Programme Specification for the 2013/4 academic year

PGCE PGCE Mathematics Primary

1. Programme Details

Programme namePGCE PGCE Mathematics Primary Programme codePGC1EDUPRI12
Study mode(s)Full Time
Academic year2013/4
Campus(es)St Luke's (Exeter)
Programme start date

09/2013

NQF Level7 (Masters)

2. Description of the Programme

3. Educational Aims of the Programme

1. to support you in successfully achieving your PGCE with Qualified Teacher Status (QTS);
2. to enable you to successfully write at Master’s level in your assignments;
3. to facilitate you becoming a reflective practitioner during and beyond your academic year;
4. to support your development as autonomous professionals;
5. to provide you with knowledge and skills needed to apply theory to practice;
6. to provide the knowledge, understanding and skills for you to analyse educational policy, theory and practice;
7. to provide you with the procedural knowledge to develop conceptual understanding and analyse data;
8. to provide the organisational and transferable skills central to professional autonomy;
9. to support your ability to define and evaluate complex educational issues drawing on national and international perspectives;
10. to develop your teaching competence through a phased initiation into good practice in teaching under mentorship in partner schools;
11. to enable you to achieve a grounding in the application of subject knowledge which gives you both an appropriate level of teaching subject knowledge and understanding for the teaching and assessment of pupils applied to the pupils' National Curriculum and other syllabus requirements;
12. to introduce you to what is known about pupils as learners, both from research and professional experience;
13. to familiarise you with the organisation and management of schools;
14. to enable you to understand teaching as a profession, and how schooling may serve society; and 2 • to provide you with guidance for your Induction Year and for continuing professional development.

This programme aims:

4. Programme Structure

The programme lasts 36 weeks and consists of University-based studies and school-based work.

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

http://socialsciences.exeter.ac.uk/education/pgce/earlyyearsandprimarypgce/specialisms/maths/programmestructure/

Stage 1


Compulsory Modules

The programme has 5 main components:

Educational and Professional Studies (EPSM000)

This module covers fundamental educational issues, which contribute to professional knowledge and understanding. Key areas addressed include race, gender, children's rights and responsibilities, citizenship, inclusion, special needs, behaviour management, and organising for children's learning.

Curriculum Studies 1: Linguistic, Mathematical and Scientific Understanding (ECS3001)

You are given substantial preparation for teaching the core subjects of English, Mathematics and Science through taught sessions combined with self-directed activities based in the University or carried out in school. There is a particular emphasis on the teaching of reading and numeracy to reflect national concerns. ICT is taught as a separate short course and within subjects.

Curriculum Studies 2: The Arts, Physical Education and Humanities (ECS3002)

The foundation subjects of Art, Dance, Design and Technology, Geography, History, Religious Education, Music and Physical Education are all covered by short practical courses. They cater for students whose previous experiences may vary widely and aim to give a substantial introduction to the teaching of these subjects.

School-Based Work (ESB3003)

The University has excellent working relationships with its partnership schools, all of which have mentors trained by the University who are responsible for students' learning and development. You will initially work in pairs with groups of children, before working independently with the whole class.

Primary Maths Specialism (EMAM009)

The principal aims of the module are to equip students with a comprehensive understanding of the background issues and practice of the current teaching of Mathematics in the primary school, and to enable them to meet the Standards for the Award of Qualified Teacher Status (DfES, 2002).

CodeModule Credits Non-condonable?
EPSM000 Educational and Professional Studies 30No
ECS3001 Core Curriculum Studies 1 20No
ECS3002 Core Curriculum Studies 2 0No
ESB3003 School and Teaching Experience 30No
EMAM009 Semi Specialist Maths (Primary) 30No
Total Credits for Stage 1

120


6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Identify and evaluate educational concepts and issues related to your specific field of study and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice
2. Deploy a range of personal and professional skills relevant to the workplace and identify and justify solutions to educational problems relevant to your programme of study
3. Develop academic and pedagogic subject knowledge relevant to your programme of study
4. Demonstrate professional competence as specified by the Standards for the Award of Qualified Teacher Status

Lectures, seminar, group activities, tutorials; directed activities in professional contexts; school-based placements; supported self-study; ICT via email and website

1. Formative and summative written assignments in Education and Professional Studies and Specialist modules at Masters level showing interaction between theory and practice

2. Formative activities (such as Action Planning and target setting; and professional dialogue in Supervisory Conferences) and summative assessment through written assignments in Education & Professional Studies, Curriculum Studies, Professional Learning and Specialist modules , through the Reflections on Achievement and Progress (of the Standards for the award of QTS) and Formative Reports

3. Formative activities (such as lesson planning and independent study related to Initial Needs Analysis and associated Action Plans) and summative assessment through written assignments in Education & Professional Studies, Curriculum Studies and Specialist modules , through the Reflections on Achievement and Progress (of the Standards for the award of QTS) and Formative Reports

4. Formative activities (such as teaching alongside an experienced teacher, implementing national educational policy documents, keeping records of pupils’ attainment) and summative assessment through written assignments in Education & Professional Studies, Curriculum Studies, Professional Learning and Specialist modules , through the Reflections on Achievement and Progress (of the Standards for the award of QTS) and Formative Reports

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

5. Critically evaluate the relevance of learning theory to practice
6. Synthesise relevant literature in support of an argument
7. Use appropriate technologies for data handling and writing
8. Present data and findings in an appropriate form
9. Use research data in support of an argument

Lectures; seminars; directed study activities; peer group teaching; individual presentations; school-based placements; field trips/subject conferences (where relevant);Education & Professional Studies and Specialist assignments.

5. Formative activities such as use of the Framework for Dialogue about Teaching in Supervisory Conferences with Mentors; Summative assessment through written assignments in Education & Professional Studies and Specialist modules.

6. Formative activities such as directed small group or individual presentations; Summative assessment through written assignments in Education & Professional Studies and Specialist modules.

7. Formative activities such as use of pupil attainment data to inform practice and small group or individual presentations; Summative assessment such as empirical data collection and analysis as part of Curriculum Studies and Specialist assignment module.

8. Formative activities such as keeping records of pupils’ attainment; Summative assessment such as presentation of empirical data as part of a Level 7 assignment.

9. Formative activities such as SEN task in school based work; Summative assessment through written assignment in Education & Professional Studies and Specialist modules.

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

10. Manage your own learning development
11. Learn effectively and be aware of your own learning strategies
12. Express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes
13. Work productively in different kinds of team (formal, informal, project based, committee based etc)
14. Identify the main features of a given problem and develop strategies for its resolution
15. Interpret and use data effectively in learning and skills processes

Diagnostic Audits and Personal Action Plans; Individual Development Portfolio; Lectures; Seminars; Directed Study group tasks; Small group/individual presentations; Peer group teaching; School based placements.

10. Formative activities such as completion of the Individual Development Portfolio; Summative assessment through the Reflections on Achievement and Progress (of the Standards for the award of QTS) and Formative Reports

11. Formative activities such as lesson plans and agenda evaluations; Summative assessment through the Reflections on Achievement and Progress (of the Standards for the award of QTS) and Formative Reports

12. Formative activities such as peer group teaching in Education & Professional Studies, Curriculum Studies and Specialist modules

13. Formative activities such as directed study group tasks and team teaching during school based work; Summative assessment through the Reflections on Achievement and Progress (of the Standards for the award of QTS) and Formative Reports

14. Formative activities such as lesson planning during school based work; Summative assessment through written assignments in Education & Professional Studies and Specialist modules.

15. Formative activities such as lesson and agenda evaluations; Summative assessment through the Reflections on Achievement and Progress (of the Standards for the award of QTS) and Formative Reports

7. Programme Regulations

University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.

Progression

Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Assessment and Awards

For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Classification

Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

You can also read details of Generic Marking Criteria.

8. College Support for Students and Students' Learning

Personal and Academic Tutoring

It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.

Student Staff Liaison Committee (SSLC)

SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.

9. University Support for Students and Students' Learning

Learning Resources

The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.

IT Services

A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

Student Support Services

The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).

Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Social Sciences and International Studies (CSSIS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Accredited to run Initial Teacher Training programmes by the National College for Teaching and Leadership Inspected regularly by Ofsted

18. Final Award

PGCE PGCE Mathematics Primary

19. UCAS Code

XG1C

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

120

ECTS credits

60

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

08/03/2004

Date of last revision

17/06/2013