Primary Education with Modern Languages Specialism

Transcription

1 Primary Education with Modern Languages Specialism Final award PGCE, Primary with modern languages (French or Spanish) Intermediate awards available N/A Mode of delivery UEL on campus* Details of professional body accreditation Recommendation for Qualified Teacher Status (QTS) Relevant QAA Benchmark statements UEL Academic School Cass School of Education and Communities Date specification last up-dated June 2014 *Trainees recruited to the School Direct training programme with schools working with UEL as the HEI partner will complete the Primary PCGE programme and be able to select this route through the PGCE. The summary - Programme advertising leaflet Programme content The Primary PGCE programme at UEL prepares trainees to become generalist Primary school teachers, trained to meet the standards for recommendation for the award of qualified teacher status (QTS). All trainees will train to teach the full National Curriculum, and will have experience in teaching across at least two adjacent key stages. Trainees will have school-based training in classes with diverse pupil populations, and will develop skills to support the progress of all pupils within these classes. What makes this programme special? Training takes place in the multicultural primary schools of east London Focused training on supporting pupil progress Structured input and personalised support in writing at Level 7 Opportunities to develop enhanced understanding and skills in modern languages (French or Spanish) teaching and learning in primary schools Opportunities to work with modern languages (French or Spanish) specialists in school and at UEL Entry requirements Applications for teacher training are made through the UCAS Teacher Training website: Selection for interview

2 In your UCAS application you will need to demonstrate that you have achieved a standard equivalent to Grade C in the GCSE examinations in English, science and mathematics; hold a Second Class Honours degree (2:2 or higher) from a United Kingdom Higher Education Institution or an equivalent qualification; can read effectively and can communicate clearly and accurately in standard English. have a degree in French or Spanish, or have achieved a standard equivalent to Grade C at A level in French or Spanish, or are a fluent French or Spanish speaker. At interview You will need to demonstrate that you possess the appropriate qualities, attitudes and values expected of a teacher; have the intellectual and academic abilities required to meet the Teachers Standards; can write accurately and articulate ideas clearly in standard English; can work effectively and collaboratively with others. Additional requirements To secure a place on the programme you will need a minimum of 5 days experience (voluntary or paid) in an Early Years, primary school, or special school setting to have passed the professional skills tests in English and maths UEL is required to ensure that all successful applicants have met the Secretary of State s requirements for health and physical capacity to teach; undergone an Enhanced Disclosure and Barring Service Disclosure to ensure that they do not have a background which prevents them from working with children or young persons or that they have not been previously excluded from teaching or working with children. Programme structure The programme runs over 38 weeks from September to July. 24 weeks (120 days) are spent in partnership schools. Most of this time is included in three blocks of school-based training. The remaining time is spent in seminars, lectures, tutorials and assignment activities, designed to support your professional development. Learning environment Seminars, practical workshops, workshops which model primary school practice, external visits to schools and other educational setting, web-based learning. In much of your work during the programme you will be expected to engage in collaborative discussion and problem-solving. Assessment For the award of Postgraduate Certificate in Education, you are required to pass all of the required modules. In order to be recommended for Qualified Teacher Status (QTS) you must demonstrate that you have achieved all of the Teachers Standards at an appropriate level for a trainee teacher. To this end, throughout the programme your Standards Tracker (which

3 indexes your evidence against the Standards) is regularly reviewed. Progress in school-based training is assessed through observation carried out by school-based staff and visiting professional tutors. A variety of assessment methods is employed: written assignments; presentations; directed school-based tasks; collation of evidence of subject knowledge development; subject knowledge audits; development and completion of a Standards Tracker, indexing evidence against the Teachers Standards. Students with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Relevance to work/profession The programme is designed to support you in meeting the Teachers Standards, leading to recommendation for Qualified Teacher Status (QTS). Dissertation/project work The programme includes Level 7 modules which require you to question, analyse and investigate you own classroom practice. Added value Recommendation for Qualified Teacher Status (QTS) 60 Level 7 credits Your future career Successful completion of the programme enables you to apply for teaching posts. There is a very high success rate for our trainees in securing teaching posts, the vast majority in local schools. Many go on to become members of school leadership teams, as assistant head teachers, deputy head teachers or head teachers. Other career routes include educational psychology, education consultancy, hospital schoolroom co-ordination, museum or gallery education, education project management and management of resourced provision for children with Special Educational Needs. How we support you You will receive mentor support in schools as well as visits from professional tutors. Tutorial support is negotiated around your individual development needs. The programme is designed to support you in meeting the Teachers Standards through focused seminars, lectures and assignments. Bonus factors

4 Trainees who successfully complete the programme are highly sought after for employment in local schools. It is not uncommon for trainees to secure employment in their placement schools. This is because head teachers of local schools realise that the programme provides trainees with the skills and confidence to work effectively in the context of east London. The skills and knowledge that trainees gain during the programme are also highly portable. Trainees are promoted relatively quickly. Your qualification will include 60 credits at Level 7. Programme aims and learning outcomes What is this programme designed to achieve The Primary PGCE with modern languages (French or Spanish) is a partnership programme, written and developed in collaboration with schools. Much of your time will be spent in schools, observing learning and teaching, exploring the interface between theory and practice and working with pupils in a range of classroom settings. You will be an active participant in a diverse community of students. Inclusion, personalisation, and pupil voice are some of the key themes and values underpinning the programme. You will engage with research at Level 7. The Primary PGCE with modern languages is designed to develop your language skills in French or Spanish and enhance your ability to teach a modern language to young children. Placements in schools with a history of modern languages teaching and learning will enhance your experience. What will you learn? Knowledge develop appropriate knowledge and understanding in curriculum subjects; demonstrate knowledge and understanding of the underpinning theories of professional practice appropriate for a beginning teacher; develop an understanding of relevant pedagogy and to be able to relate this to teaching and learning; develop a detailed knowledge and understanding of the relevant curricular assessment frameworks; understand the expectations, typical curricula and teaching arrangements in the Key Stages before and after the ones you are trained to teach; understand how to work within the statutory frameworks relating to teachers' responsibilities; develop enhanced knowledge of supporting learning and teaching in modern languages (French or Spanish) in primary schools. Thinking skills analyse and synthesise evidence from research, inspection and professional debate to develop a personal philosophy of teaching; theorise about key issues relating to educational practice; be reflectively critical about transferable skills and personal progress in professional development;

5 engage in educational debates in a professional manner; exercise critical judgement on professional ideas; reflect critically on the relationship between theory and practice in order to inform professional decision making; read and write critically at Level 7. Subject-based practical skills become an effective class teacher of children of Primary school age; teach effectively in inner city schools and be responsive to the needs of a multi-ethnic and multilingual community and to the differing backgrounds of children; assess pupils' progress accurately against the appropriate and current frameworks for assessment; plan, teach and assess effectively within the appropriate and current frameworks; accept professional accountability for determining and implementing informed pedagogical judgements; take responsibility for teaching a class over a sustained and substantial period of time; record pupils' progress and achievements systematically; differentiate teaching to meet the needs of pupils, especially those with special educational needs, which includes the more/most able and for children for whom English is an Additional Language; develop enhanced skills and understanding in learning and teaching in modern languages (French or Spanish) in primary schools; implement and evaluate a small scale project in a chosen area of educational practice. Skills for life and work (general skills) use ICT effectively; develop positive relationships with children and other adults/professionals; communicate effectively orally and in writing; make decisions in complex and unpredictable situations; take responsibility for your own professional development; work co-operatively in a group or as part of a team; systematically gather and use data for decision making. The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed. One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme

6 4 equivalent in standard to the first year of a full-time undergraduate degree programme 5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7 equivalent in standard to a Masters degree Credit rating The overall credit-rating of this programme is 120. For the award of Postgraduate Certificate in Education, you will have passed two Level 7 modules with a total of 60 Level 7 credits and further modules at level 6, with a total of 60 credits. If you are unsuccessful in one or both Level 7 modules, you will be awarded Professional Graduate Certificate with either 0 or 30 Level 7 credits and either 120 or 90 credits at level 6. Typical duration The typical duration of this programme is 38 weeks full time. The teaching year begins in September and ends in July. How the teaching year is divided The teaching year is divided into three terms, with school half terms being designated as directed study time. You will attend five days a week and spend the equivalent of 24 weeks (120 days) in schools. What you will study when Postgraduate Certificate in Education with modern languages (French or Spanish) Module Code Title Credits Status Term PR6100 PR6200 Learning and teaching across the curriculum and effective pedagogy 15 credits at Level 6 Core Developing and extending understanding of a 15 credits specific area/subject at Level 6 Core (modern languages (French or Spanish)) Autumn/Spring/Summer Autumn/Spring/Summer

7 PR6300 PR6500 PR7310 PR7400 PR7300 Professional practice: inclusive practice in multicultural urban settings Developing Understanding and Skills in English and Mathematics Managing Professional Change and Development : active inquiry leading to classroom intervention Critical Incidents in Teaching 15 credits at level 6 15 credits at level 6 30 credits at Level 7 Core Core Optional: Trainees select 2 of the 3 Level 7 modules offered 30 credits at Level 7 Autumn Technologyenhanced Learning 30 credits at Level 7 Autumn/Spring Autumn/Spring/Summer Autumn/Spring/Summer Autumn/Spring *Please Note - A core module for a programme is a module which a student must have passed (i.e. been awarded credit) in order to achieve the relevant named award. An optional module for a programme is a module selected from a range of modules available on the programme. Requirements for gaining an award In order to be awarded a Postgraduate Certificate in Education, you will need to obtain 60 credits at level 6 and 60 credits at Level 7. (In completing the programme, successful submission of the two Level 7 modules will lead to the award of Postgraduate Certificate of Education, carrying 60 Level 7 credits. If on resubmission either of the Level 7 modules passes at Level 6 only, the award is Professional Graduate Certificate of Education, carrying either 30 Level 7 credits or no Level 7 credits.) Teaching, learning and assessment Teaching and learning Knowledge is developed through: lead lectures; group seminars;

8 workshops; directed self-study tasks; observations of experienced practitioners; discussion with professional colleagues; use of web based material. Thinking skills are developed through: workshop discussions; contributions to team planning in partner schools; reflection on practice; development of arguments in assignments; critical evaluation and analysis of literature; professional dialogue. Practical skills are developed through: observations of lessons by experienced practitioners; practical workshop sessions delivered at school by practising teachers; constructive feedback on your practice from mentors and tutors; school experience and related developmental tasks; school-based tasks; reflection on practice. Skills for life and work (general skills) are developed through: maintaining a Professional Development File; working in peer support groups; observing professional behaviour in others and modelling this; directed tasks; participation in group discussions during sessions. Assessment Knowledge is assessed by: subject knowledge audits; written assignments; portfolios; lesson plans; school experience files; observations by experienced practitioners. Thinking skills are assessed by: written assignments; professional dialogue in seminars and on school experience; reflective/evaluative diaries. Practical skills are assessed by:

9 focussed observations by experienced practitioners with reference to the Teachers Standards; lesson plans. Skills for life and work (general skills) are assessed by: written assignments; your ability to manage your own learning and professional development; feedback against the Teachers Standards. How we assure the quality of this programme Before this programme started Before this programme started, the following was checked: there would be enough qualified staff to teach the programme; adequate resources would be in place; the overall aims and objectives were appropriate; the content of the programme met national benchmark requirements; the programme met any professional/statutory body requirements; the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms. This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating: external examiner reports (considering quality and standards); statistical information (considering issues such as the pass rate); student feedback. Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the

10 programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities: To ensure the standard of the programme; To ensure that justice is done to individual students. External examiners fulfil these responsibilities in a variety of ways including: Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback through an annual report that enables us to make improvements for the future. The external examiner reports for this programme are located on the UEL virtual learning environment (Moodle) on the school notice board under the section entitled External Examiner Reports & Responses. You can also view a list of the external examiners for the UEL School by clicking on the link below. Listening to the views of students The following methods for gaining student feedback are used on this programme: Module evaluations Student representation on programme committees (meeting 3 times a year) School-based training evaluations Students are notified of the action taken through: circulating the minutes of the programme committee providing details on the programme notice board Individual responses to students as required Listening to the views of others The following methods are used for gaining the views of other interested parties: Questionnaires to former students Annual programme evaluation Newly Qualified Teacher survey

11 NQT focus groups Liaison with partnership school on programme design and improvement Where you can find further information Further information about this programme is available from: The UEL web site ( UEL Manual of General Regulations ( UEL Quality Manual (