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The inclusion of M Level credits in the 4 Year QTS programme

The inclusion of M Level credits in the 4 Year QTS programme. Leeds Trinity & All Saints. Revalidation 2007: in response to new QTS Standards.

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The inclusion of M Level credits in the 4 Year QTS programme

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  1. The inclusion of M Level credits in the 4 Year QTS programme Leeds Trinity & All Saints

  2. Revalidation 2007: in response to new QTS Standards • Removed subject study element in order to include 80 additional credits in child and learning development, Early Years specific content, MFL for Junior Years • Created 2 routes that were distinct Early Years (3-7), Junior Years (7-11)

  3. Overview of Early Years Programme – see sheet

  4. Overview of Junior Years – see sheet

  5. The M Level Provision The M level provision is based on a combination of 4 modules: 2 at level 6 and 2 at level 7 Assessment for Learning 1 & 2 Curriculum Development and Change 1 & 2 The Level 6 modules are equivalent credits to the other L6 students so that they gain the 120 credits for their degree The Level 7 modules are 15 credits each

  6. The Rationale for Selection • Students had to be selected in order not to jeopardise their opportunity to gain their degree and to pass their final teaching practice • Only students who had a 2:1 profile or above in Year 3 and had grades 1 and 2 in school based training could take the masters route

  7. Timing 1 • Students completed the two Level 6 modules in Semester 1 so they knew by February whether they had gained the credits for their degree programme – if they were to fail at this stage they would have the opportunity to gain credits elsewhere

  8. Timing 2 • Masters level teaching started after the final teaching placement so students did not experience undue pressure at this important stage of their final year • As they had less credits to study in Semester 2 than other 4th year students, they were able to focus on the research element of the modules

  9. Getting Started • 20 students expressed an interest and 12 started the programme in September 2008 • All successfully completed the Level 6 modules – average grade mid 2:1, highest mark 93%

  10. Along the way • 3 pulled out after school based training as they wanted to concentrate on getting the best undergraduate degree they could • 1 of the 3 stated that in interview she had been told by the headteacher to wait until she did her MTL after her NQT year

  11. In the end • We anticipate 9 students to submit their final Level 7 work in July • These 9 students, if they pass, will have a QTS undergraduate degree with 30 credits at M level • They will also be eligible for 50% fee reduction if they return to complete their masters at Leeds Trinity

  12. Positive outcomes 1 • 50 students have expressed an interest in completing Level 7 study in 2009/10 • The students who completed the alternative L6 modules expressed positive views on the learning style; the opportunity to develop areas of interest and feeling like they were working more independently

  13. Learning Style • As the contact hours were shorter the students had to undertake reading independently and were expected to engage in debate in class based on their interest and independent study using appropriate evidence • First assessment was an intensive review of an article which provided in depth feedback for future L7 work

  14. Aspects we were less happy about • Many of our exceptionally able students did not take the L7 route as they did not want to risk their undergraduate degree grade • Students have a lot to handle in Semester 2 – finals, getting a job etc. – which we believe impacted on retention • We have a limited number of staff who can offer M level study, so the repertoire of expertise is small at present

  15. Questions we are asking ourselves • Does it really add value to an already challenging programme? • Are 30 credits enough – too much? • With the possibility of the MTL are we wasting our time? • Could we just teach the same modules but mark them at both L6 and L7 – so students do not feel they are taking a risk in their choices?

  16. More questions .. • How are other providers incorporating L7 opportunities? • With new pressures from SED and new Ofsted framework – should we move to other priorities? • How do other providers enable their most able to achieve higher? • What impact will MTL have?

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