Education Inspire magazine Issue01

Can youimagine

school pupilsrunning your

classes?

How haveschools changed?Four years from the introductionof the Higher Level TeachingAssistants (HLTA) status

We have lift-off!Early Years Professional StatusWebsite is Launched

InspireTransforming lives, inspiring changeIssue 01, Summer 2008

Alsoinside:

TeachingAssistantsMaking a difference in our schools

Do you supportlearners? Early Years, Primary,Secondary

1 | Inspire | www.northampton.ac.uk/education | email: [email protected]

The School of Education has successfully workedfor 36 years with schools and education settingsproviding training and professional development.Having strong partnerships with more than 350schools and educational settings in this region,we provide continuing professional developmentand lifelong learning courses to meet the needsof those working in schools, early years settingsand allied professions

Our relationships with educational practionersinclude:

• Working with schools in partnership, providingour trainee teachers with practical experience

• Working with Teaching Assistants and earlyyears staff on day release to study on oursuccessful Foundation Degrees;

• Working in partnership with early yearsorganisations to provide Early YearsProfessional Status programmes in the EastMidlands Region

• Inviting primary school pupils to train ourtrainee teachers at the University

We are proud of our collaborative arrangementsand long established links with regional localauthorities and professional associations, whichfurther enhance our courses, ensuring clearroutes to support education professionals inmoving forward in their learning and practicethroughout their careers.

If you are working with and for children andyoung people, then we hope that you will findsomething of interest in this magazine. It has

been sent to all educational places of work, localauthorities, and libraries in the East Midlands andsurrounding counties. The staff and students atthe University look forward to working with youduring 2008/9.

Our commitmentto youWelcome to our first edition of Inspire. Inside you will findinformation and news that will update you on what the School ofEducation has been doing during this year, opportunities for trainingand professional development and lists of free events and courses thatyou may wish to attend.

Contents

Inspire

Our commitment to you .........................1Welcome back graduates.......................2The Partnership:Teacher Education ....3Put yourself in the bigger picture.........5Young people take over Universityfor one day ...............................................9Make a difference in your school........11

EYPS website launched .......................13

Local Authorities and us......................14

Teaching and assessing children with specific learningdifficulties (Dyslexia) .............................15Do you support learners?.....................16Teacher Postgraduate ProfessionalDevelopment .........................................17

Short Courses & Conferences .............18

Free research seminars........................20

Modules of Study 2008/09 ...................21

Courses ..................................................22

Credit points and levels:What are they?......................................24

Written and produced by The University of Northampton School ofEducation. all submissions property of Inspire magazine. The entirecontent © Copyright The University of Northampton School ofEducation 2008, and cannot be reproduced in whole or part withoutprior written consent.

Editor Paul Bramble – [email protected] Paul Bramble – [email protected] Gettyimages, iStock Photo, Merle Moustafa & Chris AllumDesign by Design Depot Ltd – www.designdepot.netPrinted by Portland Print Limited

Advertisement submissions For information on submitting adverts toInspire Magazine please contact [email protected].

www.northampton.ac.uk/education | email: [email protected] | Inspire | 2

Welcome backgraduatesAt the Alumni conference on March 20th thekeynote speaker was Professor Richard Rose,Director of the Centre for Special NeedsEducation and Research (CeSNER) in the Schoolof Education. Well known for his work in thefield of special and inclusive education, Richard’saddress focused on ‘Changing Schools – Lookingto the Future’ drawing upon his experience andresearch to give an overview on the ways inwhich schools have changed to meet thedemands that the government and society puts upon them.

Professor Rose also considered the ways thatteachers have had to adapt and change theirthinking and their styles of teaching to meet theneeds of their pupils in modern inclusive schools.Acknowledging the ‘Every Child Matters’ agendaand ‘Extended Schools’, Professor Rose concludedwith one possible vision of the way forward forschools - as the hubs of their communities,providing integrated children’s services in oneaccessible centre. He gave fascinating detailsfrom one of his research projects to show howthis kind of holistic approach is already being putinto practice and the benefits it offers to thewhole community.

Professor Rose’s colleague, Professor Philip Garner,who has taught in a wide range of schools and universities and is Director of the nationalBehaviour 4 Learning Project, chaired the event.He posed some interesting questions for thedebate and graduates welcomed the chance to catch up with each other and their tutors to share experiences before a lively and thoughtprovoking discussion on the effects of change in their own schools and what can be done tomove things forward.

The people who attended the conferencewelcomed this chance to reflect on their practice and to participate in the debate. The School of Education is making plans for the next event in June.

The Partnership:Teacher EducationThe University of Northampton has been involved in teachereducation for thirty years. The School of Education has worked in close partnership with schools from Northamptonshire andneighbouring counties.

The School of Education recognises that partnershipis fundamental to all areas of our work. Thesepartner schools have a clearly defined sharedresponsibility with the School of Education foraspects of Initial Teacher Training and Educationprogramme development and for enhancing traineeschool based experience.

Schools have welcomed this increased involvementin teacher education not only for the insight it givesthem into general professional development but alsofor the access it gives them to a pool of high qualityNewly Qualified Teachers (NQT's).

How rewarding canthe partnershipbetween the schooland the University be?Lee Vennings gave Inspire his thoughtson the Partnership

As a school we were working more and moreclosely with the University on the GraduateTeacher Programme (GTP) programme and itseemed a logical step to make. We have a widerange of skills to offer the programme and themutual benefits of partnership seemed to be very positive, and so it has turned out to be!

A closer working relationship breeds a level oftransparency between organisations which is vital if both are to get the best out of each other.It also benefits the trainees as we feel that postpartnership we have become a better trainingplace. Sometimes being asked to contribute on a wider scale than just in your own schoolmeans you undertake greater reflection and self evaluation becomes more focussed leading to better performance.

The main benefit to us as a school has been that we have been able to be deeply involved inthe training of new teachers and every year wehave employed one of our trainees as an NQT.This has bolstered our staff profile and ensuredthat induction during the NQT year is smoothand these new teachers are well prepared to start the new academic year able to focus fully


The main benefit to us as a school has beenthat we have been able to be deeply involvedin the training of new teachers and everyyear we have employed one of our traineesas an NQT.

on their new class as they are already fullyconversant with all other aspects of life in the school.

Partnership with the School of Education is apositive experience. My advice would be to treattrainees as full professionals whilst they are withyou, have a flexible approach to their trainingneeds and build open and honest relationshipswith the staff who visit trainees. They havea wealth of experience and skill to draw upon.

Lee Vennings is acting head of Alderman RichardHallam Primary School, a GTP partner school forthe Northamptonshire, Leicester and MiltonKeynes (NLMK) consortium.


Put yourself in thebigger pictureFour years from the introduction of the Higher Level Teaching Assistants(HLTA) status, how have schools changed?There is increasing interest in the use and deployment of HLTAs and a developing body ofresearch into the many ways HLTAs are used by their schools. Two studies have been produced inNorthamptonshire alone in addition to the nation wide survey conducted by the NFER in 2007.All of these surveys can be accessed via The University of Northampton website(www.northampton.ac.uk/hlta).


One of the most exciting ways in which HLTAhas developed is in the range of options that now exist for those who wish to gain HLTAstatus. In addition to the three day preparationfor assessment and the 12 day general modularcourse it is now possible to choose an optionthat will give you vital subject knowledge in akey area of the curriculum.

If you are working in a primary school it is nowpossible to combine gaining HLTA status with an art specialism. This particular course wasdeveloped by The University of Northampton to meet a perceived need. Many primary schoolsare looking to HLTAs to cover PPA time and artwas identified as one of the areas where an HLTAwith specialist subject knowledge could reallymake a difference. We are looking at ways tomake more subject areas available.

In secondary schools many HLTAs are attached to particular departments or faculties. 2007 saw the introduction of two new modularcourses specifically for TAs working in secondarymaths or science departments. They are able todevelop their specialist knowledge in their chosenarea of the curriculum at the same time as

gaining HLTA status.

Viewpoint:Head of a school talksabout HLTAWe accepted several years ago at Kettering ParkJunior School that if we were going to offer allour children the support they needed. It couldonly truly be done by making a commitment toproviding adults in the classroom who werethoroughly professional in all their dealings withtheir charges. By this we meant that they wouldnot merely deliver a pre-determined programmeof instruction in the preparation of which theyhad not played a part, of the true purpose ofwhich they were unsure and of the benefits orlimitations of which they were wholly ignorant

but, rather, that they should comprehend theneeds of the child and should have a depth ofknowledge and a range of skills that wouldenable them to meet those needs. Anything else,we felt, would be a betrayal of that commitment.

It was clear that those working alongsideteachers in the classroom could only act in such professional a manner if they had access to the professional development, the professionalresources and the degree of professional supportthat has long been assumed to be vital to thecreation of an effective teaching body.

It was for this reason that we instituted aprofessional development programme for staffother than teachers to which we were preparedto give equal time and equal funding.

It was clear that thoseworking alongsideteachers in the classroomcould only act in suchprofessional a manner if they had access to theprofessional development,the professional resourcesand the degree ofprofessional support thathas long been assumed tobe vital to the creation ofan effective teaching body.


The first consequence of this never-regretteddecision is that we have few members of thesupport team who do not have or who are notengaged upon gaining some level of professionalqualification. In consequence, teachers at thisschool are now, in effect, team leaders who not only deploy their own professional skillseffectively but can trust that those they workwith will bring to the class all the wealth of skill and knowledge and attendant experiencerequired to meet the social, learning orbehavioural needs of the children in their charge.

The second consequence is that there are those within that group who have sought aneven deeper knowledge and a wider range ofskills. Their level of understanding and their grasp of pedagogy makes it wholly appropriatethey take an increased responsibility for planningand delivering the curriculum and therefore, of course, they should be paid in line with their professional standing. These are our Higher Level Teaching Assistants.

Their role at Park is wide ranging. It includeswhole class responsibility, responsibility for the delivery of a curriculum area such EAL or provision for the gifted and talented. It willcertainly include the in-class and out-of-classsupport of individual or groups, leading an extra-curricular element such as recycling orafter-school library provision. It may well includecontributing to displays or even, in common withevery other member of staff, the role of generaldogsbody because at this school nobody,headteacher included is too important to help clear up the dining hall on a bad day.

Whatever they do though, HLTAs are paid atHLTA rate. Just as I would be unhappy to be paid

at a clerical rate when I file my papers or atjanitorial rate when I have to help out with thetables so I accept that they should be paid forthe status they have worked so hard to acquireand for their overall role in the school not at thisrate or that according to the level of theirresponsibility at any particular point in time.

The final and most important consequence is that we have created a flexible, professionalbody of staff who are all capable of workingindividually and in concert for the greater goodof the children in this school and who, because, I hope, they feel that they are important to the school and feel that they are valued as co-professionals, work unstintingly in that cause.Nobody here is doing a job. Everybody is servingothers and I for one would not wish it to go backto being any other way.

Teachers who two years ago were resistant to the idea of anyone other than a teacherhaving a whole class responsibility or believedthat the financing of professional developmentfor support staff was a misdirection of fundswould no more now accept a return to what was, than they would give back whiteboards for blackboards or computers for slide rules. They acknowledge that in each case there has been a change for the better and that in each case the impact of the change has been to enhance and augment their role not to deny or diminish it.

Kryss Durling,Head of Kettering Park Junior School, Northants

For more information please visit: Website: www.northampton.ac.uk/hlta Email: [email protected]

“...teachers at this schoolare now, in effect, teamleaders who not onlydeploy their ownprofessional skillseffectively but can trustthat those they work withwill bring to the class allthe wealth of skill andknowledge and attendantexperience required tomeet the social, learning or behavioural needs of thechildren in their charge.”

Above and right: ParkJunior School, Kettering


Matthew ThomsonFairfields School, Northampton

HLTA Factfile

Fairfields is a special day school,providing education, therapies andspecialist facilities for children withsevere learning difficulties and physical disabilities.

Before becoming an HLTA I workedmostly within one class but now I havemuch more responsibility and am ableto cover within any class in the school.I feel that I am more adaptable andwork more closely with the teachers.The training and assessment processfor HLTA was helpful and enabled me to progress in my career and gave me opportunities to move around the school.

My role has changed enormously. I am now responsible for Team Teach,Child Protection, Staff Induction andVolunteers and Students who comeinto the school. In addition to theseextra responsibilities I cover teacherabsences, PPA time and time out of theclassroom to attend reviews. I am alsothe Staff/Senior Management Teamliaison for the support staff.

The school has benefited through myability to cover for periods of absenceand the extra responsibilities I havetaken on. The children have alsobenefited from this flexibility.

BEHAVIOUR4LEARNINGPositive Approaches in Behaviour Management

Professional Resource Network in Behaviour Managementfor Initial Teacher trainees, tutors, teachers & mentors

www.behaviour4learning.ac.uk

Friday 27th June 2008, University of WarwickConference Centre, 9.30 - 15.30 FREE to all attendees

The 2008 Behaviour4Learning Annual Conference is wholly concernedwith practical issues in developing ‘pupil voice’. Following the success ofour previous conferences, all workshops presented at this year’s event willinvolve the participation of children and young people. Each of the foursessions (two each relating to KS1&2 and KS3&4) provides insights andpractical activities led by these key stakeholders. Their emphasis will beupon ways of developing a positive classroom culture and a set ofrelationships in which effective learning can take place.

Keynote Speakers

Dr Mary Duffy Assistant Director – Research & Influencing at Barnardo's “Happy children are just like normal children but they’re very happy”:

what children say and what schools can do to support positive behaviour.

Dr Tony SewellCEO Generating GeniusLearning to succeed: How curriculum pedagogic change has helped blackboys succeed.

“Both keynote speakers delivered in a such refreshing way makes me want to try even harder to get these messages across”B4L conference delegate 2007

For further information please contact [email protected] or visit www.behaviour4learning.ac.uk

National Conference:Pupil Behaviour: Voices ofChildren and Young People


“This was an unusual and exciting

experience and it has helped me choose

which job I would like to do.”

“All of the daywas great, a

fantasticincentive!”

“I feel I have learneda lot and would

consider coming tothe University whenI have left school.”

“A day to be repeated! Maythis be a start to a connectionbetween our two settings.”


The first ever 11 MILLION Takeover Day was

a chance for the 11 million children and young

people in England to take over from adults and

to give their important insights into the runnings

of business and society. 11 MILLION is an

organisation led by the Children’s Commissioner

for England, Professor Sir Al Aynsley-Green.

The theme for 2007 Happy and Healthy,

has six spotlight areas: a fair life, youth justice,

asylum and trafficking, mental health, enjoying

school and leisure and staying safe.

The School of Education hosted pupils from

Studfall Junior School in Corby and Northampton

Academy, ranging from 10 to 16 years old, who

became teacher tutors for the day and gave their

views on what makes a good teacher.

Professor Sir Al Aynsley-Green, the Children’s

Commissioner for England, who leads the

11 MILLION organisation, said:

“At a time when there is so much demonisationof children and youngpeople today, this is afantastic opportunity for us to celebrate theimportance of childrenand young people in oursociety. Whether you run

a business, are apolitician, work in yourlocal council or in themedia, this is a chanceto demonstrate yourcommitment to listeningto and recognising thetalents and contributionsof children and youngpeople and acting ontheir ideas.”

Young people takeover University forone dayCan you imagine school pupils running your classes? The University ofNorthampton’s Schools of Education and Health, in association with AimhigherNorthamptonshire, recently welcomed 42 students onto Park Campus to ‘takethem over’ as part of the national 11 MILLION Takeover Day.

Pupils from Studfall Junior School in Corby Pupils from Northampton Academy


Why did you choose to take thefoundation degree in Learning and Teaching?Lisa: I had done a HLTA qualification and knew fromthat experience that I was ready to take on furtherstudy. It confirmed that I was working in an area thatI really enjoyed and would now seek to further acareer within.

Ros: Having completed my HLTA I wanted toprogress and have a recognised qualification. I also would like to qualify as a Primary SchoolTeacher. This course gave me the opportunity to do that whilst working.

What is your overall impression of thecourse/university?Lisa: Very positive. From application to actuallystarting the course, I felt supported and guided in all aspects. It was daunting to come back into furtherstudy when there had been a considerable gap, but I was made to feel that I was capable, welcomeand that advice and support were available to me asrequired. In particular, the first year of the course builtconfidence in my own ability and developed me as astudent to meet the requirements of the course.

Ros: The University is very supportive. The tutorialsare easy to follow and the tutors are always happy to help if you have any problems.

What aspect of your course do you feel has been of particular value to you?Lisa: The interactive nature of the sessions hasbroadened my horizons considerably, challengedpreviously held opinions and expanded myexperience within my job, in which my supportingschool has felt the benefits too! I was glad not to be lectured at, rather the sessions incorporatedindividual’s experiences and led to furtherdiscussions which generated ideas that wouldprobably have been more difficult to develop on my own.

Ros: All of it. I have been promoted at school. I amshown a lot more respect from the teachers. They listento my ideas, I feel my confidence has grown immenselyas I understand the theory behind what I do.

What new skills have you taken fromthe course and applied in yourworkplace?Lisa: I have learned the value of resources – a simplepaper folding exercise turned a maths lesson on itshead. No writing involved, lots of maths talk, brightlycoloured paper and a whole class of childrenevaluating quadrilaterals, sides, vertices, angles andproducing a fabulous display. Extending the sessionagain led further into shape and the children still talkabout it and ask to repeat the session again.

Developing teaching skills to take account of learning styles – by incorporating differenttechniques to reach as many children in a lesson as possible, including drama, singing, ICT pictorialresources etc.

Ros: Much of what Lisa has mentioned but Inparticular Learning Styles – the importance ofadapting the learning to suit all the children.

How do you think the course helpsyour career?Lisa: By giving a wide and in depth insight intoeducation; how the curriculum is taught and thestrategies behind it, how to get the best out oflessons, effective planning and most importantlyconfidence in the classroom through overallknowledge and presentation skills. It would bedifficult to imagine cramming this course into 1 year after a degree and then be let loose!

Ros: I would like to qualify as a teacher. This courseoffers me the degree that I need to obtain a place in teacher training. If I have a change of heart it also gives me a lot of flexibility to use it in otherareas of education.

What advice do you have forprospective teachers and/or head teachers?Lisa: Support your students. My school is verysupportive and always have staff offering advice orideas and have on occasion, changed timetable forme to trial or implement ideas or resources.

Ros: Encourage your staff to do this course. They willfeel what they are doing is valued and the importancetheir job has on children’s learning. The benefits tothe school is huge, you will have the confidence in thestaff ’s education to know what they are doing iscarried out with the children’s learning as priority.

For more information please visit: Website: www.northampton.ac.uk/teachingassistantsEmail: [email protected]

Make adifferencein yourschoolTeaching AssistantsLisa Highcock and Ros Johnson explaintheir decision to further study

Lisa Highcock (left) & Ros Johnson (right) are both

second year FDLT students


The course, leading to the award of theFoundation Degree in Learning and Teaching(Schools), is designed for a range of supportstaff who are currently working in schools andwho wish to acquire a recognised qualificationto support and enhance their role. The FDLTalso provides the opportunity for students toprepare for assessment against the Higher Level

Teaching Assistant standards and/or to progressto an honours degree and possible QualifiedTeacher Status, via an employment-basedscheme such as the Registered or GraduateTeacher Programme. If you have already gainedHLTA status you will qualify for assessmentexemption. The evening is free but places mustbe booked in advance.

Are you interested in finding out more about theFoundation Degree in Learning and Teachi ng?

Date: Tuesday 17th June

Time: 4.30 – 6.00pm

Venue: Milton Keynes College,

Bletchley Campus ,

Andrew Peck Building Room 003

Date: Wednesday 18th June

Time: 4.30 – 6.00pm

Venue: Holdenby Lecture Theatre 3,

Park Campus, Northampton

Date: Thursday 19th June

Time: 4.30 – 6.00pm

Venue: Beauchamp College, Oadby

If you would like to attend any of these open evenings

please contact [email protected] or

01604 893447 (alternatively if you would like to attend

the one at MK College please call 01908 637049)

Foundation Degree inLearning and Teaching

Open Evenings for Teaching Assistants, Cover Supervisors,Unqualified Teachers, Learning Mentors


Early Years Professional Status(EYPS) is a new status awardedby the Children's WorkforceDevelopment Council (CWDC)to graduates working withyoung children aged 0-5 years.

The University of Northampton has developed a new website, with a distinctive look and feel that answers all your questions about EYPS, whether its to do with funding or which route to take.

Our aim is to develop and validate graduates as effective Early YearsProfessionals to lead and support practice across the Early YearsFoundation Stage, support and mentor other practitioners and model the skills & behaviours that safeguard and support children.

The programme consists of four different pathways to achieving EYPS depending on previous qualifications and experience:

• Validation Pathway

• Short Pathway

• Long Pathway

• Full Training Pathway

There are no course fees. Pathways run in Northampton, Nottinghamand at other venues.

The Government's aim is to have an Early Years Professional in everychildren's centre and full daycare setting by 2015. You can play yourpart in helping to transform early years practice.

For more information please visit: Website: www.northampton.ac.uk/eyps Email: [email protected]

EYPSWebsite isLaunched


Local Authoritiesand UsThe School of Education is proud of its relationshipswith Local Authorities in the East Midlands region.Providing courses and programmes for school staff,educational professionals and early years teams, aswell as engaging in consultancy and research project.This has 2 way benefits, Local Authorities gain fromthe research expertise and the University gainsunderstanding of local issues.

Why did your Local Authority decide towork with the School of Education?

The level and range of expertise at theuniversity in SEN is outstanding. Also fromthe very beginning the university waswilling and able to work flexibly to developa genuine partnership with the LocalAuthority to tailor provision to what weneeded here.

What course(s) do the School ofEducation run with your Local Authority?

We run successful course MA Educationwith modules on:1. Pupils with Severe and Profound and

Multiple Learning Difficulties

2. AutismThe Certificate of Higher EducationSupporting Learners (CHESL) with a module on Supporting Learners withSpecial Educational Needs

What has been the key benefit in workingwith the School of Education?

Ability to offer very high quality accreditedtraining to teachers and TAs in Derbyshirethat they would normally have to travelsome distance to access.

What aspect of this relationship has beenof particular value

Enables us to keep up to date on currentresearch and best practice

What advice do you have for LocalAuthorities in considering working withthe School of Education?

Recommend without reservation. Providesvery high quality accredited training andoutstanding value for money.

This relationship is clearly demonstrated with the work that the schools internationally renowned SENteam undertakes with Derbyshire County Council. The staff provide training programmes and accreditsDerbyshire training. Patrick McGuire, (Centre for School Improvement) talks to Inspire

QA

QA

QAQ

A

AQ


Dawn Bradshaw talksto Inspire on how thiscourse is a vital tool for all SENCos andprofessionals workingin SEN.I had completed the OCR Certificate and the tutors asked if I would like to continue onto the diploma as I had shown an interest in the certificate work. The tutors were able to offer me a flexible approach to the training,i.e. distance learning, which allowed me tocomplete quickly and with the minimum oftravel involved It allowed me to pursue aparticular line of enquiry that I had started and follow a student through, which also proved invaluable for the continuity of support for that student. He has benefited and shown a real improvement as a result.

I loved every minute of the training. The tutorstravelled up to Lincolnshire for the certificatecourse and actually delivered in my school. We hosted the training and gave otherSENCos/SEN Support people the opportunity to attend as well. It was a great forum for sharing experiences. I completed the diploma mostly through distance learning.

I have come along to the University on severaloccasions for training events or to meet up withthe tutor and discuss progress on the course. It has been delightful to have access to thelibrary and resources that I would not be able to get from anywhere else.

The University is friendly and open, with a relaxed atmosphere. I have always foundeveryone to be helpful and supportive. My tutors have been outstanding and I amprivileged to be able to now regard them as friends as well. They have taken an interest in all aspects of the training, but also have

taken time to get to know me as a person. A true personalised learning experience.

The key to getting the most out of the traininghas been working in a much more holistic way to benefit the students and adults that I workwith and support. However, being able to startthe diploma and work in a truly flexible way, was crucial. I could not have started and certainlynot, completed the diploma without the ‘can do’attitude of the tutors. They are inspirationaltutors who did not allow me to settle for okay in anything that I did, but encouraged me andsupported me to push myself. My personal andprofessional goals have moved on significantly as a result and I feel more empowered in my own development.

I have also developed new skills in all areas of SEN support, from being on the course. I am an advisor to SENCos working in schoolsand I use information, advice and contacts tobetter inform their practice. I also test and plan

Teaching & Assessingchildren with SpecificLearning Difficulties(Dyslexia)


Do yousupportlearners?Early years, Primary,SecondaryThe Certificate in Higher Education SupportingLearners (CHESL) has a wide range of studymodules and is seen by many Teaching Assistantsas a first step onto the qualification ladder.

Modules include autism, behaviour, mathematicsand literacy, and early years SENCO. Aimed at staff supporting learners and working in arange of educational settings, from early yearsthrough to secondary school, participants areable to enrol on individual modules, typicallycomprising of 10 x 3 hour sessions to meet their own requirements.

These individual modules can then build up to a study programme, suited at the pace and flexibility required by the participant,culminating in the CHESL award, with directlinks to other higher education awards.

Supportive tutor teams not only deliver these modules in Northampton, but arecurrently working with schools, charities and Local Authorities in Northamptonshire,Derbyshire, Buckinghamshire, Islington, SENSE, and Staffordshire.

A growing part of our provision is to work incollaboration with Local Authorities, and schoolsso these modules can be delivered locally by their own staff, but still be accredited with higher education awards.

Modules start throughout the year, and invarious venues throughout the East Midlandsand Milton Keynes

For more information please visit: Website: www.northampton.ac.uk/teachingassistantsEmail: [email protected]

teaching programmes for SEN students in and out of school, and the course has given me greater understanding and more confidencewhen approaching individual needs withincurriculum and school priorities. The course has also helped me to define my directionprofessionally and find the right courses for the next stage of my study.

I loved every minute ofthe training. The tutorstravelled up to Lincolnshirefor the certificate courseand actually delivered in my school. We hosted the training and otherSENCos/SEN Supportpeople the opportunity to attend as well.It was a great forum for sharingexperiences. I completedthe diploma mostlythrough distance learning.

The diploma in teaching and assessing studentswith specific learning difficulties (dyslexia)should be encouraged as a vital tool for allSENCo and professionals working with SEN. The confidence and understanding that it hasgiven me cannot be measured. At this timewhen greater awareness of dyslexia is finally out there, SENCos and teachers need moredepth of understanding to be able to drive the inclusion agenda forwards. This must besupported by Headteachers and SMTs to ensure that SEN has a greater profile and to

make us all accountable with regards tosupporting, managing and teaching studentswith SENs in our classes. I started as a mum inthe classroom and am now advising andsupporting SEN and embarking on the finalstages of my MA-surely everyone with a passionshould be given the opportunity to develop andachieve their potential?

Dawn Bradshaw studied the OCR Level 7Diploma in teaching and assessing studentswith SpLD.


The University is pleased toannounce that for the next 3 years (up to 2011) Masters(MA) fees for teachers (in theEast Midlands region) will be discounted by £600 per 60 CATS points of study.

There are a wide range of MA modules availablefor you to choose from, covering all aspects ofeducational practice.

Modules are offered throughout the year and at venues throughout the region

What does PPD offer to me andmy school?

Research has shown that teachers and schoolsbenefit most when they get involved inProfessional Development that is

• Collaborative, not isolated

• Sustained, not occasional

• Participative, not top-down

• Flexible and accessible, not rigid and distant

• Balanced between external expertise andinternal relevance

• Research-informed

• Challenging teachers to reflect on changingpractice and values

The structure of the Postgraduate ProfessionalDevelopment courses gives all East Midlandsteachers these qualities more easily than ever before.

What are the benefits of PPD?

Among other things, PPD:

• Frees teachers from a “dependency culture” to an “ideas culture” (teachers able to developtheir pedagogy or management through andby experimenting with their present practice);

• Energises teachers to think freshly about theirwork and to justify their changing practice, to try new ideas, take risks, make mistakes and learn;

• Improves the retention and promotion of teachers in schools, by giving them newchallenges and support towards thresholds;

• Connects schools with each other and withresearch sources, e.g., via web-based learningand Virtual Learning Environments;

• Promotes a school's chances of gainingspecialist, training school or partnershippromotion school status, with accompanyingfinancial rewards, and helps the school toshowcase its achievements to Ofsted andother audiences.

What subjects can I take inPPD courses?

The MA Module page gives you a full list of whatis on offer. You can take courses in:

• Early Years

• Leadership and Management

• Learning and Teaching

• Mentoring, Coaching and Induction

• Research and projects in School

• Special Educational Needs and Inclusion

What impact will PPD havein my school?

How deeply does PPD change the practice ofteaching or management in a school?

• Teachers on PPD courses gain greatly inexpertise after presenting to their colleaguesor writing an account of their changes inpractice;

• Schools making successful use of PPD ensurethat the Head supports the idea. They inviteteachers doing PPD to present findings tomanagement meetings

• Teachers have increased confidence and areable to explain, to advisers and Ofsted, whytheir practice is appropriate and how theycame to it

• Schools develop a “knowledge ecology”, ie aculture of values and attitudes committed toresearch-led, pluralistic and experimentalapproaches to good practice.

Courses at Masters level lead to CPD experienceswith coherence, research insight and practicaloutcomes. Teachers get the chance to shape theirown practice in classroom, school or cluster, andto disseminate their good practice in their team,school and region - and gain a qualification inthe process.

If my school goes in for PPD, wherecould it lead?

Many rewards for the school, and therefore itspupils, are available if teachers take the freedomto reflect, change and disseminate. For instance

• A Research and Development Team in yourschool/cluster/network, permanently pluggedin to good practice networks nationally viameetings and web-based access;

• A school-based structure for discussingchanges in pedagogy or management practice,supporting innovation, clarifying aims andevaluating results;

• New opportunities to mentor trainees andNQTs in your cluster or region, and/or to trainmentors.

Overview

Courses at Masters level lead to PPDexperiences with coherence, researchinsight and practical outcomes.Teachers get the chance to shape theirown practice in classroom, school orcluster, and to disseminate their goodpractice in their team, school and region- and gain a qualification in the process.

For more details about the M Level courses See our listing on the back page of Inspire

Teacher Postgraduate Professional Development (PPD)


Higher Education awards are normally expressed in terms of credit pointsand levels. Credit points and levels are part of a system recognised by highereducation institutions nationwide. The credit points represent the totalamount of study time required for part or all of an award. This means thatstudents can ‘build up’ or accumulate credit by studying modules to achievean award. Normally 1 Credit point represents 10 hours of student studytime, including independent as well as supported study.

The level of study will vary from level 4 to level 8 depending on the award.For example an higher education certificate is set at level 4; a postgraduatecertificate is set at level 7.

All The University of Northampton’s awards can be built up by studyingindividual modules, usually in 20 or 30 credit point blocks.

A Comparison of HE Qualifications

Credit National HE Award Points Examples Qualification

Levels

Master 180 MA Education

Postgraduate Diploma 120 Post Graduate Diploma Education Level 7

Postgraduate Certificate 60 PGCE

Honours Degrees 360BA (Hons) Learning & Teaching*

Level 6BA (Hons) Early Childhood Studies

Diploma in Higher Education240

Foundation Degree Learning & Teaching (stage 2)Level 5

Foundation degree Early Years Sure Start Foundation Degree (stage 2)

CHESL

Certificate in Higher Education 120 Foundation Degree Learning & Teaching (stage 1) Level 4

Early Years Sure Start Foundation Degree (stage 1)

NVQ L3 AS/A Level / AVCEs / National Diploma Level 3

NVQ L2 GCSE / First Diploma Level 2

NVQ L1 Level 1

* required credit for BA (Hons) Learning & Teaching is 120 as it is a top-up degree from the FoundationDegree Learning & Teaching

Credit points and levels: What are they?


Maximising Opportunities for Peoplewith Multi-Sensory Impairment

Friday 12th &Saturday 13th SeptemberKeynote Speakers:Paul Hart – SENSE ScotlandMelanie Nind – Professor of Education University of SouthamptonGail Deuce – SENSE Consultant TeacherDavid Brown – Education Specialist California Deaf-Blind Services

Location: The University of NorthamptonTimings: Registration: 9.00 – 9.30AM Finish: 4.00PMCourse Cost per delegate: £30 per day (The conference is subsidisedby the East Midlands Special Educational Needs Regional Partnership -Innovation Grant)

Friday – Outline:Keynote Speakers:Paul Hart – SENSE Scotland Melanie Nind – University of Southampton

Workshops in the afternoon*

David Brown – Education Specialist CaliforniaDeaf-Blind ServicesMike Mc Linden – University of BirminghamEileen Boothroyd – SENSE National EducationOfficer Gail Deuce – Consultant TeacherLiz Hodges – University of Birmingham Soundabout – (Beginners) Music Sound andCommunication SpecialistsJulie Harvey and Lucy Naish – Movement andCommunication SpecialistsGraham Nolan and Steve Rose – SENSEHead of Family, Education and Advisory Service

Saturday – Outline:Keynote Speakers:Gail Deuce – SENSE Consultant TeacherDavid Brown – Education Specialist withCalifornia Deaf-Blind Services

Workshops in the afternoon*

Paul Hart – SENSE ScotlandMike McLinden – University of BirminghamCaroline Potter and Team – a Staffordshirestudent who is Deafblind Sue Collins – Story boxesShiroma De Silva – Music TherapistSoundabout – (Advanced) Music Sound andCommunication Specialists Hilary Wainer – Tac PacTrudy Harris – Drama Specialist

*Conference details and workshop information will be confirmed at a later date.

QualityCommunication:

Overview:The conference is suitable for teachers, advisory and support teachers,intervenors, teaching assistants, parents, health and social servicesworkers and other professionals who work with people with MultiSensory Impairment. The two days have been subsidised by the EastMidlands Regional Partnership. The conference will take place over twodays and participants are welcome to attend either or both days.Overnight accommodation information can be provided on request.

For more information or to book your place:

Call 01604 893447website www.northampton.ac.uk/educationemail [email protected]

Education Inspire magazine Issue01

Education

Transcript of Education Inspire magazine Issue01