful
completion of the UCAS form is very important.
• Check carefully all aspects of your application form
• The content and presentation of the personal
statement is an important element in being invited
for interview.
BA (Hons) Entry requirements
• GCSE grade C or above
in English, mathematics and science
• 240-300 points at A level / VCE (or equivalent)
normally with a grade C or above in a relevant
subject
• BTEC National Diploma/Certificate – 3 merits or
above plus C in relevant subject at VCE/A level
• CACHE Diploma
• International Baccalaureate
• Access course pass, including a relevant main
subject option
See the University of Winchester Prospectus
Codes & Entry Requirements, Tariffs & Other Qualifications
‘Recent and relevant experience’
• Experience in school, classroom based, in KS1
and/or 2 is essential
• After school clubs and early years experience are
valuable but not sufficient of themselves
• Experience preferably still active at time of
application.
Personal Statement
• Why teaching / specialist subject / age range?
• What academic background (with implications for
you as a teacher)
• How have you worked with pupils/students in school
contexts, in less formal / voluntary settings, such as
scouting, sports coaching, clubs etc and how that
has informed your views on teaching.
Also personal accomplishments (e.g. hobbies and
interests that show how you may contribute to the
school community)
• Remember - organisation and style – paragraphs,
sentence construction, coherence in written
statement, spelling, grammar and punctuation.
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 interviews
• Group task and discussion
• Written task
At the interview be prepared to talk
about…..
• Why you want to teach
• Why that age range / subject
• What you have noticed about good teachers
• strategies to motivate and engage children
• learning in a range of subjects
• interaction with pupils
• effective and inclusive learning environments
• Education in the news!
If you are successful…
Offers are made subject to our TDA allocation which is
subject to confirmation.
Any offer will be also subject to
• CRB checks (students have to meet the fee for
enhanced CRB clearance to work in school at the
start of the course)
• A medical assessment, usually through
questionnaire
• Completion of further days in school(s) prior to
start of course, where directed tasks are
completed.
A tutor perspective …
“I've been delighted to see students go from Year 1
being full of anxiety and anticipation to seeing them
become teachers with creativity and instinct and I
think the future looks bright for children, with
dedicated teachers who care.”
Still have questions?
Contact
[email protected]
Programme Leader
BA (Hons) Primary Education
[email protected]
Director of ITE
[email protected]
Sources of information
• www.ucas.ac.uk
• www.tda.gov.uk
(go to applications, profiles and allocations)
• www.teach.gov.uk
• Recommend reading copies of:
‘Teach’ from the TDA (termly)
Times Educational Supplement (TES) (Weekly)
Education Guardian (each Tuesday)