Programme Handbook POSTGRADUATE CERTIFICATE IN EDUCATION & CERTIFICATE IN EDUCATION (incorporating the Diploma in Education and Training) ACADEMIC YEAR 2019 – 2020 Every effort has been made to ensure that this handbook is accurate at the date of publication. Exeter College reserves the right to change this information if necessary. 1|Page Section 1 Welcome - Introduction and Welcome…………………………………………………………………3 Section 2 Programme Information - Programme Context……………………………………………………………………….5 - Programme Overview……………………………………………………………………… 6 - Programme Rationale.9 - Accreditation of Prior Learning…………………………………………………………….9 - Professional Formation / Accreditation………………………………………………….10 Section 3 Teaching, Learning and Assessment - Teaching File……………………………………………………………………………….12 - Formative and Summative Assessment………………………………………………….13 - Submission of Work / Return of Assessed Work ……………………………………….13 - Requests for an Extension………………………………………………………………….14 - Publication of Final Result………………………………………………………………….14 - Withdrawal from the Programme………………………………………………………….15 - Requesting an Interruption from the Programme……………………………………….15 - External Examiner Arrangements………………………………………………………….16 - Student Feedback / Student Representatives …………………………………………….17 - Engagement with Studies…………………………………………………………………….17 Section 4 Trainee Services, Support and Welfare - Equal Opportunities / Dignity and Respect ……………………………………………….18 - Race Equality…………………………………………………………………………………19 - UoE Students’ Guild / International Student Advice …………………………………….19 - IT Support / Library and Culture Services ……………………………………………….20 - Multi Faith Chaplaincy Team……………………………………………………………….20 - Study Areas at Exeter College / St Luke’s Campus ………………………………………20 - Study Skills Support………………………………………………………………………….21 - Wellbeing, Disability Support and Wellbeing Services ……………………………………21 - Cause for Concern………………………………………………………………………….22 o Trainee Support Plan……………………………………………………………………………………….22 o Cause for Concern letter………………………………………………………………………………….23 o Unsatisfactory Student Progress and Engagement…………………………………………………….23 - Tutorial Support and Guidance / Independent Study ……………………………………. Cert Ed Module Handbooks & Assessment Criteria……………………….
PGCE Module Handbooks & Assessment Criteria …………………………. Observation Assessment Criteria ……………………………………………. Trainee Support Plan……………………………………………………………. Cause for Concern Letter & Action Plan……………………………………….68 2|Page Section 1 Welcome On behalf of Exeter College and the University of Exeter we offer you a warm welcome.
We hope that you will find your time with us both challenging and rewarding and that you will take away with you memories of good times, both social and professional. Initial Teacher Education at both Exeter College and the University of Exeter has a history of excellence. In June 2017 both institutions were awarded the Teaching Excellence Framework’s ‘Gold’ standard for delivering consistently outstanding teaching, learning and outcomes for its University level students. You have been recruited onto this PGCE/Cert Ed programme because we have recognised your teaching potential and your academic capabilities.
This is the first stage of your professional development as a teacher. With your hard work and commitment we hope that you will develop into outstanding teachers who go on to take advantage of further professional learning opportunities and thus enhance the life chances of the young people and adults that you teach over the course of your career. We hope that you will feel part of both Exeter College and the University of Exeter. Do remember that you are a registered student at both institutions and are therefore entitled to make use of all facilities, including libraries and support services.
We look forward to working with you. Jane May Teacher Education Lead/Programme Manager Exeter College 3|Page Section 2 Programme Information PROGRAMME CONTEXT This programme complies with the mandatory requirements detailed in the LSIS Teaching and Training Qualifications for the Further Education and Skills Sector in England (2013) and is underpinned by the Professional Standards for Teachers and Trainers in Education and Training – England (Education & Training Foundation, 2014), within the Framework for Higher Education qualifications in England, Wales and Northern Ireland (QAA, 2008). The Postgraduate Certificate in Education Inc. DET (PGCE inc.
DET) and the Certificate in Education inc. DET (Cert Ed inc DET) are nationally endorsed qualifications that are recognised by further education colleges, adult and community education services, work based training providers, offender learning contractors and public sector organisations. Professional practice lies at the heart of the programme and trainees are encouraged to develop as reflective practitioners whilst they explore the theory underpinning their continually developing teaching practice. The programme has been developed to embed education for sustainable development and trainees are also encouraged to demonstrate innovation, creativity and enterprise.
The programme enables you to acquire the values, commitments, knowledge, understanding and skills that all teachers need. It also offers you opportunities for the development of personal transferable skills (self management, learning skills, communication, teamwork, problem-solving and data-handling skills). The aims of the Exeter College PGCE and Cert Ed Programmes are to: • develop your knowledge and understanding of how young people and adults learn and develop, and of the factors that can impact on their learning • develop and extend your knowledge and understanding of curriculum, effective pedagogies and assessment strategies • support the development of your specialist subject knowledge and pedagogy to enable you to confidently teach your subject • provide you with opportunities to engage with current research and debates in your field and consider the relationship between theory and practice • develop your knowledge and understanding of the teacher’s roles and responsibilities • enable you to achieve the standards necessary to qualify as a teacher as identified in the Professional Standards (2014) • develop your understanding of how to plan your teaching to ensure progression and continuity across the curriculum areas and between phases • provide advice and support to colleagues on curriculum content, pedagogy and assessment within a selected specialist subject • develop the skills of reviewing, monitoring and evaluation, in order to contribute creatively and confidently as a new colleague, and to work successfully across multi-professional teams • help you to recognize the importance of continuing professional development to supporting critical thinking, reflective practice and informed decision-making 4|Page • develop your ability to teach with imagination, enthusiasm and courage, and respond creatively to change It is important to remember that the PGCE at Exeter College is a Masters level qualification and therefore differs in its expectations from the Cert Ed. Your tutors will offer further specific guidance on how to study and write at Masters level, but one of the things you can do straightaway is to familiarize yourself with what it means to be engaged on a Masters level teacher training programme.
Please see the relevant module book lists. CONTACT DETAILS Exeter College Jane May janemay@exe-coll.uk Teacher Education Coordinator/ room TG10 Programme Director 01392 400944 Cert Ed year 2 Tutor and PGCE lecturer Pippa Stone pippastone@exe-coll.uk Mentor Coordinator room TG10 Cert Ed Year 1 Tutor and Lecturer 01392 400697 Sarah Mandeno sarahmendeno@exe-coll.uk Acting Head of Professional and Adult 01392 400460 Learning Catherine Taylor catherinetaylor@exe-coll.uk Head of Higher Education 01392 400695 University of Exeter Jocelyn Summer j.uk Partnership Director Heidi Long h.uk PGCE Partnership Coordinator Tom Ralph t.uk University Lead Academic (Programme Link Manager) 5|Page PROGRAMME OVERVIEW The programme consists of four modules. Over the four modules, you will explore and analyse current ideas related to learning and teaching in post compulsory education and training, also known as the Further Education and Skills (FES) Sector. The programme will offer a balance of practical skills, reflection, reflexivity and related education theories.
The modules will be concerned with the processes and theories of learning, teaching and assessment, curriculum and society and development of wider professional practices. The opportunity to consider all these areas specifically in the light of your own teaching practice, subject specialisms and experience will be central to your professional development. Through a Teaching File the programme gives you the chance to evidence your developing practical skills, knowledge and understanding and also to reflect upon the complex relationships between practice and theory. Whilst focusing on both generic and subject specific knowledge, understanding and skills, the programme will also involve the development of maths, English and ICT.
You will be expected to evidence your personal skills and identify how, as a teacher/tutor, you can support your own learners’ needs in these areas, in relation to the level at which they are studying and the demands of their curricula. Assigned tutors will support your academic work and observe you teaching. Your subject specialist mentor will support your teaching practice development in the workplace/teaching placement, particularly in relation to your subject specialism and pedagogic skills. The active relationship between tutors, mentors and students is intended to be that of colleagues working together to achieve good educational practice, and to ensure that students reach their full potential.
PROGRAMME RATIONALE The PGCE/Certificate in Education is a 120 credit teacher training award for graduate teachers in the Further Education and Skills Sector. The programme is subject to OFSTED inspections of Initial Teacher Education. The programme complies with the mandatory requirements detailed in the Learning and Skills Improvement Service’s Teaching and Training Qualifications for the Further Education and Skills Sector in England (LSIS 2013) and are underpinned by the Professional Standards for Teachers and Trainers in Education and Training (Education & Training Foundation, 2014), within the Framework for Higher Education qualifications in England, Wales and Northern Ireland (QAA, 2008). Exeter College is a provider of Initial Teacher Education (ITE) for trainee teachers in the Further Education and Skills Sector in the South-West.
This programme serves a wide range of audiences with trainee teachers in this sector teaching on programmes from pre-entry level for students with learning difficulties, to higher education level for students on foundation and first degrees. In line with the Professional Standards and the importance of the link between theory and practice, the practical teaching element of the programme is integrated into all modules. Each module of the PGCE programme is 30 credits with 30 credits of the award at Level 6 and 90 credits at Level 7 to comply with the mandatory requirements for qualifications of teachers in the Further Education and Skills Sector. 6|Page Each module of the Cert Ed programme is 30 credits with 30 credits of the award at Level 4 and 90 credits at Level 5 to comply with the mandatory requirements for qualifications of teachers in the Further Education and Skills Sector.
PROGRAMME STRUCTURE An outline programme structure and features, modules, credit and award requirements are as follows: PGCE Full-Time Programme September-November Learning, Teaching and Assessment (Level 6 - 30 credits) November - January Theories of Learning and Managing Behaviour (Level 7 - 30 credits) January - March Curriculum and Society (Level 7 - 30 credits) March - June Wider Practice and Professional Development (Level 7 - 30 credits) Cert Ed Part-Time Programme September-January Learning, Teaching and Assessment Year 1 (Level 4 - 30 credits) January to June Theories of Learning and Managing Behaviour Year 1 (Level 5 - 30 credits) September-January Curriculum and Society Year 2 (Level 5 - 30 credits) January-June Wider Practice and Professional Development Year 2 (Level 5 - 30 credits) 7|Page ETHICS Many of the study tasks that you will undertake during the course will involve research. Before starting any data collection you will need to be aware of a number of important ethical issues as outlined in the relevant section below. The university has a clear code of practice in relation to conducting research. The ethical position of the Graduate School of Education, University of Exeter, is based on the principle that in all research, teaching/training and professional activity the interests and rights of others must be respected and protected.
The ‘others’ whose interests and rights need protection include children, adults, other sentient beings, and institutions such as schools or colleges with which we have professional contact. The kinds of ethical issues that arise for the Graduate School of Education usually concern the exercise of power in professional relationships, such as those between teacher and student, as well as those arising from privileged access to confidential information about individuals or institutions. Although such relations and privileged access are generally conducted with the best of intentions, without proper safeguards they can result in unintentional abuse. Educational research requires that particular attention is devoted to ethical obligations because it often involves students, who are in vulnerable positions.