Programme Specification for the 2015/6 academic year

PGCE Postgraduate Certificate of Education (TLiSW)

1. Programme Details

Programme namePGCE Postgraduate Certificate of Education (TLiSW) Programme codePGC1EDUTLI01
Study mode(s)Part Time
Academic year2015/6
Campus(es)Other
Programme start date

09/2014

NQF Level7 (Masters)

2. Description of the Programme

The Learning Institute South West’s Postgraduate Certificate in Education (PGCE) is a one-year programme that is entirely school-based across Cornwall and Devon. Teacher trainees will have access to invaluable school classroom experience that will equip them with the knowledge and skills needed to become a teacher.

3. Educational Aims of the Programme

This programme shares the following aims with the Professional Graduate Certificate in Education:

  • To support trainees’ development as autonomous professionals.
  • To provide trainees with knowledge and skills needed to apply theory to practice.
  • To provide the knowledge, understanding and skills for trainees to analyse educational policy, theory and practice.
  • To provide trainees with the procedural knowledge to develop conceptual understanding and analyse data.
  • To provide the organisational and transferable skills central to professional autonomy.
  • To support trainees’ ability to define and evaluate complex educational issues drawing on national and international perspectives.
  • To develop trainees’ teaching competence through a phased initiation into good practice in teaching under mentorship in partner schools.
  • To enable trainees to achieve a grounding in the application of subject knowledge which gives them both an appropriate level of teaching subject knowledge and understanding for the teaching and assessment of students applied to National Curriculum and other syllabus requirements.
  • To introduce trainees to what is known about students as learners, both from research and professional experience.
  • To familiarise trainees with the organisation and management of schools.
  • To enable trainees to understand teaching as a profession, and how schooling may serve society.
  • To provide trainees with guidance for their induction period and for continuing professional development.

In addition, it also aims:

  • To support students' professional development in the field of teaching and learning through systematic study.
  • To provide the knowledge, understanding and skills to analyse and critique educational theory, policy and practice relevant to teaching and learning in their professional setting.
  • To enable students to identify a focus for an in-depth study of a teaching and learning setting with individual tutorial support.
  • To equip students with methodological knowledge needed to select, develop and implement appropriate methods for conducting a small-scale study of a teaching and learning setting.
  • To develop the knowledge, understanding and related skills to communicate and disseminate findings both within the institution and to a wider audience.
  • To provide the organisational and transferable skills to extend professional development and autonomy.

Further information about the programme is available on The Learning Institute South West website: www.learninginstitute.co.uk

4. Programme Structure

The full-time Postgraduate Certificate in Education (PGCE) programme is 60 credits at Level 7 and a non-credit bearing portfolio which provides evidence related to the meeting of Teachers’ Standards.

This course leads to the award of Postgraduate Certificate in Education made by the University of Exeter, and recommendation for the award of Qualified Teacher Status made to the National College for Teaching and Leadership, part of the Department for Education. If the participant has not successfully met the national standards for qualified teacher status, but has achieved 60 credits at Level 7, an award of the PostGraduate Certificate in Professional Studies will be made.  The recommendation of the award of qualified teacher status is not normally made without the award of PGCE.

The programme is studied over 36 weeks, all of which are based in school. Trainees will work in two schools, usually spending approximately half their time in each, though variations are sometimes made to meet individual needs..  The programme is designed to enable trainees to meet the Teachers’ Standards: qualified teacher status (2012), as specified by the NCTL, and to introduce them to the underlying values and principles of education. Trainees are encouraged to develop a critical understanding of the diversity of learners and the complexities of the education process, including different social and organisational structures of education. The University of Exeter, Graduate School of Education Model of Cognitive Apprenticeship supports trainees in developing the ability to analyse and reflect upon educational theories, research and professional contexts. The teaching style of seminars and lectures fosters confidence in the articulation of arguments and in collaborative work and in the use of ICT in a professional context, whilst the assignments draw upon skills in interpreting and presenting numerical data, and in organising and synthesising information from empirical or theoretical data.

This is a school-based programme and trainees are expected to enter fully into the life of the schools in which they are based. Their programme of work in class is designed to build on their previous experience and development needs. They attend general professional studies and continuing subject studies lectures, seminars and tutorials throughout the course, with units of tutor-supported self-study. All trainees take the General Professional Studies (GPS) course leading to assessment against the standards for Qualified Teacher Status, and select one Continuing Subject Studies (CSS) route. All trainees start on the Level 7 Postgraduate Certificate in Education programme and undertake a diagnostic activity early in the course (the first part of Module CSS1). Trainees may be advised by Learning Institute South West tutors to transfer to the Level 6 Professional Graduate Certificate in Education programme based on outcomes of this activity. The Learning Institute South West is committed to ensuring that trainees undertake the programme which helps them realise their highest academic potential. Trainees will be required to meet all the standards for Qualified Teacher Status as well as successful completion of the relevant module assignment(s) in order to receive the award of Postgraduate Certificate in Education.

The recommendation for the award of QTS is on a pass/fail basis, so the award of the overall Postgraduate Certificate in Education is also given as a PASS/FAIL. A transcript related to the academic modules will indicate whether the trainee achieved a pass, merit or distinction in those modules.

5. Programme Modules

Details of the modules currently offered may be obtained from the TLISW VLE site at http://frog.callingtoncc.net/

Stage 1


Code

Title

Credit

Compulsory

Non-condonable

CSS1 (MS)   Media Studies 60 Y Y
CSS1 (CS) Computer Science 60 Y Y
CSS1 (E) English  60 Y Y
CSS1 (Ma)  Mathematics  60 Y Y
CSS1 (MFL)   Modern Foreign Languages 60 Y Y
CSS1 (Psy)  Psychology 60 Y Y
CSS1 (BS)

Applied Business Studies

60 Y Y
CSS1 (HSC)   Health and Social Care 60 Y Y
CSS1 (PE)

Physical Education

60 Y Y
CSS1 (DT)

Design and Technology

60 Y Y
CSS1 (Sc)   Science [with physics, chemistry or biology] 60  Y Y
GPS2  Professional portfolio: QTS standards 0 Y Y

 

All students are required to take module GPS 2 and the CSS 1 module that reflects their subject specialism.

Stage 1:

Code

Title

Credits

Compulsory

Non-condonable

GPS2 Professional portfolio: QTS standards 0 Y Y
CSS1

Continuing Subject Studies:

BS/CS/DT/E/HSC/Ma/MS/MFL/PE/Psy/Sc

60 Y Y

Compulsory Modules

 

 

 

 

 

Total Credits for Stage 1

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 their specific field of study and engaged 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 identified and justified solutions to educational problems relevant to their programme of study;
3. develop academic and pedagogic subject knowledge relevant to their programme of study;
4. demonstrate professional competence as specified by the Teachers’ Standards for Qualified Teacher Status;
5. critically evaluate the inter-relationship of theory and practice in learning and teaching;
6. engage in evidence-based enquiry to inform developments in curriculum, pedagogy, learning and assessment.

CSS1 Part 1: lectures and seminars

CSS1 Part 2: lectures and seminars

CSS1 Part 3: Lectures, seminar, group activities, tutorials; directed activities in professional contexts; supported self-study; ICT via email and website

GPS2: group and individual tutorials, group training sessions, tutor-supported classroom practice

Formative directed activities and summative assessment through written assignment at level 7 showing interaction between theory and practice.

CSS1 Part 1 Proposal and critical review of literature: ILO 1,3,5,and 6

CSS1 Part 2 Methodology, including research methods: ILO 1,2,3,5 and 6

CSS1 Part 3 Critical and reflective report/presentation: ILO 1,2,3,4,5 and 6

GPS2: professional portfolio: ILO 1-6

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:

1. critically evaluate the relevance of theory in learning to practice;
2. synthesize relevant literature in support of an argument;
3. use appropriate technologies for data handling and writing;
4. present data and findings in an appropriate form;
5. use research data in support of an argument;
6. follow relevant academic conventions in their course assignments;
7. demonstrate critical awareness and understanding of current academic and practitioner thinking on their particular theme of enquiry;
8. develop and use clear arguments to explain and justify educational, pedagogical and ideological issues;
9. analyse national and international perspectives on teaching and learning;
10. critique theory, policy and research;
11. work independently in the field with the support of a tutor;
12. justify and evaluate methodologies and methods appropriate for the enquiry needs of their specific professional learning community.

CSS1 Part 1: lectures and seminars

CSS1 Part 2: lectures and seminars

CSS1 Part 3: Lectures, seminar, group activities, tutorials; directed activities in professional contexts; supported self-study; ICT via email and website

GPS2: group and individual tutorials, group training sessions, tutor-supported classroom practice

CSS1 Part 1 Proposal and  critical review of literature: ILO  1,2,3,4,5,7,9,and 11

CSS1 Part 2  Methodology including research methods: ILO 1,2,3,4,5,9,10 and 11

CSS1Part 3 Critical and reflective report/presentation: ILO 1,2,3,4,5, 6,7,8,9,10,11 and 12

GPS2: professional portfolio: ILO 1-3,5-12

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:

1. manage their own learning development;
2. learn effectively and be aware of their own learning strategies;
3. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
4. work productively in different kinds of team (formal, informal, project-based, committee-based etc);
5. identify the main features of a given problem and to develop strategies for its resolution;
6. interpret and use data effectively in learning and skills processes;
7. organise and present research clearly in the assessed assignment;
8. identify targets for personal development as a longer-term outcome of the module;
9. engage with research methods in their practice;
10. show awareness of the ethical and political issues associated with selected research methods;
11. evaluate key enquiry outcome(s) in relation to impact upon teaching & learning, and professional development;
12. evaluate their own personal critical awareness of enquiry-based professional learning

CCS1 Part 1: lectures and seminars

CSS1 Part 2: seminars

CSS1 Part 3: Lectures, seminar, group activities, tutorials; directed activities in professional contexts; supported self-study; ICT via email and website

GPS2: group and individual tutorials, group training sessions, tutor-supported classroom practice

CSS1 Part 1 Proposal and  critical review of literature : ILO 1,2,3,4,5,7,9,10 and 11

CSS1 Part 2 methodology, including research methods : ILO 1,2,3,5,9,10,and 11

CSS1 Part 3 Critical and reflective report/presentation: ILO 1,2,3,4,5, 6,7,8,9,10,11 and 12

GPS2: professional portfolio: ILO 1-6, 8-12

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

The Learning Institute

Partner Institution

TLiSW

17. Programme Accredited / Validated by

113

18. Final Award

PGCE Postgraduate Certificate of Education (TLiSW)

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

60

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision

01/07/2014