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									PROGRAMME SPECIFICATION: PRIMARY PGCE


1      Awarding Institution:                     University of Exeter
2      School(s)/Teaching Institution:           Graduate School of Education
3      Programme accredited/validated by:        n/a
4      Final Award(s):                           Postgraduate Certificate in Education (PGCE)
5      Programme Title:                          PGCE Primary
6      UCAS Code (if relevant):                  n/a
7      FHEQ Level of Final Award(s):             M
8      QAA Subject Benchmarking Group:           Education Studies
9      Date of Production/Revision:              October 2009 (revised)

10     Programme Structures and Requirements, Levels, Modules, Credits and Awards
The full-time PGCE Primary programme is 120 credits, of which 60 are at M level and 60 at level 3.

The programme is studied over 38 weeks, of which 18 are based in school. The programme is designed to enable
students to meet the Professional Standards for Teachers: Qualified Teacher Status (TDA, 2007), as specified by the
Training & Development Agency, and to introduce them to the underlying values and principles of education. Students
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 Exeter Model of Cognitive
Apprenticeship supports students in developing the ability to analyse and reflect upon educational theories, research
and professional contexts. The teaching style of seminars and lectures foster 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. The University's fitness to practise procedures apply to the admission of students to, and their
continued registration on the programme.

Students 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 which they are expected to enter fully into the life of the
school or schools in which they are based. In addition, they attend further classes at the University during this period.

The programme is delivered through five module blocks: the Curriculum Studies 1 module, the Curriculum Studies 2
module, the Education and Professional Studies module, the School-based work module, and the Specialist modules.
All students take the Curriculum Studies 1, Curriculum Studies 2, Education and Professional Studies, and School-
based work modules, and select one module from the Specialist modules.

     MODULE
     CODE       MODULE TITLE                                                                   CREDITS      LEVEL
     ECS3001    Curriculum Studies 1: Linguistic, Mathematical & Scientific Understanding          20          3
     ECS3002 Curriculum Studies 2: The Arts, Physical Education & Humanities                       10          3
     EPSM000 Educational & Professional Studies                                                    30          M
     ESB3003 School-Based Work                                                                     30          3
     EMUM003 Music Specialist Studies                                                              30          M
     EEDM009 English Specialist Studies                                                            30          M
     EMAM009 Maths Specialist Studies                                                              30          M
     EHUM009 Humanities Specialist Studies                                                         30          M
     ESCM004 Science Specialist Studies                                                            30          M
     ESYM001 Early Years Specialist Studies                                                        30          M
     EMLM008 Modern Foreign Languages Specialist Studies                                           30          M
     EARM002 Art Specialist Studies                                                                30          M

Trainees may exit with:
       PGCE at M level with QTS
       PGCE at M level without QTS (for those trainees who have passed all elements of the course, including SBW
        module, but who have not passed all three QTS skills tests)
       QTS only for those who fail one or both of the M level modules
A QTS only route ensures that those who do not reach the required standard in one or both M level modules but who
do meet the standards in school, can still be awarded QTS
11     Educational Aims of the Programme
This programme aims:
   to support students’ development as autonomous professionals
   to provide students with knowledge and skills needed to apply theory to practice
   to provide the knowledge, understanding and skills for students to analyse educational policy, theory and practice
   to provide students with the procedural knowledge to develop conceptual understanding and analyse data
   to provide the organisational and transferable skills central to professional autonomy
   to support students’ ability to define and evaluate complex educational issues drawing on national and
    international perspectives
   to develop students' teaching competence through a phased initiation into good practice in teaching under
    mentorship in partner schools
   to enable students 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 pupils
    applied to the pupils' National Curriculum and other syllabus requirements
   to introduce students to what is known about pupils as learners, both from research and professional experience
   to familiarise students with the organisation and management of schools
   to enable students to understand teaching as a profession, and how schooling may serve society
   to provide students with guidance for their Induction year and for continuing professional development.

Further information about the programme is available on the School’s website: www.ex.ac.uk/education



12     Programme Outcomes
(a) Subject knowledge and skills: on completion of the programme students will have:
   identified and evaluated 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
   deployed 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
   developed academic and pedagogic subject knowledge relevant to their programme of study
   demonstrated professional competence as specified by the Professional Standards for Teachers: QTS

(b)   Core academic skills: on completion of the programme students will be able to:
     critically evaluate the relevance of learning theory to practice
     synthesise relevant literature in support of an argument
     use appropriate technologies for data handling and writing
     present data and findings in an appropriate form
     use research data in support of an argument

(c)   Personal and key skills: on completion of the programme students should be:
     able to manage their own learning development
     able to learn effectively and be aware of their own learning strategies
     able to express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes
     able to work productively in different kinds of team (formal, informal, project based, committee based etc)
     able to identify the main features of a given problem and to develop strategies for its resolution
     able to interpret and use data effectively in learning and skills processes

(d) The PGCE programme conforms with and builds on the Education Subject Benchmark Statements.
12 & 13     Programme Outcomes and Teaching, Learning & Assessment Methods

    On successfully completing the PGCE programme,
    a student should be able to:

    A                                                       Teaching/learning methods and strategies
         identify and evaluate educational concepts        Lectures, seminar, group activities, tutorials; directed
          and issues related to their specific field of     activities in professional contexts; school-based
          study and engaged in critical debate about        placements; supported self-study; ICT via email and
          current educational issues, drawing on            website
          evidence from theory, research and practice
                                                            Assessment
                                                            Formative directed activities and summative
                                                            assessment through written assignments at M level
                                                            Showing interaction between theory and practice


    B                                                       Teaching/learning methods and strategies
         deploy a range of personal and professional       Lectures, seminar, group activities, tutorials; directed
          skills relevant to the workplace and identified   activities in professional contexts; school-based
          and justified solutions to educational problems   placements; supported self-study; ICT via email and
          relevant to their programme of study              website

                                                            Assessment
                                                            Formative activities (such as Action Planning and target
                                                            setting; and professional dialogue in Supervisory
                                                            Conferences) and summative assessment through
                                                            written assignments at M level, through the Reflections
                                                            on Achievement and Progress (of the Standards for the
                                                            award of QTS) and Formative Reports


    C                                                       Teaching/learning methods and strategies
         demonstrate academic and pedagogic subject        Lectures, seminar, group activities, tutorials; directed
          knowledge relevant to their programme of          activities in professional contexts; school-based
          study                                             placements; supported self-study; ICT via email and
                                                            website

                                                            Assessment
                                                            Formative activities (such as lesson planning and
                                                            independent study related to Action Plans and
                                                            summative assessment through written assignments at
                                                            M level, through the Reflections on Achievement and
                                                            Progress (of the Standards for the award of QTS) and
                                                            Formative Reports




    D                                                       Teaching/learning methods and strategies
                                                            Lectures, seminar, group activities, tutorials; directed
         demonstrate professional competence as            activities in professional contexts; school-based
          specified by the Professional Standards for       placements; supported self-study; ICT via email and
          Teachers: QTS                                     website

                                                            Assessment
                                                            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 at M level, through the Reflections
                                                            on Achievement and Progress (of the Standards for the
                                                            award of QTS) and Formative Reports
      Support for Students and Students’ Learning
14
At Exeter, 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 Schools. The total Library collection
comprises over a million volumes and 3000 current periodical subscriptions. Information Technology (IT) Services
provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of
which are available 24 hours, 7 days a week. Additionally, some Schools have their own dedicated facilities.
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.

On the Tremough campus in Cornwall, the Learning Resource Centre contains a library of 70,000 volumes and some
specialist collections. IT Services provide a range of central services, including open and training clusters of PCs
(available on a 24/7 basis) within the Centre, while some Schools have additional dedicated facilities. Network access
is available from all rooms in the hall of residence on site.

It is University policy that all schools should have in place a system of academic and personal tutors for their students.
A University-wide statement on such provision is included in the University’s TQA Manual.

Additionally, the following units at Exeter between them provide a wide range of student support services:
- Student Counselling Service                          - Student Health Centre
- Study Skills Service                                 - Family Centre (Streatham campus)
- Student Advice Centre (Guild of Students)            - Chaplaincy
- International Office                                 - English and Foreign Language Centres
- Study Abroad Office                                  - Disability Resource Centre

The University Careers Advisory service provides expert advice to all students to enable them to plan their futures,
through guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and
CV preparation.

All Schools are required to possess Student/Staff Liaison Committees, which allow students to contribute directly to the
enhancement of educational and other provision at discipline level.

The School of Education and Lifelong Learning has its own teaching, learning and multimedia resources library and a
supported resources area to enable the production of teaching and learning materials.


15    Admission Criteria
The School of Education and Lifelong Learning welcomes applications from all students, regardless of gender, race,
nationality, ethnic identity or national origin, socio-economic status, religious or political beliefs, disability, age, marital
status, family circumstances, or sexual orientation. The School of Education and Lifelong Learning is committed to
encouraging potential teachers from a diverse range of backgrounds and contexts, and the School has received
funding from the Training & Development Agency to support the recruitment of potential students from ethnic
minorities. The Primary PGCE programme welcomes applications from students with disabilities, subject to applicants
meeting the DfES ‘Fitness To Teach’ requirements.

Academic requirements: All students embarking on a PGCE programme must have a degree, and appropriate
academic subject knowledge to match their chosen Main Subject. They must also have GCSE or equivalent in
English, Maths and Science.

Health requirements: All students embarking on a PGCE programme will be required to complete a form describing
their state of health which will be checked against the DfES Fitness to Teach criteria.

Legal requirements: All students embarking on a PGCE programme will be required to provide an Enhanced
Disclosure from the Criminal Records Bureau to confirm that there are no criminal offences on their record which
should bar them from teaching. More detailed information about this is available on www.disclosure.gov.uk
16   Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed School assessment marking strategy,
underpinned by institution-wide assessment procedures. The security of assessment and academic standards is
further supported through the external examiners appointed for each programme. Their responsibilities are described
in the University’s code for external examiners and include access to draft papers, course work and examination
scripts. Attendance at the Board of Examiners and the provision of an annual report are both required. Clear
procedures are also in place for the monitoring of these annual reports at both School and University level. See the
University’s TQA Manual for details of these processes (http:www.ex.ac.uk/admin/academic/tls/tqa).

Clear procedures for assessment, examining and moderation are in place for the Primary PGCE. Academic
assignments are assessed in line with university academic marking criteria and a sub-sample is double marked and
cross-moderated across subjects. Assessment of professional suitability conforms to the specifications laid down by
the DfeS in ‘Qualifying to Teach’. A team of External Examiners, one for each subject, plus a Chief External Examiner
for the whole programme visit in July to observe students in school, to moderate the consistency of judgements made
across the programme, and to ensure that academic assignments are marked appropriately. The Primary programme
is subject to a rigorous regime of annual monitoring, in which subject module evaluations, professional studies
evaluations, external examiners’ reports, and a detailed specific triangulated evaluation of school-based work are used
as the basis of both programme evaluation and programme review. In addition, to the university requirements for
programme evaluation, the Primary PGCE programme has in place a system of annual Action Planning and Review.
All Primary subjects are also subject to rigorous external evaluation by OFSTED.




17   Indicators of Quality and Standards
The University and its constituent Schools draw on a range of data in their regular review of the quality of provision.
The annual Performance Indicator Dataset details admission, progression, completion and first career destination data,
including comparisons over a five year time span. In addition, the Primary PGCE Programme maintains its own data,
relevant to PGCE, including degree entry standards, gender, ethnicity and disability data, and an annual benchmarking
report is produced comparing the programme’s performance with national and regional competitors (using the TDA
Performance Profile Dataset)

Ofsted inspections rate the Primary PGCE programme highly: in the most received inspection, the programme was
awarded a Grade 1 (top grade available) for Management and Quality Assurance.




18   Methods for Evaluating and Improving Quality and Standards
The University has procedures in place for the regular review of its educational provision, including the annual review
of both modules and programmes which draw on feedback from such sources as external examiners’ reports, student
evaluation, student achievement and progression data. In addition, subject areas are reviewed every three years
through a subject and programme quality review scheme that includes external input. These procedures are recorded
in codes of practice contained in the TQA Manual.

The PGCE Primary Programme is also subject to regular rigorous review by OFSTED.




Revised 15/10/09 (CH)

								
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