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The year 1 PGCE programme consists of 4 modules. All modules are practice based and aim to enable trainees to develop and refine their ability to teach and play a full part in the life of a school. The practical aims will be supplemented by the learning of key aspects of educational theory and policy together with fundamental aspects of assessment and teaching practice. The programme aims to develop trainees’ ability to link theory to practice through reflection and feedback. The dual pathway is designed to meet the diverse needs of trainees by offering an integrated approach to initial teacher education by combining Higher and Master’s level study with the opportunity to gain a PGCE at both level 6 and 7. The programme provides a pathway for further Master’s level study. The programme assesses trainees against the Teachers’ Standards and all those who successfully complete the PGCE with QTS course will also be recommended for the non-credit bearing Qualified Teacher Status (QTS) awarded by the TRA before proceeding to the End Point Assessment to qualify for the Teacher Apprenticeship.

Module 1: Educational Principles –The Fundamentals of Teaching and Learning (15 credits)
Learners will be required to demonstrate awareness of how children learn, basic philosophical principles underlying educational theory and teaching practice.

Module 2: Development of Effective Practice (15 credits)
Learners will be required to demonstrate understanding of the complexities and diversity required in teaching and assessment for learning.

Module 3: Consolidating and Reflection (10 credits)
Learners will be required to reflect on their learning as well as professional development and show how educational theory is linked to teaching practice.

Module 4: Professional Practice (20 credits)
Learners will be required to demonstrate competence in their teaching by showing that they meet The Teachers’ Standards as defined by the DfE.

Academic learning for modules 1-3 is assessed with a written assignment which represents the culmination of theoretical knowledge and practical application through reflective practice and are all assessed against the same learning objective-based criteria that run synchronously throughout the course.

Practical application is assessed in module 4 and teachers are assessed against the Teacher’s Standards DfE 2012) through evidence on an e-portfolio alongside the record of targets set and met with the Apprenticeship assessor.

Students must pass all modules in order to be awarded the qualification.

The PGCE component of the Apprenticeship is offered as a one-year (academic year comprising 10 months) school-based course and successful completion leads to the award of a PGCE with recommendation of QTS. Achievement of QTS will be a mandatory requirement for apprentices to proceed through the Gateway to the End Point Assessment.

20% of the training is delivered at residentials at the University, or online, and via weekly reading and research tasks.

Throughout the programme trainees engage with their in-school mentor as well as their University tutor and Apprenticeship Assessor setting targets, monitoring progress and engaging in and recording all ‘meaningful contacts’ via an e-portfolio and the UoB VLE as appropriate.

The end of the PGCE programme is followed by an End Point Assessment (EPA) comprising of a Lesson Observation and Professional Discussion conducted by an external end-point assessment organisation* to quality assure the training and development of the apprentice. This takes place within 3 months of reaching the gateway (successfully completing PGCE +QTS and meeting all other eligibility criteria) as determined by the employer.

For the PGCE, students are registered at Level 7 to achieve 60 credits at level 7 or 60 credits at level 6.

Those who fail to complete at the expected standard level 7 standard may complete 60 credits at Level 6. The exit award at Level 6 will be a Professional Graduate Certificate in Education.

The final award at level 6 is awarded Pass/Fail. The pass mark at level 6 is 40%.
Results at level 7 will be amalgamated to an average % and the final award at level 7 will be classified thus:
50% Pass
60% Pass with Merit
70% + Pass with Distinction

* an EPA organisation is an accredited ITT provider on the register of apprenticeship assessment organisations who has been independent to the training process also be recommended for the non-credit bearing Qualified Teacher Status (QTS) awarded by the TRA before proceeding to the End Point Assessment to qualify for the Teacher Apprenticeship.

Module 1: Educational Principles –The Fundamentals of Teaching and Learning (15 credits)
Learners will be required to demonstrate awareness of how children learn, basic philosophical principles underlying educational theory and teaching practice.

Module 2: Development of Effective Practice (15 credits)
Learners will be required to demonstrate understanding of the complexities and diversity required in teaching and assessment for learning.

Module 3: Consolidating and Reflection (10 credits)
Learners will be required to reflect on their learning as well as professional development and show how educational theory is linked to teaching practice.

Module 4: Professional Practice (20 credits)
Learners will be required to demonstrate competence in their teaching by showing that they meet The Teachers’ Standards as defined by the DfE.

Academic learning for modules 1-3 is assessed with a written assignment which represents the culmination of theoretical knowledge and practical application through reflective practice and are all assessed against the same learning objective-based criteria that run synchronously throughout the course.

Practical application is assessed in module 4 and teachers are assessed against the Teacher’s Standards DfE 2012) through evidence on an e-portfolio alongside the record of targets set and met with the Apprenticeship assessor.

Students must pass all modules in order to be awarded the qualification.

The PGCE component of the Apprenticeship is offered as a one-year (academic year comprising 10 months) school-based course and successful completion leads to the award of a PGCE with recommendation of QTS. Achievement of QTS will be a mandatory requirement for apprentices to proceed through the Gateway to the End Point Assessment.

20% of the training is delivered at residentials at the University, or online, and via weekly reading and research tasks.

Throughout the programme trainees engage with their in-school mentor as well as their University tutor and Apprenticeship Assessor setting targets, monitoring progress and engaging in and recording all ‘meaningful contacts’ via an e-portfolio and the UoB VLE as appropriate.

The end of the PGCE programme is followed by an End Point Assessment (EPA) comprising of a Lesson Observation and Professional Discussion conducted by an external end-point assessment organisation* to quality assure the training and development of the apprentice. This takes place within 3 months of reaching the gateway (successfully completing PGCE +QTS and meeting all other eligibility criteria) as determined by the employer.

For the PGCE, students are registered at Level 7 to achieve 60 credits at level 7 or 60 credits at level 6.

Those who fail to complete at the expected standard level 7 standard may complete 60 credits at Level 6. The exit award at Level 6 will be a Professional Graduate Certificate in Education.

The final award at level 6 is awarded Pass/Fail. The pass mark at level 6 is 40%.
Results at level 7 will be amalgamated to an average % and the final award at level 7 will be classified thus:
50% Pass
60% Pass with Merit
70% + Pass with Distinction

* an EPA organisation is an accredited ITT provider on the register of apprenticeship assessment organisations who has been independent to the training process

This programme aims to develop critically aware teachers who have a clear understanding of child development and how children learn so that they can reflect on how it impacts pupil learning and informs their practice as teachers. In addition the programme aims to develop teachers who:

• Reflect on their personal and professional development and respond positively to feedback through critical analysis of their practice and target-setting
• Research their own practice and reflect on effective strategies for effective teaching and learning
• Critically analyse, engage in and reflect on educational issues, philosophies and initiatives
• Take responsibility for their own learning and study independently
• Function as independently-minded professionals capable of contributing to wider educational debate

• Framework for Higher Education Qualifications; Level Descriptors for L6 and L7

• Relevant Subject Benchmark Statement(s)

• Master’s Degree Characteristics Statement, 2020
Link
• National Teachers’ Standards ()

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of ³Ô¹ÏÍø and may be checked by the Quality Assurance Agency.