Contents :
Page
Introduction to School Direct with the University of Leicester
2
Balance of Responsibilities for schools and the University
3
Transfer of funding
4
Academic writing and the Specialist Study
5
Professional Strands :Professional Pedagogy/Wider Professional Context
6
English and Communication Strand
8
Mathematics Strand
10
Science Strand
12
Broader Curriculum Strand
14
Timetable for 2013/14
16
For further information about the University School Direct Primary PGCE please
contact:
Sue Davis
Head of Primary PGCE
School of Education
University of Leicester
LE1 7RF
Email: [email protected]
Telephone: 0116 252 3677
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University of Leicester School Direct 2013-14
Introduction to the University of Leicester School Direct Primary PGCE
The University of Leicester School Of Education has a long standing reputation for
providing high quality teachers and is currently ranked in the top 10 Universities for
Initial Teacher Education in the country (The Good Teacher Training Guide 2012).
Key strengths identified by Ofsted in our 2011 inspection include:




Excellent coherence of the entire course with very clear relationships between
theory and practice.
The course documentation which is detailed and very user-friendly for
trainees and training partners
The high levels of enthusiasm, commitment to improvement and practical and
academic expertise shown by provider staff which drives improvement and is
raising the attainment of trainees
The high quality of the central training provided by the School of Education
staff contributes significantly to trainees’ good attainment.
As we develop our PGCE in these changing times for education, and particularly for
ITE, we wish to provide our partnership schools with the opportunity to choose from
a range of options which will enable them to create the type of School Direct PGCE
that meet the need of each individual school, cluster or alliance.
A basic package is provided for all School Direct, then the remainder of the core
PGCE has been divided into six optional strands:


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


Professional Pedagogy
Wider Professional Context
English and Communication
Mathematics
Science
Broader Curriculum
For each of the options chosen, the School Direct students would attend sessions at
the University with those students on the core PGCE. A timetable for 2013/14 is
included at the back of this booklet to show when each of the sessions would take
place during the coming academic year.
Each year schools will be able to renegotiate their choice of strand options, enabling
them to perhaps just take responsibility for placements in the first year before
choosing to deliver strands in which they feel they have particular expertise in future
years.
Whichever of the options are chosen, all students will qualify with a University of
Leicester PGCE qualification.
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University of Leicester School Direct 2013-14
Balance of responsibilities
For all School Direct partnerships the University of Leicester will provide a basic
package to include the following:
 Specialist teaching
 Academic input including marking of 3 assignments
 Mentor Training
 Moderation visits
 Interview and recruitment administration
 Course Leader support for school
 Overseeing recruitment
 External Examiners and Exam Boards
 Inclusion on University website (School of Education page)
 Support and advice from marketing
 Electronic access to Blackboard (VLE) and all documentation
 Access to all student support services, library, ICT facilities etc
 Drawing up a partnership agreement
There will also be optional subject strands covering all aspects of Initial Teacher
Education available at extra cost.
For all partnerships School Direct partnerships the Schools will be responsible for:


Recruitment of students
Arranging placements and complying with national requirements and
regulations
 Management of school placements including support and assessment
 Some aspects of Progress Tutor role e.g. pastoral support and reference
writing
 Providing the School of Education with evidence of the quality of their training
e.g. via the school or alliance Self Improvement Plan and via student
evaluations
Schools will also be responsible for teaching any subject strands they choose to
deliver.
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University of Leicester School Direct 2013-14
Transfer of funding
Currently the cost to each student for the Primary PGCE is £9000. A bursary is
available to students but this is variable, dependant on their degree classification.
Basic Package only
Basic plus 1 strand
Basic plus 2 strands
Basic plus 3 strands
Basic plus 4 strands
Basic plus 5 strands
Basic plus 6 strands
Cost of this
strand
University of Leicester
School
3,250
5,750
3,875
5,125
625
4,500
4,500
625
5,125
3,875
625
5,675
3,325
550
6,225
2,775
550
6,775
2,225
550
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University of Leicester School Direct 2013-14
Academic writing and Specialist studies
A core element of the basic School Direct package is the requirement to study a
subject specialism which aims to prepare students to become a teacher and
potentially subject leader in their chosen field. The subject specialisms comprise a
short course of focused study (4.5 days) leading to development of a small scale
study based on students’ own practice. This takes the form of an empirical
investigation of classroom practice (English, Maths, Science, for example) or a
review of literature/key issues in settings where the specialism is not timetabled to
coincide with students’ school experiences (Humanities and French, for example).
This study could easily be linked to an aspect of a school’s interest, for example a
study on gender differences if this was something that a school was interested in or
concerned about.
Work undertaken in the specialist studies sessions allows students to build academic
knowledge of their specialism within primary schools and to develop enquiry skills
that provide the foundation for future study at M-Level. Students are introduced to
the basic tenets of educational enquiry and research approaches suitable for smallscale classroom investigations – Case Study and Action Research. They are
supported in developing their academic skills and awareness of ethical and practical
issues that need to be taken into account when researching vulnerable groups. As
far as possible, emphasis is placed on the continuities from teachers’ everyday
practices – observing children, making informed judgements, evaluating practices
and reflecting critically on action – to the more considered, systematic and probing
critical examination of one issue or aspect of practice that concerns them. Students
are supported by tutors with Specialist knowledge or professional expertise in a
particular field of study.
The Specialist Study is assessed in a 5,000 word written assignment which forms
the second of two assignments written at M-Level. The assignments stand together
as one Module forming the academic element of the PGCE course and are viewed
as essential vehicles for developing student’s abilities to articulate their practice and
reflect on their own and children’s learning. The first assignment (5,000 words) is a
Case Study of one child’s learning which draws on data gathered from observations
prescribed by the University as part of student’s first School Experience. Breaking
the task down in this way allows us to scaffold students’ learning as they begin to
write and enquire at M-Level. Students are graded on their work and receive
feedback in the form of annotations on the text and comments which feed forward
into the Specialist Studies assignments.
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University of Leicester School Direct 2013-14
Aims of the Primary PGCE Professional Strand
(Professional Pedagogy and Wider Professional Context)
“Teaching is a complex job that makes exacting demands on the heart and soul as
well as the mind, which few other jobs can claim to do” Day (2004:59).
The Professional Strand of the PGCE at the University of Leicester is designed to
provide firm generic foundations for future Primary teachers. It aims to support the
development of skillful practitioners by helping students to understand and engage
with the complex act of teaching. For this reason it covers two important elements of
the role of the teacher the first includes the pedagogical understanding necessary to
teach, helping students to understand learning from the perspective of the children in
their care. The second; the Wider Professional Context covers the wider
responsibilities of a teacher.
Pedagogy is both the means of enhancing student learning and the source of
teachers’ professional identity. As professionals, teachers use expert judgement to
recognise and resolve the dilemmas in teaching and learning which they face every
day in the classroom. At their best, teachers are able to reflect on and evaluate their
practices, and to make rationally and ethically defensible judgements that go beyond
compliance, pragmatic constraints or ideological preferences. ‘Pedagogy’ is the
practice of teaching framed and informed by a shared and structured body of
knowledge. This knowledge comprises experience, evidence, understanding moral
purpose and shared transparent values. At the University of Leicester we encourage
our student teachers to evaluate their own and others’ practices and philosophies in
the light of relevant theories, values and evidence. Students are introduced to
seminal and recent theories of education prior to beginning the programme and are
encouraged to draw upon this learning through school practice.
Main Elements of Professional Pedagogy
Students have lectures from experts in the field to develop their understanding of the
process of learning, these lectures include; Child development; Theories of learning;
High Expectations and Preventing Barriers to Learning and; Current Government
Initiatives.
The Professional Group sessions engage students in the process of critical thinking,
they are encouraged to construct their own understanding about learning and
teaching through a range of methods. Many of the teaching methods employed on
the professional strand are designed to encourage metacognition in the student
learning as they experience effective primary teaching strategies for themselves.
Writing, sharing experiences, debate, analysis and collaborative discussion are
processes used within the sessions to further thinking and professional development
and are a key part of professional responsibility.
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University of Leicester School Direct 2013-14
Key Aspects of Learning explored through this group collaboration are: enquiry
based learning; exploration and investigation; creative thinking; problem solving and
reasoning; dialogic learning and collaboration; active and interactive learning and the
importance of understanding information processing to children’s learning.
The Professional Pedagogy Strand has many different components which are
necessarily returned to in order to build and expand upon them in greater depth and
at more advanced levels. Prior to each school practicum students are encouraged to
reflect upon their growing knowledge and skills in providing effective learning
opportunities for the children they teach, this includes understanding; the learning
environment; the importance of context to learning; effective observation of learning;
differentiation of learning through effective planning; assessing pupil progress /
formative assessment and feedback. The use of summative data, target setting and
measuring success and progress are developed during the later stages of the
programme when students have an understanding of how teaching are learning are
connected.
The generic components of the Pedagogy Strand are also developed through the
different Curriculum Subject Strands, Specialist Strand and blocks of Teaching
Experience. Through such collaboration, aspects of planning, teaching, learning,
assessment and classroom management are addressed according to the Standards
for Initial Teaching Training. Sessions within the programme are designed to
support developing understanding of the Teachers’ Standards indicated.
The Wider Professional Context of Teaching
Teachers need to be able to develop constructive professional relationships and
understand how inter professional services support children in overcoming barriers
to their learning. Students participate in a range of highly significant workshops
offered by external experts, these include; Diversity, Inclusion, Achievement and
Well-being; Safeguarding Children and a full day working in Inter Professional
Education with Social work and speech therapy students
Teachers also need to respond to changing Government policies and agendas,
curricula and curriculum frameworks. Students will be developing a crucial
awareness of the legislation attached to the responsibility of the teacher through the
Wider Professional Context element of this strand.
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University of Leicester School Direct 2013-14
Aims of the Primary PGCE English and Communication Strand
The English strand of the primary PGCE at Leicester University is designed to
ensure that students are equipped to teach the basics – phonics, early reading,
writing, spelling, punctuation and grammar – whilst providing effectively for children’s
communication, language and literacy development needs at all stages of their
development. Regardless of the Key Stages for which they are training, all Leicester
students are given theoretical grounding in speech and language development and
the role of talk for learning together with the knowledge and understanding to teach
phonics competently and with confidence. They are introduced to a wide range of
literacy practices and communicative genres – whether mediated through the spoken
word, writing or the electronic media that are reshaping notions of literacy in the 21 st
Century – and encouraged to become not only consumers but also producers of
texts.
The Leicester course aims to develop students’ knowledge and understanding of
language beyond technical ‘know-how’ to recognition of the association between
language, identity and power and the teacher’s role in equipping pupils with the
cultural tools that will allow them access to education and employment for life. As
part of this process we constantly encourage students to explore their own identities
as language users in order that they might recognise the influence of culture and
context on language development and meet the needs of children who are most
disadvantaged in society. Drawing on experts in the University, students have
opportunities to consider how to meet the needs of children with English as an
Additional Language, children with Special Educational Needs, those who have
communication and language difficulties and those who are cared for or looked after
by others. The strategies that students are given and develop through sharing their
ideas are often best practices for all learners.
One of the strengths of the University based course is our ability to maintain the
focus on phonics instruction which is a key Government priority for all teachers. With
explicit input in the first and second terms and opportunities to observe and apply
their developing understanding in different settings we feel confident that our
trainees are well prepared to teach early reading. This includes planning suitable
interventions for pupils falling behind age-related expectations whatever their Key
Stage. The University setting affords students opportunities to compare and share
experiences, familiarise themselves with a range of phonics programmes, receive
feedback on their teaching and consider the wider issues of promoting language and
vocabulary development.
In Primary Schools all teachers are teachers of English whether as a discrete subject
or as the language through which the wider curriculum is predominantly meditated.
Newly Qualified Teachers need to be aware of themselves as language users and
their role in modelling language for children – orally and in writing. Here in the
University we introduce students to different spoken and written genres and
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University of Leicester School Direct 2013-14
theoretical concepts that frame deeper levels of understanding. In addition we
provide experiences that enable students to ‘see’ themselves as readers and literary
critics, dramatists, essayists, poets, and creators of electronic texts and to thereby
gain the confidence to inspire and motivate pupils. With the support and advice of
their peers, students not only expand their literacy practices they develop the
confidence to “have a go” in classrooms and so to enrich the literacy experiences of
others.
The emphasis on developing understanding of literacy practices does not negate the
importance of ensuring that all NQTs are able to support the more technical aspects
of communication. Leicester students have opportunities to improve their own
knowledge and understanding of English grammar, spelling and punctuation through
attendance at lectures and seminars, ‘clinics’ to address specific problems, and
feedback on the quality of their written work. Tutors not only mark students’ work for
content but also for structure and presentation of texts, including written reflections
and assignments. We expect the highest standards of English and guide students to
improving their own practices or seeking to Study Skills support where necessary. By
drawing attention to errors and misconceptions we anticipate that students will be
better equipped to address the needs of children in their classes.
New entrants to the teaching profession come from a range of social and cultural
backgrounds bringing with them a wealth of life experiences and knowledge of books
and other communicative texts that are a rich resource for themselves and others.
Attendance at University allows students to share these and learn from each other
as they are encouraged to recommend books, build knowledge of children’s
literature from a range of cultural traditions and become acquainted with the
idiosyncratic styles of authors and illustrators. All these are integral to the
development of students’ critical literacy skills and ultimately their abilities to select
and match texts to children’s interests and needs. Developing this personal resource
is undoubtedly time intensive and not easily accommodated once students are on
placement nevertheless it is essential if we want our future teachers to be able to
create the rich language and literacy environments in which pupils thrive linguistically
and intellectually.
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University of Leicester School Direct 2013-14
Aims of the Primary PGCE Mathematics Strand
Mathematics is a subject which many PGCE students are apprehensive about
teaching. In the maths strand we begin by confronting the fears which students bring,
and we reflect on the reasons why maths has historically been a subject which many
people dislike or feel they ‘’can’t do’’. By reflecting on these experiences we are able
to help students to ensure that the children they teach will develop positive feelings
about maths and develop a strong understanding of the concepts introduced during
the primary years.
Prior to commencing any ITE course students will have achieved at least a Grade C
GCSE in mathematics and a pass mark in the government’s maths QTS skills test.
However, throughout our maths strand we reinforce the subject knowledge required
to teach the lowest achievers in FS2 up to the highest achievers in Y6. This subject
knowledge is embedded within a wide range of practical activities ensuring that their
pedagogical subject knowledge is also of a very high standard. Experience tells us
that often people with a very strong mathematical background find it challenging to
teach maths to primary children so we model effective teaching styles, making
explicit links to how this translates into effective classroom practice. Research is
drawn upon to focus students on the theory that underpins their teaching, for
example to understand the most common misconceptions that children have around
a particular area of mathematics.
The teaching of the mathematics strand is usually divided into two-day blocks. Each
of these blocks is centred on a particular area of maths e.g. number, shape and
space, active maths etc. The students are introduced to the main aspects of the
relevant mathematics in an initial talk to the whole cohort then this is followed by a
carousel of five related sessions across the remainder of the two days. At the
beginning of the year we focus on early mathematics, with an emphasis on how
children learn to count and begin to make sense of numbers. We include an
introduction to some of the written and mental calculation methods currently required
in the primary curriculum and we include practical workshops which challenge the
students’ thinking about how certain aspects of number, e.g. the concept of pi, can
be taught.
Other areas which are covered include shape and space; data handling; further
number; active maths and separate topics pertinent to the particular age group that
the students are expecting to teach, e.g. learning through play in Foundation Stage.
Embedded within these topics is a reinforcement of the correct related vocabulary;
learning how to plan individual maths lessons and sequences of maths lessons;
differentiation and assessment etc.
At the beginning of the year all students complete a maths audit based on KS3
mathematics. This identifies the areas each student needs to independently work on
to improve their subject knowledge. Those with the weakest scores are required to
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University of Leicester School Direct 2013-14
attend group subject knowledge support sessions during the maths blocks. A second
audit takes place towards the end of the year to ensure progress has been made.
A key role of the maths strand is to plan experiences for students whilst on their
placements in school. School-based directed tasks are followed up in taught
sessions at University and also feed into the first Masters level assignment.
The maths team at the University of Leicester is made up of a range of experts in
mathematics teaching. All tutors are passionate about teaching and learning
mathematics. Some are permanent members of staff who are also studying
children’s learning of mathematics and attending professional and research
conferences to ensure their teaching is current and relevant to the primary
curriculum. They are frequently invited to attend national meetings, for example
government-led discussion groups. Other members of the team include current
maths leaders in local primary schools, recent local authority maths consultants and
specialists in teaching in the early years. The range of experiences that each
member brings to the team enables the students to benefit from a rich source of
expertise. The carousel nature of the maths strands ensures all students are taught
by all of these experts.
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University of Leicester School Direct 2013-14
Aims of the Primary PGCE Science Strand
Underlying aims of the University of Leicester Primary PGCE science strand are to
inspire students’ enthusiasm for science itself and for teaching science and also to
develop their insights and expertise to enable them to work with children effectively
and in a motivating manner.
All students starting a PGCE programme have individual experiences of science in
both their formal education and working lives. They have differing attitudes to
science together with varied strengths and needs and they may be anxious about
teaching science. Our science programme encourages students to consider their
own experiences of, and attitudes to science and to identify areas of strength in
order to develop confidence in their own scientific ability.
Teacher’s attitudes towards science, their confidence, their own science
understanding and pedagogical knowledge have all been identified as critical factors
which influence the quality of science teaching experienced by children. Confidence
to teach science in the 3-11 age range needs to be founded in sound personal
subject knowledge and understanding and good pedagogical knowledge across all
areas of science. Throughout our programme students are expected to adopt a
proactive approach to their subject knowledge. At the start they will be asked to
complete an audit of subject knowledge and understanding to help them identify
areas of both strength and possible development. This forms the basis for on-going
professional development throughout the PGCE programme and as part of
preparation to teach science in any of their placements and in their future teaching
posts. Additional audits relating to specific topics are provided prior to all sessions.
The programme aims to help students understand the position of science within the
early years and primary curricula and its key role in helping children to develop their
knowledge and understanding of the World. Students are provided with an overview
of the EYFS and National Curriculum expectations and guidance for science 3-11.
This is explicit throughout all sessions.
From the start students are presented with a theoretical grounding with regard to
learning in science. We draw on research findings into how children learn science
and ask students to decide how this may inform their work in the classroom. A key
perspective is the importance of starting from children’s ideas. The programme
provides students with experience of assessing children’s ideas as a starting point
and then planning activities based on their needs. An important part of this is for the
students to have practice in considering how to respond to children’s ideas and
questions.
A significant aspect of the programme is to provide students with experiences of how
to support children in developing as scientific thinkers. We share with students the
power of the inquiry approach in science, for developing both knowledge and
understanding and process skills. We explore how to help children ask questions for
investigation, how to support children carrying out explorations or investigations, how
to consider the collection and handling of data and how to develop effective and
creative ways of communicating science.
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University of Leicester School Direct 2013-14
Through their participation in sessions students develop their understanding of the
importance of language and the role of talk in science. They consider appropriate
use of scientific vocabulary. They are expected to observe and model how one to
one, small group and whole class talk might be structured and planned.
A range of strategies, including modelling, are actively explored for teaching both
concrete and abstract concept such as electricity and phases of the moon.
Throughout the programme students are actively involved in discussions, practical
activities, inquiries, presentations , planning and assessment activities.
Students are given opportunities through these collaborative activities to consider the
potential and challenges of cross-curricular science. Particular links between science
and literacy and maths are stressed but additionally students plan for science within
a topic approach in the broader curriculum, view science in a social perspective and
consider global issues relating to resources including materials, food and energy.
Varied approaches to teaching and learning science are presented including
applying ideas in problem solving activities; understanding the use of models in
science. Students are encouraged to adopt a broad approach to science with an
emphasis on learning science beyond the classroom and thinking about the nature of
science. The enormous potential of science for motivating and engaging children is
stressed throughout.
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University of Leicester School Direct 2013-14
Aims of Primary PGCE Broader Curriculum Strand
The Broader Curriculum sessions are our approach to preparing students to teach
the whole curriculum across the age range 3 – 11 years. They will introduce
students to all the subjects currently defined as Foundation subjects in the National
Curriculum – Art and Design, Design and Technology, Geography, History, Music
and Physical Education – along with Religious Education, Personal, Social and
Health Education, Citizenship, Drama and special sessions on Information and
Communications Technology. We use often National experts in their field and each
session is taken by current practitioners so that students experience the most up to
date information/strategies.
Students will have very practical sessions where they are expected to draw, paint,
sing, dance, create – as well as the chance to experience “out of school” learning
opportunities and visit fascinating local resources such as the University Botanic
Gardens in Oadby. There are also sessions covering voice training, circle time,
storytelling, the use of puppets etc.
The course will also try to demonstrate the connections between these ‘subjects’ and
with the other components of the EYFS and primary curriculum. Children acquire
knowledge and understanding in a holistic and sometimes unpredictable way, rather
than in neat packages of traditional academic disciplines or subjects. Primary
teachers have long seen the advantages of working in a topic-based or thematic
way; a number of recent national initiatives have also been much more supportive of
this approach.
The Primary National Strategy, announced as Excellence and Enjoyment: A
Strategy for Primary Schools, included the commitment to “a rich, varied and
exciting curriculum which develops children in a range of ways”. Primary schools
were to be empowered “to take control of their curricula and to be more innovative”
and encouraged to “design broad and rich curricula which make the most of links
between different areas and provide opportunities for children to have a wide range
of learning experiences.”
The Every Child Matters agenda also called for ‘Imaginative curriculum design’,
requiring “passionate and committed subject teaching that offers opportunities for
open-ended investigation, creativity, experimentation, teamwork and performance”.
In addition, there has been overt support for encouraging creativity in schools,
including initiatives like Creative Partnerships, Music for Youth and Sing Up; and
there is always much talk of boosting physical activity amongst children, partly for
general health reasons and partly with the legacy of the Olympics in mind.
Two major reports, The Independent Review of the Primary Curriculum [known
as the Rose Review] (April 2009) and the Cambridge Primary Review [known as
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University of Leicester School Direct 2013-14
the Alexander Review] (February 2009), both articulated fresh ways of structuring
the curriculum. The Primary Curriculum is currently in a state of flux as students
enter primary teaching and will undoubtedly change again during their teaching
careers. We will do our best to keep students abreast of changes and to prepare
them for whatever demands are made of them; the Broader Curriculum approach,
with its twin aims of developing competence in every subject area and of
appreciating the links between them, is well-placed to do that.
The aims of the Broader Curriculum course are:
 to introduce students to the distinctive characteristics of each subject, including
statutory requirements and official guidance, initiatives and schemes
 to start to develop the skills and confidence to plan, teach and assess all subjects
in the curriculum
 to explore links between ‘subjects’, both within the Foundation subjects and with
the Core subjects, and with wider professional and cross-curricular opportunities
 to help students develop a repertoire of good practice in relation to each subject
and all subjects.
Students may have anxieties about whether they have an adequate command of the
content of each subject, but in this busy course, there will be relatively little time for
‘teaching’ subject content in the traditional way. Help and ideas will be given, but it is
largely students’ responsibility to enhance their own subject knowledge.
There will be more emphasis on how to teach well.
For each subject, the National Curriculum identifies ‘Knowledge, Skills and
Understanding’ (broadly translated as the skills associated with each subject) and
‘Breadth of Study’ (roughly the content to be covered). Students will learn about
both, but with more attention to the former than the latter. Sessions will look at
planning, resources, teaching and learning activities, differentiation and assessment,
with an emphasis on imaginative and original strategies – we shall encourage
students to take risks!
Much good practice in subject teaching is good teaching in any context; some
approaches are specific to particular subjects or most effectively used or fostered in
them. We are aware personal skill levels in, for example, Music, Art or PE will be
very variable. Those sessions will give students encouragement to develop their
own competence and confidence, as well as showing how to teach well, however
accomplished or otherwise they are.
The growing fashion for schools to use outside specialists to cover activities like PE
or Music may have advantages, but we ask that students negotiate with their TE
schools to ensure that they have had experience of teaching everything during the
course of the PGCE year.
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University of Leicester School Direct 2013-14
2013-14 Timetable
WK
W/B
1
2 Sept
Preliminary School Experience
2
9 Sept
Preliminary School Experience
3
16 Sept
Programme Introduction
WPC 1
Pedagogy 1
WPC 2
English 1
4
23 Sept
Maths 1 Diagnostic ass. in
Science 1
30 Sept
Broader 1
Broader 2
English 2
Maths 3
English 3
5
Science 2
Maths 2
6
7 Oct
Broader 3
Broader 4
English 4
English 5
WPC 4
7
14 Oct
WPC 5
Ped 1.5 / Broader 4.5
Preliminary school 11
Preliminary school 12
Ped 2 / tutorials
8
21 Oct
Science 3
Science 4
Maths 4
Maths 5
Broader 5.5
9
28 Oct
17
10
4 Nov
22
11
11 Nov
12
18 Nov
31
13
26 Nov
36
14
2 Dec
41
15
9 Dec
Pedagogy 3 tutorials
PDP Scrutiny
Maths 6
Maths 7
English 6
English 7
16
16 Dec
Science 5
Science 6
English 8
Spec .5 / Broader 6
Broader 7
17
23 Dec
Bank Holiday
Bank Holiday
Closure Day
Closure Day
18
30 Dec
Bank Holiday
Bank Holiday
Mon
Tues
Wed
Thurs
5
10
26
Closure Day
Fri
WPC 3
SSC lunchtime
Ped 2.5/ VT tutorials
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University of Leicester School Direct 2013-14
19
6 Jan
Specialism 1.5
20
13 Jan
Professional focus 6
21
20 Jan
50
22
27 Jan
55
23
3 Feb
60
24
10 Feb
25
17 Feb
26
24 Feb
70
27
3 Mar
75
28
10 Mar
Pedagogy 6.5/ tutorials
PDP Scrutiny
29
17 Mar
English focus 9
30
24 Mar
Pedagogy 7.5
31
31 Mar
Preliminary school
32
7 Apr
33
14 Apr
34
21 Apr
35
28 Apr
36
5 May
37
12 May
38
19 May
39
26 May
40
2 Jun
108
41
9 Jun
113
42
16 Jun
118
43
23 Jun
43
Maths 8
Maths 9
Pedagogy 4
Professional focus 5 42
WPC 6
Preliminary school 44
Prelim spec study 2 45
Specialist 2.5 / VT
tutorials
Mid TE assessment
77
78
Progress panel
65
Science 7
Science 8
Specialist 3.5
Specialist study 4.5 76
English 10
Broader 8
Broader 9
WPC 7
Broader 10
Broader 11
Maths 10
Maths 11
Science 9
Science 10
Ped 8 / VT tutorials
Prelim English 11
79
84
Closure Day
Bank Holiday
Bank Holiday
Closure Day
89
Bank Holiday
93
98
Mid TE assessment
Bank Holiday
Pedagogy 9
Progress panel
Extra support sessions
103
Extra support sessions
Subject / pedagogy 9.5
PDP Scrutiny
WPC 8
WPC 9
Final assembly
17
University of Leicester School Direct 2013-14
18
University of Leicester School Direct 2013-14