Name of Programme
PGCE QTS [Primary]
Final Award
PGCE
Location
Online
Awarding Institution/Body
University Of Buckingham
Teaching Institution
University Of Buckingham
School of Study
School of Education
Programme Code(s)
PCTF1PQEX1 / Full Time / 37 Weeks
Professional Body Accreditation
None
Relevant Subject Benchmark Statement (SBS)
QAA 2008 Benchmark statements for level 6 (page 18); level 7 (page 20)
QAA 2015 Subject Benchmark Statement for Education Studies 2015
Admission Criteria
Undergraduate Degree, GCSEs, Professional Skills Tests + selection by participating school and teaching post in the school
Applicable Cohort(s)
September 2018 onwards
FHEQ Level
60 credits at level 7
and
60 credits at level 6
UCAS Code
Summary of Programme
The year 1 PGCE programme consists of 4 modules. All modules are practice based and aim to enable trainees to develop and refine their ability to teach and play a full part in the life of a school. The practical aims will be supplemented by the learning of key aspects of educational theory and policy together with fundamental aspects of assessment and teaching practice. The programme aims to develop trainees’ ability to link theory to practice through reflection and feedback. The dual pathway is designed to meet the diverse needs of trainees by offering an integrated approach to initial teacher education by combining Higher and Master’s level study with the opportunity to gain a PGCE at both level 6 and 7. The programme provides a pathway for further Master’s level study. The programme assesses trainees against the Core Content Framework and the Teacher’s Standards and all those who successfully complete the PGCE with QTS course will also be recommended for the non-credit bearing Qualified Teacher Status (QTS) awarded by the TRA.

Module 1: Educational Principles –The Fundamentals of Teaching and Learning (15 credits)
Trainees will be required to demonstrate awareness of how children learn, basic philosophical principles underlying educational theory and teaching practice.
Module 2: Development of Effective Practice (15 credits)
Trainees will be required to demonstrate understanding of the complexities and diversity required in teaching and assessment for learning.
Module 3: Consolidating and Reflection (10 credits)
Trainees will be required to reflect on their learning as well as professional development and show how educational theory is linked to teaching practice.
Module 4: Professional Practice (20 credits)
Trainees will be required to demonstrate competence in their teaching by showing that they meet The teachers’ standards as defined by the DfE.

The PGCE is offered as a one-year (academic year comprising 10 months) school-based course, and leads to the award of a PGCE or PGCE with QTS. Students are registered at Level 7 to achieve 60 credits at level 7 and 60 credits at level 6. Students who successfully complete 60 Level 7 credits achieve a Post Graduate Certificate in Education and can carry 60 credits towards future study at Master’s level.

Those who fail to complete sufficient credits at Level 7 but successfully complete 60 credits at Level 6 will be able to carry 30 level 6 credits forward that can be accredited on a full MA course if they wish to do so. The exit award at Level 6 will be a Professional Graduate Certificate in Education.

The final award at level 6 is awarded Pass/Fail. The pass mark at level 6 is 40%.
Results at level 7 will be amalgamated to an average % and the final award at level 7 will be classified thus:
50% Pass
60% Pass with Merit
70% + Pass with Distinction

Academic learning for modules 1-3 is assessed with a written assignment which represents the culmination of theoretical knowledge and practical application through reflective practice and are all assessed against the same learning objective-based criteria that run synchronously throughout the course.

Practical application is assessed in module 4 and teachers are assessed against the Teacher’s Standards DfE 2012) through evidence on an e-portfolio.

Students must pass all modules in order to be awarded the qualification.
Educational Aims of the Programme
This programme aims to develop critically aware teachers who have a clear understanding of child development and how children learn so that they can reflect on how it impacts pupil learning and informs their practice as teachers. In addition the programme aims to develop teachers who:

• Reflect on their personal and professional development and respond positively to feedback through critical analysis of their practice and target-setting
• Research their own practice and reflect on effective strategies for effective teaching and learning
• Critically analyse, engage in and reflect on educational issues, philosophies and initiatives
• Take responsibility for their own learning and study independently
• Function as independently-minded professionals capable of contributing to wider educational debate
Programme Outcomes

Knowledge and Understanding

At level 6
1. Know and understand the national Teachers’ Standards
2. Know and understand the relevant curriculum and assessment framework for the appropriate phase or age-range
3. Know and understand how to apply subject-specific pedagogy within a teaching context
4. Know and understand the role of research and theory in an educational context
5. Know and understand how to evaluate teaching and learning problems and formulate practical solutions

At level 7
1. Display an advanced understanding of the relationship between pedagogy and practice
2. Critically engage in educational debate and display independent judgement
3. Deal with complex problems both systematically and creatively and develop strategies for their resolution through careful consideration of multiple factors and analysis

Teaching/Learning Strategy

At level 6
1. Seminars, e-learning on VLE and e-portfolio and school experience
2. Subject-specific seminars, e-learning on VLE and school experience
3. Seminars and school experience
4. Seminars and reading/ independent study
5. School experience, self-evaluation target-setting and feedback

At level 7
1. Guided reading/ independent study
2. Seminars and reading/ independent study
3. Reflective practice through mentor meetings and tutor visits

Assessment Strategy

At both level 6 and 7

Formative assessment against the Teachers’ Standards on e-portfolio

Summative and holistic assessment of professional and academic knowledge across all teachers’ standards through written assignment
Programme Outcomes

Cognitive Skills

At level 6
1. Analyse the relationship between learning theory and practice
2. Reflect on practice
3. Exercise independent judgement on professional concepts based on evidence
4. Engage in and apply knowledge and reasoning to professional debate
5.Critically assess educational ideas and present coherent arguments

At level 7
1. Synthesise relevant literature in support of an argument
2. Critically evaluate educational theory and be able to theorise key issues relating to educational practice
3. Exercise critical and independent judgement on key issues in education

Teaching/Learning Strategy

At level 6
1. Reading and independent research
2. School experience and reflective evaluations on e-portfolio
3. Supported self-study on VLE
4.Seminars, workshops and mentor meetings
5. Seminars and VLE

At level 7
1. Seminars
2. Supported self-study on VLE
3. Directed learning activities on course documents and on VLE

Assessment Strategy

At both level 6 & 7

Formative assessment against the Teachers’ Standards on e-portfolio

Summative and holistic assessment of professional and academic knowledge across all teachers’ standards through written assignment
Programme Outcomes

Practical/Transferable Skills

At level 6
1. Deliver a curriculum successfully so that all pupils learn through carefully constructed planning and effective teaching, making it accessible to all pupils and be able to assess and measure pupil progress
2. Demonstrate the professional attributes required of a teacher
3. Work constructively and collaboratively with others; including pupils, colleagues and parents, and respond positively to feedback
4. Work independently and take responsibility for own personal and professional development through effective time-management and professional conduct in a school context
5. Reflect in and on action to be able to make decisions in complex and unpredictable situations
6. Use digital learning technologies as a learning tool to review progress and set appropriate learning targets

At level 7
1.Demonstrate advanced reflective and evaluative skills to debate issues in education
2. Question their own values and analyse from where they originate
3. Show originality in the interpretation and application of knowledge and findings through research

Teaching/Learning Strategy

At level 6
1. Seminars and subject-specific courses
2. Seminars and school experience
3. School experience
4. Weekly directed tasks on VLE and e-portfolio
5. School experience and school-based mentoring
6. Seminars and handbook for e-portfolio and school-based mentoring

At level 7
1-3 Guided self-study online and independent research

Assessment Strategy

At both level 6 & 7

Formative assessment against the Teachers’ Standards on e-portfolio

Summative and holistic assessment of professional and academic knowledge across all teachers’ standards through written assignment
External Reference Points
• Framework for Higher Education Qualifications (Link);
• Relevant Subject Benchmark Statement(s) (Link);
• National Teachers’ Standards
(Link)
• Core Content Framework
(Link)
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of Buckingham and may be checked by the Quality Assurance Agency.
Date of Production
2nd July 2018
Date approved by School Learning and Teaching Committee
2nd July 2018
Date approved by School Board of Study
2nd July 2018
Date approved by University Learning and Teaching Committee
2nd July 2018
Date of Annual Review
In line with the University's annual monitoring process

 

PROGRAMME STRUCTURES