Programme Specification for the 2016/7 academic year

PGCE PGCE Biology Secondary

1. Programme Details

Programme namePGCE PGCE Biology Secondary Programme codePGC1EDUSEC01
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 PGCE Secondary programme is a full-time programme offered to high-quality graduates by the University of Exeter. It is designed to develop outstanding teachers. The programme is studied over 36 weeks, of which 24 are based in school. It is designed to introduce you to the underlying values and principles of education and enable you to meet the requirements for Qualified Teacher Status as specified by the National College for Teaching and Leadership (NCTL).

You will 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 Initial Teacher Education is widely recognised as providing exemplary initial teacher education. It is designed to offer a well-supported learning progression while at the same time maintaining the professional development challenge that gives you the best possible opportunity to become an outstanding teacher.

The teaching style of seminars and lectures in the taught course will foster your confidence in the articulation of arguments, in collaborative work, and in the use of Information and Communication Technology (ICT) in a professional context. The assignments will provide you with an opportunity to demonstrate your understanding of the relationship between theory and practice; skills in interpreting and presenting data; the ability to organise and synthesise information from empirical or theoretical studies; critical evaluation of research and scholarship in the field of education; the ability to learn independently, to apply your knowledge to the school context in which you learn and work and to reflect critically on your own professional development as a teacher. The University's Fitness to Practice procedures (http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/fitness/) and the Department for Education’s Fitness to Teach requirements (http://media.education.gov.uk/assets/files/pdf/i/itt%20criteria%202012.pdf) 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. During your school placements you are expected to enter fully into the life of the schools in which you are based. In addition, at intervals, you will attend further classes at the University during this period.

3. Educational Aims of the Programme

1. facilitate your development as autonomous professionals;
2. support you to develop the organisational and transferable skills central to professional autonomy
3. provide opportunities for you to develop a systematic understanding and critical awareness of educational policy, theory and practice;
4. provide you with the knowledge and skills that enable you to apply theory to practice;
5. introduce you to what is known about pupils as learners, both from research and professional experience;
6. enable you to achieve a grounding in the application of subject knowledge which gives you an appropriate level of subject knowledge for teaching in schools;
7. develop your understanding of the principles and practice of assessment including those of the National Curriculum and relevant examination specifications;
8. familiarise you with the organisation and management of schools;
9. enable you to understand teaching as a profession, and how schooling may be applied in different contexts;
10. develop your ability to deal with complex issues, make sound judgements and communicate outcomes clearly in a form appropriate to the audience;
11. support you to develop the ability to learn independently and apply this to your continuing professional development as you enter the teaching profession.

The core aim of this programme is to develop outstanding teachers. More specifically we aim to:

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/secondarypgce/specialisms/biology/structure/

Your PGCE is a one-year full-time programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). The programme has one ‘stage’, normally equivalent to an academic year. The programme is divided into a number of subject specialist pathways. Each pathway is divided into units of study called ‘modules’ which are normally assigned a number of ‘credits’. Each pathway consists of two credit-bearing modules:  a Specialist Subject Knowledge & Pedagogy module and the Education & Professional Studies module, each of which confer 30 credits at Level 7. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work. In addition to the two credit-bearing modules, there is also a non-credit-bearing Professional Learning module which allows you to demonstrate achievement of the requirements for Qualified Teacher Status (QTS) as specified by the NCTL. During the academic year you will spend 60 days learning in the University taught course and 120 days learning in 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 module.
  • QTS only if you pass the non-credit-bearing Professional Learning module, but fail one or more of the Level 7 modules (i.e. Specialist Subject Knowledge & Pedagogy 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 module.


Please note that there are no optional routes. The requirement is that you complete all of the modules within the pathway for which you have registered.   

Interim Awards

There are no interim awards available for this programme.

In certain circumstances, the Secondary 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 infill onto the Secondary PGCE programme as described in this document.  Please see the Graduate School of Education website for further details: http://socialsciences.exeter.ac.uk/education/pgce/

Stage 1


Compulsory Modules

CodeModule Credits Non-condonable?
EDUM036 Secondary Education and Professional Studies 30Yes
EDUM052 Secondary Professional Learning 0Yes
EDUM037 Secondary Biology Subject Knowledge and Pedagogy 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 subject and phase in which you are working
3. Identify and justify solutions to teaching and learning problems relevant to the subject and phase in which you are working
4. Develop academic and pedagogic subject knowledge relevant to your programme of study

Lectures, seminars, group activities, tutorials; use of text-based and multi-media resources; directed activities in both the taught course and in professional contexts; school placements; supported independent self-study.

Each ILO will be assessed through a range of different assessment methods to ensure that students are developing specialised skills and knowledge throughout the course as appropriate to the subject and phase in which they are working.

 

1: Formative assessment through directed tasks and activities.  Summative assessment through written assignments at Level 7 showing critical analysis and reflection drawing on evidence from theory, research and practice

2: Formative activities (such as lesson planning, lesson evaluation and agenda evaluation teaching alongside an experienced teacher; implementing policy documents; keeping records of pupils’ attainment). Formative assessment through the completion of Formative Reflections on Achievement and Progress. Summative assessment through a Final Summative Report with confirmation of meeting the requirements for Qualified Teacher Status (QTS) as specified by the NCTL

3: Formative activities (such as lesson planning, lesson evaluation and agenda evaluation). Formative assessment through Formative Reflections on Achievement and Progress

4: Formative activities (such as lesson planning and independent study related to Initial Needs Analysis and associated Action Plans). Formative assessment through Formative Reflections on Achievement and Progress. Summative assessment through written assignments at Level 7

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, tutorials; directed study activities; work during school placements; supported independent self-study; completion of Level 7 assignments.

ILOs 5 – 9 will be assessed through:

Formative activities such as use of the Framework for Dialogue about Teaching in Supervisory Conferences with Mentors; face-to-face and online discussions with peers and tutors; directed tasks including presentations; keeping records of pupils’ attainment.

Formative assessment through assignments based on directed tasks and activities. 

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 development as an autonomous professional
11. Develop the organisational and transferable skills central to professional autonomy
12. Learn effectively and be aware of your own learning strategies
13. Express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of ?purposes
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
16. Competently use library and electronic resources including databases, websites and virtual learning environments to support learning.

Completion of Initial Needs Analysis and related Action Plans; compilation of an Individual Development Portfolio; accessing online resources; use of library including online access; directed study tasks; lesson planning; marking, recording and reporting of pupils’ attainment; small group/individual presentations as required.

ILO 10 - 15. Formative activities such as compilation of an Individual Development Portfolio to track progress through the programme; individual lesson planning and evaluation; collaborative planning and team teaching; use of data to inform lesson planning and evaluation; agenda evaluations; online and face-to-face discussions; small group and individual presentations as required.

Formative assessment through feedback on teaching performance; Formative Reflections on Achievement and Progress; formative assignments

Summative assessment through assignments at level 7 and Final Summative Report with confirmation of meeting requirements for Qualified Teacher Status (QTS) as specified by the NCTL.

ILO 16. Formative activities involving use of the virtual learning environment and online access to the library. Formative assessment such as synoptic agenda evaluations showing engagement with literature and the ability to synthesise reading and apply learning to practice. Summative assessment through level 7 assignments.

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 Biology Secondary

19. UCAS Code

C1X1

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

01/03/2013