Programme Specification PCE. Professional Graduate Certificate in Education - Post- Compulsory Education and Training

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1 Programme Specification PCET Awarding Institution/Body Aberystwyth University Teaching Institution Coleg Cambria Work based learning (where n/a appropriate) Programme accredited by Aberystwyth University Programme approved by Aberystwyth University Final Award PCE Programme Title Professional Graduate Certificate in Education - Post- Compulsory Education and Training UCAS Code X101 QAA subject benchmark Date of Publication 12/04/2017 Educational Aims of the Programme To enable students to meet the standards for teaching and supporting learning as found in the New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector in Wales in order to be providers of high-quality teaching, enabling all learners to achieve to the best of their abilities. To encourage students to develop and enhance the personal qualities and the experiences, knowledge and skills which they bring to the programme in order to promote the range of interpersonal skills and attitudes necessary for effective teaching. To develop skills of self-assessment and critical reflection, promoting a personal identity as a reflective practitioner; which will ensure a mind-set continuing professional development. To ensure that students can apply and adapt theoretical and conceptual frameworks in response to the changing demands of the post-compulsory sector and the diverse needs of their learners, maintaining an up-to-date knowledge of the sector and subject.

2 Intended Learning Outcomes: The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas: Knowledge and Understanding They have a secure knowledge and understanding of the subject(s) they are trained to teach. They know and understand the curricular aims and guidelines for their subject area; They are aware of expectations, typical curricula and teaching arrangements in the phases before and after the ones they are trained to teach; They understand how learners physical, intellectual, linguistic, social, cultural and emotional development can affect their learning; They know how to use ICT effectively, both to teach their subject and to support their wider professional role; They understand their responsibilities under the SEN Code of Practice for Wales and know how to seek advice from specialists on less common types of special educational needs; They know a range of strategies to establish a purposeful learning environment and promote good learning, achievement and behaviour. Lectures Seminars Micro-teaching Individual project work Group work Personal research Workshops Subject-based learning-based and teaching-based tasks Subject and general mentoring sessions Classroom based teaching practice Teaching practice assessments

3 Skills and Other Attributes: Intellectual Skills: Analyse and interpret a variety of texts; Engage critically and self-reflectively with key concepts and issues in education; Evaluate critically source materials; Critically apply theory to practice; Understand different learning & teaching strategies; Use a variety of learning & teaching strategies in lessons Plan and deliver lessons Monitor pupil achievement through appropriately selected modes of assessment Critically evaluate own teaching experience Engage critically upon professional development Lectures Seminars Micro-teaching Individual project work Group work Personal research Workshops Subject-based learning-based and teaching-based tasks Subject and general mentoring sessions Classroom based teaching practice Teaching practice assessments. Professional Practical Skills/ Discipline Specific Skills By the end of their programme, all student are expected to be able to demonstrate:

4 The ability to understand the diverse learning needs of learners and endeavour to provide the best possible education for them to maximize their potential, whatever their individual aspirations, personal circumstances or cultural, linguistic, religious and ethnic background; The professionalism to ensure that relationships with learner are built on mutual trust and respect and to recognize that this will help maximise their learning potential; The professional characteristics which aim to motivate and inspire learners and secure their intellectual and personal development; The ability to recognize and understand the contribution provided by and needed from other professionals in the learning process. The awareness of the importance of maintaining up-to-date professional knowledge, understanding and skills and are able to reflect on their own practice. The ability to recognize their own needs and take responsibility for their continuing professional development; The ability to be aware of, and work within, the statutory framework relating to their responsibilities the New Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector ; The ability to plan, deliver, assess and evaluate effective teaching for effective learning for all learners, regardless of their various backgrounds, circumstances, aspirations and abilities. Lectures; Seminars; Micro-teaching; Individual Project Work; Group Work; Personal Research; Workshops; Subject-based learning-based and teaching-based tasks; Subject and general mentoring sessions and Classroom based teaching practice Teaching practice assessments. Transferable / Key Skills On completion of the programme the student will be able to: Work independently Research, assimilate, select and organise relevant teaching material Analyse issues and theories Structure and deliver teaching sessions competently Contribute to group discussions Communicate orally, in writing and electronically Manage time and work deadlines

5 Reflect on professional development and career planning Lectures Seminars Micro-teaching Individual project work Group work Personal research Workshops Subject-based learning-based and teaching-based tasks Subject and general mentoring sessions Classroom based teaching practice Teaching practice assessments.

6 Programme Structure and requirements, levels, modules, credits and awards: PGCE (PCET) X101 Duration (Full time) 1 years Part 1 Rules (80 credits core and 40 credit option) Year 1 Semester 1 Semester 2 ED39320 Effective Teaching for Effective ED39420 Effective Teaching for Effective Learning 1 (core) Learning 1 (core) ED39520 Learning Literacies (core) ED39620 Specialist Subject Learning and Development (core) ED39020 Offender Learning (option) (taught semester 1 and Semester 2 repeated) ED39120 Learning Numeracy (option) (taught semester 1 and Semester 2 repeated) ED39820 Equality, Diversity and Inclusive Learning (option) (taught semester 1 and Semester 2 repeated) ED39920 Learning Digital Competencies (option) (taught semester 1 and Semester 2 repeated) ED39720 Bilingual Learning (option) (taught semester 1 and Semester 2 repeated) Teaching Practice and Professional Development Support for students and their learning Entry requirements for the programme Methods for evaluating and improving the quality and standards of teaching and learning Regulation of Assessment External Examiners Indicators of quality and standards Every student is allocated a Personal Tutor. Personal Tutors have an important role within the overall framework for supporting students and their personal development at the University. The role is crucial in helping students to identify where they might find support, how and where to seek advice and how to approach support to maximise their student experience. Further support for students and their learning is provided by Coleg Cambria Graduates non-specific subject areas due to the nature of the proposed students. All taught study schemes are subject to annual monitoring and periodic review, which provide the University with assurance that schemes are meeting their aims, and also identify areas of good practice and disseminate this information in order to enhance the provision. Academic Regulations are published as Appendix 2 of the Academic Quality Handbook: 2/. External Examiners fulfil an essential part of the University s Quality Assurance. Annual reports by External Examiners are considered by Institutes and by the Quality Assurance Committee at university level. Departments and Institutes are subject to a Quality Audit questionnaire, which serves as a checklist about the current requirements of the University s Academic Quality Handbook. The periodic Institute and Department Performance Audit (IDPA) provides an opportunity to evaluate the effectiveness of quality assurance processes and for the University to assure itself that management of quality and standards which are the responsibility of the University as a whole are being delivered successfully.