Approval of new collaborative programmes Programme Specification

Transcription

1 Approval of new collaborative programmes Programme Specification Note that the information contained in the final approved version of this programme specification will be published by the University at 1 Title of Programme Certificate in Education 2 Award (e.g. BA, FdSc) Certificate 3 Teaching institution University of Hull Doncaster College Grimsby Institute of Further and Higher Education 4 Awarding institution The University of Hull 5 Mode of Study (full or part-time) Part time 6 Duration (total number of years) 2 7 Number of weeks per academic year 30 8 Location of delivery University of Hull Doncaster College Grimsby Institute of Further and Higher Education (GIFHE) (main campus, Louth and YCC) 9 Accrediting Professional / Statutory Body (if applicable) Institute for learning Standards Verification UK 10 UCAS Code (if applicable) n/a A level 3 qualification or significant experience of the specialist teaching subject Engaged in teaching in the PCET sector sufficient to meet the required teaching hours 11 Entry requirements Confirmation of a valid CRB check with a reference number from organisation providing teaching hours Demonstrable Level 2 skills in English, Maths and ICT or IELTS level 6 with a minimum of 5.5 in all individual skills tests Trainees may not study any other pre or in service Teaching in the Lifelong Learning Sector Certificate course while attending this programme. Approval of new collaborative programmes QH:H8 Annexe 2a: Application for full approval: undergraduate Annexe 2a:1 Version Jan 06

2 12 Degree classification weighting (Honours degrees only) Diploma stage Post Diploma stage (if applicable) Honours stage 13 Aims of the programme and distinctive features/fit with existing provision Context The New Overarching Professional Standards were published in December 2006 and updated in The development of the standards represents a vital first step in the construction of a new framework of qualifications for teachers in the lifelong learning sector in England. Following the requirements set out within Equipping Our Teachers for the Future, LLUK identified specifications, drawn from the overarching standards, for the types of teaching role performed within the sector. These role specifications are expressed in terms of units of assessment, which clearly set out the learning outcomes and assessment criteria that new teachers, tutors and trainers are expected to achieve. Units will be grouped together to make up the named qualifications for specific teacher roles, based on rules of combination determined by LLUK. Some units within this qualification are mandatory and others optional, to allow for tailoring of qualifications to suit specific roles. The University and its partners have contextualised the mandatory units, and included specialist optional elements, to form this Professional Graduate Certificate in Education. Aims The overall aim of the programme is to equip trainees to take on the full responsibilities of a teacher in the lifelong learning sector, including: The full teacher role is performed by someone who: Uses materials they have designed and evaluated Teaches across a range of levels, subjects and learner types Teaches across or contributes to a range of programmes of varying lengths The programme will provide trainees with the opportunity to acquire and develop knowledge, understanding and skills in accordance with the new overarching professional standards (2006) for teachers in the lifelong learning sector in England. It will promote increased professional competence and enhanced critical thinking of the concepts and issues which underpin Lifelong Learning in a challenging professional context. More specifically, the programme aims to provide opportunities for trainees to develop their professionalism through: Preparing to teach in the lifelong learning sector Critically evaluating key principles and theories in planning and enabling learning, assessment of learners and provision of feedback

3 Developing implementing and evaluating curricula for inclusive practice Developing wider professional practice Implementing and reflecting on continuing professional development planning Distinctive features The Professional Graduate Certificate in Education has been developed in collaboration with partner institutions (University Centre, Doncaster and Grimsby Institute of Further and Higher Education). The programme will be delivered at the University of Hull and as a collaborative programme by, University Centre, Doncaster and from 2012 the Grimsby Institute, using their own HEFCE student numbers. The programme includes credit at level 6, in accordance with the requirements of the original accrediting body (LLUK). The programme will be delivered on a part-time basis, in order to meet the development needs of practitioners who are employed both full-time and part-time in the lifelong learning sector. Trainees will be expected to be teaching/training for at least 100 hours over the two years of the programme: 50 hours in the first year and 50 hours in the final year. The programme includes the mandatory Licence to Practice Preparing to Teach in the Lifelong Learning Sector (PTLLS) within the first 15 credit module. And is aligned and mapped at level 6 to the mandatory level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) and the level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS). Successful trainees will be awarded the Certificate in Education (PGCE). The programme includes embedded assessment of professional practice in the form of regular observations of teaching on a module and module basis. Trainees are also required to maintain a Practical Teaching File. Ethics Trainees conducting research as part of the learning and assessment for their programme are expected to do so in accordance with the British Educational Research Associations (BERA) ethical guidelines. Resources to support compliance with guidelines are available from the BERA website at: Trainees are advised to respect anonymity and to seek permission if using personal or organisational documentation. 14 Programme intended learning outcomes Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each outcome) State supporting learning, teaching and assessment strategies for each group of outcomes I Knowledge and understanding

4 On completion of this programme, trainees, with guidance, will have developed knowledge and understanding of: (a) Planning and carrying out initial assessments with learners (b) Planning, developing and evaluating the curriculum (c) Providing a wide range of opportunities for learners to understand how their specialist area relates to a wider social, economic and environmental context (d) Implementing appropriate and innovative ways to introduce developments in own specialist area at the boundaries of the subject knowledge (e) Identifying and referring learners on to a wide range of sources of general and current education, training and careers opportunities, and signpost and/or refer learners to a wide range of specialist services (f) How to embed the minimum core in their teaching and learning strategies (g) Principles of inclusive learning and teaching practice (h) The role of the teacher in the lifelong learning sector including professional and legislative frameworks Teaching and learning methods/strategies: Scheduled learning and teaching activities 50% The course includes 125hrs (p/t) scheduled learning activities per year Workshops, seminars & group work On-line support Peer observation One-to-one Tutorials Guided Independent study 25% Trainees are advised to spend as much time as possible on guided independent study Directed reading Independent study & reflection Module assignments Workplace Learning 25% Trainees teach 50hrs (p/t) per year; mentoring requires 12hrs (f/t) per year Tutor observation & feedback Work based practice Mentor Support Assessment: Trainees will be required to complete the following forms of assessment: Presentations Reports Evaluations / reflective accounts Assignments Projects Portfolios of evidence Subject specialist lesson plans Practical Teaching File II Intellectual skills On completion of this programme, trainees will have developed intellectual (thinking) skills with guidance, be able to: (a) Identify and make informed judgments about the relevance of a wide range of complex theories of teaching and learning relevant to own subject area (b) Critically analyse appropriateness of a wide range of different methods of assessment of learning and assessment for learning (c) Critically analyse effectiveness of a wide range of different methods of feedback as a tool for learning Teaching and learning methods/strategies: Scheduled learning and teaching activities 50% The course includes 125hrs (p/t) scheduled learning activities per year Workshops, seminars & group work On-line support Peer observation One-to-one Tutorials Guided Independent study 25% Trainees are advised to spend as much time as possible on guided independent study Directed reading Independent study & reflection

5 (d) Self evaluate to improve significantly own practice Module assignments Workplace Learning 25% Trainees teach 50hrs (p/t) per year; mentoring requires 12hrs (f/t) per year Tutor observation & feedback Work based practice Mentor Support Assessment: Trainees will be required to complete the following forms of assessment: Presentations Reports Evaluations / reflective accounts Assignments Projects Portfolios of evidence Subject specialist lesson plans Practical Teaching File III Practical/Professional skills On completion of this programme, trainees will have developed practical/professional skills with guidance, be able to: (a) Develop excellence in professional practice with reference to a wide range of relevant theories of learning (b) Prepare session plans and schemes of work to meet the individual needs of learners (c) Negotiate individual learning goals with learners (d) Develop a wide range of teaching and learning materials (e) Deliver session plans to meet the individual needs of learners (f) Apply a wide range of appropriate teaching and learning strategies which take account of individual learner need and support the needs of individual learners (g) Apply appropriate teaching and learning strategies in own specialist subject area which take account of individual learner need and support the needs of individual learners Teaching and learning methods/strategies: Scheduled learning and teaching activities 50% The course includes 125hrs (p/t) scheduled learning activities per year Workshops, seminars & group work On-line support Peer observation One-to-one Tutorials Guided Independent study 25% Trainees are advised to spend as much time as possible on guided independent study Directed reading Independent study & reflection Module assignments Workplace Learning 25% Trainees teach 50hrs (p/t) per year; mentoring requires 12hrs (f/t) per year Tutor observation & feedback Work based practice Mentor Support

6 (h) Embed the minimum core within teaching and learning strategies which take account of individual learner need and support the needs of individual learners (i) Research and devise a range of appropriate and innovative assessment activities that are valid, reliable and sufficient and meet the needs of individual learners, including innovative opportunities for peer and/or self assessment (j) Accurately assess learner performance (k) Monitor and make judgments on (l) learner progress Engage effectively in continuing professional development (m) Enable inclusive learning through the application of theories and principles of learning, teaching and assessment Assessment: Trainees will be required to complete the following forms of assessment: Presentations Reports Evaluations / reflective accounts Assignments Projects Portfolios of evidence Subject specialist lesson plans Practical Teaching File IV Transferable skills On completion of this programme, trainees will have developed transferable skills with guidance, be able to: (a) Plan as a member of a team and organise and collaborate with others to improve own and team performance (b) Keep accurate records of learner progress (c) Make a significant contribution to organisational quality procedures (d) Give constructive feedback to learners (e) Facilitate a wide range of opportunities for learner feedback (f) Initiate and/or organise opportunities for working in partnership with colleagues and/or others within and outside the organisation to support learners effectively (g) Use an appropriate and effective range of communication, interpersonal and intrapersonal skills to support and enhance their professional practice (h) Use ILT and ICT to support effective Teaching and learning methods/strategies: Scheduled learning and teaching activities 50% The course includes 125hrs (p/t) scheduled learning activities per year Workshops, seminars & group work On-line support Peer observation One-to-one Tutorials Guided Independent study 25% Trainees are advised to spend as much time as possible on guided independent study Directed reading Independent study & reflection Module assignments Workplace Learning 25% Trainees teach 50hrs (p/t) per year; mentoring requires 12hrs (f/t) per year Tutor observation & feedback Work based practice Mentor Support

7 (i) teaching and enrich the learning experience Be able to reflect and self evaluate to improve own practice Assessment: Trainees will be required to complete the following forms of assessment: Presentations Reports Evaluations / reflective accounts Assignments Projects Portfolios of evidence Subject specialist lesson plans Practical Teaching File

8 15 Programme structure Graduate Certificate Stage Code/New Year Semester 1 modules Title Planning to Teach in the Lifelong Learning Sector Theories and Principles of Learning and Teaching Core / Option Credits Level Core 15 4 Core Semester 2 modules Developing Specialist Skills Assessment for Learning Core 15 4 Option 15 5 Year Semester 1 modules Continuing Personal and Professional Development Professional Practice Core 15 5 Core Semester 2 modules Developing Specialist Professional Skills Curriculum Development for Inclusive Practice Core 15 5 Option References used in designing the programme This programme is designed to equip trainees to meet the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector published in February 2007 and updated in The programme is made up of modules based on mandatory units of assessment published by LLUK at the same time. LLUK has established the learning outcomes that trainees must achieve and the assessment criteria that must be used to measure their achievement. 17 Indicators of quality and standards Between 2007 and 2012 the programme was compliant with professional body (LLUK) requirements and endorsed by the relevant professional agency (SVUK). In 2012 it was re-registered with the Institute for Learning.

9 18 Particular support for learning Use of a VLE to enable student interaction, provision of documentation and guidance from academic staff. Regular tutorials and observations to enable formative feedback on teaching. All trainees are required to secure the support of a subject specialist mentor 19 Methods for evaluating and improving the quality of learning Annual Monitoring of the Programme, including peer moderation, moderation visits each semester to partner institutions by the University of Hull and professional development events with partner colleges. 20 Other sources of information about this programme Module Handbooks are linked to the Mandatory and Optional Units of assessment and based on the LLUK Professional Standards. An archive of the LLUK website is available through the and Institute for Learning 21 Fds only: Articulation Route

10 Approval of new collaborative programmes Programme Specification Note that the information contained in the final approved version of this programme specification will be published by the University at 1 Title of Programme Professional Graduate Certificate in Education 2 Award (e.g. BA, FdSc) Graduate Certificate 3 Teaching institution University of Hull Doncaster College Grimsby Institute of Further and Higher Education 4 Awarding institution The University of Hull 5 Mode of Study (full or part-time) Part time 6 Duration (total number of years) 2 7 Number of weeks per academic year 30 8 Location of delivery University of Hull Doncaster College Grimsby Institute of Further and Higher Education (GIFHE) (main campus, Louth and YCC) 9 Accrediting Professional / Statutory Body (if applicable) Institute for learning Standards Verification UK 10 UCAS Code (if applicable) n/a An undergraduate degree or higher or equivalent, usually in the subject specialist field Engaged in teaching in the PCET sector sufficient to meet the required teaching hours 11 Entry requirements Confirmation of a valid CRB check with a reference number from organisation providing teaching hours Demonstrable Level 2 skills in English, Maths and ICT or IELTS level 6 with a minimum of 5.5 in all individual skills tests Trainees may not study any other pre or in service Teaching in the Lifelong Learning Sector Certificate course while attending this programme.

11 12 Degree classification weighting (Honours degrees only) Diploma stage Post Diploma stage (if applicable) Honours stage 13 Aims of the programme and distinctive features/fit with existing provision Context The New Overarching Professional Standards were published in December 2006 and updated in The development of the standards represents a vital first step in the construction of a new framework of qualifications for teachers in the lifelong learning sector in England. Following the requirements set out within Equipping Our Teachers for the Future, LLUK identified specifications, drawn from the overarching standards, for the types of teaching role performed within the sector. These role specifications are expressed in terms of units of assessment, which clearly set out the learning outcomes and assessment criteria that new teachers, tutors and trainers are expected to achieve. Units will be grouped together to make up the named qualifications for specific teacher roles, based on rules of combination determined by LLUK. Some units within this qualification are mandatory and others optional, to allow for tailoring of qualifications to suit specific roles. The University and its partners have contextualised the mandatory units, and included specialist optional elements, to form this Professional Graduate Certificate in Education. Aims The overall aim of the programme is to equip trainees to take on the full responsibilities of a teacher in the lifelong learning sector, including: The full teacher role is performed by someone who: Uses materials they have designed and evaluated Teaches across a range of levels, subjects and learner types Teaches across or contributes to a range of programmes of varying lengths The programme will provide trainees with the opportunity to acquire and develop knowledge, understanding and skills in accordance with the new overarching professional standards (2006) for teachers in the lifelong learning sector in England. It will promote increased professional competence and enhanced critical thinking of the concepts and issues which underpin Lifelong Learning in a challenging professional context. More specifically, the programme aims to provide opportunities for trainees to develop their professionalism through: Preparing to teach in the lifelong learning sector Critically evaluating key principles and theories in planning and enabling learning,

12 assessment of learners and provision of feedback Developing implementing and evaluating curricula for inclusive practice Developing wider professional practice Implementing and reflecting on continuing professional development planning Distinctive features The Professional Graduate Certificate in Education has been developed in collaboration with partner institutions (University Centre, Doncaster and Grimsby Institute of Further and Higher Education). The programme will be delivered at the University of Hull and as a collaborative programme by, University Centre, Doncaster and from 2012 the Grimsby Institute, using their own HEFCE student numbers. The programme includes credit at level 6, in accordance with the requirements of the original accrediting body (LLUK). The programme will be delivered on a part-time basis, in order to meet the development needs of practitioners who are employed both full-time and part-time in the lifelong learning sector. Trainees will be expected to be teaching/training for at least 100 hours over the two years of the programme: 50 hours in the first year and 50 hours in the final year. The programme includes the mandatory Licence to Practice Preparing to Teach in the Lifelong Learning Sector (PTLLS) within the first 15 credit module. And is aligned and mapped at level 6 to the mandatory level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) and the level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS). Successful trainees will be awarded the Professional Graduate Certificate in Education (PGCE). The programme includes embedded assessment of professional practice in the form of regular observations of teaching on a module and module basis. Trainees are also required to maintain a Practical Teaching File. Ethics Trainees conducting research as part of the learning and assessment for their programme are expected to do so in accordance with the British Educational Research Associations (BERA_ ethical guidelines. Resources to support compliance with guidelines are available from the BERA website at: Trainees are advised to respect anonymity and to seek permission if using personal or organisational documentation. 14 I Programme intended learning outcomes Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each outcome) State supporting learning, teaching and assessment strategies for each group of outcomes Knowledge and understanding

13 On completion of this programme, trainees, with some guidance, will have developed knowledge and understanding of: (i) Planning and carrying out initial assessments with learners (j) Planning, developing and evaluating the curriculum (k) Providing a wide range of opportunities for learners to understand how their specialist area relates to a wider social, economic (l) and environmental context Implementing appropriate and innovative ways to introduce developments in own specialist area at the boundaries of the subject knowledge (m) Identifying and referring learners on to a wide range of sources of general and current education, training and careers opportunities, and signpost and/or refer learners to a wide range of specialist services (n) How to embed the minimum core in their teaching and learning strategies (o) Principles of inclusive learning and teaching practice (p) The role of the teacher in the lifelong learning sector including professional and legislative frameworks Teaching and learning methods/strategies: Scheduled learning and teaching activities 50% The course includes 125hrs (p/t) scheduled learning activities per year Workshops, seminars & group work On-line support Peer observation One-to-one Tutorials Guided Independent study 25% Trainees are advised to spend as much time as possible on guided independent study Directed reading Independent study & reflection Module assignments Workplace Learning 25% Trainees teach 50hrs (p/t) per year; mentoring requires 12hrs (f/t) per year Tutor observation & feedback Work based practice Mentor Support Assessment: Trainees will be required to complete the following forms of assessment: Presentations Reports Evaluations / reflective accounts Assignments Projects Portfolios of evidence Subject specialist lesson plans Practical Teaching File II Intellectual skills On completion of this programme, trainees will have developed Intellectual (thinking) skills with some guidance, be able to: (e) Identify and make informed judgments about the relevance of a wide range of complex theories of teaching and learning relevant to own subject area (f) Critically evaluate appropriateness of a wide range of different methods of assessment of learning and assessment for learning (g) Critically evaluate effectiveness of a wide range of different methods of Teaching and learning methods/strategies: Scheduled learning and teaching activities 50% The course includes 125hrs (p/t) scheduled learning activities per year Workshops, seminars & group work On-line support Peer observation One-to-one Tutorials Guided Independent study 25% Trainees are advised to spend as much time as possible on guided independent study Directed reading

14 feedback as a tool for learning (h) Critically self evaluate to improve significantly own practice Independent study & reflection Module assignments Workplace Learning 25% Trainees teach 50hrs (p/t) per year; mentoring requires 12hrs (f/t) per year Tutor observation & feedback Work based practice Mentor Support Assessment: Trainees will be required to complete the following forms of assessment: Presentations Reports Evaluations / reflective accounts Assignments Projects Portfolios of evidence Subject specialist lesson plans Practical Teaching File III Practical/Professional skills On completion of this programme, trainees will have developed practical/professional skills with some guidance, be able to: (n) Develop excellence in professional practice with reference to a wide range of relevant theories of learning (o) Prepare session plans and schemes of work to meet the individual needs of learners (p) Negotiate individual learning goals with learners (q) Develop a wide range of teaching and learning materials (r) Deliver session plans to meet the individual needs of learners (s) Apply a wide range of appropriate teaching and learning strategies which take account of individual learner need and support the needs of individual learners (t) Apply appropriate teaching and learning strategies in own specialist subject area which take account of individual learner need and support the needs of individual learners (u) Embed the minimum core within teaching and learning strategies which take account of individual learner need and support the needs of individual learners (v) Research and devise a range of Teaching and learning methods/strategies: Scheduled learning and teaching activities 50% The course includes 125hrs (p/t) scheduled learning activities per year Workshops, seminars & group work On-line support Peer observation One-to-one Tutorials Guided Independent study 25% Trainees are advised to spend as much time as possible on guided independent study Directed reading Independent study & reflection Module assignments Workplace Learning 25% Trainees teach 50hrs (p/t) per year; mentoring requires 12hrs (p/t) per year Tutor observation & feedback Work based practice Mentor Support Assessment: Trainees will be required to complete the following forms of assessment:

15 appropriate and innovative assessment activities that are valid, reliable and sufficient and meet the needs of individual learners, including innovative opportunities for peer and/or self assessment (w) Accurately assess learner performance (x) Monitor and make judgments on learner progress (y) Engage effectively in continuing professional development (z) Enable inclusive learning through the application of theories and principles of learning, teaching and assessment Presentations Reports Evaluations / reflective accounts Assignments Projects Portfolios of evidence Subject specialist lesson plans Practical Teaching File IV Transferable skills On completion of this programme, trainees will have developed transferable skills with some guidance, be able to: (j) Plan as a member of a team and organise and collaborate with others to improve own and team performance (k) Keep accurate records of learner (l) progress Make a significant contribution to organisational quality procedures (m) Give constructive feedback to learners (n) Facilitate a wide range of opportunities for learner feedback (o) Initiate and/or organise opportunities for working in partnership with colleagues and/or others within and outside the organisation to support learners effectively (p) Use an appropriate and effective range of communication, interpersonal and intrapersonal skills to support and enhance their professional practice (q) Use ILT and ICT to support effective teaching and enrich the learning experience (r) Be able to reflect critically and self evaluate to improve own practice Teaching and learning methods/strategies: Scheduled learning and teaching activities 50% The course includes 125hrs (p/t) scheduled learning activities per year Workshops, seminars & group work On-line support Peer observation One-to-one Tutorials Guided Independent study 25% Trainees are advised to spend as much time as possible on guided independent study Directed reading Independent study & reflection Module assignments Workplace Learning 25% Trainees teach 50hrs (p/t) per year; mentoring requires 12hrs (p/t) per year Tutor observation & feedback Work based practice Mentor Support Assessment: Trainees will be required to complete the following forms of assessment: Presentations Reports Evaluations / reflective accounts Assignments Projects Portfolios of evidence Subject specialist lesson plans Practical Teaching File

16 15 Programme structure Graduate Certificate Stage Code/New Year Semester 1 modules Title Planning to Teach in the Lifelong Learning Sector Theories and Principles of Learning and Teaching Core / Option Credits Level Core 15 6 Core Semester 2 modules Developing Specialist Skills Assessment for Learning Core 15 6 Option 15 6 Year Semester 1 modules Continuing Personal and Professional Development Semester 2 modules Professional Practice Developing Specialist Professional Skills Curriculum Development for Inclusive Practice Core 15 6 Core 15 6 Core 15 6 Option References used in designing the programme This programme is designed to equip trainees to meet the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector published in February 2007 and updated in The programme is made up of modules based on mandatory units of assessment published by LLUK at the same time. LLUK has established the learning outcomes that trainees must achieve and the assessment criteria that must be used to measure their achievement. 17 Indicators of quality and standards 18 Particular support for learning Between 2007 and 2012 the programme was compliant with professional body (LLUK) requirements and endorsement by the relevant professional agency (SVUK). In 2012 it was re-registered with the Institute for Learning. Use of a VLE to enable student interaction, provision of documentation and guidance from academic staff. Regular tutorials and observations to enable formative feedback on teaching. All trainees are required to secure the support of a subject specialist mentor

17 19 Methods for evaluating and improving the quality of learning Annual Monitoring of the Programme, including peer moderation, moderation visits each semester to partner institutions by the University of Hull and professional development events with partner colleges. 20 Other sources of information about this programme Module Handbooks are linked to the Mandatory and Optional Units of assessment and based on the LLUK Professional Standards. An archive of the LLUK website is available through the and Institute for Learning 21 Fds only: Articulation Route