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2 In the day to day context, whilst every endeavour will be made to provide the courses and services described in the Programme Specification, Blackpool and The Fylde College reserves the right to make such changes as may be appropriate for reasons of operational efficiency or due to circumstances including industrial action beyond its control. This document is available in alternative formats on request. Page 2 of 13

3 CONTENTS 1. Introduction Key programme Information Programme Overview Admission Criteria Progression Opportunities Programme Aims Programme Outcomes Programme Content Teaching, Learning & Assessment Strategy Integration of Work Based Learning Summary of Relevant Academic Guidelines Indicators of Quality and Standards Page 3 of 13

4 1. INTRODUCTION The Programme Specification provides a summary of the main features of the PCE and PGCE programme, and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate on successful completion of the programme. Further detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module is available in the following documents: Programme handbook B&FC Student handbook B&FC Admissions Policy Work Based Learning handbook (Foundation Degrees) Student guide to assessment and feedback 2. KEY PROGRAMME INFORMATION Name of the final award Programme title Teaching institution Name of awarding body/institution Details of Professional/Statutory body accreditation Length of programme/mode of study Professional Certificate in Education (Post Compulsory) and Professional Graduate Certificate in Education (Post Compulsory). Professional Certificate in Education and Professional Graduate Certificate in Education Blackpool and The Fylde College Lancaster University N/A 1 year full time 2 years part time Subject Benchmark statements Education Studies 2007 UCAS code Language of Study X141 English Date of Validation July 2007 Date of most recent review May 2013 Date programme specification written/revised 2013/2014 Page 4 of 13

5 3. PROGRAMME OVERVIEW Blackpool and the Fylde College remains committed to providing a highly responsive curriculum that is employment and future-focused and will enable students to develop the essential knowledge and skills that will prepare them for future success in work and life. Employability and Widening Participation remain central to the College s HE Strategy as it continues to develop a sustainable, Higher Education provision that supports the economic, social and cultural development of Blackpool, and the wider North West Region. The programme offers two potential routes for those practising or aspiring to practise as teachers in the Further Education and Skills sector (FES) or Higher Education in a Further education setting (HE in FE). The first route is a full-time Professional Certificate in Education (PCE Level 5) or Professional Graduate Certificate in Education (PGCE Level 6): the second is a part-time route to the same qualifications. The full-time route would be targeted at those wishing to achieve qualification prior to commencing service teaching in the sector, the part-time allows those practising unqualified in the sector to achieve the same qualification. To summarise, it is anticipated that the PCE at Level 5 will remain the entry level qualification for those wishing to enter the profession. The PGCE Level 6 would continue to meet the needs of graduate entrants who wanted to teach in the Further Education and Skills sector The emphasis of qualification at both levels is on the development of expert practitioner skills, informed by sound pedagogic principles and the capability to apply and evaluate a wide range of theoretical knowledge and understanding to practice. There is also a new focus on practitioner research and scholarly activity to promote evidence based practice. The intention is to develop a reflexive approach to practice as dual professionals, subject specialists with expert knowledge of education and training. To develop practitioner skills, trainees will be required to engage in 100 hours teaching practice in an appropriate setting in the FES sector. This practice will be assessed by eight observations, four undertaken by the teacher education specialists and four undertaken by an appropriate subject specialist mentor. Employability is at the heart of this programme and, to that end, trainees will acquire a profound understanding, not only of pedagogy, but also of the requirements of quality systems, curriculum development and the wider political, social, historical and economic context of education and training. They will be encouraged to develop and internalise concepts of professionalism, including accountability to internal and external stakeholders and responsibility for their own decisions and choices. The programme has been designed to reflect research on the graduate attributes sought by employers: intelligent, flexible, self-aware lifelong learners with communication, interactive and team working skills, who add value to and transform organisations. The programme culture can be summarised by: Creating an inclusive learning environment in which mutual respect and honesty encourage autonomy, personal development and shared good practice A student-centred approach to support and guidance Strong emphasis on PDP linked strongly to learning from work, career management and the provision of opportunities. A creative and innovative approach to learning, teaching and assessment A strategic and collaborative approach to curriculum design and course management, building on excellent relationships with employers and external advisors. It is specifically through the close integration of work experience and class-based study that this programme seeks to deliver its aims. The teaching and learning skills and work experience that the Page 5 of 13

6 trainees acquire on this programme will complement their subject specialist knowledge to develop graduates who are highly employable and also able to bring innovation and creativity to teaching and learning in the sector. 4. ADMISSION CRITERIA Level 4 Entry Admission to the programme is at Level 4 but entry requirements are differentiated by subsequent route: Professional Certificate in Education Level 5 Candidates who do not hold a first degree will be eligible to study for the Professional Certificate in Education they should hold a full level 3 qualification in their subject area, or an equivalent level of professional or vocational experience and a full level three qualification or above in another area. Professional Graduate Certificate in Education Level 6 Candidates who hold a first degree, at II (ii) or above, in the subject area in which they wish to teach will be eligible to study for the Professional Graduate Certificate in Education. Full time The full time programme is a pre-service route is for those intending to teach and support learning in the Further Education and Skills sector. A requirement of admission is the ability to secure a teaching placement of 100 hours in an appropriate setting within the Further Education and Skills Sector. All candidates to the full time programme will undergo a rigorous interview process which will include assessment in the minimum core of literacy, numeracy and ICT Part time The in-service programme is offered part time basis through partner departments/institutions and will appeal to those already working or who have just taken up a post in the Further Education and Skills sector. A requirement of admission is the ability guarantee full or part-time employment teaching 100 hours in an appropriate setting within the Further Education and Skills Sector all candidates must provide written evidence of employer and mentor support for their applications. All candidates will be required to hold or achieve a GCSE grade C or above in maths and English by the end of the programme. Admissions Policy Access to an appropriate work placement setting for 100 hours during the programme is a pre-requisite of enrolment on the programme. For part-time learners, the placement should be as part of a paid teaching role in the sector. For full-time applicants, a placement will be sought prior to enrolment. If it is not possible for the College to secure a placement for the applicant, then the applicant has the opportunity to seek their own placement in a setting which must be approved by the Lead Mentor. Placements will be sought which give the learner the opportunity to experience as wide a range of teaching and learning as possible. All learners on programme must have undergone an enhanced Disclosure and Barring Service (DBS) check prior to commencing their placement or as part of their terms of employment. Page 6 of 13

7 All applicants to the full-time programme will undergo a rigorous interview process which will include assessment in the minimum core of literacy, numeracy and ICT. Applicants will be required to hold or achieve a GCSE grade C or above in maths and English by the end of the programme. 5. PROGRESSION OPPORTUNITIES Progression opportunities for Professional Certificate graduates would be to achieve a Level 6 qualification in their subject specialist area, achievement of the professional formation for QTLS or application to the Further Education Guild (FE Guild). For Professional Graduate Certificate graduates progression would be to an MA in Education or a Postgraduate qualification in their subject specialist area and again achievement of professional formation for QTLS or application to the FE Guild or Higher Education Academy. 6. PROGRAMME AIMS The Professional Certificate and the Professional Graduate Certificate in Education aim to provide parttime and full-time programmes leading to an award that provides initial professional development for education and training practitioners within the sector and enables students to: Understand the roles, responsibilities and professional relationships in education and training Practise contemporary, professional, theoretically informed, evidence based, creative and innovative subject specialist pedagogy Understand principles of planning, delivery and assessment in a positive learning environment Engage with reflective and evaluative practice, utilising teaching and learning strategies to meet the needs of learners Understand the social/political/economic and organisational contexts, taking account of the needs and requirements of a range of stakeholders Extend their level of professional competence in relation to their education and training role. Demonstrate knowledge of, and evaluate own skills in the minimum core of literacy, numeracy and ICT Enhance academic and professional knowledge, values and skills and the ability to evaluate and interpret these Satisfy the requirements of professional bodies associated with the subject discipline or pedagogy. 7. PROGRAMME OUTCOMES The programme has been designed in accordance with The Quality Assurance Agency for Higher Education (QAA), Learning Skills Improvement Service (LSIS), New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector (LLUK) and the UK Professional Standards Framework (UKPSF). Holders of the Professional Certificate in Education, Professional Graduate Certificate of Education and the Post Graduate Certificate of Education should be able to: 1. Recognise the diverse and changing nature of the Further Education and Skills and HE sectors by interfacing a professional programme of study with a wide and varied range of learning context. Page 7 of 13

8 2. Design and implement a range of teaching/learning experiences appropriate to the needs of learners within an education and training sector, evaluating learning in its social, political, psychological and philosophical context. 3. Demonstrate practical skills in education and training and in supportive learning, evaluate one s own practice and consider and respond to the educational needs of a diverse range of learners 4. Adhere to quality assurance procedures and practices. 5. Develop resources integrating minimum core skills, including Information Learning Technologies (ILT), and use them effectively in the learning context. 6. Apply theoretical concepts of teaching and learning and critically review the application of these concepts 7. Select, evaluate and apply appropriate assessment and accreditation procedures in a learning context. 8. Contribute to review and evaluation of teaching and learning strategies within their own subject, practice sphere or institute. 8. PROGRAMME CONTENT All Higher Education programmes delivered at Blackpool and The Fylde College consist of modules. A module is a coherent unit of subject material, which is complete with its own learning outcomes and assessments. More detailed information on module content is available in the programme handbook. Level 4 40 Credits Module Code Title Level Credits ITE401 Introduction to Teaching, Learning and Assessment 4 20 ITE402 Developing Coaching and Mentoring Skills 4 20 Level 5 80 Credits Module Code Title Level Credits ITE501 Developing Teaching, Learning and Assessment 5 20 ITE502 Curriculum Development and Educational Change 5 20 ITE503 Action Research for Educational Change and Innovation 5 20 ITE504 Wider Professional Practice 5 20 Level 6 80 Credits Module Code Title Level Credits ITE601 Developing Teaching, Learning and Assessment 6 20 ITE602 Curriculum Development and Educational Change 6 20 ITE603 Action Research for Educational Change and Innovation 6 20 ITE604 Wider Professional Practice 6 20 Page 8 of 13

9 9. TEACHING, LEARNING & ASSESSMENT STRATEGY There will be a strong focus on teaching and learning throughout the delivery of the programmes. Trainees will be encouraged to evaluate and reflect on this delivery as part of their own professional development. The new modules have been written to reflect developments in teaching and learning theory and policy. These strands will also be identified by mentors and observing tutors. In addition to the teaching team, guest speakers will provide specialist input on issues such as Safeguarding, E&D, CPD and the use of ILT. The module offer is the same for each programme but the level and focus of the content will vary. The delivery is made up of six twenty-credit modules. Level 4 At the start of the course trainees on both programmes will be introduced to the key concepts in teaching and learning, both in theory and practice to develop their knowledge of the underlying concepts and principles associated with education and training and subject specialist pedagogy. They will be encouraged to evaluate and interpret these within the context of their subject specialism through a combination of lectures, practical workshops and discussions. In their first assessment they will be expected to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgments in accordance with basic theories and concepts of education. By the end of the second level 4 module trainees will have been able to: Evaluate the appropriateness of different approaches to solving problems related to their subject area and teaching context. Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments Undertake further training and develop new skills within a structured and managed environment. These skills will be demonstrated through the reflective log and micro teach. Through these assessments they will have been able to demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. The first Level 4 module, Introduction to teaching, learning and assessment (ITLA), is at Level 4 and the delivery strategy is the same for both PCE and PGCE trainees. It is intended to introduce practitioners to the basic principles and skills of teaching, learning and assessment in their subject area and teaching context, but also to develop their awareness of other potential contexts within the sector. Teaching practice in their placement will not take place until the completion of the module. For part-time trainees, the focus will be on reconciling their prior experiences as practitioners with the pedagogic principles which underlie best practice and with knowledge of how to make evidence based improvements to their practice. The second module, Developing Coaching and Mentoring Skills, also at Level 4, introduces learners to concepts of coaching and mentoring. This is intended to develop these skills in preparation for practice, as well as in preparation for the mentor relationship that will be developed during the programme. For the full-time programme, this module will be delivered concurrently with the first module. For the parttime programme, this will follow on sequentially from the first module. After the first two modules have been completed trainees follow either the PCE or PGCE qualification route. Both routes attend classes together but the delivery and assessment strategies will be differentiated by objectives set at the appropriate level, by targeted questioning and assessment instruments and assessed on the level of enquiry. Page 9 of 13

10 Levels 5 and 6 The third module, Developing Teaching, Learning and Assessment, is intended to develop skills in teaching, learning and particularly assessment. Trainees will produce and evaluate resources to support their teaching and the learners experience. They will also be able to analyse the ways in which they communicate with others and how underlying theories and principles can inform their communication strategies with learners and with colleagues and other stakeholders. They will be able to apply principles of assessment of, for and as learning to their practice in their placements and in their job roles and will be able to evaluate the relationship between assessment and internal and external quality systems. Trainees will: produce a portfolio in order to provide evidence of satisfactory teaching observations justify how equality of opportunity and respect for diversity are built into teaching and learning practice. indicate responses to relevant statutory requirements and underpinning principles that relate to teaching a specialist subject self-evaluate, based on a range of different principles and approaches to evaluation, reviewing own approaches, strengths and development needs relate these to improvements in own wider professional practice. make recommendations for adaptations to improve inclusive practice in the workplace audit the planning and implementation of an assessment strategy used on learning programmes, and review and evaluate own communication skills and identify relevant strategies for communication with relevant parties. In addition, at Level 6, PGCE trainees are required to examine and critically evaluate their own role and potential / actual impact in the examples of improvements selected. They must reflect on and critically evaluate any wider impact of development needs identified. At level 6, students will begin to evidence engagement at an expert level in which they critically review, consolidate and extend a systematic and coherent body of knowledge. They will utilise specialised skills across their chosen area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgments and initiative, in context, related to their individual specialism. The final three modules focus on the wider issues around teaching and learning. In the Curriculum Development and Educational Change module trainees will evaluate models and theories of curriculum design and development and their practical application, they will explore how change theories and strategies can support them as developing practitioners in a rapidly changing environment. Trainees will: produce a professional discussion ( an holistic approach to assessing knowledge and understanding, determining performance and analytical / decision-making abilities, testing validity and reliability of students evidence. Here, the teacher and learner engage in reflective conversation about what can be learnt with a view to modifying what is done in practice). conduct a seminar presentation (explore one area of the curriculum within the work setting, analysing different change models and reflecting on the effects of change on different roles within their workplace learners need to demonstrate an awareness that curriculum does not remain static, showing critical understanding of how it is made and how it develops the changing nature of the curriculum, the influences shaping it (eg policy, legislation, market forces, social trends, funding..) and how increasing external control (eg inspection regimes, audits, organisational policies and procedures) modifies local practices and cultures. In addition, at Level 6, PGCE trainees are required to undertake a case study, wherein they explore in depth one key change within an educational scenario, preferably situated in their present place of work. Page 10 of 13

11 Here, they are required to examine their own role and potential / actual impact in the example of change selected. They must reflect and evaluate any wider impact of the identified change and reflect and evaluate their own role in the implementation process. PCE and PGCE trainees will identify areas for change within their own practice which will lead them to the Action Research for Educational Change and Innovation module. In the action research module they will research the impact of a change or innovation to their practice. At level five, the Action research module focuses on the development of students ability interpret and evaluate theory and comment on particular aspects of current research and show an appreciation of the uncertainty and ambiguity within the context of the action research project. At level 6, students will engage at an expert level in which they critically review, consolidate and extend a systematic and coherent body of knowledge, utilise specialised skills across their chosen area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in the context of their poster presentation and project. In the final module, Wider Professional Practice, trainees will evaluate their own personal and professional development, concepts of professionalism, the trajectory of educational policy and the impact of policy change in education as a whole and in their subject area and professional or vocational context. At level 5, PCE trainees will share the good practice that they have developed in their teaching practice and showcase their development as practitioners at the end of the course. They will identify and discuss a current policy issue in the sector. They will demonstrate their critical thinking skills through peer assessment and evaluation They will take an analytical approach to policy, quality systems; concepts of professionalism and to their own continuing personal and professional development and pedagogic practice. At level 6, the PGCE trainees will also be able to critically evaluate policy impact and plan for career development which is responsive to the current trends in Further Education and Training. This curriculum covers the mandatory content stipulated by LSIS for the level 5 Diploma in Teaching and Learning, and covers additional content which has been deemed appropriate to developing wellrounded, critical and reflexive practitioners. They also incorporate the requirements of both the LLUK standards and the UK PSF for teaching and learning. At the end of the programme, trainees will be prepared to undertake the process of professional formation necessary to achieve Qualified Teacher Learning and Skills (QTLS), which, whilst no longer mandatory, is still available at the time of revalidation. 10. INTEGRATION OF WORK BASED LEARNING Work-based learning is of central importance to learning on the programme. It is through engagement with work-based learning that trainees are able to start to draw connections between classroom theory and practice. Full-time trainees will be required to undertake a hundred hours teaching practice in a teaching placement in one or more appropriate settings in the FES or HE in FE sectors. Part-time trainees will undertake fifty hours teaching practice in their work placement in the first year and fifty hours in the second year. On the full-time programme the teaching placement will typically begin six weeks into the programme when DBS clearance has been achieved and safeguarding training has been completed. By the time trainees are starting their placements they will have completed the preparatory modules, Introduction to teaching, learning and assessment and Developing Coaching and Mentoring Skills. This Page 11 of 13

12 will not only develop skills and understanding to support learners in their placement, but also promote a sound mentor/ mentee relationship in their placement. In the Level 5 and 6 phases of the programmes learners will be required to develop pedagogic approaches informed by theory, which they will relate to practice in their work-based learning placement and will be demonstrated by their rationale for teaching observations by course tutors and subject specialist mentors. In particular the Action Research for Change and Innovation module requires the application of theory to practice and evidence-based changes to practice. Observations Teaching practice observations provide trainees with the opportunity to reflect on their own practice and as such the experience is positive and aims to encourage trainees to build on identified strengths and to directly apply theories and concepts in ways that help engage and motivate their own learners and develops their personal skills and professional practice. Teaching practice observations are regarded as both summative and formative in nature. Over the duration of the programme, observers should see steady improvement in all aspects of teaching/training practice directly linked to the learning from the course. Work-based learning will be assessed by eight observations, four undertaken by the teacher education specialists and four undertaken by an appropriate subject specialist mentor. 11. SUMMARY OF RELEVANT ACADEMIC GUIDELINES UK Quality Code for Higher Education QAA Subject Benchmark Statements QAA Framework for Higher Education Qualifications (FHEQ) B&FC Teaching Learning and Assessment Strategy B&FC Undergraduate Regulatory Framework Validating Partner s Undergraduate Regulatory Framework B&FC Undergraduate Assessment Regulations Page 12 of 13

13 12. INDICATORS OF QUALITY AND STANDARDS (QAA Review May 2013) QAA's judgements about Blackpool and The Fylde College The QAA review team formed the following judgements about the higher education provision at Blackpool and The Fylde College. The academic standards that the College offers on behalf of its awarding bodies meet UK expectations for threshold standards. The quality of student learning opportunities at the College meets UK expectations. The quality of information produced by the College about its learning opportunities is commended. The enhancement of student learning opportunities at the College is commended. Good practice The QAA review team identified the following features of good practice at Blackpool and The Fylde College: the clear link between the College's commitment to inclusivity and employability, and the resulting innovative assessment tasks the variety of assessment tasks and their relevance to the world of work, which was valued by students and employers the College's anticipatory approach to the consideration of and investment in learning resources the extensive and valuable contribution of students to the quality assurance and enhancement activities of the College the integrated approach to the provision of learning opportunities to enable the entitlements of disabled students to be met in the wider context of a College ethos of inclusivity the integrated and innovative approach to the provision of blended learning opportunities and e- resources using the virtual learning environment, which is both comprehensive and reliable the high-quality website, which provides a user-friendly point of contact for the College's intended audiences the positive contribution made by the role of the Higher Education Development Manager to the development and production of high-quality and accessible course data and management information the comprehensive and continuing development of the virtual learning environment that facilitates effective dissemination of information, providing a 'one-stop shop' for students and staff the positive contribution of the College's equality and diversity agenda to the enhancement of learning opportunities across its higher education provision the embedded culture of enhancement, as exemplified by the strategic leadership provided by the Higher Education Directorate and the complementary high levels of awareness among, and involvement of, staff and students across the College Page 13 of 13