PROGRAMME SPECIFICATION ASC. Name of institution Host department Course status 1. Northbrook College Franchise 2. 3.

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1 s PROGRAMME SPECIFICATION ASC PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body Faculty School Location of study/ campus Partner institution(s) Post Graduate Certificate in Education, Post Graduate Certificate in Education (Art & Design) Professional Graduate Certificate in Education Professional Graduate Certificate in Education (Art & Design) Validated University of Brighton Education and Sport Education University of Brighton (Falmer), Northbrook College Name of institution Host department Course status 1. Northbrook College Franchise Admissions Admissions agency Entry requirements Include any progression opportunities into the course. Start date (mmm-yy) Normally September Mode of study Direct to School For the ProfGCE Post Compulsory Education All applicants will be expected to have a first degree or equivalent and GCSE English and Maths at grade C or above or equivalent All applicants must meet the DfE requirements for physical and mental fitness to teach and do not have a criminal background which might prevent them from working with young people. For the ProfGCE Post Compulsory Education (Art and Design): Applicants will meet requirements for the generic ProfGCE PCE in Education (part-time route) and in addition: they will be appropriately qualified in their specialist area of Art, Design or Performance. Normally this would be a degree in their specialist subject but a related degree supported by relevant experience in the field may be considered. September 2012 Mode of study Duration of study (standard) Maximum registration period Full-time 1 Year 4 years Part-time Select Select Sandwich Select Select Page 1 of 19

2 Distance Select Select Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor Examination and Assessment External Examiner(s) Examination Board(s) (AEB/CEB) Kerry Doyle University of Brighton Paul Tully Northbrook College Kerry Doyle University of Brighton Paul Tully Northbrook College Name Place of work Date tenure expires Dr Elizabeth Brown Tbc (A&D NthBrk) Oxford Brookes Tbc 30/09/ /09/2016 PGCE/Cert Ed Post Compulsory Education and Joint Area and Course Examination Board Approval and review Approval date Review date Validation July /13 2 Programme Specification July May Professional, Statutory and Regulatory Body 1 (if applicable): Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): LSIS Annual endorsement 5 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 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. Page 2 of 19

3 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: The course will enable trainees to demonstrate that they have met the new professional standards for teachers, trainers and tutors in the Lifelong Learning Sector Additionally, there will be the following course specific aims (i) For the ProfGCE Post Compulsory Education The aims of the ProfGCE Education are: To provide an effective basis for professional practice in teaching that meets and extends beyond the statutory requirements at each stage towards, and including full QTLS To provide course participants with the skills and opportunities to develop habits of critical reflection on practical teaching and the theories and policies that underpin the professional practice of teachers in the learning and skills sector; To provide course participants with the skills and understanding that promote flexibility and adaptability within a professional context; To promote collegiality and collaboration in professional practice; To promote the acquisition and extension of teaching strategies appropriate to the diversity of learners in the learning and skills sector To provide course participants with skills and understanding to ensure that their learning becomes a lifelong process; To promote the values of entitlement, equality and inclusiveness within the professional context; To enable course participants to develop and utilise the skills of evaluation, analysis and synthesis; To critically evaluate theory and practice through reflection and collaboration. (ii) For the PostGCE Post Compulsory Education In addition to the aims of ProfGCE PCE above, the aims of the PostGCE Post Compulsory Education are: To enable course participants to develop a critical understanding of the relationship between theory, policy and practice To enable course participants to develop further their understanding of the role of research in the above To demonstrate critical self reflection that leads to the development of an autonomous stance in advanced professional practice (iii) For the ProfGCE and PostGCE Post Compulsory Education(Art and Design) In addition to the aims of the generic ProfGCE PCE and PostGCE PCE above, the aims of the Art and Design route are: To enable course participants to develop and utilise subject specific pedagogy in their area of Art, Design or Performance To develop the self-confidence, flexibility, evaluative and reflective skills in Art, Design or Performance that enables them to engage in creative teaching and learning activities and respond to future educational change. 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 appropriate 6. Knowledge and theory (i) For the ProfGCE Post Compulsory Education 6 Please refer to Course Development and Review Handbook or QAA website for details. Page 3 of 19

4 1. Define own role, responsibilities and boundaries of role in relation to teaching; 2. Demonstrate awareness of issues relating to inclusivity in planning and delivering; 3. Analyse the role of initial assessment in the learning and teaching process; 4. Demonstrate knowledge of basic communication theories and utilise these in own practice; 5. Recognise different purposes and methods of assessment; 6. Evaluate the importance of reflective practice; 7. Analyse the key aspects of the theory and practice of teaching and learning; 8. Application of theories of reflective practice; 9. An awareness of the key features of a culture that promotes equality and values diversity; 10. Ability to apply theories and principles of good assessment to own practice; 11. Ability to apply theories and principles of inclusive curriculum design and practice; 12. Investigation of good practice in own subject specialist area and evidence of enhanced practice as a result; 13. An awareness of the concept of key strategic policy and educational developments in the Learning and Skills sector; 14. An ability to apply principles of Professionalism to own role within the sector; 15. Evidence of a commitment to the process of engaging in continuing professional development; 16. A critical awareness of the ways in which the use of the minimum core can enhance own practice; 17. Analyse the critical relationship between assessment and learning; 18. Read and evaluate educational research particularly in relationship to own subject or age phase area. (ii) For the PostGCE Post Compulsory Education, trainees should be able to demonstrate knowledge as described above for the ProfGCE PCE above and in addition should: 1. Demonstrate a critical understanding of the relationship between theory, policy and practice; 2. Analyse the role of research in the above; 3. Undertake critical self reflection and develop an autonomous stance in advanced professional practice. (iii) For the ProfGCE Post Compulsory Education (Art and Design), trainees should be able to demonstrate knowledge as described above for the ProfGCE PCE above and in addition should: 19. A critical awareness of the ways in which the use of new and emerging technologies in the Creative Arts can enhance own practice 20. A critical awareness of specific theoretical perspectives associated with Art, Design and Performance pedagogy and practice. Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ For all routes 1. Demonstrate session planning skills; 2. Demonstrate appropriate teaching and learning approaches in the specialist area; 3. Demonstrate evidence of monitoring learning; Page 4 of 19

5 practical skills. 4. Establish and maintain an inclusive learning environment; 5. Use teaching and learning strategies and resources inclusively to meet curriculum requirements; 6. Apply minimum core specifications to improve own practice; 7. Demonstrate effective practice across a variety of teaching and learning contexts, including monitoring, assessment and evaluation; 8. Plan and prepare teaching and learning programmes for groups and individuals; 9. Develop and use a range of teaching and learning techniques which promote and encourage individual learning, learning in groups and learning through experience; 10. Reflect upon and evaluate their own performance and plan future practice; 11. Meet professional requirements through working within a professional value base and conforming to agree codes of professional practice. Teaching Practice 12. Undertake hours of teaching concurrently with the course 13. Demonstrate effective teaching through eight satisfactory observations of teaching practice There will also be additional requirements based around the subject specific aspects of the course that will be applied to all modules. QAA subject benchmark statement (where applicable) 7 Education Studies 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 is designed to meet professional accreditation requirements. These are currently under review at sector level and should the accreditation requirements change the programme will be revised to secure continued accreditation. The current status is as follows: Qualified Teacher Learning and Skills (QTLS) status for those in the full teaching role Associate Teacher Learning and Skills (ATLS) status for those in an associate teacher role; and The professional awards and equivalents are: Preparing to Teach in the Lifelong Learning Sector (PTLLS) minimum threshold licence to teach for all teachers, trainers and tutors. It will be expected that someone enrolling on an initial award will normally possess at least a minimum level three qualification in his/her own area of specialism The qualification: Involves initial assessment of literacy, numeracy and ICT needs, and planning to address these Minimum level three 60 hours of learning in total e.g. at least 30 guided learning hours with corresponding hours of self directed learning to make up the required 60 hours In service, pre service or pre employment intended as precursor to teaching career Observed practice (- can be micro teaching) Mentoring support Confers threshold status to teach Certificate in Teaching in the Lifelong Learning Sector (or HEI equivalent) for those in an Associate teaching role, leading to Associate Teacher Learning and Skills status (ATLS). In addition to the above applicants must 7 Please refer to the QAA website for details. Page 5 of 19

6 have at least 30 hours of teaching practice. There must be a minimum of three observations totalling a minimum of three hours. Any single observation must be a minimum of half an hour. At least one must be by a subject specialist, the rest by a generic teacher training specialist. Diploma in Teaching in the Lifelong Learning Sector (or HEI equivalent i.e. the Cert Ed PCE, ProfGCE PCE or PostGCE PCE) at minimum Level 5 leading to Qualified Teacher Learning and Skills (QTLS) status for those in a full teaching role. In addition to the PTLLS requirements applicants must have at least 100 hours of teaching practice. There must be a minimum of eight observations totalling a minimum of eight hours. Any single observation must be a minimum of half an hour. At least two must be by a subject specialist and the rest by a generic teacher training specialist. Observations can be formative or summative. Minimum Core Evidencing of the minimum core will be required in accordance with guidelines. Initial assessment and support for minimum core skills are to be built into ITT programmes, but the passing of a test/ final assessment of minimum core skills is not part of the ITT qualification. 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. Total Learning Hours The learning hours relate directly to each of the modules i.e. a 10 credit module requires 100 learning hours. These hours will be made up of taught sessions as part of the course, tutorials, teaching experience, consisting of a minimum number of contact hours and related activities such as meetings, planning and preparation and individual research and study. Participants will be introduced to theories underpinning learning and teaching in the post compulsory sector, through lectures, seminars and guided reading. They will be required to consider, discuss and evaluate how to apply theory to practice, and to introduce appropriate ways of learning and teaching into their professional teaching practice. The learning and teaching strategy for the course will have three main themes running through it. Theory and research will include lectures, seminars, reading and individual research projects. Reflection and evaluation will include the writing of a reflective journal, micro-teaching and participation in an action learning set. Practical teaching will consist of the participant s practice of teaching (including planning, assessing and monitoring learning), together with teacher observations and post observation briefing sessions. Learning and Teaching Method % of Student Effort Micro teaching (in introductory module) 2% Peer observation of teaching 2% Seminars 5% Lectures 5% Group work 5% Work related tasks 15% Teaching and submission of teaching file 33% Private study 33% Page 6 of 19

7 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. The assessment strategy for this course takes account of the university's assessment strategy, the SEEC level descriptors and the Professional standards for supporting learning and teaching. Assessment of all courses has been designed to provide both formative and summative feedback to trainees through the use of a variety of assessment tasks which have been designed to enable trainees to demonstrate both competence in teaching and also higher level learning skills appropriate to the level of the course. Methods of assessment include: Microteaching Written assessments (e.g. essays, evaluative report) Group and individual seminars and presentations Teaching Files (including Personal Development Journal PDJ)and reflective practice Observation of Teaching Placement or Work-based Experience Reports Peer evaluation All modules are assessed using the assessment criteria detailed on the individual modules descriptions, which are linked to the learning outcomes for that module. Additionally, the criteria for award of particular marks or grades are provided by the Grading Criteria / Grading Descriptors which are provided in the annexes to the Faculty of Education and Sport Code of Practice in Assessment. Trainees are required to draw upon the skills, knowledge and understanding gained through the modules to critically reflect on their professional practice on placement or in their work-based experience within the context of current education policy frameworks and practices. The assessment criteria for individual modules are differentiated according to the academic level for the different routes and in terms of subject specific content for the Art and Design options. Learning Outcome Assessment method Module Number of credits 1) Define own role, responsibilities and boundaries of role in relation to teaching; Essay/report KL ) Demonstrate appropriate teaching and learning approaches in the specialist area; Micro teach/teaching practice KL502, KL603, KL604, KL707 20/20/20/20 3) Analyse the role of initial assessment in the learning and teaching process; Report KL ) Demonstrate knowledge of basic communication theories and utilise these in own practice; Discussion and application in practice KL603, KL604 20/20 5) Recognise different purposes and methods of assessment; Report KL502, KL603, KL604 20/20/20 6/8) Evaluate the importance of reflective practice and application of theories of reflective practice Session evaluations KL502, KL603, KL604, KL707 20/20/20/20 7) Analyse the key aspects of the theory and practice of teaching and learning; Essay KL Page 7 of 19

8 9) An awareness and analysis of the key features of a culture that promotes equality and values diversity; Academic poster/seminar paper/discussion/peer review KL ) Ability to apply theories and principles of good assessment to own practice; Teaching practice KL502, KL603, KL604, KL707 20/20/20/20 11) Ability to apply theories and principles of inclusive curriculum design and practice; Essay and teaching practice KL ) Investigation of good practice in own subject specialist area and evidence of enhanced practice as a result; Research project/action learning KL606, KL608, KL706, KL708 20/20/20/20 13) An awareness of the concept of key strategic policy and educational developments in the Learning and Skills sector; Discussion KL607. KL707 20/20 14) An ability to apply principles of Professionalism to own role within the sector; Teaching practice and case study KL607. KL707 20/20 15) Evidence of a commitment to the process of engaging in continuing professional development; Professional Development Journal n/a n/a 16) A critical awareness of the ways in which the use of the minimum core can enhance own practice; Teaching practice KL502, KL603, KL604, KL707 20/20/20/20 17) Analyse the critical relationship between assessment and learning; Essay KL502, KL603, KL604, KL707 20/20/20/20 18) Read and evaluate educational research particularly in relationship to own subject or age phase area. Research project KL606, KL608, KL706, KL708 20/20/20/20 SUPPORT AND INFORMATION Institutional/ University All students benefit from: University/College induction week Student Handbook Course Handbook Extensive library facilities Computer pool rooms: Page 8 of 19

9 Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: Falmer 142 open access Windows desktops Northbrook 50 workstations address Welfare service Personal tutor for advice and guidance In addition, students on this course benefit from: Please refer to information held in studentcentral (for Falmer-based students), or college VLE (for Northbrook based students). All trainees undertake teaching practice as pre-service trainees who undertake teaching placements. Trainees are supported in this aspect of their development by two teams of people: The College based support team: the mentor subject specialist All of these roles may overlap and/or differ according to the placement and the trainee teacher. All trainee teachers have a mentor who takes responsibility for their overall development. In some cases this will also be a subject specialist; for example, a trainee with a Creative Arts specialism may work with a subject specialist who is a teacher within the Creative Arts area. University-based support team: the course leader the university tutors The course leader has overall responsibility for the placements and is the initial contact in establishing links with mentors. A team of university tutors deliver the taught aspects of the course and visit trainee teachers on placement. All trainee teachers are allocated a university tutor who takes responsibility for their overall development on placement and this person will make contact with mentors, usually through the trainee teacher, once the placement is established. They will also try to arrange a double observation with the mentor for standardisation and training purposes. Page 9 of 19

10 PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE (and KIS typical pathway ) 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. Full-time Professional and Postgraduate Certificate in Education (post-compulsory) Introduction The Post Compulsory Education full-time pre-service course provides an opportunity for applicants to work towards a qualification for teaching in the Post Compulsory Education/Lifelong Learning Sector. The programme comprises the following routes: 1. A full time pre-service route that runs over one year full time that allows trainees to enter the profession. There is both a generic and a subject specific full time option, with a specialist route for teachers of Art and Design (the ProfGCE PCE FT and ProfGCE PCE (A&D) awards. It is also possible to transfer from the ProfGCE PCE to a PostGCE PCE PT: further details are provided in paragraph 5. This programme specification relates to the full-time pre-service route. The course builds upon trainees subject knowledge, experience and understanding and enables them, through a range of experiences, to meet the Professional Standards for supporting learning in the Lifelong Learning Sector, leading to Qualified Teacher Learning and Skills. Further details are provided below. 1. Full-time Pre-Service Route The full time route will follow a similar pattern to the part time provision with the course delivered over one year rather than two. The full-time in-service route comprises the following awards: 1.1 ProfGCE Post Compulsory Education In order to successfully complete the ProfGCE Post Compulsory Education course, trainees must also complete a minimum of 100 hours of teaching practice, eight of which will be observed. Please see the Partnership in Education Handbook for details of the Teaching Observation processes associated with the Professional Practice modules. There is the opportunity for a number of trainees on the ProfGCE PCE route to transfer to the PostGCE PCE award at the end of Semester 1. Further details are provided in paragraph 5 below 1.2 PostGCE Post Compulsory Education This will be the route for trainees who have a degree in their subject and meet the criteria for transferring to the PostGCE PCE award (see paragraph 5 for further details). A similar pattern of modules will be followed.in order to successfully complete the PostGCE Post Compulsory Education course; trainees must also complete a minimum of 100 hours of teaching practice, eight of which will be observed. Please see the Partnership in Education Handbook for details of the Teaching Observation processes associated with the Professional Practice modules. 1.3 ProfGCE Post Compulsory Education (Art and Design) The subject specialist route will follow a similar pattern to the generic route. This route is differentiated through the incorporation of different LSIS options into the modules described above, and through the presentation of evidence from teaching which will always relate to the Art, Design or Performance area. In order to successfully complete the ProfGCE Post Compulsory Education (Art and Design) course, trainees must also complete a minimum of 100 hours of teaching practice, eight of which will be observed. Please see the Partnership in Education Handbook for details of the Teaching Observation processes associated with the Professional Practice modules. There is the opportunity for a number of Page 10 of 19

11 trainees on the ProfGCE PCE (A&D) route to transfer to the PostGCE PCE (A&D) award at the end of Semester 1. Further details are provided in paragraph 5 below. 1.4 PostGCE Post Compulsory Education (Art and Design) The subject specialist route will follow a similar pattern to the professional graduate route.this will be the route for trainees who meet the criteria for transferring to the PostGCE PCE (A&D) award (see paragraph 5 for further details), and trainees will attend sessions at Falmer by joining the generic group for delivery of the level 7 modules. In order to successfully complete the PostGCE Post Compulsory Education (Art and Design) course, trainees must also complete a minimum of 100 hours of teaching practice, eight of which will be observed. Please see the Partnership in Education Handbook for details of the Teaching Observation processes associated with the Professional Practice modules. Semester 1 Module 1 KL502 Principles and Practice of teaching, learning and assessment in the Learning and Skills sector 20 credits/he level 5 Mandatory Module 2 KL602 Theories and principles for planning and enabling learning 20 credits/he level 6 (Mandatory) Module 3 KL603 Enabling and Development Learning and Assessment 20 credits/he level 6 Mandatory (UoB) KL604 Enabling and Developing Learning and Assessment in Art & Design 20 credits/he level 6 (Mandatory) (Northbrook) Semester 2 Module 4 KL605 Curriculum design for inclusive practice 20 credits/he level 6 (Mandatory) Module 5 KL606/KL706 Action learning to develop subject specialist pedagogy 20 credits/he level 6/7 (Mandatory) (UoB) KL608/KL708 Action learning for Art & Design pedagogy 20 credits/he level 6/7 ( Mandatory) (Northbrook) Module 6 KL607/KL707 Professional development and wider professional practice 20 credits/he level 6/7 (Mandatory) Page 11 of 19

12 2. Delivery of differentiated levels Trainees will undertake similar modules in order to address specified content. The ProfGCE PCE and PostGCE PCE awards are differentiated by different assessment criteria that require all trainees to demonstrate an understanding of current conceptions of teaching and their relationships with learning but the higher levels will require critical analysis at the level outlined within the SEEC descriptors and understanding that is underpinned by reference to relevant research and scholarship. The assessments will be differentiated according to the overall level of the award: ProfGCE PCE - level 6 / Honours level PostGCE PCE - level 7 / Masters level 3. Teaching Placements / Experience The full award is assessed through six modules, three of which are based on teaching practice. In order to successfully complete the full award, i.e. the ProfGCE PCE and the PostGCE PCE, trainees will need 100 hours of teaching and eight observations of their practice across the whole programme. Please see the Partnership in Education Handbook for details of the Teaching Observation processes associated with the Professional Practice modules. The observation of practice is undertaken by university tutors and subject specialists within the teaching placement/work place. A Record of lesson observation form is completed during each of these observations. This provides a record of whether each of the standards has been met, complemented by formative feedback on future targets and areas of development All trainees undertaking the full time pre-service route undertake a teaching placement in a local college. The placement is designed to: Facilitate the development of trainees professional attributes, skills, knowledge and understanding. 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 all 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. The process for organisation of the placement detailed in the School of Education Partnership Agreement and Handbook and the Teaching Placement or Work-Based Experience Handbooks. These can be accessed on the School of Education website: During placement university tutors and subject specialist mentors support trainees and take shared responsibility for their professional development. The following activities are undertaken during each placement: Negotiation and review of a Personal Development Journal (PDJ) and Learning Log to identify strengths, development needs and actions. Observations (including some joint observations) of practice followed by feedback. Summative assessment of the trainees achievements linked explicitly to the outcomes of the placement. Assessment of trainee progress is embedded within a module and determined on a pass/fail basis. Judgements are based on their observations of the trainee s teaching, practical application and scrutiny Page 12 of 19

13 of evidence contained within Teaching files that are submitted together with a Personal Development Journal (PDJ) for module assessment. 4. Minimum Core The minimum core of language, literacy and numeracy for inclusion in all post-16 teacher education programmes, introduced by FENTO in August 2003, identified two aspects to the minimum core: a) Knowledge and understanding of language, literacy and numeracy needs of trainees and the ability of trainee teachers to develop appropriate skills to address these needs; and b) the personal skills of the trainees themselves. This first aspect relating to knowledge and understanding has been embedded in the course and inclusive teaching and learning practice relating to language, literacy and numeracy is present throughout. The personal skills of the trainees are addressed in a number of ways, initially through the application and interview procedure. Full time pre-service applicants are all required to have GCSE Maths and English at grade C or above. This provides some level of assurance of ability and also enhances employment opportunities on completion of the course. All trainees complete a self assessment at entry to the courses in order to identify strengths and areas for development in respect of the standards, the minimum core and ICT skills, and this forms the basis of each trainee s Personal Development Journal (PDJ). The PDJ and Learning Log are monitored throughout trainees studies in order to assess achievement of these national qualification requirements. All trainees will be encouraged to negotiate with their tutor and subject specialist mentor an individual programme for improving their skills level. This will be reviewed regularly and recorded on their Personal Development Journal (PDJ). The PDJ links directly to all modules relating to the Teaching Practice. External skills tests for assessment of personal skills in language, literacy and numeracy are still in development. 5. Transfer to the Postgraduate Certificate in Education Post Compulsory Education There is the opportunity for a number of trainees completing the ProfGCE PCE and ProfGCE PCE (A&D) routes to transfer to a Postgraduate Certificate in Education award at the end of Semester 1. The criteria and procedure for trainees on the ProfGCE PCE and ProfGCE PCE (A&D) who wish to transfer to the PostGCE PCE or PostGCE PCE (A&D) are provided below: (i) Timing Trainees should express an interest in transferring to the Post Graduate option during the first semester of the programme. This interest will be recorded in their PDJ and discussed with their tutor. Applications will be considered at the end of the first stage / semester of the course and outcomes agreed prior to the start of semester 2. (ii) Criteria Trainees who wish to transfer to the PostGCE PCE or PostGCE PCE (A&D) must meet the following criteria (places will be restricted to a maximum of 20). a. Academic profile Trainees must have achieved a pass grade at the first submission of all stage 1 modules with no referrals or failures (these marks are confirmed by the February Interim Course Examination Board). b. Professional capability Trainees Teaching Files must provide evidence of effective teaching practice and the PDJ and Page 13 of 19

14 Learning Log should demonstrate a commitment to independent learning and high quality skills of Analysis and evaluation. (iii) Application procedure In order to apply, trainees must submit their completed Teaching File and PDJ to date (criterion (b)) and a covering letter. This should normally be completed by the end of January of semester 1 of their studies. The grades achieved by trainees will normally be available at this time. Trainees should provide evidence of fully meeting the criteria detailed above. Those trainees who provide the strongest evidence of meeting the criteria will be offered the opportunity to transfer to the PostGCE awards. (iv) Support All trainees will be provided with details of this process at the start of the course. Successful applicants will be informed at the beginning of semester 2 of the awards. Trainees may take advantage of the Professional Development process and tutor support provided by the Falmer team at the start of the level 7 modules that comprise the PostGCE option. Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) KIS route (UG courses only): Indicate with a X the modules likely to represent the typical pathway through the course. This will include all core/mandatory modules and those optional modules likely to represent the most frequent choice. Level 8 Module code Status Module title Credit KIS route 5 KL502 M Principles and Practice of Teaching, Learning and Assessment in the Learning and Skills Sector 6 KL602 M Theories and Principles for Planning and Enabling Learning 6 KL603 M Enabling and Developing Learning and Assessment (UoB) 6 KL604 M Enabling and Developing Learning and Assessment in Art & Design (Northbrook) 6 KL605 M Curriculum Design for Inclusive Practice 20 6 KL606 M Action Learning to develop subject specialist pedagogy 20 6 KL608 M Action Learning to develop subject specialist pedagogy (Art & Design) 6 KL607 M Professional Development and Wider Professional Practice 7 KL706 O 9 Action Learning to develop subject specialist pedagogy (UoB) All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. 9 The modules marked O are optional in the sense that they are level 7 modules designed for the Post Graduate award. Page 14 of 19

15 7 KL707 O Professional Development and Wider Professional Practice 7 KL708 O Action Learning to develop subject specialist pedagogy (Art & Design) (Northbrook) Trainees will undertake similar modules in order to address specified content. The ProfGCE PCE and PostGCE PCE awards are differentiated by different assessment criteria that require all trainees to demonstrate an understanding of current conceptions of teaching and their relationships with learning but the higher levels will require critical analysis at the level outlined within the SEEC descriptors and understanding that is underpinned by reference to relevant research and scholarship. The assessments will be differentiated according to the overall level of the award: ProfGCE PCE - level 6 PostGCE PCE - level 7 / Masters level Page 15 of 19

16 AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Final PGCE Professional Graduate Certificate in Education Final PGCE Professional Graduate Certificate in Education (Art & Design) Final PGCE Postgraduate Graduate Certificate in Education Final PGCE Postgraduate Graduate Certificate in Education (Art & Design) Total credits 10 Minimum credits 11 Ratio of marks 12 : Class of award 6 Total credit 120 Minimum credit at level of award 90 6 Total credit 120 Minimum credit at level of award 90 7 Total credit 120 Minimum credit at level of award 40 7 Total credit 120 Minimum credit at level of award 40 Select Select Total credit Select Minimum credit at level of award Select *Foundation degrees only Progression routes from award: n/a n/a n/a n/a n/a n/a n/a n/a Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 13 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% % Merit Upper second (2:1) Merit 50% % Lower second (2:2) Pass Pass 40% % Third (3) Select Select 10 Total number of credits required to be eligible for the award. 11 Minimum number of credits required, at level of award, to be eligible for the award. 12 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. 13 Refers to taught provision: PG Cert, PG Dip, Masters. Page 16 of 19

17 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 course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the School Office, Faculty Office or the Registry) and Section 3 of the Faculty of Education and Sport Modular Scheme (available from the School Office or Faculty Office) The following course specific regulations apply to trainees completing the PostGCE PCE and PostGCE PCE A&D 1. In the case of the following modules: KL706 Action Learning to Develop Subject Specialist Pedagogy KL707 Professional Development and Wider Professional Practice KL708 Action Learning to Develop Subject Specialist Pedagogy (Art & Design) a trainee will be referred 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. Alternatively, the trainee will be provided with the opportunity to be assessed against the learning outcomes and assessment criteria of the following modules (and this will count as the student s first attempt in that module): KL606 Action Learning to Develop Subject Specialist Pedagogy KL607 Professional Development and Wider Professional Practice KL608 Action Learning to Develop Subject Specialist Pedagogy (Art & Design) In the latter case, assuming that the learning outcomes of KL606 / KL607 / KL608 are successfully achieved (in addition to the remaining modules comprising the programme structure), trainees will be conferred the Professional Graduate Certificate in Education award. NB a referral will not be possible if the student has not passed the Placement assessment task. 2. Failure of a placement within Initial Teacher Education courses If a placement module or a placement element within a module contributing to an Initial Teacher Education course 15 within the Faculty Modular Scheme is failed, students will not normally be offered the opportunity to repeat the task, unless the three criteria specified below are met: There is evidence of improvement towards meeting the targets identified on the Cause for Concern form during the placement (following the implementation of the formal Cause for Concern 14 These regulations relate to students who started their ITE courses in 2008/9 or after 15 This regulation relates to the following ITE courses: BA (Hons) Primary Education with QTS, PGCE Primary Education, BA (Hons) Key Stage 2 / 3 Education with QTS, BA (Hons) Physical Education with QTS, 2 Year BA (Hons) Secondary Education with QTS, PGCE Secondary Education and PGCE Post Compulsory Education (full-time). Page 17 of 19

18 procedures), even if these have not been fully achieved by the end of the placement; There is evidence that the student is demonstrating a willingness to adopt a constructive approach to the advice received from their mentor, their University tutor(s), the Partnership Co-ordinator or the external adviser in relation to their targets and progress towards the Standards for QTS/Professional Standards for Learning and Skills; There is evidence that the student has not significantly deviated from the behaviour which is commensurate with the Professional Code of Conduct stated in the Partnership Agreement and Handbook 2.2 The following procedures will be followed in instances of a student who has failed a placement module: (i) The Placement Co-ordinator (or nominated deputy) will complete a short report in instances where a student has received a recommended mark of Fail for a placement. This will be completed in liaison with the mentor, University adviser / tutor(s) and External Adviser and will report on the extent to which the student has met the criteria indicated in paragraph 2.1 above. The Placement Co-ordinator will draw on all available evidence to compile this report (including, in particular, the evidence within the student s placement files, the Cause for Concern form or associated review forms and, where available, the report of the External Adviser s / University tutor s visit / observation of the student) in order to determine whether these criteria have been met. The Placement Coordinator will also take into account the views of the host placement school, although these will not determine the final recommendation in the report. The report will include a recommendation about whether the criteria indicated in paragraph 2.1 have been met, and therefore a recommendation on whether the student should be offered a repeat placement opportunity. (ii) (iii) (iv) In instances where a student has withdrawn themselves from a placement (thereby failing that placement), the criteria will be considered in the context of the student s performance at the point immediately prior to withdrawal. This may include evidence of any intention to place the student on Cause for Concern procedures. If the report indicates that the criteria have not been met, a copy of the report will be forwarded to the student, who will be invited to submit additional documentation or information to the Partnership Co-ordinator which provides evidence of the criteria having been met. Additional evidence provided by the student must be submitted within two weeks of the date of the receipt of the report. The report and any supporting documentary evidence will be considered by the Placement Sub-Committee, a sub-committee of the relevant Area Examination Board or Joint Area / Course Examination Board. The Placement Sub-Committee will operate in a similar way to a Mitigating Circumstances Sub-committee. Its membership will normally comprise a representative of the chairs of the relevant Course Examination Board, (or in the case of Placement Sub-committee meetings which are considering the outcomes of placements for more than one ITE course, a representative of the chairs of the relevant Area Page 18 of 19

19 or Joint Area / Course Examination Board), the Course Leader or representative, the Partnership Co-ordinator and the External Adviser in addition to the Faculty Examinations Officer. The relevant Route / Year Leader may also be invited to attend where relevant. It will review the report and any supporting documentary evidence and will then make one of the following recommendations to the Area or Joint Area / Course Examination Board in relation to the failed student: The student has met the criteria stated in paragraph 2.1, and should therefore be provided with the opportunity to repeat the placement in full; The student has not met the criteria stated in paragraph 2.1, and should not be offered the opportunity to repeat the module. (v) The content of the report and any supporting documentary evidence will remain confidential to the chair of the Area or Joint Area / Course Examination Board, Placement Sub-Committee and the student. They will not be copied to members of the Examination Board, but sufficient information will be made orally to allow the Board to make a decision and this information will be treated in confidence by the Board. (vi) The Placement Sub-Committee will meet prior to the Area or Joint Area / Course Examination Board. In instances where the student s deadline for providing additional evidence (refer to paragraph (ii) above) falls after the date of the meeting of the Placement Sub-Committee, it will be reconvened to consider the student s evidence and report, and to make a recommendation to the Area or Joint Area / Course Examination Board. (vii) In instances where the student is provided with the opportunity to repeat the placement in full, there will be an expectation of a tutorial between the student and his/her Year / Route / Course leader prior to the repeat placement opportunity where a learning agreement will be normally be developed and agreed. This will be provided to the repeat placement provider school, and will be reviewed at agreed point(s). (viii) The Placement Sub-Committee s remit will also normally include a review of a sample of other recommended placement outcomes and a sample of the recommended final Ofsted grades awarded to ITE students, drawing on a range of evidence available, to promote consistency of assessment against the QTS Standards/Professional Standards for Learning and Skills Exceptions required by PSRB These require the approval of the Chair of the Academic Board Page 19 of 19