PROGRAMME SPECIFICATION Final PART 1: …...2018 s PROGRAMME SPECIFICATION Final PART 1: COURSE...

2018

s

PROGRAMME SPECIFICATION Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BA (Hons) Physical Education with QTS

Intermediate award BA (Hons) Physical Education

Intermediate award BA Physical Education with QTS

Intermediate award BA Physical Education

Intermediate award Diploma of Higher Education, Physical Education

Intermediate award Certificate of Higher Education, Physical Education

Course status Validated

Awarding body University of Brighton

School School of Sport and Service Management

Location of study/ campus Eastbourne

Partner institution(s)

Name of institution Host department Course status

1. N/A N/A N/A

2. N/A N/A N/A

3. N/A N/A N/A

Admissions

Admissions agency UCAS

2018

Entry requirements Include any progression opportunities into the course.

The admissions policy for the course has been developed to ensure that all general University requirements are met and that all entrants meet the minimum requirements laid down by the DfE Teachers’ Standards (2012)

General Admissions: The minimum entry requirements for all ITE programmes are laid down in the National College for Teaching and Leadership (NCTL) ITT Criteria (2017). Those relevant to an undergraduate programme are:

C1.1 That all entrants have achieved a standard equivalent to a grade 4 in the GCSE examinations in English and mathematics. C1.3 That all entrants, as part of the provider's selection procedures, have taken part in a rigorous selection process designed to assess their suitability to teach. C1.4 That all entrants beginning ITT on or after 1 August 2013 have passed the professional skills tests prior to entry.

To meet C1.3, all candidates must attend an interview before being admitted to the course.

Course Specific Admissions Criteria In addition to the above minimum entry requirements, the following selection criteria are used by the course;

i. At ‘A’ Level: grade BBB - BCC

ii. BTEC Extended Diploma: DDM-DMM

iii. International Baccalaureate: 30 points, including

English at Standard level 5 or Higher level 4, and

maths at Standard level 4.

iv. Access to HE Diploma: Pass with 60 credits overall. At

least 45 credits at Level 3, with 24 credits at merit or

above.

Claims for the Recognition of Prior Learning (RPL) learning will also be considered in accordance with University guidance.

Start date

September 2018

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 4 Years 10 Years

Part-time N/A N/A

Sandwich N/A N/A

Distance N/A N/A

Course codes/categories

UCAS code X1C6

Contacts

2018

Course Leader (or Course Development Leader)

Debra Barrett

Admissions Tutor Debra Barrett

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Jordan Wintle University of Gloucestershire

30/09/2022

Examination Board(s) (AEB/CEB)

AEB: SaSM Undergraduate Area Examination Board CEB: SaSM Undergraduate Course Examination Board (PESS)

Examination and Assessment

Approval and review

Approval date Review date

Validation May 19931 November 2017

Programme Specification November 2017

2017/18.

Professional, Statutory and Regulatory Body 1 The National College for Teaching and Leadership (NCTL)

N/A N/A2

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be

reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 2 Date of most recent review by accrediting/ approving external body.

2018

Aims The aims of the course are:

The Course has the following broad aims which focus upon producing graduates who: • Are able to play a prominent and constructive role in the development of physical education, dance and

sport for children and young people, both within the school, and in partnership with other children’s

services and agencies in the community • Have an understanding of physical education involving the synthesis and application of relevant

academic, practical and professional perspectives; • Have acquired a specialist understanding and competence in physical education; • Are competent newly qualified teachers with insight into their own professional development.

Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate3.

Knowledge and theory By the end of the programme of study students will have developed the following learning outcomes, which are derived from the above aims:

• A knowledge and understanding of the processes by which children and young people learn and the application of these processes to the progressive development of learners within the school curriculum;

• Specialist knowledge and understanding of physical education and dance;

• A breadth of experience, knowledge and understanding of physical education and its application to the well-being of children and young people in a range of contexts within the cultural setting of schools;

• Knowledge to adapt to changing needs, providing physical education in a school setting in an informed and imaginative manner whilst, where relevant, working in partnership with other children’s services;

• An understanding of the significance of the political context within which physical education and sport operate and its impact on planning, provision and development;

• An understanding of the influence of social and cultural values, and attitudes surrounding the involvement of children and young people in physical activity;

• An active commitment to the provision of equal opportunities for all children and young people in physical education.

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

• Appropriate methodological skills, powers of quantitative and qualitative analysis and interpretative abilities, related to scholarly work in physical education, dance and sport;

• The ability to evaluate and apply knowledge to the critical analysis of physical education theory, research and practice;

• Overall capacities for constructive self-evaluation and for independent, critical and innovative thought and action, enabling fulfilment of a leading role in physical education;

3 Please refer to Course Development and Review Handbook or QAA website for details.

2018

• The requisite skills to meet the DfE’s Teachers’ Standards (2012) in relation to key stages 3 and 4 (11 -16 age range).

QAA subject benchmark statement (where applicable)4

N/A

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

Accredited by the National College for Teaching and Leadership (NCTL) for the purpose of delivering initial teacher training programmes to achieve Qualified Teacher Status (QTS).

The programme (in common with all Initial Teacher Training provision) has student numbers allocated to it by the National College for Teaching and Leadership (NCTL). All student teachers must achieve the Department for Education’s Teachers’ Standards (2012) before they can be awarded QTS, and therefore the programme has been designed to provide students with appropriate opportunities and experiences to meet these Standards. Finally, the NCTL uses information about the quality and efficiency of provision obtained through inspections undertaken by Ofsted. The University of Brighton is currently designated an ‘Outstanding’ provider by Ofsted.

LEARNING AND TEACHING

Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

4 Please refer to the QAA website for details.

2018

Learning and teaching strategies incorporate a variety of methods and technologies. These include key note lectures; staff and student led seminars; practical lectures; student presentations; guest speakers; group work; placement work and independent study tasks. Learning, teaching and assessment methods are set out in module outlines which students receive at the start of each module. Student learning comprises contact and non-contact tasks, for taught 20 credit modules, student contact is in the range of 44 to 48 hours with associated non-contact times of 156 and 152 hours respectively., There are two 60 credit placement modules within the course framework where no time allocation is specified as these are professional modules which relate to students’ school experience. The Independent Professional Development Module is project based, and consequently there is greater reliance upon tutorial support for students.

Where appropriate, module information is available on Studentcentral and all modules comply with the university e-learning policy. Placement-related learning involves students working towards meeting the DfE’s Teachers’ Standards (2012). This work is carried out with the support of school-based mentors and professional tutors, and university-based link and subject tutors. The time audit of learning and teaching methods utilised within the degree is a rough estimation of time spent on compulsory modules within the programme.

ASSESSMENT

Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

All modules are assessed using the assessment criteria detailed on the individual module outlines, which are linked to the learning outcomes for that module. Additionally, the criteria for award of particular marks or grades are provided by the university grading criteria 2013.

All modules are assessed using summative assessment, but all modules also make use of formative assessment as a means of preparing students for their final summative assessment for the module. Assessment strategies demonstrate a variety of approaches which include exams (incorporating written essay type answers, short answers and computer-based multiple choice exams), essays, student presentations (Individual and group), practical assessments (for example of performance or teaching skills) and a research project. At each level of study students will be able to choose their preferred assessment in at least one core module. All module assessments are written in line with the University’s General Examination and Assessment Regulations for Taught Courses (GEAR).

School placements are assessed on a pass/fail basis whereby university and school-based staff determine the outcome of a placement. Decisions with regard to whether students pass or fail a placement are made by our school-based partners and supported and discussed with specialist university staff. However, in cases of dispute, it is the university which makes the final recommendation on the outcome of placements. Pass/fail decisions are based upon observation of students’ teaching competence as well as satisfactory completion of files containing evidence of how the student has met the DfE’s Teachers’ Standards (2012).

Learning Outcome Assessment method Module Number of credits

2018

(i) A knowledge and understanding of the processes by which children and young people learn and the application of these processes to the progression and development of learners within the school curriculum

Learning and Teaching modules – assessed through practical teaching episodes, oral presentations and preparation of resource packs

Education studies modules assessed through oral presentation and essays

PU503 Learning and Teaching Through Athletic and Adventurous Activities PU504 Learning and Teaching Through Gymnastics and Swimming

PU502 Learning and Teaching Through Dance and Games PU492 Education Studies PU507 Education Studies PU603 Education Studies

20

20

20

20 20

20

2018

(ii) Specialist knowledge and understanding in selected areas of physical education and dance

Learning and Teaching modules – assessed through practical teaching episodes, oral presentations and preparation of resource packs

Education studies modules assessed through presentation and essay

Practical/theoretical modules assessed through practical performance, exams and presentation

PU503 Learning and Teaching Through Athletic and Adventurous Activities

PU504 Learning and Teaching Through Gymnastics and Swimming

PU502 Learning and Teaching Through Dance and Games

PU492 Education Studies



PU406 Developing Practical Performance in Athletics and Dance

PU407 Developing Practical Performance in Gymnastics & Swimming

PU405 Adventurous Activities and Games.

SE420 Science of Movement

20

20

20

20

20

20

20

20 20 20

2018

(iii)

A breadth of experience, knowledge and understanding of physical education and its application to the well-being of children and young people in a range of contexts within the cultural setting of schools;

Learning and Teaching modules – assessed through practical teaching episodes, oral presentations and preparation of resource packs Education studies modules assessed through oral presentation and essays Practical/theoretical modules assessed though practical performance, exam and essay

Placement modules assessed through teaching competence and professional files


PU407 Learning and Teaching Through Gymnastics and Swimming

PU502 Learning and Teaching Through Dance and Games




PU582 Intermediate Professional Semester.

PU682 Final Professional Semester.

20

20

20

20

20

20

60

60

(iv)

Knowledge to adapt to changing needs, providing physical education in a school setting in an informed and imaginative manner whilst, where relevant, working in partnership with other children’s services


PU581 Initial School Experience.



10

60

60

2018

(v)

An understanding of the significance of the political context within which physical education and sport operate and its impact on planning, provision and development;

Education Studies modules assessed through presentation and essay. Policy , practice and current issues module assessed through an essay or a presentation

PU492 Education Studies PU507 Education Studies PU603 Education Studies

PU671 Physical Education and the National Agenda.

20

20 20

20

(vi) An understanding of the influence of social and cultural values, and attitudes surrounding the involvement of children and young people in physical activity;

Education Studies modules assessed through presentation and essay

Placement modules assessed through teaching competence and professional profile.

PU401 Teachers as Educators.

PU492 Education Studies PU507 Education Studies PU603 Education Studies PU606

Independent Study

20

20

20 20

20

(vii) An active commitment to the provision of equal opportunities for all children and young people in physical education

PU603 assessed by an essay

Placement modules assessed through teaching competence and professional profile.

PU603 Education Studies .



20

60

60

(viii) Appropriate methodological skills, powers of quantitative and qualitative analysis and interpretative abilities, related to scholarly work in physical education, dance and sport;

Independent Study, assessed by an essay

PU606 Independent Study.

20

2018

(ix) The ability to synthesise and apply knowledge and understanding to the critical analysis and evaluation of physical education theory, research and practice;

All level 5 and 6 modules, assessed through essays, exams, practical assessments, poster presentation, presentations, teaching/coaching competence

All level 5 and 6 modules

360

(x) Overall capacities for constructive self-evaluation and for independent, critical and innovative thought and action, enabling fulfilment of a leading role in physical education;

Independent Study module assessed through essay

Placement modules assessed through teaching competence and professional profile

PU606 Independent study



20 60

60

xi) The requisite skills to meet the DfE’s Teachers’ Standards (2012) in relation to key stages 3 and 4 (11 -16 age range).

Learning and Teaching modules assessed through practical assessments /exams/essays Education studies modules assessed through presentation and essay

Practical/theoretical modules assessed though practical performance, exam and essay


All modules 480

SUPPORT AND INFORMATION

2018

Institutional/ University All students benefit from: University induction week Student Contract Course Handbook Extensive library facilities Computer pool rooms E-mail address Welfare service Personal tutor for advice and guidance Student Central (VLE) Use of studentcentral Use of Turnitin

Course-specific Additional support, specifically where courses have non- traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from: Students will be supported through their course in a variety of ways. Module tutors provide specific support to students with regard to matters relating to the learning,

teaching and assessment of the modules on which they teach. More generally, each student has an academic tutor who is responsible for supporting students in

academic matters and pastorally. In addition, year tutors provide further pastoral support.. Opportunities for subject-specific, extra-curricular activities are also offered

to students which include residential OAA experiences, active student, Kickstart, Fidget and Football for Peace. Whilst on school placement, students receive support from school-based mentors and professional tutors, and from university link and subject tutors.

PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE (and KIS ‘typical pathway’)

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

2018

This degree offers prospective secondary teachers the opportunity to see themselves, not only as subject specialists, but also as professionals with a wider understanding and commitment to their role in the school, the community and when working in partnership with other children’s services. Furthermore, the course provides students with the opportunity to develop their knowledge, skills and understanding to be self-motivated, independent, forward thinking teaching professionals capable of engaging in critical debate about the nature of education, physical education and its future direction in order to provide high quality learning experiences for children and young people.

Graduates of this degree study a broad and balanced curriculum within the first two years of the course

in order to ensure that they have sufficient subject knowledge, skills and understanding across a range of activities which will contribute towards developing a perceptive understanding of the components of a physically literate individual. This breadth and balance not only offers students the opportunity to view varying activities as having equal worth within the PE curriculum, but it enables students to become well-rounded teachers of PE who demonstrate competence across a broad PE curriculum. As students progress they are given the opportunity to specialise in areas of academic and/or professional interest. The course provides regular opportunities to work with children and young people in schools, in the community, and using the university's own specialist facilities. Of the 480 credits, 120 are allocated to quality assured school-based experience and an additional 100 hours are spent in school on the zero credit rated Initial School Experience at the end of year two.

Semesters 1 and 2 introduce students to a range of practical activity areas frequently taught in schools,

along with modules focussing on teacher development and reflective practitioners. During semesters 1 and 2 the focus is upon promoting students’ subject knowledge and understanding of distinctive aspects of PE. In semesters 3 and 4, students revisit activity areas in a broader context of the NCPE (National Curriculum Physical Education) where the focus turns to exploring pedagogical issues relating to learning and teaching. In semesters 6 and 7, in addition to studying core aspects of physical education, students are able to choose modules from a wide range of areas such as leisure and recreation, competitive sport, dance performance and choreography and gender issues in physical education and sport. It is this element of choice which allows students to specialise in areas of academic and/or professional interest.

Modules focusing on education studies are taken throughout the course. These modules explore general

principles and practices of learning and teaching, and knowledge and understanding of education theories and policies. These modules also directly relate to school-based semesters 5 and 8 in each of which students become fully integrated with the life and work of a different school and its local community. Students are required to undertake progressive school-based placements in different schools. The placements aim to give students the opportunity to;

• provide insight into the role of the P.E. teacher and the opportunity for familiarisation with school and

departmental procedures;

• teach and assess children and young people across key stages 3 and 4 in a range of P.E. activity areas

including accredited courses such as GCSE/JSLA/BTEC etc.;

• work collaboratively with colleagues from within and outside the teaching profession to ensure the

wellbeing of children and young people;

• reflect critically upon school-based work and university-based work to promote their knowledge and

understanding of teaching and innovative practice;

• demonstrate teaching and professional abilities at a level which is consonant with the DfE’s Teachers’

Standards (2012);

• engage in critical reflection with regard to professional practice to identify and take responsibility for their

professional development.

Placements are organised by the Partnership Office in conjunction with partnership secondary schools which have signed up to the University of Brighton Partnership in Education. The Partnership In Education Handbook sets out the specific expectations for placements. During placements university link and subject tutors and school professional tutors and mentors take shared responsibility to support students in their work. Placements are determined on a pass/fail basis whereby school-based staff use the School of Education assessment forms to determine the outcome of a placement. These decisions are supported by university-based colleagues. Pass/fail decisions are based upon observation of students’ teaching competence as well as satisfactory completion of collation of appropriate material containing evidence of how students have met the DfE’s Teachers’ Standards (2012).

2018

Year 1 Level 4 Semester 1 Semester 2

PU406 Developing Practical Performance in Athletics and Dance 20 credits level 4

PU405 Adventurous Activities and Games

20 credits level 4

PU407 Developing Practical Performance in Gymnastics and Swimming

20 credits level 4

PU401 Teachers as Educators

20 credits level 4

PU492 Education Studies 1

20 credits level 4

SE420 Science of Movement

20 credits level 4

Year 2 Level 5 PU507 Education Studies 20 credits level 5

PU599 Accredited Physical Education

20 credits level 5 PU533 Creating a Positive Teaching and

Learning Environment 20 credits level 5


20 credits level 5

PU504 Learning and Teaching Through Gymnastics and Swimming 20 credits level 5

PU502 Learning and Teaching Through Games and Dance

20 credits level 5

PU581 Initial School Experience 0 credits level 5.

Year 3 Level 6

PU582 Intermediate Professional Semester

60 credits level 6

PU603 Education Studies 3 20 credits level 6

PU671 Physical Education and the National Agenda 20 credits level 6

Option Module

Year 4 Level 6

PU606 Independent Study (PE) 20 credits level 6

PU682 Final Professional Semester 60 credits level 6

PU699 Physical Education in the 14-19 Curriculum

20 credits level 6

Option Module

2018

Modules

Status: M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability.

KIS route (UG courses only): Indicate with a X the modules likely to represent the ‘typical pathway’ through the course. This will include all core/mandatory modules and those optional modules likely to represent the most frequent choice.

Level8

Module code

Status Module title Credit KIS route

4 PU405 C Adventurous Activities and Games 20

4 PU406 C Developing Practical Performance in Athletics and Dance

20

4 PU407 C Developing Practical Performance in Gymnastics and Swimming

20

4 PU401 C Teachers as Educators 20

4 PU492 C Education Studies 1 20

4 SE420 C Science of Movement 20

5 PU503

C Learning and Teaching Through Athletic and Adventurous Activities

20

5 PU533 C Creating a Positive Teaching and Learning Environment

20

5 PU507 C Education Studies

20

5 PU504 C Learning and Teaching Through Gymnastics and Swimming

20

2018

5 PU599 C Accredited Physical Education

20

5 PU502 C Learning and Teaching Through Games and Dance

20

5 PU581 M Initial School Experience

0

5 PU582 M Intermediate Professional Semester

60

6 PU606

C Independent Study (Physical Education)

20

6 PU671

C Physical Education and the National Agenda

20

6 PU603

C Education Studies 3: Inclusive Practice

20

6 PU682

M Final Professional Semester

60

6 PU699

C Physical Education in the 14-19 Curriculum

20

6 SI690

O Primary Physical Education: Active Learning in the Primary Setting

20

6 SI685

O Level 6 Practical Activity 1

20

6 SI686 O Level 6 Practical Activity 2

20

6 SI642

O Gender, Sexuality and Physical Culture

20

6 SI663

O Racism in Sport and Popular Culture

20

8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the

learning outcomes of each module.

AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits5 Minimum credits10 Ratio of marks6: Class of award

Final BA (Hons)

BA (Hons) Physical Education with QTS

6 Total credit 480 Minimum credit at level of award 90

Levels 5 and 6 (25:75) Honours Degree

Intermediate BA (Hons)

BA (Hons) Physical Education 6 Total credit 360 Minimum credit at level of award 90

Levels 5 and 6 (25:75) Honours Degree

Intermediate BA BA Physical Education with QTS


Levels 5 and 6 (25:75) Not applicable

Intermediate BA BA Physical Education 6

Total credit 300 Minimum credit at level of award 60

Levels 5 and 6 (25:75) Not applicable

Intermediate Dip HE Diploma of Higher Education Physical Education


Level 5 Not applicable

Intermediate Cert HE Certificate of Higher Education Physical Education


Level 4 Not applicable

*Foundation degrees only Progression routes from award:

N/A

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate78 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

5 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 6 Algorithm used to determine the classification of the final award (all marks are credit‐weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award.

7 Refers to taught provision: PG Cert, PG Dip, Masters.

8 b

2018

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations. In addition, the following course-specific regulations apply:

1. Students must pass Initial School Experience module (PU581) before undertaking their Intermediate Professional Semester (PU582). Students must then pass the Intermediate Professional Placement before undertaking their Final Professional Semester (PU682)

2. Failure of a placement within Initial Teacher Education courses

2.1 If a placement module contributing to an Initial Teacher Education course is failed, students will not normally be offered the opportunity to repeat the task, unless the three criteria specified below are met: • There is evidence of improvement towards meeting the targets identified on the

‘Cause for Concern’ form during the placement (following the implementation of the formal Cause for Concern procedures), even if these have not been fully achieved by the end of the placement;

• There is evidence that the student is demonstrating a willingness to adopt a constructive approach to the advice received from their mentor, their University tutor(s), the Partnership Co-ordinator or the external adviser in relation to their targets and progress towards the Teachers’ Standards (2012);

• There is evidence that the student has not significantly deviated from the behaviour which is commensurate with the Professional Code of Conduct stated in the Partnership Agreement and Handbook

2.2 The following procedures will be followed in instances of a student who has

failed a placement module:

(i) The Placement Co-ordinator (or nominated deputy) will complete a short report in instances where a student has received a recommended mark of Fail for a placement. This will be completed in liaison with the mentor, University adviser / tutor(s) and External Adviser and will report on the extent to which the student has met the criteria indicated in paragraph 2.1 above. The Placement Co-ordinator will draw on all available evidence to compile this report (including, in particular, the evidence within the student’s placement files, the Cause for Concern form or associated review forms and, where available, the report of the External Adviser’s / University tutor’s visit / observation of the student) in order to determine whether these criteria have been met. The Placement Co-ordinator will also take into account the views of the host placement school, although these will not determine the final recommendation in the report. The report will include a recommendation about whether the criteria indicated in paragraph 2.1 have been met, and therefore a recommendation on whether the student should be offered a repeat placement opportunity.

2018

(ii) In instances where a student has withdrawn themselves from a placement (thereby failing that placement), the criteria will be considered in the context of the student’s performance at the point immediately prior to withdrawal. This may include evidence of any intention to place the student on ‘Cause for Concern’ procedures.

(iii) If the report indicates that the criteria have not been met, a copy of the report will be forwarded to the student, who will be invited to submit additional documentation or information to the Partnership Co-ordinator which provides evidence of the criteria having been met. Additional evidence provided by the student must be submitted within two weeks of the date of the receipt of the report.

(iv) The report and any supporting documentary evidence will be considered by the Placement Sub-Committee, a sub-committee of the relevant Area Examination Board or Joint Area / Course Examination Board.

The Placement Sub-Committee will operate in a similar way to a Mitigating Circumstances Sub-committee. Its membership will normally be comprised of a representative of the chairs of the relevant Course Examination Board, (or in the case of Placement Sub-committee meetings which are considering the outcomes of placements for more than one ITE course, a representative of the chairs of the relevant Area or Joint Area / Course Examination Board), the Course Leader or representative, the Partnership Co-ordinator and the External Adviser in addition to the Examinations Officer. The relevant Route / Year Leader may also be invited to attend where relevant. It will review the report and any supporting documentary evidence and will then make one of the following recommendations to the Area or Joint Area / Course Examination Board in relation to the failed student:

• The student has met the criteria stated in paragraph 2.1, and should therefore

be provided with the opportunity to repeat the placement in full;

• The student has not met the criteria stated in paragraph 2.1, and should not be

offered the opportunity to repeat the module.

(v) The content of the report and any supporting documentary evidence will remain confidential to the chair of the Area or Joint Area / Course Examination Board, Placement Sub-Committee and the student. They will not be copied to members of the Examination Board, but sufficient information will be provided orally to allow the Board to make a decision and this information will be treated in confidence by the Board.

(vi) The Placement Sub-Committee will meet prior to the Area or Joint Area / Course Examination Board. In instances where the student’s deadline for providing additional evidence (refer to paragraph (ii) above) falls after the date of the meeting of the Placement Sub-Committee, it will be reconvened to consider the student’s evidence and report, and to make a recommendation to the Area or Joint Area / Course Examination Board.

(vii) In instances where the student is provided with the opportunity to repeat the placement in full, there will be an expectation of a tutorial between the student and his/her Year / Route / Course leader prior to the repeat placement opportunity where a learning agreement will be normally be developed and agreed. This will be provided to the repeat placement provider school, and will be reviewed at agreed point(s).

(viii) The Placement Sub-Committee’s remit will also normally include a review of a sample of other recommended placement outcomes and a sample of the recommended final Ofsted grades awarded to ITE students, drawing on a range of evidence available, to promote consistency of assessment against the Teachers’ Standards (2012).

2018

Exceptions required by PSRB These require the

approval of the Chair of the Academic Board

N/A

PROGRAMME SPECIFICATION Final PART 1: …...2018 s PROGRAMME SPECIFICATION Final PART 1: COURSE...

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