Professional Graduate Certificate in Education (Post-compulsory Education)

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1 PROGRAMME SPECIFICATION Professional Graduate Certificate in Education (Post-compulsory Education) Postgraduate Certificate in Education (Post-compulsory Education) Incorporating Lifelong Learning UK (LLUK) Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Valid from: 1st January 2013 Faculty of Humanities and Social Sciences School of Education

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Oxford Brookes University Oxford Brookes University, Harcourt Hill, Oxford Professional Graduate Certificate in Education (PGCE) Postgraduate Certificate in Education (PGCE) Programme title: Post-compulsory Education Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recogn ition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: None ED62 N/A ED100 Face to face Full-time and part-time English ts/fheq08.pdf (Level 6 page 18; Level 7 page 20) The Institute for Learning Faculty of Humanities and Social Sciences 19 November 2012

3 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The programme is devised to reflect the best in current practice, building on the substantial experience of the team gained over many years in providing training for teachers in the lifelong learning sectors. Your individual training needs will be identified early in the programme through the individual learning planning process which is central to the programme. You will be provided with support throughout the programme both from staff delivering the taught course and from your workplace mentor. The qualification you will obtain on successful completion of the programme is a requirement for those wishing to obtain qualified teacher status in the lifelong learning sector. This is now equivalent to QTS Qualified Teacher Status which enables you to gain employment in secondary schools as well as further-education colleges, giving you a wide range of employment opportunities. This programme was inspected in May 2012 by Ofsted and was found to be a Grade Two provision. The following is an example of a statement made in the report regarding the provision that reflects the strength of the partnership through the experience and expertise of subject leaders and university and partnership trainers, and the quality and effectiveness of the support they provide to trainees (Ofsted, March 2012, pg 5) Other key strengths noted were the effective recruitment and selection procedures, the high quality of reflection shown by trainees to improve on their practice, the expertise of the subject leaders and the quality and flexibility of the support provided to trainees. In addition the Inspection commented on the quality of documentation provided by the University to support each aspect of the training programme, the trainees understanding and preparation to teach students of all abilities and the provider s commitment to equality and diversity 2.2 Aims of the programme The programme aims to: equip you with specialist knowledge and expertise to enable you to work effectively in post-compulsory education promote critical reflection and independent thought as a basis for professional practice develop your capacity to evaluate perspectives, policy and performance at individual, institutional, local, national and international level develop your capacity to communicate effectively in a professional context develop your awareness of pertinent moral, political, economic, social, technical and environmental issues and their impact on policy and practice develop your potential to contribute to contemporary educational debate. SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge, understanding and skills:

4 On successful completion of this programme you will be able to demonstrate achievement of the following Programme Learning Outcomes (PLOs) which are grouped according to the Graduate Attributes they are linked to: 3.1 Academic Literacy PLOs for Professional Graduate Certificate (Level 6): take part in complex classroom discussions and presentations given both to peers and teacher educators students develop their ability to be critically analytical and to express complex ideas on subjects such as the factors that affect learning, curriculum and how different styles of learning can affect teaching and the complexities of the lifelong learning sector. listen to an argument rationally and objectively and to avoid emotional arguments and anecdotal evidence. develop their ability and skill in using appropriate media and language in presentations. PLOs for Postgraduate Certificate (Level 7): become part of a community of knowledge in their own field, be that curriculum or policy be able to critically analyse a concept within the discipline. This includes the ability to communicate a complex theoretical concept about practice to a range of different audiences. 3.2 Research Literacy PLOs for Professional Graduate Certificate (Level 6): research a topic using the appropriate methods and to write up research projects. apply knowledge gained by research to their own professional practice and thus make links between theory and practice. work with other students in an action learning set to collaboratively research a specific issue relating to their professional context. PLOs for Postgraduate Certificate (Level 7): formulate their own research design and their own research questions. carry out an action research project in an area of their own practice present the research findings to their peers 3.3 Critical Self Awareness and Personal Literacy PLOs for Professional Graduate Certificate (Level 6): develop the skill of being a reflective practitioner self assess and set targets for their own improvement. access information from a variety of sources work independently and collaboratively to access and manage information analyse and synthesise that information to write successful assignments. organise their own time effectively to meet course deadlines.

5 PLO for Postgraduate Certificate (Level 7): students learn to do the above successfully in the rapidly changing world of the Lifelong Learning Sector where they may encounter unexpected situations and need to think laterally or creatively to make sound decisions. 3.4 Digital and Information Literacy PLOs for Professional Graduate Certificate (Level 6): use search engines and access information form the World Wide Web. use correct referencing and the use of bibliographical skills. make presentations as part of the assessments that require use of power point and the electronic whiteboard, including the use of video clips as part of presentations. access information on the course via the VLE PLOs for Postgraduate Certificate (Level 7): use technology effectively within their own teaching practice where they use advanced IT systems to teach their own students. critically analyse the value of IT in teaching and learning and whether the use of technology enables their own students to learn more effectively. develop an understanding of the importance of the evaluation of the reliability of sources such as websites and to be critically analytical of these sources as they would be of other sources. 3.5 Global Citizenship PLOs for Professional Graduate Certificate (Level 6): think beyond the context of the UK in the consideration of curriculum and of the culture in which the curriculum is being delivered. be receptive to others ideas and differences in political, economic and social ideas and concepts. compare differences in the models of education within different cultures in order to engender a spirit of acceptance of others differences and to enable a wider perspective on the world. set their own ground rules at the beginning of the course be open minded and listen to others views. work with people of different nationalities and value their opinions and knowledge PLOs for Postgraduate Certificate (Level 7): value diversity which is essential in the lifelong learning sector. question their own values and analyse where these values originate. engage with issues of social justice, discrimination and equality and diversity. SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements:

6 Eight modules must be passed. Modules 5, 6 and 7 may be taken either at Level 6 (for the Professional PGCE) or at Level 7 (for the Postgraduate PGCE). Professional PGCE Postgraduate PGCE Module 1 Introduction to Teaching in the lifelong learning sector Module 2 Curriculum and Assessment for and of learning Module 3 Theories and Principles of Planning and Enabling Learning Module 4 Embedding Literacy, language and numeracy within your specialist subject Module 5 Module 6 Module 7 Continuing personal and professional development Curriculum development for inclusive practice 15 credits level 6 Wider professional practice Continuing personal and professional development 20 credits Level 7 Curriculum development for inclusive practice 20 credits Level 7 Wider professional practice 20 credits Level 7 Module 8 Practitioner Research Professional requirements All eight modules are required to achieve the status of Qualified Teacher Learning and Skills with the additional requirements of successful completion of eight highly graded teaching observations demonstrating evidence of teacher professionalism and fitness to teach. SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment The PGCE (PCE) is available as a one-year full-time course, or as a two-year part-time course. The programme is taught by active research staff who all have experience of working in the post-compulsory sector. Members of staff teach the modules which are most closely aligned with their area of interest and research. On occasions students collaborate with staff to write a paper or attend a conference. The PGCE is generic and subject

7 pedagogy is delivered through subject specific mentors in the workplace or the placement college. The PGCE contains eight modules which are the same modules as the DTLLS the Diploma in Teaching in the Lifelong Learning Sector. It also incorporates PTLLS - Preparing to Teach in the Lifelong Learning Sector. Students on the programme can achieve a Professional Graduate Certificate in Education if they are not graduates. This is delivered at level 6. Students with a degree can opt to take 3 modules at Level 7 ( Masters level) which will result in the award of Postgraduate Certificate of Education. The assignments at Level 7 require more reading, enable the development of research skills and include a higher level of critical analysis. The PGCE (both Postgraduate and Professional) also requires 100 hours of teaching and 8 hours of this are observed by teacher educators or mentors. The student has to pass all modules and all 8 observations to pass the PGCE. Observations by teacher educators are graded against Ofsted criteria. There are three tutorials each year as part of the course. These are one-to-one with teacher educators and include the completion of an Individual Learning Plan. A comprehensive Professional Development Record is kept by both the tutor and the student during the course. This will help you track your progress and develop your ability to set goals and self assess against professional standards and Ofsted criteria. The five key graduate / post graduate attributes are addressed throughout the programme, especially in the modules Embedding language and literacy, Curriculum development for inclusive practice and Practitioner research. These involve presentations as part of the assessment, the remaining part being written assignments. The module Widening Professional Practice involves critical analysis of a national policy and its effect on professional practice. Wider professional practice and Curriculum development for inclusive practice are offered at both Level 6 and Level 7. These, alongside those first mentioned support the development of Academic Literacy. The module Continuing personal and professional development includes an individual action research project. The module Practitioner research requires students to work in Action Learning Sets of three or four to research a topic which is relevant to professional practice. These modules specifically support the Graduate Attribute of Research Literacy. All modules requiring any type of research component will involve the development and assessment of Graduate Attributes associated with Digital Literacy. Critical Self-Awareness and Personal Literacy are developed through reflecting on a changing world of the Lifelong Learning Sector where you may encounter unexpected situations and need to think laterally or creatively to make sound decisions. Elements of Global Citizenship are met through a consideration beyond the context of the UK with regard to curriculum development and of the culture in which the curriculum is being delivered. Also important are classroom discussions in which students must be receptive to others ideas and differences in political, economic and social ideas and concepts. The issues surrounding factors such as diversity and equality are embedded in the PGCE and are a thread running through all modules and all assessments. The lifelong learning sector is a very diverse sector. Students can teach young people with special needs, A level students, adults in evening classes, prisoners and professional adult students undertaking professional examinations specific to their field. This means that the students who attend the PGCE are themselves very diverse in their subjects and expertise and a respect for each others views is essential. This carries through to the students own teaching where they may be teaching two or three different subjects to very diverse groups of students.

8 Classes are held on one day per week The team model methods that are appropriate, practical, experiential and include whole class, group and individual teaching. There is also a range of support materials, hosted on both the Virtual Learning Environment (VLE) and in the library for students to use in directed tasks and studies and during teaching placements. During teaching practice students are supported through regular observation and lesson evaluation, and discussion with teachers, mentor/colleagues and by regular visits from University staff. There are no exams in this programme, all assessment is by written assignments and observations of teaching. Assessed tasks are designed to accommodate reflection on real workplace situations in line with the requirements of the Brookes Assessment Compact. Learners engaged on this programme might expect to work independently for approximately 100 hours per module when researching and writing their assignments. Reflection and self-evaluation are important processes in students development as teachers which they continue to undertake throughout their career Membership of the Institute for Learning and the award by the institute of QTLS is predicated upon reflective practice as an essential component of continuing professional development (CPD). 5.2 Assessment regulations The programme conforms to University Regulations: SECTION 6: ADMISSIONS 6.1 Entry criteria Entrants to the programme must normally possess the following minimum qualifications: An NQF level 2 qualification in English or communication, normally grade A-C GCSE or O level English Language, or otherwise be able to satisfy the University s requirements with regard to English Language proficiency. For international trainees this is normally IELTS level 6.5 An NQF level 2 qualification in mathematics/ numeracy or equivalent level 2 in numeracy or a GCSE grade A to C in mathematics, or an O level in mathematics. A University degree or level 3 qualification for admission to the Professional PGCE. For admission to the Postgraduate PGCE a degree is required. A CRB check is required. 100 hours teaching during the course. All applicants are required to attend an interview before admission to the course

9 6.2 CRB checks CRB checks are carried as part of the University procedures during the interview process for this course. During the interview evidence of qualifications will also be checked. SECTION 7: STUDENT SUPPORT AND GUIDANCE Induction All students attend an induction at the beginning of the course. Handbooks a Programme Handbook is provided, outlining all the modules and giveing other useful information. Module handbooks are also provided to expand on the assessment required and enable the student to be adequately informed about exactly what they are required to do to be successful in the module. A Teaching Support Visit handbook is also produced. All handbooks are put up on the VLE. A number of different staff are available to help you. The Subject Coordinator is the first person you should consult in the event of any query to do with the course. There are also Student Support Coordinators, your Academic Advisor, and placement officers, as well as an Administrator to deal with practical matters. Central support services - all students receive a student card and can access the full range of support services provided by Oxford Brookes eg counselling, student finance, library, and computer services. Study skills development/support Upgrade provides study support for students who wish to ask for extra help. Careers Centre. SECTION 8: GRADUATE EMPLOYABILITY Many students completing this course gain work in the colleges and other places of work where they have been placed for work experience. Some develop a portfolio career working in a number of institutions. Over 70% of students last year obtained jobs in the sector. Many go on to develop their careers by being promoted by broadening the scope of the teaching they do. In past years the course has opened up opportunities within the prison service and enterprise activities with local employers such as the Ashmolean Museum in Oxford where learners can gain extra valuable employment skills and certification as appropriate. SECTION 9: LINKS WITH EMPLOYERS Employers are actively involved in supporting the design of the programme and in many cases contribute to its delivery in offering work experience and placement opportunities. Furthermore external reference is sought from: Visiting speakers from relevant industries/professions Work placements/opportunities for work-based learning The PGCE course includes several visiting speakers wherever possible. Examples might be: a counsellor who trains students in counselling skills for use in one-to-one tutorials and pastoral care, an expert on teaching students with dyslexia, a maths teacher and a literacy specialist who talk about embedding functional skills into the teaching of other subjects, an ESOL teacher, a speaker on ethnicity and race and religion, a national advisor from the IfL and an ex-head teacher who covers disruptive behaviour and how to deal with it. One member of the team also delivers a full day on employability to facilitate the trainees in the further development of their careers. The trainees also receive a full day on academic writing skills and critical evaluation which includes referencing. This happens at the

10 beginning of the course. A talk on prison education is given by 2 ex-students who teach in a prison. The welcome day includes a professional voice coach who trains the students in how to look after their voices. One of the modules includes an opportunity for students to attend a placement at another professional context and observe different practice in a different organisation. SECTION 10: QUALITY MANAGEMENT A periodic review was carried out in February The programme was inspected by Ofsted in May 2012 and graded as Good (grade 2). The course is evaluated three times per year by students and a summary of this evaluation is brought by student reps to the course committee where it is discussed and turned into action points for the improvement of the course. External examiners are sent two samples of moderated course work per year and attend the exam board in July. External examiner reports are received and have consistently showed approval of the course with a few minor suggestions for improvement which have been implemented. An annual review is written every year in October and discussed at the first course committee in November. The course is accredited by the IfL who are currently the national professional body for all teachers in the lifelong learning sector.

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