Programme Specification DEPARTMENT OF EDUCATION GENERAL INFORMATION Awarding Institution//Body Teaching Institution* University of Bath University of Bath Validated/Franchised (if appropriate) Programme accredited by (including date of accreditation)* Programme approved by (including date & minute number of Senate) Final award Programme title* UCAS code (if applicable) Subject Benchmark Statement* Intended of completed programme (in line with FHEQ)* Duration of programme & mode of study* Teaching Agency Initial approval by Senate: 14.2.07 (Min 12537) Faculty Teaching and Quality Committee: 28.3.07 (Min 648) Programme Approval Panel: 16.4.07 Senate final approval 13 June 2007 Postgraduate Certificate in Education Postgraduate Certificate in Education N/A The government Department for Education Teachers Standards are used as the basis for the programme Level 7 (Masters ) One year (full time) Date of Specification preparation/revision* November 2012 Applicable to cohorts Commencing 2012/13 *Synopsis and academic coherence of programme The Postgraduate Certificate In Education is a one year, 36 week post-graduate programme designed to enable trainee teachers to achieve both recommendation for Qualified Teacher Status (QTS) and the award of the Postgraduate Certificate In Education. Trainee teachers work in the University and in two schools during the year: the Homeschool (HS) and the Complementary School (CS). *Educational aims of the programme The aim of the Postgraduate Certificate In Education programme is to enable trainee 1
teachers to become competent critical reflective practitioners. That is, practitioners who can reflect on and analyse their own practice and select effective strategies to use which will facilitate and support pupils' learning, demonstrate an ability to analyse, interpret and critique findings, and apply these in a reflective manner to the improvement of educational practice making critical use of literature, professional experience and appropriate knowledge from other sources and apply these through their teaching. Students gaining credit through the Postgraduate Certificate in Education will have demonstrated their ability to Improve their critical thinking and analysis skills; Develop and enhance their professional practice through greater theoretical understanding of current educational issues. The two main components of the programme, Education and Professional Studies and Subject Didactics, have their own overarching aims: 1 The aims for the Education and Professional Studies (EPS) programme are to provide students with the opportunity to research, investigate and explore a range of educational issues, test out ideas and hypotheses which are emerging from their experience and to develop specific competences relating to their wide-ranging professional activities in schools. 2 The aim of each individual Subject Didactics (SD) programme is to provide trainee teachers with the knowledge and skills to enable them to become competent teachers of that particular subject. They will be expected to read and research so that they deepen their subject knowledge. Each SD handbook sets out the detailed aims of that programme. *Intended learning outcomes (including teaching, learning and assessment methods, specifying those applicable for interim awards where appropriate) Knowledge & Understanding: Knowledge base: To understand the nature of knowledge as represented by aspects of the subject curriculum, and by education itself. Has sufficient depth of knowledge and a systematic understanding of knowledge in the curriculum, subject areas and education, and can work with theoretical / research-based knowledge at the forefront of teaching and learning; Ethical issues: Has awareness and ability to manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions. Disciplinary methodologies: has a comprehensive understanding of techniques / methodologies applicable to their subject and education (theory or research-based). To be able to demonstrate pedagogical subject knowledge; ie a range of skills and competences that distinguishes an effective teacher from a lay person at an equivalent academic. To understand how children learn and the principles of effective learning and teaching. 2
Intellectual Skills: Professional Practical Skills: Transferable/Key Skills: Analysis: in the field of education, with critical awareness can undertake analysis of complex, incomplete or contradictory areas of knowledge, communicating the outcome effectively. Synthesis: with critical awareness, can synthesise information in a manner that may be innovative, utilising knowledge or processes from the forefront of learning and teaching. Evaluation: has a of conceptual understanding that will allow her/him critically to evaluate research, advanced scholarship and methodologies and argue alternative approaches. Application: can demonstrate initiative and originality in problem solving. Can act autonomously in planning and implementing tasks as a teaching professional, making decisions in complex and unpredictable situations. Application of Skills: can operate in complex and unpredictable and/or specialised contexts, and has an overview of the issues governing good practice in teaching and learning. Autonomy in skill use: is able to exercise initiative and personal responsibility during the practice of teaching. Technical expertise: has technical expertise, performs smoothly with precision and effectiveness; can adapt skills and design or develop new skills and/or procedures for new situations. Roles and Responsibilities: to understand the various roles and responsibilities which teachers have in nurturing the growth and development of all children within the full ability range found in schools and colleges providing secondary education for 11 to 18 year olds and middle years education for 7-14 year olds; Professional Development: to be able to plan for the longer term process of professional development and growth as a teacher or leader. Group working: can work effectively with a group as leader or member. Can clarify task and make appropriate use of the capacities of group members. Is able to negotiate and handle conflict with confidence. Learning resources: is able to use a full range of resources. Self evaluation: is reflective of own and others functioning in order to improve practice. Management of information; can competently undertake research tasks with confidence. 3
Autonomy: is independent and a self-critical learner, guiding the learning of others and managing he/his own requirements for continuing professional development. Communications: can engage effectively in academic and professional communication with others, reporting on action clearly, autonomously and competently. Problem Solving: has independent learning ability required for continuing professional study, making professional use of others where appropriate. Information and Communications Technology: to be able to demonstrate use of high skills of ICT both personally and pedagogically. Equalising Opportunities: to be able to demonstrate a commitment to equalising opportunities for all learners and for all programme members. Structure and content of the programme (including potential stopping off points) The Postgraduate Certificate In Education programme structure is organised over 36 weeks in three phases: Induction, Consolidation, Extension with a series of alternate serial (part of the week in school and part in the University) and block (all week in school) placements. Trainee teachers work in the University and in two schools during the year: the Homeschool and the Complementary School. This programme operates from early September until late June (in the following year). There are no stopping-off points although it is possible, if there are mitigating or exceptional circumstances, for a trainee teacher to transfer to the Professional Graduate Certificate in Education. Trainee teachers cannot be awarded Qualified Teacher Status without completing the Postgraduate Graduate Certificate in Education. Induction Phase The Induction Phase is based in the University and in the Homeschool in a serial placement, and a block placement. Its prime purposes are to raise awareness of a teacher's work in school and to begin the development of generic teaching skills. Through a carefullystructured series of integrated exploratory activities the trainee teacher explores issues, practises skills and develops competences both through direct practical involvement with teachers and children, and through a systematic review of his/her own work. Consolidation Phase The Consolidation Phase involves a second serial placement in the University and the Homeschool which builds on the trainee teacher's developing competences. The serial phase involves a further input during University-based days and allows time for the trainee teacher to research the Educational Study. During this time the trainee teacher will also be expected to undertake Primary/Secondary or Infant/Junior liaison- a short placement in a different Key Stage exploring phase liaison issues. The block placement that follows in the Complementary School offers the opportunity for the trainee teacher to experience working in a different school and to continue the development of his/her teaching competences. Extension Phase The Extension Phase includes a further block of teaching in the Homeschool during which the trainee teacher's practice of teaching is formally assessed. This is followed by a period of 4
Extension Phase activities designed to extend opportunities for professional development. Planning for this starts before the Complementary School placement, continues during the placement, and is reviewed and finalised in the Homeschool. Programme components There are two main components to the programme which integrate work both in the schools and at the University. They are: subject didactics (SD) which focuses on issues relating to teaching and learning the subject; education and professional studies (EPS) which deals with a wide range of whole school issues central to the work of all teachers. In addition, there are three Practice of Teaching (PT) Units. These comprise: Practice of Teaching 1(Home School) takes place in Semester one and amounts to about thirty days in a teaching situation. In Semester two: Practice of Teaching 2 ( in a Complementary School),amounting to about thirty days and Practice of Teaching 3 (Homeschool), amounting to about thirty-five days. Each of the PT units comprises 12 credits at H. Students are required to pass all three units. Subject Didactic (SD) and Educational and Professional Studies (EPS) units are academicyear long units but are assessed towards the end of Semester 2. SD and EPS units are rated at 12 M credits. The table below indicates the credit weighting and of each of the units and the timing of their assessment. Postgraduate Certificate in Education, (of which 24 at M and 36 at H. Timing of Practice of Coursework units assessment Teaching units Semester One SD (12) M EPS (12) M EPS (12) H Semester Two PT2 (12) H and PT3 (12) H Subject Didactics (SD) The University SD tutor provides a detailed SD booklet that outlines the programme in the specified subject area. The SD booklet describes the basis of all the subject work undertaken at the University and in school and provides a structure for the trainee teacher to follow. Education and Professional Studies (EPS) The University provides a detailed handbook that outlines the programme for Education and Professional Studies. The handbook describes the programme on a week by week basis; it includes appropriate readings and tasks, and it details the lecture and seminar programme. The EPS handbook describes a structure for school-based work. Details of work placements / work-based learning / industrial training / study abroad requirements The Postgraduate Certificate In Education programme at the University of Bath involves two school placements. These are called the Homeschool and the Complementary School. There is a requirement for trainee teachers to be working in school for the equivalent of at 5
least 24 of the 36 weeks. The purpose of a school placement is to provide opportunities for teaching, for observation of experienced teachers, and for studying and participating in the work and organisation of the school as a whole. During the period of placement trainee teachers will, as far as possible, be treated as a member of the school staff, and will be expected to conform to the regulations and customs of the school (and of its staff room), and to share in routine duties and supervision. See also the section above, under the Structure and Content of the programme, for further details of the Induction, Consolidation and Extension phases of teaching and the assessment of teaching units in the Programme Regulations. Details of support available to students (e.g. induction programmes, programme information, resources) The trainee teachers' subject work is supported by University subject didactics (SD) tutor and the Homeschool subject mentor. The trainee teachers' experience in the Homeschool is fundamental to the Postgraduate Certificate In Education programme. Work in the Homeschool will be guided by a personal subject mentor and by a Professional Tutor, both of whom will liaise closely with university tutors. Support for the Education and Professional Studies (EPS) unit rests with the University EPS seminar tutor and the Professional Tutor(PT) in the Homeschool. Each University SD tutor also works closely with Professional Tutors in a small number of Homeschools as link tutors. Postgraduate students will be allocated a Personal Tutor at the University, who is responsible for monitoring and supporting the academic progress and general welfare of their students. Staff in these roles will be able to respond to many of the questions and concerns raised by their students. However, there is also a range of specialist student support services that will offer both information and advice to support these staff working with their students, as well as take referrals to work more directly with the students. Students can also self-refer to these services. These services can provide information, advice and support in relation to accommodation, emotional difficulties, assessment of needs and provision of support relating to disability, student funding, general welfare, academic problems, student discipline and complaints, careers, international students, spiritual matters, part time work, security and personal safety. The Students Union can also provide advocacy for students. More information about these services can be accessed via: http://www.bath.ac.uk/students/support/. There are also Medical and Dental Centres, and a Chaplaincy on campus that are very experienced in meeting the needs of a student population, as well as a University nursery and vacation play scheme to provide childcare for older children during the school holidays. The following generic University support services are available to all Postgraduate Certificate In Education students: University and Department Induction Programme Programme handbook Study Skills Support Sports and Arts facilities Students Union Medical Centre Dentist Counselling Service Careers Advisory Service 6
Learning Support Service Chaplaincy International Office English Language Tuition Nursery facilities University Tutor manages the SD programme in the University and across Homeschools liaises with subject mentors in the Homeschool and Complementary School about professional development. Homeschool Professional Tutor (the personal tutor within the Homeschool, liaising on a regular basis with the University) meets the trainee teacher formally each week in the Homeschool as part of the EPS Programme manages the Postgraduate Certificate In Education programme within the Homeschool, involving the support, co-ordination, monitoring and assessment of work through liaison with mentors and other members of staff is the formal contact point between the Homeschool and the University Homeschool Subject Mentor manages and facilitates work on the subject didactics programme meets the trainee teacher formally each week to discuss professional development and set and review targets supports, co-ordinates, monitors and assesses the trainee teacher's work across the subject department through liaison with the subject mentor and other members of staff, the SST, and with University tutors liaises with the University tutor over the planning and monitoring of the SD programme Complementary School Professional tutor manages the Postgraduate Certificate In Education programme within the Complementary School, involving the support, co-ordination, monitoring and assessment of the trainee teacher's work across the school through liaison with the subject mentor and other members of staff is the formal contact point between the school and the University Complementary School Subject Mentor is the personal tutor within the school, liaising on a regular basis with the Professional tutor meets the trainee teacher formally each week to review and guide development supports, co-ordinates, monitors and assesses the trainee teacher's work across the subject department through liaison with other members of staff, and with the University tutor. Problem solving Where a problem arises in the University or the Homeschool /Complementary School, the trainee teacher should in the first instance speak to the person most directly concerned, e.g. University tutor, Professional Tutor or mentor with a view to resolving it with constructive ideas to move things forward. If a situation continues to be problematic the trainee teacher should inform the University tutor in the first instance. University Library The University Library is well stocked with Education books and journals and has a computerised cataloguing and circulation system. Trainee teachers are introduced to the Library facilities on the first day of the programme by the Education Librarian. 7
ICT resources All trainee teachers have access to appropriate support in ICT development, and access to ICT facilities. Specific courses are arranged through BUCS to support trainee teachers who require additional help. The Department has a set of wireless laptops for use in teaching and for loan to trainees. Admissions criteria (including arrangements for APL/APEL) Trainee teachers should possess a degree awarded by a British university or other approved university, or degree equivalent qualifications. (normally 2.1 and above). The University will expect those who register for the Postgraduate Certificate in Education to display intellectual, linguistic and writing skills that will enable them to complete their work at a that is commensurate with the requirements of a Masters programme and display a commitment to pursuing a programme of study at Masters. Through the elements of the interview process that include a written task and an in-depth interview, students will need to be able to demonstrate that they have the capacity to write and engage in discussion and debate that indicates their aptitude for a Masters programme. The degree studies and educational background must be relevant to the subject the trainee teacher wishes to teach. The University is looking for trainee teachers who have a sense of responsibility, a maturity of outlook, a commitment to working with young people and the ability and willingness to take initiative and to work as part of a team. Recent experience of working or observing in schools and with young people (in particular participation in a Student Associate Scheme or experience as a Student Ambassador) is considered to be an important pre-requisite, so that at interview, applicants can reflect on their experience in a school(s). Trainee teachers must possess GCSE grade C and above in English Language and Mathematics (or their accepted equivalents). Trainee teachers on the Middle Years course also need a GCSE Science grade C and above. In special circumstances an equivalency test for mathematics, science and English is offered when invited for interview. Summary of assessment and progression regulations All judgements relating to passing the Postgraduate Certificate in Education are made in relation to the Standards for Qualified Teacher Status, see http://www.education.gov.uk/schools/careers/traininganddevelopment/initial/b00205422/qtsa nditt To be eligible for the award of the Postgraduate Certificate in Education and for the award of Qualified Teacher Status students must successfully complete the whole programme, which is worth 60 credits with 24 of these at M and 36 at H. Students must pass all units. Grades for EPS and SD units at M are Pass (45%), Good Pass (55%), Merit (60%) and Distinction (80%). Fail grade (35%). Grades for PoT units (H ) are Merit (60%), Pass (45%) and Fail (35%). Only in exceptional circumstances, or should a student fail an M unit, may it be possible for student s registration to be transferred to the H Professional Graduate Certificate in Education. Fuller assessment, progression and reassessment details are available in the Programme Regulations. 8
Indicators of quality and standards (e.g. professional accreditation) To assure continuing excellence in its quality and standards, the University of Bath has a quality management framework including: For more general information on each part of the framework, click on the links. 1. A Quality Assurance Code of Practice, and associated regulations and policies : http://www.bath.ac.uk/learningandteaching/cop/index.php 2. A learning, teaching and quality committee structure which monitors quality and standards and instigates action for enhancement. 3. Staff development arrangements that assist staff in enhancing their own performance as educators, as researchers or as professional support services staff. Students are involved in many of these processes, whereby their key perspectives and participation as citizens in the academic community are engaged in the informed Student Voice. For a fuller overview of the University s Quality Management framework see this summary document. Specific to this programme: The PGCE Policy Committee oversees quality assurance within the University s structures and in accordance with nationally defined standards. The Committee comprises Professional Tutors, University tutors (who are in the minority) and a trainee teacher representative. The Committee normally meets three times a year to discuss general and specific evaluative reports from the Director of Studies and the SD tutors, from External Examiners, and to review aspects of the programme raised in papers submitted by members. Evaluative feedback on the programme and the experience provided by Homeschools is obtained from SD tutors and trainee teachers. Professional Tutors and mentors complete an evaluation and review of their trainees and the programme. A summary of these evaluations is considered by the Policy Committee who may direct further action by the Director of Studies. The Quality Assurance Agency (QAA) periodically reviews the quality of the University of Bath s Learning and Teaching performance. At the last review by the QAA in November 2008, the University was given the highest grading available, that of Confidence, in the soundness of the University s current and likely future management of both the academic standards of its awards and the quality of learning opportunities available to students. The QAA s report can be seen at http://www.qaa.ac.uk/institutionreports/reports/pages/instaudit-university-of-bath-08.aspx The Office for Standards in Education is responsible for the inspection of all providers of ITT. Ofsted inspects all subjects offered by the University on a recurrent and regular basis. Outcomes of the inspection process are public and can be accessed via the Ofsted website at: http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/els/70003 The University returns an annual Self Evaluation Document to the Teaching Agency (TA) that monitors outcomes and enhancements to the programme in the last year. 9
Sources of other information Information can also be found on the programme webpage at http://www.bath.ac.uk/education/postgraduate/pgce/ The Teaching Agency http://www.education.gov.uk/get-into-teaching The Graduate Teacher Training Registry http://www.gttr.ac.uk 10
PD Form 5 Programme description for a programme outside the NFA Programme code Postgraduate Certificate in Education (codes as shown below) Programme title Subject pathways: TGUED-AFP33 - English TGUED-AFP36 History TGUED-AFP37 ICT (Computer Science with effect from 1 September 2013) TGUED-AFP38 Maths TGUED-AFP39 MFL TGUED-AFP40 Middle Years English TGUED-AFP42 Middle Years Science TGUED-AFP43 PE TGUED-AFP30 Biology TGUED-AFP31 Chemistry TGUED-AFP44 - Physics Award type Master s (Level 7) Certificate Award title Postgraduate Certificate in Education Mode of Attendance Full Time Approving body and date of approval Length One Year Year 1 (for implementation with effect from 2012/13) Normal period of study for this Mode Unit code Unit title Unit status Credits Weighting for degree classification Notes Students registered on one of the above programmes take one corresponding subject didactic unit. 1 year ED50221 English C 12 M 1 year ED50233 History C 12 M 1 year ED50236 ICT (Computer Science with effect from 1 September 2013) C 12 M 1 year ED50224 Maths C 12 M 1 year ED50239 MFL C 12 M 1 year ED50245 Middle Years English C 12 M 1 year ED50251 Middle Years Science C 12 M 1 year ED50242 PE C 12 M 1 year ED30225 Science C 12 M This unit relates to either: TGUED-AFP30 or TGUED-AFP31 or TGUED-AFP44 Education and Professional Studies unit is compulsory 11
1 year ED50254 Education and Professional Studies C 12 M All three Practice of Teaching units are compulsory and are only available at H 1 year ED30255 Practice of Teaching 1 C 12 H 1 year ED30256 Practice of Teaching 2 C 12 H 1 year ED30305 Practice of Teaching 3 C 12 H All units must be passed at 40% or better. There is no condonement for any unit. 12