Programme Specification for the 2016/7 academic year

PGCE PGCE English Primary

1. Programme Details

Programme namePGCE PGCE English Primary Programme codePGC1EDUPRI14
Study mode(s)Full Time
Academic year2016/7
Campus(es)St Luke's (Exeter)
Programme start date

09/2014

NQF Level7 (Masters)

2. Description of the Programme

The full-time PGCE Primary programme consisting of two 30 credit modules at Level 7 and two non-credit bearing modules at Level 6. The programme is studied over 36 weeks, of which 24 are based in school. The programme is designed to enable you to meet the Teachers’ Standards (https://www.gov.uk/government/publications/teachers-standards) as specified by the National College for Teaching and Leadership, and to introduce you to the government’s underlying values and principles of education. You are encouraged to develop a critical understanding of the diversity of learners and the complexities of the process of education, including different social and organisational structures of education. The Exeter Model of Cognitive Apprenticeship (http://socialsciences.exeter.ac.uk/media/universityofexeter/collegeofsocialsciencesandinternationalstudies/education/partnership/The_Exeter_Model_of_Initial_Teacher_Education_final.pdf) supports you 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 Information Communication and Technology (ICT) in a professional context, whilst the assignments provide you with an opportunity to demonstrate your understanding of the relationship between theory and practice; draw upon skills in interpreting and presenting numerical data; and organise and synthesise information from empirical or theoretical studies. The University's Fitness to Practise (http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/fitness/) and the Department for Education’s Fitness to Teach (http://media.education.gov.uk/assets/files/pdf/i/itt%20criteria%202012.pdf procedures apply to your admission and continued registration on the programme.

You will undertake a limited period of school-based work during the Autumn term, and an extended period of school-based work during the Spring and Summer terms. The 120 days spent in schools is a programme level requirement and will give you sufficient time for you to demonstrate that you have met the Teachers’ Standards as well as being used to provide you with teaching and learning activities across a number of taught based modules.

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;
15. to provide you with guidance for your Induction Year and for continuing professional development.

This programme aims:

4. Programme Structure

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/primarypgce/specialisms/english/programmestructure/

Your Primary PGCE programme is a 1 year programme of study at National Qualification Framework (NQF) Level (7) (as confirmed against the FHEQ). This programme has one ‘Stage’ which is normally equivalent to an academic year. The programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.

The programme is delivered through four module blocks, the Educational & Professional Studies module (EPSM000), the Professional Learning module (EDUM034), the pathway module (EEDM009; EMAM009; EHUM009; ESCM004; EDUM053; EDUM061) and the Curriculum Studies module (EDUM033). All students take the Educational & Professional Studies module, the Curriculum Studies module and the Professional Learning module, and select one Pathway module. The Pathway modules include the Primary Teaching & Learning module (EDUM061) for students on the generic (i.e., no-subject specific) pathway, and the Primary Teaching and Learning Contextual Studies module (EDUM053) for students on the School Direct@Exeter pathway. Educational & Professional Studies module, the Curriculum Studies module and the Specialist Subject modules are taught in the Autumn Term and parts of these modules are also taught in the time you spend in schools. The Professional Learning module runs in the Autumn, Spring and Summer terms. All the modules integrate with each other and you will continue to learn and reflect on each module throughout the year. During the academic year you will spend 120 days on School Placements.

You may exit with:

• PGCE at Level 7 with Qualified Teacher Status (QTS) if you pass both the Level 7, 30-credit modules and the non-credit-bearing Professional Learning & Curriculum Studies modules.

• QTS only if you pass the non-credit-bearing Professional Learning & Curriculum Studies modules, but fail one or more of the Level 7 modules (i.e. pathway module and/or the Education and Professional Studies module).

• PGCert in Professional Studies in Education if you pass both of the Level 7, 30-credit modules but fail the Professional Learning & Curriculum Studies module.

Please note that there are no optional routes. The requirement is that you fully undertake all of the modules.

Interim Awards There are no interim awards available for this programme.

In certain circumstances, the Primary PGCE programme may be undertaken within the School Direct training programme (http://www.education.gov.uk/get-into-teaching/teacher-training-options/school-based-training/school-direct?&gclid=COrQmaG58rYCFU3KtAodnTAADg). By arrangement with the School Direct PGCE Programme Director, School Direct lead schools can opt for their students to register for and infill onto the Primary PGCE programme as described in this document. Students undertaking this option would not register for the School Direct PGCE programme which involves online distance learning as detailed in the School Direct PGCE programme specification. Please see the Graduate School of Education website for further details: http//socialsciences.exeter.ac.uk/education/pgce/ 

School Direct infill students will have the same exit points as detailed above but where the PGCE is awarded, the term ‘School Direct’ will be added in brackets to the PGCE award title.

Stage 1


Your Primary PGCE programme is a 1 year programme of study at National Qualification Framework (NQF) Level (7) (as confirmed against the FHEQ). This programme has one ‘Stage’ which is normally equivalent to an academic year. The programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.

The programme is delivered through four module blocks, the Educational & Professional Studies module (EPSM000), the Professional Learning module (EDUM034), the pathway module (EEDM009; EMAM009; EHUM009; ESCM004; EDUM053; EDUM061) and the Curriculum Studies module (EDUM033). All students take the Educational & Professional Studies module, the Curriculum Studies module and the Professional Learning module, and select one Pathway module. The Pathway modules include the Primary Teaching & Learning module (EDUM061) for students on the generic (i.e., no-subject specific) pathway, and the Primary Teaching and Learning Contextual Studies module (EDUM053) for students on the School Direct@Exeter pathway. Educational & Professional Studies module, the Curriculum Studies module and the Specialist Subject modules are taught in the Autumn Term and parts of these modules are also taught in the time you spend in schools. The Professional Learning module runs in the Autumn, Spring and Summer terms. All the modules integrate with each other and you will continue to learn and reflect on each module throughout the year. During the academic year you will spend 120 days on School Placements.

You may exit with:

• PGCE at Level 7 with Qualified Teacher Status (QTS) if you pass both the Level 7, 30-credit modules and the non-credit-bearing Professional Learning & Curriculum Studies modules.

• QTS only if you pass the non-credit-bearing Professional Learning & Curriculum Studies modules, but fail one or more of the Level 7 modules (i.e. pathway module and/or the Education and Professional Studies module).

• PGCert in Professional Studies in Education if you pass both of the Level 7, 30-credit modules but fail the Professional Learning & Curriculum Studies module.

Please note that there are no optional routes. The requirement is that you fully undertake all of the modules.

Interim Awards There are no interim awards available for this programme.

In certain circumstances, the Primary PGCE programme may be undertaken within the School Direct training programme (http://www.education.gov.uk/get-into-teaching/teacher-training-options/school-based-training/school-direct?&gclid=COrQmaG58rYCFU3KtAodnTAADg). By arrangement with the School Direct PGCE Programme Director, School Direct lead schools can opt for their students to register for and infill onto the Primary PGCE programme as described in this document. Students undertaking this option would not register for the School Direct PGCE programme which involves online distance learning as detailed in the School Direct PGCE programme specification. Please see the Graduate School of Education website for further details: http//socialsciences.exeter.ac.uk/education/pgce/

School Direct infill students will have the same exit points as detailed above but where the PGCE is awarded, the term ‘School Direct’ will be added in brackets to the PGCE award title.

Compulsory Modules

CodeModule Credits Non-condonable?
EPSM000 Educational and Professional Studies 30Yes
EDUM033 Primary Curriculum Studies 0Yes
EDUM034 Primary Professional Learning 0Yes
EEDM009 Primary PGCE Specialist English 30Yes
Total Credits for Stage 1

60


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 Pathway 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 Pathway 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 Pathway 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 Pathway 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 Pathway 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 Pathway modules.

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

0

18. Final Award

PGCE PGCE English Primary

19. UCAS Code

XQ1H

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision

19/05/2016