DELIVERY OF THE PROGRAMME The programme is delivered via eight separate modules, all at level 6 (H). The teaching is delivered via a team of core staff supplemented by specialist guest speakers. All members of the teaching team are required to be experienced professionals within their particular fields of expertise and are required to obtain approval from either the Dean of Higher Education, Colchester Institute or the Dean of Partnerships, University of Essex dependent upon their role. INDICATIVE BREAKDOWN OF COURSE HOURS (15 credit module at 10 hours per credit) Type of Study Full-Time Pathway Part-Time Pathway Taught classes 49 hours (6 hours of contact and one hour tutorial per week per module) 28 hours (3 hours of contact and one hour of tutorial per week per module) Practical time in a 42 hours (Minimum) 56 hours (Minimum) classroom (delivering/observing) Assessment planning 16 hours (minimum) 16 hours (minimum) Mentor time 5 hours 5 hours Individual study/reading 38 hours 45 hours Total module hours 150 hours 150 hours The course is 31 weeks in duration, with one week induction, 28 weeks teaching and two weeks guided assessment preparation and fitness to practice evidence gathering (one per semester).
THE PGCE MODULE OUTLINE Module One: Principles of Teaching and Learning Credit value: 15 Module description: It provides trainees with knowledge of roles and responsibilities of a teacher within the Further Education and Skills Sector. It covers an introduction to record keeping and assessment as well as creating and maintaining a safe, inclusive learning environment. During the module the trainees will also be introduced to how to plan and deliver a session and embed key Ofsted requirements of literacy, numeracy, employability and strategies on how to embrace equality and diversity. Learning outcomes: 1. Critically review own role and responsibilities towards learners and colleagues in accordance with current legislation. 2. Critical analyse how types and methods of assessment and feedback are used to involve learners in education and training. 3. Critical evaluate inclusive learning and teaching sessions. 4. Critically evaluate the importance of a safe, inclusive teaching and learning environment in education and training. 5. Critically evaluate the importance of embedding minimum core within sessions. Indicative content: Roles and responsibilities of a teacher in the education and training sector. Legislative requirements and codes of practice. Professional standards within the education and training sector. Session planning documentation. Strategies for teaching and learning. Essential contents of a taught session linked to current Ofsted requirements. Reflective practice Importance of research as a teacher Assessment and feedback Record keeping
Communication skills for teaching Importance of minimum core Module 2: Developing Teaching and Learning Credit value: 15 Module description: During this module the trainee will evidence that they can deliver plan and deliver a series of successful teaching sessions by investigating the theories, principles and models of learning, communication and assessment in relation to planning and delivering inclusive teaching and learning. The trainees will also be able to understand the importance of, and provide evidence of, progression and stretch and challenge within their teaching sessions. Learning Outcomes: 1. Critically evaluate the importance of effective communication when delivering inclusive teaching and learning including colleagues 2. Critically analyse theories, principles and models of learning, communication when planning inclusive teaching and learning to include SPLD 3. Plan and deliver three sessions from a subject specialism 4. Critically reflect on delivery of three session plans in relation to communication and inclusive teaching and learning 5. Critically reflect on the importance of minimum core and individual learning aims when planning and delivering taught sessions. Indicative content: The importance of ILP The purpose of a scheme of work/learning plan for quality assurance Tips and strategies to motivate and inspire learners Session planning documentation Embedding of minimum core and the importance of it in today s FE Sector Reflective practice Communication skills The importance of stretch and challenge Resource levels and individual needs of the learners Introduction to SEN and the importance of treating learners as individuals Measuring the level of delivery of a session
Working with Learning Support Practitioners
Module three: Enabling Learning by Assessment The module covers the theories and principles of assessment, requiring trainees to design and demonstrate assessment methods. The trainees will obtain an in depth understanding of the purpose and types of assessment that are available for them to utilise in and out of their sessions along with the benefits and pitfalls of all. Trainees will also obtain knowledge of the concept of assessment for learning and assessment of learning all of which will be embedded with minimum core skills and how best to provide feedback dependent upon the assessment method employed. Learning Outcomes: 1. Critically evaluate the need for a safe and inclusive learning environment in relation to assessment. 2. Critically review theories, principles and applications of formal and informal assessment. 3. Design and conduct formal and informal assessments to enable learning and progression to individual targets. 4. Meet minimum core expectations in relation to enabling learning and assessment. 5. Critically evaluate and improve own assessment practice. 6. Critically evaluate the importance of delivering and receiving feedback. Indicative Content: Theories and of formal and informal assessment in specialist context Principles of assessment: validity, reliability, fairness, sufficiency, inclusivity Purposes of assessment The role of assessment in quality and evaluation processes Assessment and its role in learning Providing feedback on performance Design and strategies for assessment Creating inclusive learning and assessment strategies Recording and reporting on assessment
Module Four: Managing Behaviour The module enables trainees to understand the causes of disruptive behaviour and how best to manage this plus further strategies to promote learning. Trainees will learn about the importance of a safe and effective learning environment, how to promote this to enable their students to make good or better progress by behaviour management techniques and the setting of high expectations for the class which are conducive to learning. Learning Outcomes On successful completion of this module, trainees will be able to: 1. Critically analyse range of methods to evaluate the effectiveness of your own learning programme related to classroom behaviour management in order to improve your own practice. 2. Apply and justify methods for evaluating learning programmes 3. Critically evaluate your organisations policies relating to behaviour management 4. Critically analyse a range of behaviour management theories, principles and strategies to improve your own practice relating to promoting inclusive practice and individual learning plans 5. Critically evaluate the principles and practices of managing learning and development in groups analysing methods you used in your practice and how they are aligned with legal and organisational requirements. 6. Critically evaluate legislation relevant to behaviour management Indicative Content: Factors leading to behaviours that disrupt a learning environment. Evaluate impact of legislation on organisational policies related to managing behaviours and own role. Promotion of behaviours that contribute to a purposeful learning environment. Behaviour management strategies for groups and individuals. Evaluate own practice in managing behaviours in a learning environment. Methods of evaluating learning programmes. The dangers of radicalisation and extremism Promoting British Values
Module Five: Theories and principles in Pedagogy The module enables trainees to understand further key theories, principles and applications of learning, as well as expectations of inclusive and individualised learning. It focuses on the contexts for education and training in the Further Education and Skills Sector as well as providing the trainee teacher with an understanding of learning methods within previous sectors that their learners may have encountered in order to improve the current learning experience. Learning Outcomes: 1. Critically analyse the application of theories, principles and models of learning in education and training. 2. Critically analyse the theories, principles and models of curriculum development within their own subject specialism. 3. Analyse and evaluate their current curricula for inclusiveness of all learners. 4. Critically evaluate and improve own practice in relation to inclusive curriculum delivery, development and evaluation. 5. Critically evaluate individual learners potential blocks to learning and how to overcome them. Indicative Content: Principles and theories of learning Application of theory to practice Teaching and learning strategies Factors affecting learning Developing subject specialist pedagogy Strategies for promoting equality and valuing diversity Promoting inclusive practice The role of learning resources including ICT in promoting and supporting learning
Module Six: Developing resources for inclusive practice. The unit aims to enable learners to develop, use, and organise resources within a specialist subject, vocational or other area. It includes the purpose, development and use of resources, how to organise them and enable access to others. It also includes understanding legal requirements and responsibilities relating to resources and evaluating own practice in their development and use, ensuring that all material prepared for taught sessions are are the correct levels and standards. Learning outcomes- 1. Critically analyse the purpose and use of resources in own specialist area to enhance inclusive learning, meeting individual learning needs. 2. Critically evaluate the principles of resource design to enhance learning, considering legal requirements and responsibilities relating to the development and use of resources. 3. Design and create resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area. 4. Critically evaluate own practice to improve own skills in development and use of resources in own specialist area. Indicative Content:- Principles and theories relating to design of resources. Examining the use of technology in creating resources to enhance the learning and assessing process. Designing and using own resources in own specialist area. The importance of considering the needs and abilities of learners to access resources. Reflecting and evaluating on own skills in designing and using new resources. Planning opportunities for improving own skills.
Module Seven: Wider professional practice and development in education and training The purpose of the unit is to provide learners with knowledge, understanding and skills related to wider professional practice in education and training. It includes: understanding professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies and the organisational context of education and training. It also includes understanding and contributing to the quality improvement and quality assurance arrangements of an organisation. Learning Outcomes:- 1. Critically analyse the concept of professionalism and dual professionalism and the influence of professional values in education and training in the Further Education context. 2. Critically evaluate the influence of policies and codes of practice of an organisation on curriculum and practice in own area of specialism. 3. Discuss and analyse the impact of social, political and economic factors in influencing education policy, with focus on own area of specialism. 4. Critically analyse the impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in own area of specialism. 5. Critically identify your contribution to the quality improvement and quality assurance arrangements of own organisation and the impact of selfevaluation on improving the learning and teaching process. Indicative content- Define the concept of the dual professional and professional values. Explain the context of the wider sector. Research factors influencing the education system and curriculum design. Understand the partnership relationship between the educational organisation and employers and its effect on the education process. Study the quality assurance system of own organisation and own accountability to the quality improvement process. Demonstrate an understanding of the theories and principles of reflective practice. Identify, evaluate and plan for CPD and to improve own practice. Deliver and develop your subject specialist pedagogy.
Module eight: Action research in education The unit aims to enable learners to carry out action research in an area of professional practice. It includes understanding the nature and purpose of action research, conducting action research and presenting the outcomes. It also involves evaluating own practice in relation to action research and an insight into the benefits of primary and secondary data associated with qualitative and quantitative collection methods. Learning Outcomes:- 1. Critically analyse the purpose and the key features of the action research process as distinct from other approaches to research. 2. Identify and justify a planning proposal for research of own choice of an area of practice for action research with related ethical considerations. 3. Critically evaluate a range of methods for gathering primary and secondary data related to the area of choice. 4. Critically evaluate own practice in relation to action research. Indicative Content:- Defining purpose and features of action research. Identifying and justifying an area for research. Developing a research question. Planning a research project. Applying ethical research policies. Implementing small action research. Reviewing the literature. Reviewing and evaluating methods and methodology. Selecting methods and designing instruments. Deriving and presenting data. Drawing conclusions. Methods of evaluating action research