Programme Specification for the 2016/7 academic year

PGCE PGCE Physics Secondary (SD)

1. Programme Details

Programme namePGCE PGCE Physics Secondary (SD) Programme codePGC1EDUSECFB
Study mode(s)Full Time
Academic year2016/7
Campus(es)Not applicable
Programme start date

09/2014

NQF Level7 (Masters)

2. Description of the Programme

The PGCE (School Direct) programme is designed to support the development of outstanding school teachers. All students enrolled on the programme will complete two online modules at Masters level and a third, non-credit bearing module that allows you to demonstrate achievement of the Standards for Qualified Teacher Status (QTS) as required by the National College for Teaching and Leadership (NCTL). The online modules will reflect and complement your experience in school, linking theory closely with practice. They are led by lecturers from the Graduate School of Education using the University of Exeter’s virtual learning environment and other online tools to support your learning. You will be 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 schools.

The assignments for the online modules are at Masters level and 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 and to apply your knowledge to the school context in which you learn and work.

Your school experience will include placements in two schools where you will follow the Exeter Model of Initial Teacher Education. Supported by experienced teachers in school, you will compile a range of evidence for your professional development as a teacher to demonstrate achievement of the Standards required by the NCTL for QTS. The Exeter Model 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 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 PGCE (School Direct) programme.

If you enrol for the PGCE (School Direct) programme and fail one or both of the Level 7 modules but pass the non-credit bearing module, then you may exit with QTS only. If you pass both of the Level 7 modules but fail the non-credit bearing module then you may exit with 60 credits at Level 7 and will be awarded a PGCert in Professional Studies in Education.

The PGCE (School Direct) is aligned with the School Direct initial teacher training programmes introduced by the National College for Teaching and Leadership for England and now administered by the NCTL. For further information about the School Direct programmes, including enhanced employability prospects, please go to:

http://www.education.gov.uk/get-into-teaching/teacher-training-options/school-based-training/school-direct.aspx

In addition to this programme, it is possible for School Direct lead schools, by arrangement with the Programme Director, to opt for their students to infill onto the standard PGCE Primary or Secondary programmes offered by the Graduate School of Education. In this instance, students will not complete the online modules and instead will register for and follow the taught content of the relevant PGCE programme delivered at the Graduate School of Education, but under the umbrella of the School Direct training programme. Please see the Graduate School of Education website for further details: http://socialsciences.exeter.ac.uk/education/pgce/

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 related to the National Curriculum in England and examination specifications;
8. enable you to understand teaching as a profession, and how schooling may be applied in different contexts;
9. develop your ability to deal with complex issues, make sound judgements and communicate outcomes clearly in a form appropriate to the audience;
10. 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/schooldirectprogramme/modules/

The PGCE (School Direct) is a one-year 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. It is divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The PGCE (School Direct) programme consists of 60 credits, divided into two modules each weighted at 30 credits. 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, the programme includes a non-credit bearing module, Professional Learning, that allows you to demonstrate achievement of the requirements for QTS as specified by the NCTL. The whole programme therefore consists of 60 credits at level 7 plus the non-credit bearing module leading to recommendation for QTS.

The PGCE (School Direct) programme includes two level 7 module blocks: the Subject & Curriculum Studies module and the Education & Professional Studies module, both online. You will be based in school for the whole of the academic year, receiving school-led training alongside your academic study that will provide you with the opportunity to meet the Standards required by the NCTL for recommendation for QTS. Academic study for the two modules will be completed by the end of the summer half term in schools (late May) to allow for the marking and moderation of assignments. Assessment for the non-credit bearing module will be completed by mid June. The final examination board will be scheduled in early July.

You may exit with:

  • PGCE (School Direct), including QTS.
  • QTS only if you fail one or more of the Level 7 modules (i.e. the Subject and Curriculum Studies module, and/or the Education and Professional Studies module) but pass the Professional Learning module.
  • PGCert in Professional Studies in Education if you pass both of the Level 7 modules but fail the Professional Learning 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

Stage 1


Compulsory Modules

CodeModule Credits Non-condonable?
EDUM031 Subject and Curriculum Studies (School Direct) 30Yes
EDUM032 Education and Professional Studies (School Direct) 30Yes
EDUM030 Professional Learning (School Direct) 0Yes
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. Systematically 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. Develop and deploy a range of transferable personal and professional skills relevant to the subject and phase in which you are working
3. Demonstrate self-direction to identify, formulate 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 and continue to advance this subject and pedagogic understanding through review and reflection

Online learning including recorded lectures; use of text-based and multi-media resources; directed activities in professional contexts; supported self-study; interaction with tutors using a variety of digital learning tools; independent study.

For recommendation of QTS: In addition to the above, face-to-face seminars and tutorials in school.

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. Some (indicated) assessment methods apply only to the recommendation for QTS.

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. 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
6. Formative activities such as subject knowledge auditing with target setting and reflective feedback in online discussions. Summative assessment through written assignments at Level 7 showing critical analysis and reflection, drawing on evidence from theory, research and practice
7. Formative activities in teaching and learning based on the professional context in which you are working. Summative assessment through written assignments at Level 7 showing critical analysis and reflection, drawing on evidence from theory, research and practice
8. Formative activities such as subject knowledge auditing with target setting and reflective feedback on different school contexts in online discussions. Summative assessment through written assignments at Level 7
9. For recommendation of QTS: in addition to the above, 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 of the National College for Teaching and Leadership based on evidence presented in an Individual Development Portfolio.

Online learning including recorded lectures; use of text-based and multi-media resources; directed activities in professional contexts; seminars; supported self-study; interaction with tutors online and using a variety of digital learning tools; completion of an enquiry-based study at Level 7

ILOs 5 – 9 will be assessed through:

Online discussions with peers and tutors; directed tasks; keeping records of pupils’ attainment.

Formative assessment through directed tasks and assignments. 

Summative assessment through an enquiry-based assignment at Level 7.

For recommendation of QTS: in addition to the above, formative activities such as use of the Framework for Dialogue about Teaching during reflective dialogue in Supervisory Conferences. Final Summative Report with confirmation of meeting the requirements of the National College for Teaching and Leadership based on evidence presented in an Individual Development Portfolio.

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. Deal with complex problems both systematically and creatively and develop strategies for their 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; accessing online lectures; use of electronic resources including online access to the library; directed study tasks;

For recommendation of QTS: Lesson planning; marking, assessment and recording of pupils’ attainment. Compilation of an Individual Development Portfolio showing achievement against the Standards required by the NCTL

ILO 10 - 15. Formative tasks and activities included in the online modules; online and face-to-face discussions; Formative assessment through feedback from tutors; Summative assessment through assignments at level 7

For recommendation of QTS: Formative assessment through completion of Formative Reflections on Achievement and Progress. Summative assessment through Final Summative Report with confirmation of meeting the requirements of the National College for Teaching and Leadership based on evidence presented in an Individual Development Portfolio.

ILO 16. Formative activity through the use of the virtual learning environment including participation in online discussions Formative activities showing engagement with literature and the ability to synthesise reading and apply learning to practice Summative assessment through level 7 assignment

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

139

18. Final Award

PGCE PGCE Physics Secondary (SD)

19. UCAS Code

N/A

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