PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY … · 2020. 6. 3. · Page 2 of 15 The...

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PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award Postgraduate Certificate in Education Primary 3-7 years

Postgraduate Certificate in Education Primary 5-11 years

Professional Graduate Certificate in Education Primary 3-7 years

Professional Graduate Certificate in Education Primary 5-11 years

Intermediate award

Course status Validated

Awarding body University of Brighton

School School of Education

Location of study/ campus University of Brighton, Falmer Campus

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency UCAS

Entry requirements Include any progression opportunities into the course.

Check the University’s website for current entry requirements.

The admissions policy for this one year Postgraduate Certificate in Education course (including School Direct Tuition) has been developed to ensure that all general University requirements are met and that all entrants meet the minimum requirements laid down by the latest Department for Education (DfE) advice.

Please see latest DfE ITT criteria and supporting advice from https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice

Course Specific Admissions Criteria:

Course specific information and guidance are included in the University website materials.

In addition to the above minimum entry requirements, the following selection criteria are used by the course. Candidates should:

(i) Hold an honours degree (or equivalent)

(ii) Demonstrate a commitment to teaching and have the potential to train to teach

(iii) Demonstrate the ability to achieve the course’s academic requirements to a high standard.

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The admissions team selects candidates for interview on the basis of their academic and professional record, their referees’ reports and their personal statement. Candidates are interviewed and observed undertaking a short presentation either by a tutor and / or a teacher from a partnership school using a standard interview form and selection criteria. The presentation focuses on an area of current professional relevance.

In addition, all candidates undertake a written task at interview which is used by the admissions tutor to assess the candidate’s ability to communicate effectively in standard written English. A final decision to offer a place is made by the admissions tutor in consultation with the interviewer(s). A large proportion of the personnel involved in the admissions process are senior school based colleagues and leaders/Headteachers.

Start date (mmm-yy) Normally September

September 2019

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 1 year 4 years

Part-time Select Select

Sandwich Select Select

Distance Select Select

Course codes/categories

UCAS code X110 (PGCE Primary 3-7 years)

X100 (PGCE Primary 5-11 years)

Contacts

Course Leader (or Course Development Leader)

Programme Leader Dinah Goss

Admissions Tutor Melanie Bradford

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Hilary Smith

Gerard Doyle

Bath Spa University

University of Worcester

30/09/2020

31/12/2022

Examination Board(s) (AEB/CEB)

Postgraduate/Professional Graduate Certificate in Education Area & Course Examination Board (PGCE Primary 3-7 and PGCE Primary 5-11, including School Direct Tuition)

Approval and review

Approval date Review date

Validation 19921 April 20192

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years).

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Programme Specification April 2019

EE section updated May 20203

April 20204

Professional, Statutory and Regulatory Body 1 (if applicable): Department for Education

Ofsted inspection April 2018 (Stage 1), October 2018 (Stage 2).

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Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The University of Brighton ITE Partnership’s vision underpins this programme, aiming to train teachers who are:

Highly committed to their pupils’ learning and progress and ambitious in what they want to help them achieve

Inquisitive, critically reflective and motivated to keep learning and improving their own practice

Quick to adapt to different learning contexts and confident to challenge inequalities An asset to the profession, willing to share their knowledge and experience and to

collaborate with others Well prepared for the realities of teaching, with the confidence, resilience and skills to

be innovative, to take risks and be creative.

The aims of the PGCE Primary programme (including School Direct Tuition) are for trainees to develop:

Creativity, commitment and enthusiasm for innovative classroom practice, together with the knowledge, intellectual and managerial skills required to ensure the well-being and educational development of all learners;

Inclusive practice in their teaching that values equality and diversity and challenges inequality with confidence;

An understanding and critical awareness of relevant policy, theory and practice related to education and child development, and the ability to apply these in the workplace.

A critical awareness of research informed practice and its significance in education;

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

Preparedness for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative;

Professional attributes that will facilitate continued professional development and learning;

The ability to meet all the Teachers’ Standards for Qualified Teacher Status across the age range of teaching.

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 appropriate6.

Knowledge and theory The Learning Outcomes are commensurate with FHEQ level 6 or level 7. They are designed to ensure all trainees exceed the minimum standards as specified in the Teachers’ Standards for Qualified Teacher Status. By the end of the programme, trainees will, within the context of either the 3-7 years or 5-11 years age phases:

1. Have a secure and up-to-date knowledge and understanding of pedagogy and the subjects / areas of learning they are trained to teach,

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

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enabling trainees to teach confidently and competently; (TS1, TS2, TS3, TS4)

2. Have a secure and up-to-date knowledge and understanding of the statutory and non-statutory curricula for the age phase they are trained to teach, and an understanding of progression across, and before and after, this age range; (TS1, TS2, TS3, TS4)

3. Have knowledge and understanding of a range of evidence-based theories and effective strategies related to teaching, learning and assessment in the Primary phase; know how to use and adapt them to meet the varied needs of learners and support pupil progress; (TS1-7)

4. Understand how to make provision effective for all learners, taking active and practical account of the principles of equality, inclusion and diversity in their teaching; (TS1, TS2, TS4, TS5)

5. Understand 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)

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

By the end of the programme, trainees will have the capacity, within the context of either 3-7 Years or 5-11 Years, to:

6. Demonstrate the self-confidence, flexibility, evaluative and reflective skills that enable trainees to engage in creative teaching and learning activities and respond to educational change; (TS1, TS2, TS3, TS4, TS5)

7. Plan, teach and evaluate, using a range of strategies and resources that enable all learners to make progress; (TS4, TS5, TS6, TS8)

8. Reflect critically upon the quality of their teaching and its impact on pupils’ progress and use the findings to improve future practice; (TS1, TS2, TS4, TS5, TS6, TS8)

9. Establish a purposeful learning environment that reflects high expectations of learning and behaviour and fosters constructive relationships within a clear framework for classroom management; (TS1, TS7, TS8)

10. Work collaboratively as a member of a team, to assess learning needs, set appropriate learning objectives and establish a purposeful atmosphere in the classroom to support the attainment of all learners; (TS4, TS7, TS8, Part II)

11. Undertake independent study, which engages them in critical reflection, analysis and evaluation of practice; (TS8)

12. Make critical connections between theory, policy and practice; (TS3, TS8)

13. Communicate effectively to create a constructive dialogue with learners, parents, carers and colleagues; (TS1, TS2, TS8, Part II)

14. Exhibit the principles and values consistent with high standards of personal and professional behaviour. (TS1, TS7, TS8, Part II)

QAA subject benchmark statement (where applicable)7

N/A

7 Please refer to the QAA website for details.

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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 Training provision) is accredited by the Department for Education8 (DfE) for the purpose of delivering Initial Teacher Training programmes to achieve Qualified Teacher Status (QTS). Qualified Teacher Status is awarded by the Teaching Regulation Agency (TRA).

All trainee teachers must achieve the DfE’s current Teachers’ Standards before they can be awarded QTS, and therefore the programme has been designed to provide trainees with appropriate opportunities and experiences to meet these Standards9 and with due regard to ongoing national priorities.

Finally, the DFE uses information about the quality and efficiency of provision obtained through inspections undertaken by Ofsted10. The University of Brighton is currently designated an ‘Outstanding’ ITT provider by Ofsted.

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 school-based training, university-based training taught components and associated scholarly activities, independent study (including participation in the managed learning environment Studentcentral) and use of the e-Portfolio as a professional learning tool.

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

• Development of practice-based competence and skills of critical reflection through guided individual mentoring and the use of the e-Portfolio as a professional development tool during school-based training.

• Observation of qualified professionals to support the development of subject, curriculum and pedagogic knowledge and skills pertinent to the age phase taught.

• 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

8 http://www.education.gov.uk/get-into-teaching/ 9 Details of the Standards are available from:

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00066-2011 10 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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implement professional action plans.

• Assignment tasks designed to assess appropriate levels of professional and academic knowledge and understanding that inform a critical engagement with practice.

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 learning outcomes detailed within the individual module specifications. 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.

Methods of formative and summative assessment include:

• Assignments

• Professional development discussions

• Self-audits

• e-Portfolio (including SBT reports, SBT tasks)

• Professional file (including lesson plans)

Learning Outcome Assessment method Module

1. Have a secure and up-to-date knowledge and understanding of pedagogy and the subjects /areas of learning they are trained to teach, enabling trainees to teach confidently and competently; (TS1, TS2, TS3, TS4)

Assignments;

Practical Skills Assessment

EV725 (PGCE Primary 3-7) /EV726 (PGCE Primary 5-11)

EP722 (3-7) /EP723 (5-11)

ET681, ET682, ET683 (3-7 and 5-11)

2. Have a secure and up-to-date knowledge and understanding of the statutory and non-statutory curricula for the age phase they are trained to teach, and an understanding of progression across, and before and after, this age range. (TS1, TS2, TS3, TS4)

Assignments;


EV725 (3-7)/EV726 (5-11)

ET681, ET682, ET683 (3-7 and 5-11)

3. Have knowledge and understanding of a range of evidence-based theories and effective strategies related to teaching, learning and assessment in the Primary phase; know how to use and adapt them to meet the varied needs of learners and support pupil progress. (TS1-7)

Assignments;


EV725 (3-7)/EV726 (5-11)

EP722 (3-7)/EP723 (5-11)

ET681, ET682, ET683 (3-7 and 5-11)

4. Understand how to make provision effective for all learners, taking active and practical account of the principles of

Assignments;


EV725 (3-7)/EV726 (5-11)

ET681, ET682,

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equality, inclusion and diversity in their teaching; (TS1, TS2, TS4, TS5)

ET683 (3-7 and 5-11)

5. Understand 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 (TS2, TS5)

Assignments;


EP722 (3-7)/EP723 (5-11)

ET681, ET682, ET683 (3-7 and 5-11)

6. The self-confidence, flexibility, evaluative and reflective skills that enable trainees to engage in creative teaching and learning activities and respond to educational change; (TS1, TS2, TS3, TS4, TS5)

Assignments;


EP720 (3-7)/EP721 (5-11)

EP722 (3-7)/EP723 (5-11)

ET681, ET682, ET683 (3-7 and 5-11)

7. Plan, teach and evaluate, using a range of strategies and resources that enable all learners to make progress; (TS4, TS5, TS6, TS8)

Practical Skills Assessment ET681, ET682, ET683 (3-7 and 5-11)

8. Reflect critically upon the quality of their teaching and its impact on pupils’ progress and use the findings to improve future practice; (TS1, TS2, TS4, TS5, TS6, TS8)

Assignments;


EP720 (3-7)/EP721 (5-11)

EP722 (3-7)/EP723 (5-11)

ET681, ET682, ET683 (3-7 and 5-11)

9. Establish a purposeful learning environment that reflects high expectations of learning and behaviour and fosters constructive relationships within a clear framework for classroom management; (TS1, TS7, TS8)


10. Work collaboratively as a member of a team, to assess learning needs, set appropriate learning objectives and establish a purposeful atmosphere in the classroom to support the attainment of all learners; (TS4, TS7, TS8)


11. Undertake independent study, which engages them in critical reflection, analysis and evaluation of practice; (TS8)

EP720 (3-7)/EP721 (5-11)

EP722 (3-7)/EP723 (5-11)

EV725 (3-7)/EV726 (5-11)

ET681, ET682, ET683 (3-7 and 5-11)

12. Make critical connections between theory, policy and practice; (TS3, TS8)

EP720 (3-7)/EP721 (5-11)

EP722 (3-7)/EP723 (5-11)

EV725 (3-7)/EV726 (5-11)

ET681, ET682, ET683 (3-7 and 5-11)

13. Communicate effectively to create a constructive dialogue with learners, parents,

Practical Skills Assessment ET681, ET682, ET683 (3-7 and 5-

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carers and colleagues; (TS1, TS2, TS8) 11)

14. Exhibit the principles and values consistent with high standards of personal and professional behaviour. (TS1, TS7, TS8, Part II)


SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Handbook: the University and you

Course Handbook

Extensive library facilities

Computer pool rooms (indicate number of workstations by site)

E-mail address

Welfare service

Personal tutor for advice and guidance

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Trainee Handbook SBT Handbooks Module Handbooks School of Education Primary Partnership in Education (PiE) handbook e-Portfolio (currently PebblePad) Open Learning Centre Trainees nominate group representatives who meet with the Student Experience Lead regularly through the year. Group representatives are invited to attend Programme Board meetings. During SBT, trainees are supported by a school-based mentor and university support through visits by a University Tutor. Contact with the Personal Academic Tutor and Programme Leader is also available as required.

Please refer to information held in studentcentral.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE 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.

The PGCE Primary programme (including School Direct Tuition) aims to prepare graduates to become effective practitioners capable of making a significant contribution to the workplace. The programme covers the Primary 3-7 and Primary 5-11 age ranges and prepares trainees to meet the DfE Teachers’ Standards.

Programme Structure

Programme provision is organised into four key inter-related strands, the structure of which is designed to enable trainees to develop an increasing depth of understanding through the provision of a coherent and progressive curriculum both within and across modules.

1. Principles of Early Education and the Wider Curriculum OR Principles of Education and the Wider Curriculum. These parallel modules are tailored to reflect the different curricula for trainees on the 3-7 course or the 5-11 course.

2. Professional Knowledge 3-7 OR Professional Knowledge 5-11. These parallel modules are tailored to reflect the different curricula for trainees on the 3-7 course or the 5-11 course.

3. Professional Enquiry 3-7 OR Professional Enquiry 5-11. These parallel modules are tailored to reflect the different curricula for trainees on the 3-7 course or the 5-11 course.

4. School Based Training

Strand Module Level Credits

Principles of Early Education and the Wider Curriculum

Principles of Education and the Wider Curriculum

EV725

EV726

7 20

Professional Knowledge 3-7

Professional Knowledge 5-11

EP720

EP721

7 20

Professional Enquiry 3-7

Professional Enquiry 5-11

EP722

EP723

7 20

School Based Training 1 ET681 6 10



EV725: Principles of Early Education and the Wider Curriculum

(for trainees on the PGCE Primary 3-7 course, including School Direct Tuition)

The aim of the module is to support the development of students’ pedagogy, professionalism and professional knowledge. It will develop this knowledge with a particular focus on the Early Years of learning, addressing the attributes and skills needed to support informed and critical awareness .There is specific emphasis on the interconnected nature of theory policy and practice.

Throughout the module students will have discrete inputs drawing on aspects of Education Studies, the distinctive nature and scope of the areas of learning and development, the Foundation Subjects, RE and PSHE. Keynote lectures and seminars will support students in critically reflecting on the creation of a broad, balanced and inclusive curriculum for all.

EV726: Principles of Education and the Wider Curriculum

(for trainees on the PGCE Primary 5-11 course, including School Direct Tuition))

The aim of the module is to support the development of students’ pedagogy, professionalism and professional knowledge. It will develop professional knowledge, attributes and skills to support informed

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and critical awareness of the interconnected nature of theory, policy and practice.

Throughout the module students will have discrete inputs drawing on aspects of Education Studies, and the Foundation Subjects and RE. Keynote lectures and seminars will support students in critically reflecting on the creation of a broad, balanced and inclusive curriculum for all.

Where appropriate, the keynote lectures will be provided jointly for students on the 3-7 (EV725 module) and the 5-11 (EV726 module) courses.

EP720 /EP721: Professional Knowledge

This module will enable the development of secure subject, curriculum and pedagogic knowledge for primary teaching in English, mathematics (with computing), and science. Across each area, trainees will reflect on and evaluate the development of their subject knowledge. Trainees will have the opportunity to consider current educational theory and policy issues within an area of professional relevance.

EP722/EP723: Professional Enquiry

This module will introduce trainees to the concept of Professional Enquiry as a form of professional development in education. Trainees will have the opportunity to design and conduct a small-scale enquiry in the field, evaluating the approach in relation to personal and professional learning.

This enquiry will allow trainees to demonstrate originality and creativity in their critical thinking about teaching and learning and identify the professional implications arising from their study.

ET681/ET682/ET683: School-Based Training

In accordance with DfE (2019) requirements, trainees spend a minimum of 120 days on school-based training (SBT) activities in partnership schools/EYFS settings. Training is conducted in partnership between the University and the partner school/EYFS setting. At the University of Brighton, trainees will spend between 120-123 days on school-based training, depending on schools’ term dates which vary slightly from year to year.

There are three SBT periods on the Primary PGCE programme. These 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 SBT period has specific learning outcomes which are also published in the SBT handbooks. SBT periods are designed in a progressive manner and trainees are assessed relative to the stage in their training, the overall aims of which are to:

• Facilitate the development of trainees’ professional skills, knowledge, understanding and professional identity.

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

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

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

During SBT, University Tutors and school mentors support trainees and take shared responsibility for trainees’ professional development.

The following activities are undertaken during each SBT period:

• Negotiation and review of a professional action plan to identify strengths, development needs and actions.

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

• Formative and summative assessment of the trainees’ achievements linked explicitly to the outcomes of the SBT period.

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

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staff use the university assessment schedule to make judgements about each trainee’s achievement. These judgements are based on their observations of the trainee’s teaching as well as scrutiny of evidence contained within the e-Portfolio and Professional file.

2.5 Professional Development

Professional development is linked explicitly to all four strands of the programme and is designed to enable trainees to evaluate critically and reflect upon their learning in order to make improvements. The use of an e-portfolio enables trainees to collate evidence of these achievements and it is reviewed at key points during the course. The professional action plan contained within the e-portfolio is used to support academic and professional development; it constitutes a significant part of the trainee’s improvement-planning process.

At the end of the programme, the e-Portfolio provides evidence that the trainee has met the Teachers’ Standards for the award of Qualified Teacher Status, and is used as the basis for identifying professional development needs in the NQT/Induction period.

2.6 Masters Level Credits

Preparation for study at Masters level is incorporated into the Professional Knowledge and Professional Enquiry modules and within the Principles of Early Education and the Wider Curriculum/Principles of Education and the Wider Curriculum module. The learning and teaching strategies outlined in an earlier section of this document incorporate relevant approaches which will enable trainees to work towards achieving credits at level 7. PGCE trainees who later wish to continue studying at Masters level may be granted recognition of prior learning (RPL) towards the University of Brighton’s MA Education programme.

PGCE Primary 3-7 (with QTS), including SDT: Course structure

Semester 1 Semester 2

Sept – Oct Nov – Dec January Feb-March April - June

EP720 Professional Knowledge

ET681 SBT1

EP720 Professional Knowledge (cont)

ET682 SBT2 ET683 SBT3 EV725 Principles of Early Education and the Wider

Curriculum

EV725 Principles of Early Education and the Wider

Curriculum (cont)

EP722 Professional Enquiry

PGCE Primary 5-11 (with QTS), including SDT: Course structure

Semester 1 Semester 2

Sept – Oct Nov – Dec January Feb-March April - June

EP721 Professional Knowledge

ET681 SBT1

EP721 Professional Knowledge (cont)

ET682 SBT2 ET683 SBT3 EV726 Principles of Education and the Wider Curriculum

EV726 Principles of Education and the Wider Curriculum

(cont)

EP723 Professional Enquiry

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Modules

Status:

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

Level11

Module code Status

Module title Credit

7(or 6) EV725/EV726

(EV625/EV626)

M Principles of Early Education and the Wider Curriculum OR Principles of Education and the Wider Curriculum

20

7(or 6) EP720/EP721

(EP620/EP621)

M Professional Knowledge 3-7 OR Professional Knowledge 5-11

20

7(or 6) EP722/EP723

(EP622/EP623)

M Professional Enquiry 3-7 OR Professional Enquiry 5-11

20

6 ET681 M School-based training 1: Exploring effective practice 10

6 ET682 M School-based training 2: Embedding effective practice 20

6 ET683 M School-based training 3: Enhancing effective practice 30

11 All modules have learning outcomes commensurate with the FHEQ levels 6 or 7.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits12 Minimum credits13 Ratio of marks14: Class of award

Final PGCE Primary 3-7 7 Total credit 120 Minimum credit at level of award 40 7

Select Select

Final PGCE Primary 5-11 7 Total credit 120 Minimum credit at level of award 40 7

Select Select

Select Prof GCE

Primary 3-7 6 Total credit 120 Minimum credit at level of award 120 6

Select Select

Select Prof GCE

Primary 5-11 6 Total credit 120 Minimum credit at level of award 120 6

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate15 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

12 Total number of credits required to be eligible for the award. 13 Minimum number of credits required, at level of award, to be eligible for the award. 14 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. 15 Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised August 2017

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

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 3-7 years, or Postgraduate Certificate in Education 5-11 years, trainees must successfully achieve 120 credits by passing all of the modules detailed in the Programme Structure section of this document, with at least 40 credits at Level 7 (Masters level).

The award of Professional Graduate Certificate in Education 3-7 years or Postgraduate Certificate in Education 5-11 years will be awarded to trainees who accumulate 120 credits in total, but without achieving the minimum 40 credits at Level 7 (Masters level).

In addition, the following course-specific regulations apply:

a) All Level 7 modules (EP720, EP721, EP722, EP723, EV725, EV726) have a paired Level 6 shadow module (EP620, EP621, EP622, EP623, EV625, EV626). Trainees who are unsuccessful in the Level 7 modules will be immediately re-assessed against the Level 6 shadow module Learning Outcomes, allowing them to be awarded Level 6 credits if successful.

b) In instances where a trainee is not successful in the Level 6 shadow modules (EP620, EP621, EP622, EP623, EV625, EV626) a trainee will be referred in the original Level 7 (EP720, EP721, EP722, EP723, EV725, EV726)) modules 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. Trainees will then be provided with the opportunity to be reassessed in the same modules, in accordance with normal GEAR regulations.

c) Further, trainees who are unsuccessful in the Level 7 modules but who are awarded Level 6 modules will be offered the opportunity to be referred in the original Level 7 modules in order to obtain Level 7 credits if successful.

2. Failure of a placement within Initial Teacher Training

If a School Based Training module is failed, trainees are usually offered an opportunity to retrieve the failure subject to meeting specific criteria. Please refer to the School of Education’s Primary Partnership in Education handbook for further details.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

N/A

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