Programme Specification

Programme Specification Title: Postgraduate Certificate in Final Award: Postgraduate Certificate in Education (PGCE) With Exit Awards at: Page 1/18

Table Of Contents 1. Introduction... 3 2. Basic Programme Data... 4 3. Programme Description... 5 3.1 Overview... 5 3.2 Aims and Objectives... 5 3.3 Variations to Standard Regulations and Guidance... 6 4. Programme Outcomes... 7 4.1 Knowledge and Understanding... 7 4.2 Subject Specific Intellectual Skills... 7 4.3 Subject Specific Practical Skills... 7 4.4 Transferable Skills and Attributes... 8 5. Learning, Teaching and Assessment Strategies... 9 5.1. Learning and Teaching Strategy... 9 5.2. Assessment Strategy... 9 6. Programme Structure... 11 Appendix I - Curriculum Map... 12 Appendix II - Assessment Map... 13 Appendix III - Benchmark Analysis... 14 Appendix IV - Benchmark Statements(s)... 18 Page 2/18

1. Introduction This document describes one of the University of Lincoln's programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications. This programme operates under the policy and regulatory frameworks of the University of Lincoln. Page 3/18

2. Basic Programme Data Final Award: Programme Title: Exit Awards and Titles Subject(s) Postgraduate Certificate in Education (PGCE) Postgraduate Certificate in Education (Secondary) Education Mode(s) of delivery Part Time Is there a Placement or Exchange? UCAS code Awarding Body Campus(es) School(s) Programme Leader Relevant Subject Benchmark Statements Professional, Statutory or Regulatory Body Accreditation No University of Lincoln Lincoln Campus Programme Start Date 2018-19 School of Education Rachael Sharpe (RSharpe) Page 4/18

3. Programme Description 3.1 Overview This programme is designed to provide the necessary intellectual grounding and research skills for training teachers who are undergoing initial teacher training with partner secondary education institutions. This course has been carefully developed in collaboration with our partner schools, to ensure a curriculum and mode of teaching that is in line with employer expectations. Our partner schools have chosen to work with us because of our record for outstanding teaching and research. The academic content of this programme is integrated with Initial Teacher Training at one of our partner institutions School Centred Initial Teacher Training (SCITT) Centres, so that students / trainee teachers emerge from the course with an understanding of how academic knowledge and research are integral to their careers and to the development of education The Postgraduate Certificate in Education (PGCE) is normally taught on one day a week. The PGCE modules Foundations of Education and Researching Education are taught for one and a half hours each. These are led by academic staff from School of Education but are also normally attended by teaching staff from the schools. They work with academics and students to help ensure that the links between theoretical, conceptual, empirical and research skills and the practice of teaching are clear. Academic staff will be in attendance at many of the second group of sessions that are led by our partnership schools normally on the same day and will also work to ensure that students have an integrated experience across the two elements of their programme. Core to the programme is an Action Research Project which takes place in the last teaching term. This is an individual project in an area of interest to the students and the final assessment for each of the two modules is a report which discusses different aspects of this project. The report for Foundations of Education focuses on how the knowledge and theory have shaped the research questions. The report for Researching Education evaluates the research design, the methodology and the analysis of the data and the interpretation of the findings and their significance. The PGCE modules are at masters level and students can use the 60 credits achieved towards a Masters in Education and they have other opportunities to progress within the School of Education via an Educational Doctorate (EdD) or a PhD programme. 3.2 Aims and Objectives The aims of this programme are to: Help training teachers become critical educators who are able to research their own practice and context, produce new knowledge based on this research and adjust and influence their own practice and field Develop a rigorous PGCE programme to support the training of teachers in schools Equip teachers with the knowledge and skills to become effective and progressive professionals who work to support the diverse group of students they teach and who can adapt to changes in their careers and contexts. Page 5/18

Provide a programme which can be adapted for use with a range of partner secondary educational providers who train teachers. Contribute to the training of teachers in Lincolnshire. Equip students with masters level attributes. 3.3 Variations to Standard Regulations and Guidance Page 6/18

4. Programme Outcomes Programme-level learning outcomes are identified below. Refer to Appendix I Curriculum Map for details of how outcomes are deployed across the programme. 4.1 Knowledge and Understanding On successful completion of this programme a student will have knowledge and understanding of: 1 the disciplines, theoretical frameworks and empirical studies that provide insight into students, their capabilities, their learning and the factors which affect it. (Teacher Standards 1,2,3,5 and 7) 2 the theoretical and empirical literatures conceptualising teaching and the role of the teacher. (Teacher Standards 1 and 5) 3 different pedagogical approaches and their relationship to diverse students and their learning. (Teacher Standards 2, 3 and 5) 4 the role of curriculum in schooling and its relationship to secondary students learning, and specific insight and knowledge regarding the history and development of the curricula student teachers are teaching. (Teacher Standards 2, 3, 4 and 5) 5 the ways in which they can critically interpret a range of school, local, national and international data and the ability to evaluate the usefulness of this information in planning teaching and understanding educational outcomes. (Teacher Standard 6). 6 the historical and philosophical literature on the ethics and values which have underpinned the organisation and societal role of schools and other educational establishments. (Teacher Standard 8) 7 a range of qualitative and quantitative methodologies for research and an understanding of how to use them ethically and appropriately to gather data in different contexts (All Teacher Standards). 4.2 Subject Specific Intellectual Skills On successful completion of this programme a student will be able to: 8 critically analyse and synthesise academic literature from the core educational disciplines which inform educational studies and practice. (All Teacher Standards) 9 use academic theories, concepts and evidence from core educational disciplines to reflect upon current practice and develop ideas for appropriate modifications to practice. (All Teacher Standards) 10 interpret and use primary and secondary data to develop insight into teaching, student learning and educational outcomes. (All Teacher Standards) 11 design modest research projects that provide insight into their own or others' teaching and student learning and the factors which impinge upon it. (All Teacher Standards) 4.3 Subject Specific Practical Skills Page 7/18

On successful completion of this programme a student will be able to: 12 communicate complex theoretical, conceptual and empirical studies and discuss their implications for practice. (All Teacher Standards) 13 discern where primary and\or secondary research can and cannot be used to enhance practice. (All Teacher Standards) 14 effectively design research projects that explore educational problems and generate data that can be used to inform and develop future practice. (All Teacher Standards) 15 use theoretical and conceptual tools to understand a range of dimensions of teaching practice and students' education and to use these to suggest helpful modifications (All Teacher Standards). 4.4 Transferable Skills and Attributes On successful completion of this programme a student will be able to: 16 draw upon and ethically use research skills: such as, interviewing, listening, observing, doing ethnography, conducting a survey and analysing qualitative and quantitative data. (All Teacher Standards) 17 understand and have empathy for pupils who are negatively affected by inequalities and other difficulties and who work to create conditions which transform and empower all students. (All Teacher Standards) 18 use advanced communication skills: such as advanced academic writing skills, report writing, presentation skills etc.. (All Teacher Standards) 19 act as an effective reflective and research informed educator. (All Teacher Standards) For details of each module contributing to the programme, please consult the module specification document. Page 8/18

5. Learning, Teaching and Assessment Strategies 5.1. Learning and Teaching Strategy The course will adopt a collaborative approach to learning in which developing teachers engage with one another, academics, teachers and other training teachers to: explore critical reading; debate ideas; reflect on their own experiences in schools; research into topics of interest; and, learn from these combined activities. From the outset, students will be using the materials they read and obtain: through lectures seminar discussions; practical activities and the exploration of cases; the insights of others; the essays they write; and, the research they design, to generate their own views and unique knowledge. Students will be given opportunities to shape and drive the topics discussed in workshops. The one and a half hours per module per week and the assessments will be structured to allow for this. A key feature of the programme is that in the final term the students will be supported to carry out their own action research projects. Support will be provided through group activities and individual supervision. The learning outcomes, the curricula and the teaching methods all contribute to the student as producer ethos which underpins the programme and this is convergent with the masters level benchmarking for academic programmes which has been used in the programme development stage. 5.2. Assessment Strategy The assessment of students' learning aims to make sure that they leave the course having comprehensively engaged with the range of knowledge, disciplines, approaches and methodologies needed to become a critical educator. Foundations of Education is designed to develop knowledge and understanding of the field of education. Assessment is through two short written assignments both 1000 words and each worth 10% as well as one 80%, 2500 word research project written assignment. The final piece of assessment for Foundations of Education is a written report based on an Action Research Project (this single project is also the focus of the final assessment for Researching Education) whereby students demonstrate how they have drawn upon a knowledge base to develop the project and identify the literature surrounding they key research area they wish to investigate. Broadly speaking the titles for the assignments proposed are outlined below but each year more specific content for the assessments will be agreed with the external examiner. Foundations of Education 1 1000 words for 10%: Discuss your school s behaviour policy and connect with research. Foundations of Education 2 1000 words for 10%: Decide on a research question and carry out interviews with teachers in your school. Discuss the findings from your interviews in relation to your initial research question. Foundations of Education 3 2500 words for 80%: A research report examining the literature and research question. This may include: the nature and purpose of the chosen research area; the context that the research has been undertaken in; and an outline of the topic in the form of a literature review. Page 9/18

The topic of the research project will be determined by the students particular interests and they will be supported through group sessions and individual supervision to carry out a project in the final term. Researching Education is designed to develop research skills. Assessment is through two short written assignments both 1000 words and each worth 10% as well as one 80%, 25000 word research project written assignment. As stated above the Action Research Project that is carried out for this module and it also forms the basis of the report for Foundations of Education. The broad proposal of titles of the assignments are outlined below but each year more specific content for the assessment will be agreed with the external examiner: Researching Education 1 1000 words for 10%: How do teachers set up good learning relationships at the start of the academic year? Researching Education 2 1000 words for 10%: Evaluate the strengths and weaknesses of using interviewing as a research approach in addressing your research question in Foundation of Education assignment number 2. Research Education 3 2500 words for 80%: A research report examining the methodology, analysis and evaluation of their findings. This may include: the methods undertaken, the rationale for the research and research questions; presentation and discussion of the findings in relation to the research aims of the study; conclusions from the study; and an evaluation of the strengths and weaknesses of the research project. The assessments for both courses will give students scope to make decisions about the empirical and disciplinary focus of the work but will also make sure that core knowledge and skills are assessed. They also develop different aspects of communication skills. The assignments for both courses will be well integrated with one another and are are submitted at pivotal times throughout the year that work with the students training year in schools. This gives students the opportunity to develop an understanding and feel for the relationship between knowledge, research and practice. Written feedback will be given on all assessments and ongoing informal verbal feedback will be given in seminars and workshops and in discussion with individual tutors and supervisors. Page 10/18

6. Programme Structure Masters Title Credit Rating Core / Optional Researching Education 2018-19 30 Core Foundations of Education 2018-19 30 Core Page 11/18

Appendix I - Curriculum Map This table indicates which modules assume responsibility for delivering and ordering particular programme learning outcomes. Key: Delivered and Assessed Delivered Assessed Masters Foundations of Education 2018-19 Researching Education 2018-19 Foundations of Education 2018-19 Researching Education 2018-19 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 Page 12/18

Appendix II - Assessment Map This table indicates the spread of assessment activity across the programme. Percentages indicate assessment weighting. Masters 01 02 03 04 05 06 07 08 09 10 11 12 Foundations of Education 2018-19 Researching Education 2018-19 20 Foundations of Education 2018-19 Researching Education 2018-19 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Foundations of Education 2018-19 20 Researching Education 2018-19 37 38 39 40 41 42 43 44 45 46 47 48 Foundations of Education 2018-19 80 Researching Education 2018-19 80 Foundations of Education 2018-19 Researching Education 2018-19 49 50 51 52 EP 1 (Wk 16) EP 2 (Wks 33, 34, 35) Page 13/18

Appendix III - Benchmark Analysis This table maps programme learning outcomes to relevant QAA subject benchmark statements or PSRB guidelines. Knowledge and Understanding PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO1 PO2 PO3 PO4 PO5 PO6 PO7 MDC01 MDC02 MDC03 MDC04 MDC05 MDC06 MDC07 MDC08 MDC09 PPM01 PPM02 PPM03 PPM04 PPM05 PPM06 PPM07 PPM08 RM01 RM02 RM03 RM04 RM05 RM06 RM07 RM08 SAM01 SAM02 Page 14/18

PO1 PO2 PO3 PO4 PO5 PO6 PO7 SAM03 SAM04 SAM05 SAM06 SAM07 Subject Specific Intellectual Skills PO8 PO9 PO10 PO11 PO8 PO9 PO10 PO11 PO8 PO9 PO10 PO11 MDC01 MDC02 MDC03 MDC04 MDC05 MDC06 MDC07 MDC08 MDC09 PPM01 PPM02 PPM03 PPM04 PPM05 PPM06 PPM07 PPM08 RM01 RM02 RM03 RM04 RM05 RM06 RM07 RM08 SAM01 SAM02 SAM03 SAM04 SAM05 SAM06 SAM07 Page 15/18

PO8 PO9 PO10 PO11 Subject Specific Practical Skills PO12 PO13 PO14 PO15 PO12 PO13 PO14 PO15 PO12 PO13 PO14 PO15 PO12 PO13 PO14 PO15 MDC01 MDC02 MDC03 MDC04 MDC05 MDC06 MDC07 MDC08 MDC09 PPM01 PPM02 PPM03 PPM04 PPM05 PPM06 PPM07 PPM08 RM01 RM02 RM03 RM04 RM05 RM06 RM07 RM08 SAM01 SAM02 SAM03 SAM04 SAM05 SAM06 SAM07 Page 16/18

Transferable Skills and Attributes PO16 PO17 PO18 PO19 PO16 PO17 PO18 PO19 PO16 PO17 PO18 PO19 PO16 PO17 PO18 PO19 MDC01 MDC02 MDC03 MDC04 MDC05 MDC06 MDC07 MDC08 MDC09 PPM01 PPM02 PPM03 PPM04 PPM05 PPM06 PPM07 PPM08 RM01 RM02 RM03 RM04 RM05 RM06 RM07 RM08 SAM01 SAM02 SAM03 SAM04 SAM05 SAM06 SAM07 Page 17/18

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