Course Specification (Undergraduate) Part A: Course Definition PC001G31MD HEFCE NHS TTA. Institution

Transcription

1 Specification (Undergraduate) Part A: Definition School (For integrated joints this should be the managing School) For Integrated Joint s only State the subject areas and schools involved. Code Name of Final Award / Education (Faculty of Education, Health and Well-being) PC001G31 PC001G31MD Certificate in Education Post Compulsory Education Name(s) of any Intermediate Award(s) type (Please tick ) Previous Title (if this replaces a course) UCAS/other agency code(s) Closed course Source of Funding (Please tick or name other) Mode of delivery Location of delivery Name of Collaborative Institution U/G Specialist HND / HNC U/G Integrated Joint Integrated Masters Foundation Degree Other D0086 No HEFCE NHS TTA Other: Tick all that apply: Full-time Part-time (evening) Sandwich Part-time (day/evening) Block Delivery Distance Part-time (day) CPD Tick all that apply: City Burton Compton Collaborative (complete next section below) Walsall Telford Type of Collaborative Institution Collaborative arrangements Proposed start date Birmingham Metropolitan College City of Wolverhampton College DCAE Cosford DCHET Whittington Dudley College Macclesfield College Sandwell College Walsall College South Cheshire College Wolverhampton Adult Education Service (WAES) The Bournemouth and Poole College

2 Collaborative arrangements options: 1. Off-site delivery by UoW staff 2. Off-site delivery by Partner staff (UK only) 3. Support delivery by UoW and Partner staff HESA codes for type of Collaborative Institution(s): Large private company 1000 NHS 6000 Small or medium enterprise (SME) 2000 Other public sector organisation 7000 Overseas education provider 3000 Charity 8000 Other UK education provider - private 4000 Other 9000 Other UK education provider public sector 5000 Multiple collaborators of different types 9900 Dates for student intakes for non-standard semester dates Complete the following table for proposed intakes - N.B. e.g. Intake 1: Nov Start date End date Location of delivery Notes Intake 1: January 2016 TBC Macclesfield College Intake will then revert to October. Academic Calendar to be provided to AFRSC Intake 2: Intake 3: Academic Regulations Where it is proposed that the course be exempt from any University Regulations, include the details here (please note: If the proposed course regulations deviate in any way from current University Academic Regulations then a rationale must be presented to the Academic Registrar for approval by Academic Regulations Sub-Committee before validation proceeds). Approvals sought for Macclesfield College Section A.3.7. & C.1.2 Exemption to permit the course to run outside of the Academic Calendar. All modules will be offered as year-long iterations. (APPROVED 25/09/15, subject to academic calendar being provided that shows start and end dates). Section G.3.5. All entrants will normally be in-service teachers employed within the Lifelong Sector and be able to provide evidence of up to 150 hours of teaching experience over the duration of their award. RPL of up to 50% will be considered for applicants who hold the threshold licence to practice (formerly PTLLS) or the certificate in Teaching in the Lifelong sector (formerly CTLLS). (APPROVED 25/09/15) Section D PC004 Professional Development 2 includes assessment of practice learning. Where two attempts have been granted by the Assessment Board there will be no right to repeat the modules following failure at the re-sit attempt. Failure to pass each assessment component (theory or practice) at the re-attempt opportunity will result in discontinuation from the course. (APPROVED 25/09/15) Assessment Board & External Examiner arrangements Name the Award Board for this PCE Award Board Name the Results Boards that will PCE Board consider module results from this Are you proposing to use existing external Denise Robinson & Gill Waugh examiner arrangements? New and/or additional external examiner required An additional EE will be sought in

3 Specification (Undergraduate) Part B: Specification 1 Title of (Final award title) Certificate in Education Post Compulsory Education Code PC001G31 2 Awarding Institution University of Wolverhampton Educational aims of the course 3 This section is to be written for students and potential students as it will be used in marketing materials and course guides. This course accredits two distinct strands: 1. in-service teachers working in the post-compulsory sector; the course is aimed at teachers who carry out full teaching responsibilities 2. pre-service teachers new to the profession who aim to become teachers carrying out full teaching responsibilities. It incorporates the ITLLS (Introduction to teaching in the Lifelong Sector). The qualification is endorsed by the Education and Training Foundation (ETF)and provides the accreditation needed by any person intending to take on a full teaching role in the sector. The course covers planning, pedagogical issues, subject specialism and practitioner research. At its core is a holistic model of critical reflective practice. The programme will develop individuals as reflective practitioners who are capable of critically reviewing their own performance and are therefore able to provide learning opportunities for their students against the underpinning criteria of equality of access to opportunity, recognising and valuing cultural and linguistic diversity, utilising information technology for learning and working effectively with others in a professional environment. This course is designed to meet the professional development needs of in-service staff who have already studied to degree level. Cohort 1 will be taught in partner colleges alongside their teaching work and cohort 2 will be taught at the University and in placements provided by the University. 4 Reference points To include consideration of professional body requirements and QAA Subject Benchmarks. This section is to inform students of the national reference points for their course and will be made available through the Guide. Education and Training Foundation (ETF) Professional, Statutory & Regulatory Bodies (PSRB) This section is to be written for information of the student and should be made available through the 5 Guide. Give name of PSRB and outline the level of accreditation and relationship with the PSRB and any specific details relating to the implications of Professional requirements that students need to be informed of, such as requirements for attendance and professional practice; or state NOT APPLICABLE. The Professional Standards and Workforce Development strand of the ETF has within its remit: professionalising the sector workforce attracting the brightest and the best people to teach in the sector enabling the sector to take the lead in improving the quality of teaching and learning. The 2014 Professional Standards: set out clear expectations of effective practice in education and training; enable teachers and trainers to identify areas for their own professional development; support initial teacher education; and, provide a national reference point that organisations can use to support the development of their staff.

4 6 Entry requirements To include any provision for APL and English competency standards. Applicants for cohort 1 (in-service teachers working in the post-compulsory sector; the course is aimed at teachers who carry out full teaching responsibilities). All entrants will normally be in-service teachers employed within the Lifelong Sector and able to provide evidence of at least 150 hours of teaching practice experience over the duration of their award. All entrants will normally hold an appropriate qualification of at least National Qualifications Framework (NQF) level 3 in the subject area in which they are teaching. All entrants will be required to demonstrate achievement at NQF level 2 in English/literacy/communication and will have achieved or be working towards achievement of NQF level 2 in mathematics/numeracy The award will include development of former LSIS minimum core specifications in literacy, language, mathematics and ICT. APA/RPL will be granted to applicants who hold the threshold license to practice, the Certificate in Teaching in the Lifelong Sector or appropriate training/industry specific qualifications. In addition, all learners will be provided with credit transcripts for the mandatory units of assessment; this will enable credit accumulation and transfer to equivalent programmes. The programme will include development of minimum core specifications in literacy, language, mathematics and ICT. The programme is also mapped to the 2014 ETF Professional Standards. Applicants for cohort 2 (pre-service teachers new to the profession who aim to become teachers carrying out full teaching responsibilities). All entrants will normally hold an appropriate qualification of at least National Qualifications Framework (NQF) level 3 in the subject area in which they wish to teach. All entrants will be required to demonstrate achievement at NQF level 2 in English/literacy/communication and will have achieved or be working towards achievement of NQF level 2 in mathematics/numeracy The award will include development of former LSIS minimum core specifications in literacy, language, mathematics and ICT. APA/RPL will be granted to applicants who hold the threshold license to practice, the Certificate in Teaching in the Lifelong Sector or appropriate training/industry specific qualifications. In addition, all learners will be provided with credit transcripts for the mandatory units of assessment; this will enable credit accumulation and transfer to equivalent programmes. The programme will include development of minimum core specifications in literacy, language, mathematics and ICT. The programme is also mapped to the 2014 ETF Professional Standards. Employment and further training opportunities 7 Explain the range of potential careers or further study that may be accessible to successful students. This information should reflect that published in the prospectus and on UCAS. This course provides students with a practical and theoretical platform on which to found their development as teaching professionals in different PCE settings. Gaining the qualification is likely to enhance career prospects as students establish themselves as professionals in their work places. The course has practical and academic elements and students who have completed it have also gone on to take part in conferences and research projects, sometimes working collaboratively with University staff to write journal articles. For non-graduates there is a natural progression route from this qualification to a degree in BA in Post-compulsory Education, as many past students have gone on to do in the past, and for graduates the routes include Graduate Certificate, Graduate Diploma and M level awards. es (Maximum of six) es should be written in terms of the learning a student will demonstrate on successful completion e.g. 8 make valid comparisons between different point of Europe and across different historical periods, on the basis of sound evidence. (History subject area) To operate effectively in compliance with the ETF overarching professional standards for teachers, tutors and trainers in the lifelong learning sector demonstrate: 1. a commitment to reflect on their own value systems, professional development and practice;

5 2. effective teaching skills in organizing and supporting successful learning; 3. effective practice in learning and teaching within own specialist subject area; 4. ability to plan effectively and implement effective assessment for learning; 5. ability to support learners access to learning and progression opportunities; 6. ability to be critically reflective practitioners and engage with feedback from peers, tutors and mentors. 9a Level 4 (1) Indicative Structure Semester 1 Semester 2 Professional Development 1 4PC001 Introduction to Teaching in the Lifelong Sector (leading to ITLLS status) 4PC002 Subject Specific Studies 1 4PC013 Teaching and in Offender Education * 4PC015 CPD for Prison Service employees Level 5 (2) Semester 1 Semester 2 Professional Development 2 5PC004 Curriculum, Policy and Practice 5PC006 Subject Specialism and E- 5PC012 Contextualising Offender Education * 5PC019 * Not core requirements for generic route. # Students may be eligible for direct entry at Level 5 if they have completed a 60 bridging module (4PC006) or equivalent RPL workbook activity. CPD for Prison Service employees

6 9b Level 4 (1) Indicative Structure if entering year 1/2 with RPL credits Semester 1 Semester 2 Professional Development 1 4PC001 Individuals may claim RPL for CTLLS credits (30/36) and observation and RPEL for work-based activity Introduction to Teaching in the Lifelong Sector (leading to ITLLS status) 4PC002 Individuals may RPL this module if they hold a 20 credit ITLLS and/or 24/30/36 credit CTLLS Subject Specific Studies 1 4PC013 Level 5 (2) Direct entry for APL claimants holding CTLLS qualification with appropriate work-based evidence 80 credits in year Semester 1 Semester 2 Professional Development 2 5PC004 Curriculum, Policy and Practice 5PC006 Subject Specific Studies 1 4PC013 Subject Specialism and E- 5PC012

7 10 11 Activities Please list the learning activities that will support the achievement of the learning outcomes. You should address the three graduate attributes and include employability skills and work-based learning where appropriate. (Some of these activities will be covered in section 11 below.) Online individual and group activities Tutor-led presentations Student-led presentations Observations of Teaching & Discussions Workshops Seminars Structured and unstructured group work Tutorials. Blended learning In 2008, the University adopted a Blended Strategy which promotes the integration of technology supported learning across all our modules. We believe this will improve the employability and, digital literacy, of our students and the effectiveness and efficiency of our learning and teaching practice. Outline for the student how the 6 blended learning entitlements have been incorporated in this course. (Also refer to section 15 which will identify specific modules.) 1. Students will be given the opportunity to engage in interactive and blended learning as well as face to face sessions with their tutors. 2. Students will have access to a digital copy of lecturer-produced course documents. 3. Students will collaborate on line with others in their learning cohort via Pebble Pad or other appropriate digital platforms e.g Moodle, as their group blog is seen as an important learning forum. 4. Students will submit all assessments online where appropriate. Assessment methods Describe the types of assessment (formative and summative) students will experience to demonstrate 12 achievement of the learning outcomes. Show how the assessment tasks progress in terms of the challenge they experienced at each level. Level 4 Formative & summative professional teaching practice assessments in accordance with standards specified by ETF Formative & summative written assignments and presentations (e.g. multimedia) in accordance Institute of Education s (FEHW) level 4 generic assessment criteria Level 5 Formative & summative professional teaching practice assessments in accordance with standards specified by LSISETF Formative & summative written assignments and presentations in accordance with Institute of Education s (FEHW) level 5 generic assessment criteria. Support for 13 Explain what kinds of support will be available for learning. Include examples of generic support and any specific support available through the course. How are academic study skills developed in the curriculum? All students will undergo initial assessment on entry to the programme. Where this process identifies specific learning needs, support for these will normally be available through Centre support structures or the University s as appropriate. Academic literacy and study skills are supported in an integral way in the course through personal tutorials and peer group support.

8 Any Distinctive Features of the course 14 This section should be used to explain to a student the unique or special aspects of this course. Why should a student study this course as opposed to a similar one at another institution? The Certificate in Education Post Compulsory Education accredited by the University of Wolverhampton incorporates an innovative blended approach using an e-portfolio. Very few courses of a similar kind make use of this approach for assessment purposes. The learning platform is currently under review in Overview of Assessment of es and Blended in core and option modules In column 1 note the module codes. The purpose is to demonstrate that all the course outcomes shown in section 8 are assessed in the course. Use the table below to identify: - which core or option modules will assess which learning outcomes identified in sections 8. Please tick as appropriate - where each of the Blended entitlements are met - which assessment methods are being used. List Codes (min 18) e 1 e 2 e 3 e 4 e 5 e 6 Which Blended entitleme nts are met? (1-6) What summative assessment methods are to be used? 4PC001 4PC002 4PC013 5PC004 5PC006 5PC (e)portfolio 2. Observations of teaching 1. Report 1. SoW 2. Presentation 1. (e)portfolio 2. Observations of teaching 3 1. Report 2. Presentation 3 1. Presentation 2. Commentary