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PROGRAMME SPECIFICATION FINAL

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award Postgraduate Certificate in Education (Secondary) Art and Design Postgraduate Certificate in Education (Secondary) Biology Postgraduate Certificate in Education (Secondary) Chemistry Postgraduate Certificate in Education (Secondary) Dance Postgraduate Certificate in Education (Secondary) Design and Technology Postgraduate Certificate in Education (Secondary) English Postgraduate Certificate in Education (Secondary) Geography Postgraduate Certificate in Education (Secondary) Mathematics Postgraduate Certificate in Education (Secondary) Modern Foreign Languages Postgraduate Certificate in Education (Secondary) Physical Education Postgraduate Certificate in Education (Secondary) Physics Postgraduate Certificate in Education (Secondary) Physics with Mathematics Postgraduate Certificate in Education (Secondary) Religious Studies

Intermediate award

Professional Graduate Certificate in Education (Secondary) Art and Design Professional Graduate Certificate in Education (Secondary) Biology Professional Graduate Certificate in Education (Secondary) Chemistry Professional Graduate Certificate in Education (Secondary) Dance Professional Graduate Certificate in Education (Secondary) Design and Technology Professional Graduate Certificate in Education (Secondary) English Professional Graduate Certificate in Education (Secondary) Geography Professional Graduate Certificate in Education (Secondary) Mathematics Professional Graduate Certificate in Education (Secondary) Modern Foreign Languages Professional Graduate Certificate in Education (Secondary) Physical Education Professional Graduate Certificate in Education (Secondary) Physics Professional Graduate Certificate in Education (Secondary) Physics with Mathematics Professional Graduate Certificate in Education (Secondary) Religious Studies

Course status Validated Awarding body University of Brighton

School School of Education

Location Falmer and Eastbourne

Partner institutions N/A

Start date September 2016

2 2015

Admissions

Admissions agency UCAS

Entry requirements The admissions policy for the course has been developed to ensure that all general University requirements are met and that all entrants meet the minimum requirements laid down by the Department for Education (DfE) 2016.

General DFE ITT Admissions Criteria (2016) C1.1 That all entrants have achieved a standard equivalent to a grade C in the

GCSE examinations in English and mathematics, and that all who intend to train to teach pupils aged 3-11 additionally have achieved a standard equivalent to a grade C in the GCSE examination in a science subject.

C1.2 That, in the case of graduate programmes of ITT, all entrants hold a first

degree of a United Kingdom higher education institution or equivalent qualification.

C1.3 That all entrants, as part of the provider's selection procedures, have

taken part in a rigorous selection process designed to assess their suitability to teach.

C1.4 That all entrants beginning ITT on or after 1 August 2013 have passed the

professional skills tests prior to entry. Programme Specific Admissions Criteria In addition to the above minimum entry requirements, the following selection criteria are used by the programme. Candidates should (normally):

(i) hold a degree (or equivalent) in a relevant subject. Normally this would be a good honours degree.

For Modern Foreign Languages, applicants who can communicate in French, German or Spanish to a near native speaker level and have a degree in any literate discipline will be considered

(ii) have had some relevant experience with young people of secondary school age

(iii) demonstrate a commitment to teaching

(iv) have the capacity to benefit from the programme and achieve its aims and objectives

Mode of study Duration of study

Maximum registration period

Full-time (for standard PGCE routes) 1 year 4 years

Full-time (for the Design and Technology 2 Year route) 2 years 6 years

Part-time 16 months 4 years

Sandwich n/a n/a

Distance n/a n/a

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Course codes/categories

UCAS code (GTTR) Art and Design – W1X1 Biology – C1X1 Chemistry – F1X1 Dance – W5X1 Design and Technology – W9X1 English – Q3X1 Geography – F8X1 Mathematics – G1X1 Modern Foreign Languages – R9X1 Physical Education – C6XC Physics – F3X1 Physics with Mathematics – F3GX Religious Studies – V6X1

Contacts

Programme Leader Andy Davies

Admissions Tutor Art and Design – Sally Johnson Biology – Dr Brian Marsh Chemistry – Dr Brian Marsh Dance – Lucy Pocknell Design and Technology – Bhavna Prajapat Design and Technology (2 year) – Bhavna Prajapat English – Steve Roberts Geography – Dr Melanie Norman Mathematics – Peps McCrea Modern Foreign Languages – Karen Murray-Hall Physical Education – Dr Gary Stidder Physics – Dr Brian Marsh Physics with Mathematics – Dr Brian Marsh Religious Studies – Tom Newlands

Examination and Assessment

External Examiner(s)

Name Place of work Tenure expires

Course External Examiner – Marcus Bhargava Goldsmiths University 30/09/18

Art and Design – Simon Huson University of the West of England

30/09/17

Biology – Andy Smith Portsmouth University 30/09/18

Chemistry – Andy Smith Portsmouth University 30/09/18

Dance – Linda Jasper Youth Dance England 30/09/18

Design and Technology – Paul Spencer Edge Hill University 30/09/16

English – Alyson Midgley Edge Hill University 30/09/18

Geography – Celia Tidmarsh University of Bristol 30/09/20

Mathematics – Gill Adams Sheffield Hallam University 30/09/18

Modern Foreign Languages – Simon Coffey King’s College London 30/09/19

Physical Education – Simon Bicknell Newham University 30/09/17

Physics – Andy Smith Portsmouth University 30/09/18

Physics with Mathematics – Andy Smith Portsmouth University 30/09/18

Religious Studies – Mark Plater Bishop Grosseteste University 30/09/18

Examination Board(s) (AEB/CEB)

PGCE Secondary Joint Area and Course Examination Board

Approval and review

Approval date Review date

4 2015

1 Date of most recent periodic review (normally academic year of validation + 5 years). 2 Month and year this version of the programme specification was approved (normally September). 3 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is

applicable to a particular cohort, please state here. 4 Date of most recent review by accrediting/ approving external body.

Validation 1970s May 2012 (Physics with Maths) March 2013 (Computer Science) March 2013 (Periodic Review)

2017/181

Programme Specification June 20162

June 20173

Professional, Statutory and Regulatory Body

National College for Teaching and Leadership (NCTL)

Ofsted inspection April 20104

2015/16

QAA subject benchmark statement N/A

5 2015

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims The aims of the course are for students to develop:

understanding of their subject in education reinforced by a knowledge and critical appraisal of statutory and non-statutory curricula and other current initiatives; (TS3, TS6)

subject knowledge beyond that which is necessary for teaching in secondary education; (TS3, TS4)

commitment to and enthusiasm for classroom practice; (TS1, TS7)

intellectual and managerial skills required to ensure the well-being and educational development of all learners; (TS1, TS2, TS5, TS6, TS7)

the capacity to support and contribute to the policies and practices of the workplace and to share in the collective responsibility for their implementation; (TS8)

critical evaluation and reflection upon subject pedagogy; (TS3, TS4)

professional attributes that will facilitate continued professional development; (TS8)

an advanced level of understanding and critical awareness of concepts and theories related to education; (all Standards)

the ability to meet the Department for Education’s Teachers’ Standards (May, 2012). (All Standards)

Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate5.

Knowledge and theory

Knowledge and Theory

This programme is designed to meet specific criteria laid down by the National College for Teaching and Leadership and against which judgements by Ofsted inspections will be made.

By the end of the programme students will have, in the context of key stage three / key stage four:

1. a secure and up to date knowledge and understanding of their specialist subject area in education that enables them to teach it confidently and competently; (TS1, TS2, TS3, TS4)

2. the ability to select, evaluate and prepare a variety of resource materials which will contribute to the design and provision of an engaging curriculum; (TS1; TS2; TS4, TS5, TS6)

3. a critical awareness of the perception and relevance of their specialist subject area in society; (TS3, TS8)

4. an understanding, for their specialist subject, of key points of transition; (TS2, TS3, TS8)

5. a critical understanding of the broader issues underlying statutory and non-statutory curricula; (TS1, TS3, TS5, TS6)

Skills Skills

6. the self-confidence, flexibility, evaluative and reflective skills in their specialist subject area that enables them to engage in creative teaching and learning activities and respond to educational change; (TS1, TS2, TS3, TS4, TS5)

7. the capacity to select and use skills in literacy, numeracy and technologies for learning, to underpin their subject specialist teaching and support their wider professional activities; (TS1, TS3, TS4, TS5, TS8)

8. a knowledge and understanding of a range of teaching, learning and assessment strategies for their specialist subject and know how to use and adapt them to meet the varying needs of learners; (TS1, TS2, TS3, TS4, TS5, TS6)

9. an understanding of how to make provision effective for all learners in order to take active and practical account of the principles of equality, inclusion and diversity in their teaching; (TS1, TS2, TS4, TS5)

5 Please refer to Course Development and Review Handbook or QAA website for details.

6 2015

10. an understanding of how the progress and well-being of learners are affected by a range of influences and an ability to use this knowledge to inform teaching and support learning; (TS1 TS2, TS4, TS5, TS6)

11. the capacity to reflect critically upon the quality of their teaching and its impact on learners’ progress and the ability to use the findings to improve future practice; (TS1, TS2, TS4, TS5, TS6;)

12. the capacity to work collaboratively with colleagues and as a member of a team to assess learning needs, set appropriate learning objectives and targets and make a positive contribution to the attainment of all learners; (TS1, TS2, TS4, TS5, TS6, TS8)

13. an ability to communicate effectively to create a constructive dialogue with learners, parents, carers and colleagues; (TS1, TS2, TS8)

14. the skills needed to undertake independent study, which engages them in critical reflection, analysis and evaluation of practice; (TS8)

15. the ability to make critical connections between theory, policy and practice; (TS8)

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

The programme (in common with all Initial Teacher Education provision) is accredited and has student numbers allocated to it by the National College for Teaching and Leadership (NCTL)6.

All student teachers must achieve the Department for Education’s Teachers’ Standards (2012) before they can be awarded QTS, and therefore the programme has been designed to provide students with appropriate opportunities and experiences to meet these Standards7.

Finally, the NCTL uses information about the quality and efficiency of provision obtained through inspections undertaken by Ofsted8. The University of Brighton is currently designated an ‘Outstanding’ provider by Ofsted.

6 http://www.education.gov.uk/get-into-teaching/ 7 Details of the Standards are available from:

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00066-2011 8 http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/70005

http://www.education.gov.uk/get-into-teaching/

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00066-2011

http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/70005

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LEARNING AND TEACHING

Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The programme comprises taught components and associated scholarly activities, independent study (including participation in the managed learning environment, studentcentral), placement-based learning and professional development planning. The balance between these components is as follows:

Learning and Teaching Method % of Student Effort

Taught components 30%

Independent study 15%

Placement based learning 50%

Professional Development Planning 5%

The teaching and learning approaches have been chosen as those that will promote a positive approach to learning and refine students’ capacity for critical reflection. The range of strategies below will direct students’ work, enhance their critical understanding and promote lifelong learning. The overall aim is to provide a holistic learning experience that will enable students to demonstrate appropriate knowledge, understanding, attributes and skills.

Learning and teaching strategies include:

Key lectures and tutor led workshops to introduce and explore underpinning knowledge and understanding, theoretical argument, practical skills, central issues, key texts and inter-professional fields of study.

Critical analysis of key texts to enhance understanding and intellectual capacity.

Participation in group discussion, presentation and debate to enhance interpersonal, group and communication skills.

Case studies and problem solving tasks to engage in approaches that will deepen levels of understanding and professional judgement, including multi-agency approaches where relevant.

Development of practice-based competence and skills of critical reflection through guided individual mentoring during placements.

Assignment tasks designed to assess appropriate levels of professional and academic knowledge and understanding.

Professional development planning to facilitate the capacity to evaluate critically and reflect upon learning in order to identify strengths, development needs and in the light of these, develop and implement improvement plans.

The use of studentcentral and the e-portfolio to formulate independent investigation and where appropriate, educational debate.

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ASSESSMENT

Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

All modules are assessed using the assessment criteria detailed on the individual modules descriptions, which are linked to the learning outcomes for that module. Additionally, the criteria for award of particular marks or grades are provided by the University’s Grading Criteria / Grading Descriptors.

Assessment within the programme arises from the principles of assessment within the University’s General Examination and Assessment Regulations for Taught Courses (GEAR). The programme uses a variety of assessment methods, which are designed to relate to the learning and teaching strategies and the learning outcomes of the programme. Assessment methods will vary from module to module. All module descriptions require the assessment criteria to link with the stated module objectives/outcome.

Methods of assessment include:

Written assignments (e.g. essays; evaluative report)

Group and individual seminars and presentations

Portfolios including the d e-portfolio

Placement reports

Peer evaluation

The table below provides a summary of the links between the assessment tasks included in modules and the learning outcomes of the programme.

Learning Outcome Assessment

1. a secure and up to date knowledge and understanding of their specialist subject area in education that enables them to teach it confidently and competently.

Placement reports

E-portfolio

Written assignments

2. the ability to select, evaluate and prepare a variety of resource materials which will contribute to the design and provision of an engaging curriculum.

Peer teaching

Placement reports

E-portfolio

Written assignments

3. a critical awareness of the perception and relevance of their specialist subject area in society.

Placement Tasks

Placement reports

E-portfolio

Written assignments

4. an understanding, for their specialist subject, of key points of transition

Placement Tasks

Placement reports

E-portfolio

Written assignments

5. a critical understanding of the broader issues underlying statutory and non-statutory curricula.

Placement Tasks

Placement reports

E-portfolio

Written assignments

6. the self-confidence, flexibility, evaluative and reflective skills in their specialist subject area that enables them to engage in creative teaching and learning activities and respond to educational change.

Placement Tasks

Lesson planning

Placement reports

E-portfolio

7. the capacity to select and use skills in literacy, numeracy and technologies for learning, to underpin their subject specialist teaching and support their wider professional activities.

Lesson planning

Placement reports

E-portfolio

9 2015

8. a knowledge and understanding of a range of teaching, learning and assessment strategies for their specialist subject and know how to use and adapt them to meet the varying needs of learners.

Lesson planning

Placement reports

E-portfolio

9. an understanding of how to make provision effective for all learners in order to take active and practical account of the principles of equality, inclusion and diversity in their teaching.

Lesson planning

Placement reports

E-portfolio

10. an understanding of how the progress and wellbeing of learners are affected by a range of influences and an ability to use this knowledge to inform teaching and support learning.

Lesson planning

Placement reports

E-portfolio

11. the capacity to reflect critically upon the quality of their teaching and its impact on learners’ progress and the ability to use the findings to improve future practice.

Lesson planning

Placement reports

E-portfolio

Written assignments

12. the capacity to work collaboratively with colleagues and as a member of a team to assess learning needs, set appropriate learning objectives and targets and make a positive contribution to the attainment of all learners.

Lesson planning

Placement reports

E-portfolio

13. an ability to communicate effectively to create a constructive dialogue with learners, parents, carers and colleagues.

Placement reports

E-portfolio

14. the skills needed to undertake independent study, which engages them in critical reflection, analysis and evaluation of practice.

Placement reports

E-portfolio

Written assignments

15. the ability to make critical connections between theory, policy and practice.

E-portfolio

Written assignments

SUPPORT AND INFORMATION

Institutional/ University

All students benefit from:

University induction week

Student Handbook

Course Handbook

Studentcentral

Extensive library facilities

Computer pool rooms

E-mail address

Welfare service

Personal tutor for advice and guidance

Course-specific In addition, students on this course benefit from:

PGCE Subject Professional Handbook

School of Education Handbook for Student Teachers

Education Studies Reader

e-portfolio (currently PebblePad)

SoE Student Support & Guidance Tutor (SSGT)

10 2015

PART 3: COURSE SPECIFIC REGULATIONS

PROGRAMME STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

1. Introduction The PGCE Secondary provides a wide range of opportunities for graduates wishing to enter the

teaching profession. The following subject routes are offered in a full time mode of study:

Art and Design Biology Chemistry Dance Design and Technology English Geography Mathematics Modern Foreign Languages Physical Education Physics Physics with Mathematics Religious Studies

The programme covers the 11-18 age range and prepares students to meet the Department for

Education’s Teachers’ Standards across Key Stages three and four (11-16). All modes of study comprise four inter-related strands: subject study / subject education, education

studies, professional development and placements. Students spend a minimum of 120 days in placement-based activities in partnership schools/colleges where the training is a shared activity between the University and the partner school/college. There are two placements in different secondary schools or colleges undertaken during the PGCE programme.

2. Programme overview: PGCE Secondary Full-time 2.1 Programme Structure Programme provision is organised into four key strands, the structure of which is designed to enable

students to develop increasing depth of understanding through the provision of a coherent and progressive curriculum both within and across modules. These key strands are underpinned by the equality, diversity and inclusion agendas evident in current legislation.

The four key strands are:

Subject Study / Subject Education Education Studies Professional Development Placements

2.2 Subject Study / Subject Education The modules in this strand draw upon all elements of the programme and are designed to ensure that

students develop and strengthen their subject knowledge and understanding. The modules build upon existing subject expertise and provide students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, formulating their own rationale for teaching. Students consider pedagogical issues within curriculum development and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

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The subject study module, with credits at Masters level, enables students to take their subject specialist studies to an increased depth. Students can accrue 20 level 7 credits in their specialist subject.

2.3 Physics with Mathematics Subject Study / Subject Education: special note In this innovative and separately funded route, the subject study element will be co-delivered by

school-based practitioners and university tutors with the school-based practitioners being specifically responsible for physics pedagogy and mathematics pedagogy respectively. Within the Millais Teaching School Alliance, joint subject-specialist appointments will be made and a proportion of the route that would normally be delivered at the university will be delivered within the TSA. These appointments will also provide opportunities to support placement-based learning: thus informing the development, of teaching skills for students enrolled on and refinement of the mathematics and physics PGCE routes.

Given the current DfE imperative to move towards a school-led model of ITT; this new pathway

provides opportunities to develop and evaluate a new model of partnership that has the potential for wider implementation.

This route will also offer subject-focused enhancement activities, based in the Millais Teaching

School Alliance, and led by key experts from the University’s Science and Engineering courses. 2.4 Education Studies This strand is common to all routes of the programme. The development of effective teaching is

dependent upon an understanding of the processes through which human learning occurs, including an appreciation of individual differences. The study of the principles and practices of learning and teaching occurs through the school and university based programmes as a means of enabling students to develop practical competences supported by relevant, analytical skills. Therefore, the Education Studies programme will enable students to:

Refine their understanding of pedagogy, including an appreciation of current and emerging educational theories and debate.

Understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners. Currently, the assessment item for this strand of the course is a 3000 word essay related to the assessment of school pupils in the student’s specialist subject.

Understand how the progress and well being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

2.5 Professional Development Professional development is linked explicitly to all key strands of the programme and is designed to

enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

The e-portfolio is the document that students use to identify where the evidence of these

achievements can be found and it is reviewed at key points during the programme. The Action Plan (used to support professional development during placements) constitutes a significant part of the improvement planning process.

At the end of the programme, the e-portfolio provides evidence that the student has met the

Teachers’ Standards for the award of Qualified Teacher Status.

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2.6 Placements Students spend a minimum of 120 days (NCTL Criterion C2.3 [2016]) on placement-based activities

in partnership schools/colleges where the training is a shared activity between the University and the partner school/college.

Placements are designed in a progressive manner, the overall aims of which are to:

Facilitate the development of students’ professional attributes, skills, knowledge and understanding.

Provide specific experiences that enable students to critically analyse professional practice and take responsibility for their own professional development.

Enable students to work collaboratively with colleagues in order to develop an understanding of the ways in which the attainment, development and well-being of all learners should be promoted.

Provide opportunities that enable students to adopt a creative and constructively critical approach towards innovative practice, supported by appropriate reading and research.

Placements are organised by the Partnership Office and undertaken in partnership schools and/or

settings with whom the School of Education has a professional relationship. Each placement has specific expectations and these are published in the School of Education Partnership Agreement and Handbook and a Professional Subject Handbook.

During school placements, University link tutors, university subject specialist tutors, school mentors

and professional tutors support students and take shared responsibility for their professional development. The following activities are undertaken during each placement:

Negotiation and review of an Action Plan to identify strengths, development needs and actions.

Observations (including some joint observations) of practice followed by feedback.

Summative assessment of the students’ achievements linked explicitly to the outcomes of the placement.

The outcome of each placement is determined on a pass/fail basis and university and school based

staff use the university assessment schedule to make judgements about each student’s achievement. These judgements are based on their observations of the student’s teaching as well as scrutiny of evidence contained within the professional files.

At the end of Placement 1 students will write a reflective piece in which theory, policy and practice are

reviewed within the context of the Teachers’ Standards. This review point is given formative feedback by tutors and prepares students for the final 3000 word reflective essay written after the completion of the final placement which is assessed at Masters level and will facilitate progression to an MA Education.

2.7 Masters Level Credits

Preparation for study at Masters level is incorporated into the subject study module as well as within the Professional Studies module. The learning and teaching strategies outlined in an earlier section of this document incorporate relevant approaches which will enable students to work towards achieving credits at level 7. These strategies include exploration of knowledge to increase understanding and develop theoretical argument. Critical analysis of key texts within the Education Studies, Professional Studies and Subject Study strands of the course, enhance students’ understanding and intellectual capacity. Critical reflection is a particular aspect of Professional Studies through student engagement with reflective writing within the e-portfolio. All assignment tasks are designed to assess appropriate levels of professional and academic knowledge and understanding. PGCE students who wish to continue studying at Masters level when they start their teaching career may be granted RPL credits towards the University of Brighton’s MA Education award.

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Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

Level9 Module code Status Module title Credit

PGCE (Secondary) Art and Design

5 ET570 (FT)

ET571 (PT)

M Secondary Placement (1) 20

6 EA670 M Art and Design Education 20

7 or 6 EA771

(or EA671)

M Art and Design Subject Study 20

6 EV670 (FT) M Education Studies 20

7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M

Professional Studies (including the PGCE final placement) 40

PGCE (Secondary) Biology

5 ET570 (FT) ET571 (PT)


6 ES674 M Biology Education 20

7 or 6 ES775

(or ES675)

M Biology Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M

Professional Studies (including the PGCE final placement)

40

PGCE (Secondary) Chemistry

5 ET570 (FT) ET571 (PT)


6 ES670 M Chemistry Education 20

7 or 6 ES771

(or ES671)

M Chemistry Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) Dance

5 ET570 (FT) ET571 (PT)


6 EX680 M Dance Education 20

7 or 6 EX781

(or EX681)

M Dance Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) Design and Technology

5 ET570 (FT) ET571 (PT)


6 ED670 M Design and Technology Education 20

7 or 6 ED771

(or ED671)

M Design and Technology Subject Study 20

9 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8.

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7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) English

5 ET570 (FT) ET571 (PT)


6 EE670 M English Education 20

7 or 6 EE771

(or EE671)

M English Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) Geography

5 ET570 (FT) ET571 (PT)


6 EG670 M Geography Education 20

7 or 6 EG771

(or EG671)

M Geography Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) Mathematics

5 ET570 (FT) ET571 (PT)


6 EM670 M Mathematics Education 20

7 or 6 EM771

(or EM671)

M Mathematics Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) Modern Foreign Languages

5 ET570 (FT) ET571 (PT)


6 EF670 M Modern Foreign Languages Education 20

7 or 6 EF771

(or EF671)

M Modern Foreign Languages Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) Physical Education

5 ET570 (FT) ET571 (PT)


6 EX670 M Physical Education 20

7 or 6 EX771

(or EX671)

M Physical Education Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

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PGCE (Secondary) Physics

5 ET570 (FT) ET571 (PT)


6 ES672 M Physics Education 20

7 or 6 ES773

(or ES673)

M Physics Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) Physics with Mathematics

5 ET570 (FT) ET571 (PT)


6 ES676 M Physics with Mathematics Education 20

7 or 6 ES777

(or ES677)

M Physics with Mathematics Subject Study 20

6 EV670 M Education Studies 20

7 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

PGCE (Secondary) Religious Studies

5 ET570 (FT) ET571 (PT)


6 ER670 M Religious Studies Education 20

7 or 6 ER771

(or ER671)

M Religious Studies Subject Study 20


7 or 6 ET770 (FT)

ET771 (PT)

(or ET670)

M


40

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Programme structure: part time PGCE

September – November

November – January

February February - June September - December

EV670 Education Studies (20 level 6 credits) E*670_672_674_676_680 Subject Education (20 level 6 credits) E*771_773_775_777_781 Subject Study (20 level 7 credits) ET571 Secondary Placement (1) (20 level 5 credits) 2 days per week ET771 Professional Studies (40 level 7 credits)

ET571 (cont’d) Secondary Placement (1) (20 level 5 credits) 2 days per week ET771 (cont’d) Professional Studies (40 level 7 credits)

EV670 (cont’d) Education Studies (20 level 6 credits) E*670_672_674_676_680 Subject Education (20 level 6 credits) E*771_773_775_777_781 Subject Study (cont’d) (20 level 6 credits) ET771 (cont’d) Professional Studies (40 level 7 credits)

ET571 (cont’d) Secondary Placement (1) (20 level 5 credits) 3 days per week ET771 (cont’d) Professional Studies (40 level 7 credits)

ET771 (cont’d) Professional Studies including final placement (40 level 7 credits)

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AWARD AND CLASSIFICATION

Award type Award* Title

Level

Eligibility for award Classification of award

Total credits10

Minimum credits at level of award11

Ratio of marks12:

Class of award

Final Postgraduate Certificate in Education (Secondary) Art and Design 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Art and Design 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Biology 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Biology 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Chemistry 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Chemistry 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Dance 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Dance 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Design and Technology 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Design and Technology 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) English 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) English 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Geography 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Geography 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Mathematics 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Mathematics 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Modern Foreign Languages 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Modern Foreign Languages 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Physical Education 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Physical Education 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Physics 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Physics 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Physics with Mathematics 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Physics with Mathematics 6 120 credits 100 credits N/a N/a

Final Postgraduate Certificate in Education (Secondary) Religious Studies 7 120 credits 40 credits N/a N/a

Intermediate Professional Graduate Certificate in Education (Secondary) Religious Studies 6 120 credits 100 credits N/a N/a

10 Total number of credits required to be eligible for the award. 11 Minimum number of credits required, at level of award, to be eligible for the award. 12 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g. dissertation) must be in the corresponding class of award.

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EXAMINATION AND ASSESSMENT REGULATIONS

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The assessment and progression regulations will be within the framework provided by the University's General Examination and Assessment Regulations (document is available from staffcentral and studentcentral). In order to achieve the award of Postgraduate Certificate in Education (Secondary), students must successfully achieve 120 credits from the modules comprising the award listed in the Programme Structure section of this document, with at least 40 credits at Level 7 (Masters level) which must include module ET770/ET771 Professional Studies13. The award of Professional Graduate Certificate in Education (Secondary) will be conferred on students who accumulate 120 credits, including module ET670 Professional Studies. The following course-specific regulations apply: 1a. In instances where a student does not achieve a pass standard in the module

ET770/ET771, Professional Studies (including the PGCE final placement), the student will be referred if, in the view of the Examination Board, s/he can demonstrate achievement of the learning outcomes of the module without having to repeat it in full. Students will then be provided with the opportunity to be reassessed in the same module, in accordance with normal GEAR regulations. Alternatively, the student will be provided with the opportunity to be assessed against the learning outcomes and assessment criteria of module ET670 Professional Studies (including the PGCE final placement), and this will count at the student's first attempt in that module. In the latter case, assuming that the learning outcomes of ET670 are successfully achieved (in addition to the remaining modules comprising the programme structure), students will be conferred the Professional Graduate Certificate in Education award. NB - a referral will not be possible if the student has not passed task 1 - Final placement.

1b. Similarly, in instances where a student does not achieve a pass standard in the

module E*771/E*773/E*775/E*777/E*781 Subject Study, the student will be referred if, in the view of the Examination Board s/he can demonstrate achievement of the learning outcomes of the module without having to repeat it in full. Students will then be provided with the opportunity to be reassessed in the same module, in accordance with normal GEAR regulations. Alternatively, the student will be provided with the opportunity to be assessed against the learning outcomes and assessment criteria of module E*671/E*673/E*675/E*677/E*681 Subject Study, and this will count at the student's first attempt in that module.

2. Failure of a placement within Initial Teacher Education courses

If a placement module or a placement element within a module contributing to an Initial Teacher Education course is failed, trainees are normally offered an opportunity to retrieve the failure subject to meeting specific criteria. Please refer to the School of Education’s Failure of a placement within Initial Teacher Education courses regulations for further details.

Exceptions required by PSRB

Not applicable

13 NB - The award of the Postgraduate Certificate is dependent upon the student achieving a pass in module ET770/ET771. Achievement of the 20 level 7 credits within the subject study module is insufficient for the Postgraduate award.

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Annex 1 – Programme management and quality assurance 1. Programme management structure 1.1 Programme Leader and Programme Management Team The PGCE Secondary Programme Leader, who reports to the Head of School, has overall

responsibility for the programme, for the students on it, and for the monitoring of standards. The Programme Leader is supported by Subject Route Leaders for each route comprising the programme.

The Programme Management Team is responsible for the day-to-day running of the programme, while

the overall management, monitoring and general administration of the programme is the responsibility of the Programme Board. All teaching staff on the programme are members of the Board, together with elected student representatives from each subject route.

1.2 Programme Board The Programme Board takes responsibility for the academic health of the programme, and the welfare

of students registered on it. It operates as a joint Programme Board with the 2 Year BA (Hons) Secondary Education with QTS and Subject Knowledge Enhancement programmes.

The Programme Board is chaired by the Programme Leaders for the PGCE Secondary and 2 Year BA

programmes (who chair alternate meetings), who are also responsible for the preparation of materials for each programme’s Course Examination Board.

Membership of the Programme Board

Programme Leader for PGCE Secondary Education (Chair)

Programme Leader for 2 Year BA (Hons) Secondary Education with QTS (Deputy Chair)

Assistant Programme Leader for PGCE

Head of School (as appropriate)

Deputy Head of School (Academic and Professional Education)

Subject Route Leaders Education Studies/Professional Studies Representative 3 professional external representatives 2 representatives of Information Services (1 from Falmer, 1 from Chelsea) Assistant Head of School (Partnerships) Head Link Tutor Programme Assistant Student representatives for modes of delivery:

2 Year BA (Hons) Secondary Education PGCE (Three or four students will be nominated each year to represent all subject routes at Programme Board Meetings) SKE

Student representatives for each subject (not required to attend every meeting) Art and Design Biology Chemistry Dance Design and Technology English Geography Mathematics Modern Foreign Languages Physical Education Physics Physics with Mathematics Religious Studies

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Terms of Reference of the Programme Board

(i) To review and ensure the academic standards of the Programme.

(ii) To monitor the admissions policy and make recommendations to the School of Education.

(iii) To apply the specific examination and assessment procedures of the programme and to report on them to the School of Education Board of Study.

(iv) To discuss and make recommendations for external examiners.

(v) To monitor and evaluate the academic health of the programme. 1.3 Initial Teacher Education Strategic Committee The Programme Leader is a member of the Initial Teacher Education Strategic Committee, which has

a role in overseeing and co-ordinating strategic and quality assurance issues relating to the ITE provision.

2. Quality assurance The quality assurance processes for this programme are those set in place for quality assurance of

programmes within the School of Education. The Programme Board, which has responsibility for ensuring quality, reviews information from a range of sources which includes:

external examiner reports and feedback

student intake, progression and achievement data

student feedback on modules, placements and the programme

student representative feedback to Programme Leader

tutor feedback on modules and the programme

feedback from mentors and partner schools, gained through Partnership Training

Training Agency data (such as NQT Survey data, Performance Profiles, Skills Tests)

Ofsted Inspection Reports

minutes of Committee and Management Group meetings

data from Examination Boards

placement grades The review of these data and information – in addition to short route subject-specific reports - inform

the annual review of academic health, and a Programme Academic Health report and associated improvement plan is produced by the Programme Board (normally authored by the Programme Leader) which reports to the School of Education Board of Study. Additionally the Programme Academic Health report informs the annual ITE Self Evaluation Document and Improvement Plan and vice versa.

There are fifteen external examiners appointed to examine the programme, one for each of the subject

routes* within the programme and one is appointed as Programme External Examiner to enable an overview of the whole programme structure. The Programme External Examiner visits a range of students on placement across the subject routes and also meets students from all the subject routes for informal discussion and feedback.

Copies of reports from each of the external examiners are provided to the Programme Leader in order

to inform the quality assurance and review processes relating to the programme. *NB the subject routes of Biology, Chemistry & Physics share a single external examiner for ‘science’.

This examiner is also responsible for the Physics with Mathematics subject route.

programme specification final part 1: … · part 1: course summary information course summary ......

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