The concept and execution of an ‘induction year’
In comparison to other settings, the concept of an ‘induction year’ has been made explicit within the programme as the one of the key components of the programme’s delivery and student support strategy. This feature is fully transferable to any full-time undergraduate programme of studies.
What is the likely impact?
Positive impact on student academic achievement and personal well-being; positive impact on student retention; high levels of student satisfaction.
For more information please contact Liana Beattie, Beattiel@edgehill.ac.uk
[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 2].
What is the focus?
Students on Primary ITT programmes receive specific input around mental health and wellbeing across two strands:
- Students’ own mental health and wellbeing – recognising positive and negative indicators; developing positive, proactive strategies for managing stress and wellness
- Students’ awareness of children’s mental health and wellbeing and its impact on their development and education
What is the impact?
It is anticipated that this work will have a positive impact on
- student retention and completion
- completion and attainment rates for ITT professional practices
- numbers of students continuing with the QTS element of the ITT programmes staff wellbeing
For more information please contact
The Department has an identified Health and Wellbeing Lead. She is currently developing a number of projects associated with physical and mental health and wellbeing which involve both students and staff.
Emily Young (Departmental Health and Wellbeing Lead) Younge@edgehill.ac.uk
Sian Onions (Assistant Head of Department and Primary Undergraduate ITT Programme Leader) Onionss@edgehill.ac.uk
The support around mental health, responding to concerns about students’ resilience [SOURCE: Periodic review of Primary Education (Initial Teacher Training programmes)].