Programme Specification for the 2017/8 academic year

PGCE PGCE Post Compulsory Education

1. Programme Details

Programme namePGCE PGCE Post Compulsory Education Programme codePGC1EXEEXE01
Study mode(s)Full Time
Academic year2017/8
Campus(es)St Luke's (Exeter)
Programme start date

11/2016

NQF Level7 (Masters)

2. Description of the Programme

The primary aim of the PGCE (PCE) programme is to develop outstanding teachers for the post-compulsory sector. All students enrolled on the programme will complete three 30 credit modules at Masters level and a fourth 30 credit module at level 6. Both the content of these modules and the accompanying teaching will allow you to collect evidence against the Minimum Core (the requirement for Initial Teacher Education in the Further Education sector to equip trainees to be proficient in teaching literacy, numeracy and ICT through their subjects) and Professional Standards (Education and Training Foundation). You will be working towards demonstrating achievement of the Qualified Teacher Learning and Skills Status (QTLS) which, although not part of this programme, you can apply for following a successful period of professional formation.

 The modules will complement and enhance your experience of teaching, linking theory closely with practice. They are led by lecturers at Exeter College through face to face teaching with additional resources from Exeter College’s virtual learning environments 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 contrasts between different groups of learners, subjects and Further Education environments. 

Your teaching experience will include placements and contrasting experiences, usually at Exeter College, where you will be supported by experienced teachers and tutors. You will compile a range of evidence for your professional development as a teacher, including two formal observations of your teaching per module,  to demonstrate progress towards the Standards required for QTLS. You will use training tools, to assist your development and reflection, from the Exeter Model of Initial Teacher Education, which is widely recognised as providing exemplary initial teacher education. The programme 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 Practise” procedures (http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/fitness/ )

apply to your admission and continued registration on the PGCE (PCE) programme.

 The written assignments and presentation for the modules 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 teaching context in which you learn and work. 

If you enrol for the PGCE (PCE) programme you must pass all 4 modules in order to exit with a PGCE (PCE).

If you pass the level 6 module and only 2 modules at level 7 you can exit with a Postgraduate Certificate in Professional Studies (PCE)

If you pass only 2 modules at level 7 you can exit with a Postgraduate Certificate in Professional Studies (PCE)

You must also successfully complete 2 formal observations of your teaching in module 4. 

 

3. Educational Aims of the Programme

The core aim of this programme is to develop outstanding teachers.

More specifically we aim to:

• facilitate your development as autonomous professionals;

• support you to develop the organisational and transferable skills central to professional autonomy;

• provide opportunities for you to develop a systematic understanding and critical awareness of educational policy, theory and practice;

• provide you with the knowledge and skills that enable you to apply theory to practice;

• introduce you to what is known about learners, both from research and professional experience;

• enable you to achieve a grounding in the application of subject knowledge which gives you an appropriate level of subject knowledge for teaching in the post compulsory sector;

• develop your understanding of the principles and practice of assessment related to examination specifications;

• enable you to understand teaching as a profession, and how teaching and learning may vary in different contexts;

• develop your ability to deal with complex issues, make sound judgements and communicate outcomes clearly in a form appropriate to the audience;

• support you to develop the ability to learn independently and apply this to your continuing professional development as you enter the teaching profession.

4. Programme Structure

Your PGCE (PCE) programme is a one year programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). This programme has one ‘Stage’. Each Stage 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.  Each module is weighted 30 credits and equates to 300 hours of work, divided between: ‘scheduled learning & teaching activities’, ‘guided independent study’ and ‘placement work’.

 

The whole PGCE (PCE) programme consists of 90 credits at level 7 and 30 credits at level 6: the Teaching, Learning and Assessment module (level 6) and three level 7 modules: the Curriculum and Society module; the Theories of Learning and of Managing Behaviour module and the Wider Practice and Professional Development module. You will be based in the FE/PCE Sector for the whole of the academic year, receiving training alongside your academic study that will provide you with the opportunity to collect evidence towards the Professional Standards required for Qualified Teacher Learning and Skills Status (QTLS) which could be applied for after a period of Professional Formation beyond the end of, and not part of this course.  Academic study for the four modules will be completed by the end of the summer half term (late May) to allow for the marking and moderation of assignments. The Assessment Progression and Awards Committee (APAC) will be scheduled in early July.

 

The following diagram illustrates the structure of the programme:

Learning Teaching and Assessment in PCE

 

Level 6: 30 Credits

100% written assignment

                               

    

 

 

 

 

 

Wider Practice and Professional Development

 

                                                Level 7: 30 Credits

 

 

 

 

Curriculum and Society

 

Level 7: 30 Credits

100% written assignment

Theories of Learning and Managing Behaviour

 

Level 7: 30 Credits

100% written assignment

Wider Practice and Professional Development

 

Level 7: 30 Credits

Written assignment(including a Reflection on Professional practice Portfolio)

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.

There are 4 compulsory non-condonable modules: 

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

Stage 1


Compulsory Modules

CodeModule Credits Non-condonable?
EDX3001 Learning, Teaching and Assessment 30Yes
EDXM001 Curriculum and Society 30Yes
EDXM002 Theories of Learning and of Managing Behaviour 30Yes
EDXM003 Wider Practice and Professional Development 30Yes
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. demonstrate confident academic and pedagogic subject knowledge to teach your own specialist subject in the FE/PCE Sector, including: theories and policies of Education for Sustainable Development; social cohesion of curricula with regard to protected characteristics; issues of professional conduct and accountability and the ability to critically analyse systems of quality assurance and improvement; understanding of theories and principles of learning; theories and strategies to manage behaviour in learning situations;
2. critically analyse the range of roles and responsibilities of a teacher in the FE and Skills Sector
3. critically analyse your own assessment practices and make reasonable adjustments for a range of disabilities

Scheduled Learning & Teaching activities: includes group sessions, group tutorials/meetings, use of the VLE, individual tutorials and mentor meetings including discussion about professional learning.

Guided Independent Study: self-directed reading related to subject knowledge, assignment submission and classroom practice

Placement: a range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required professional standards; and written action plans for further development. 

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 in which they are working. Some (indicated) assessment methods apply only to the recommendation for QTLS.

 

ILOs 1 – 3 will be assessed by formative activities such as subject knowledge auditing with target setting and reflective feedback in online discussions. Summative assessment will take place through written assignments at Level 7 showing critical analysis and reflection drawing on evidence from theory, research and practice.

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:

4. engage in critical and analytical debate about current educational issues drawing on evidence from a wide range of theory, research and practice;
5. critically and systematically evaluate the relevance of educational theory to practice;
6. compare, analyse and synthesise relevant educational literature and use research data in support of an argument;
7. plan, conduct and critically evaluate a research project in the form of a case study
8. demonstrate the autonomous ability to improve your own subject specialist teaching and your own approaches to planning and enabling learning making reference to the Minimum Core and Professional Standards;
9. recognise learners’ different and complex needs and interpret these learning needs in order to successfully plan, teach, assess and critically evaluate lessons and schemes of work;
10. demonstrate a critical awareness of, and the ability to plan, your future professional development needs;

Scheduled Learning & Teaching activities: includes group sessions, group tutorials/meetings, use of the VLE, individual tutorials and mentor meetings including discussion about professional learning.

Guided Independent Study: self-directed reading related to assignment submission and classroom practice.

Placement: a range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required professional standards; and written action plans for further development.

ILOs 4 – 7 will be assessed by 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.

 

ILOs 8 – 10, in addition to the above, will be assessed by formative assessment through the completion of Formative Reflections on Achievement and Progress. Summative assessment through a Final Summative Report based on evidence, presented in the Professional Practice Portfolio,   towards the Professional Standards required for Qualified Teacher Learning and Skills Status (QTLS) which could be applied for after a period of Professional Formation beyond the end of, and not part of this course.  

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:

11. critically evaluate your personal professional learning and teaching;
12. demonstrate continued self-directed development through breadth of teaching practice;
13. reflexively and critically evaluate access and progression in teaching practice;
14. learn effectively and independently and be aware of your own learning strategies;
15. work productively and proactively in different kinds of teams (formal, informal, project based, etc.);
16. think creatively about the main features of a given problem and develop a wide range of strategies for its resolution;
17. effectively express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes.

Scheduled Learning & Teaching activities: includes group sessions, group tutorials/meetings, use of the VLE, individual tutorials and mentor meetings including discussion about professional learning.

Guided Independent Study: self-directed reading and reflection   related to professional development and classroom practice.

Placement: a range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required professional standards; and written action plans for further development.

ILOs 11 - 16. 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.

 

ILO 17 will be assessed by a presentation at level 7

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

Not applicable to this programme.

18. Final Award

PGCE PGCE Post Compulsory Education

19. UCAS Code

Not applicable to this programme.

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

01/11/2016

Date of last revision