Skip to main content

Study information

Programme Specification for the 2023/4 academic year

PGCE Spanish Secondary

1. Programme Details

Programme namePGCE Spanish Secondary Programme codePGC1EDUSEC37
Study mode(s)Full Time
Academic year2023/4
Campus(es)St Luke's (Exeter)
NQF Level of the Final Award7 (Masters)

2. Description of the Programme

The PGCE Secondary programme is a full-time programme offered to high-quality graduates by the University of Exeter. It is designed to develop outstanding teachers. The programme is studied over 36 weeks, of which 24 are based in school. It is designed to introduce you to the underlying values and principles of education and enable you to meet the requirements for Qualified Teacher Status as specified by the National College for Teaching and Leadership (NCTL).

You will develop a critical understanding of the diversity of learners and the complexities of the process of education, including different social and organisational structures of education. The Exeter Model of Initial Teacher Education is widely recognised as providing exemplary initial teacher education. It is designed to offer a well-supported learning progression while at the same time maintaining the professional development challenge that gives you the best possible opportunity to become an outstanding teacher.

The teaching style of seminars and lectures in the taught course will foster your confidence in the articulation of arguments, in collaborative work, and in the use of Information and Communication Technology (ICT) in a professional context. The assignments will provide you with an opportunity to demonstrate your understanding of the relationship between theory and practice; skills in interpreting and presenting data; the ability to organise and synthesise information from empirical or theoretical studies; critical evaluation of research and scholarship in the field of education; the ability to learn independently, to apply your knowledge to the school context in which you learn and work and to reflect critically on your own professional development as a teacher. The University's Fitness to Practice procedures (http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/fitness/) and the Department for Education’s Fitness to Teach requirements (http://media.education.gov.uk/assets/files/pdf/i/itt%20criteria%202012.pdf) apply to your admission and continued registration on the programme.

You will undertake a limited period of school-based work during the autumn term, and an extended period of school-based work during the spring and summer terms. During your school placements you are expected to enter fully into the life of the schools in which you are based. In addition, at intervals, you will attend further classes at the University during this period.

3. Educational Aims of the Programme

1. facilitate your development as autonomous professionals;
2. support you to develop the organisational and transferable skills central to professional autonomy
3. provide opportunities for you to develop a systematic understanding and critical awareness of educational policy, theory and practice;
4. provide you with the knowledge and skills that enable you to apply theory to practice;
5. introduce you to what is known about pupils as learners, both from research and professional experience;
6. enable you to achieve a grounding in the application of subject knowledge which gives you an appropriate level of subject knowledge for teaching in schools;
7. develop your understanding of the principles and practice of assessment including those of the National Curriculum and relevant examination specifications;
8. familiarise you with the organisation and management of schools;
9. enable you to understand teaching as a profession, and how schooling may be applied in different contexts;
10. develop your ability to deal with complex issues, make sound judgements and communicate outcomes clearly in a form appropriate to the audience;
11. support you to develop the ability to learn independently and apply this to your continuing professional development as you enter the teaching profession.

The core aim of this programme is to develop outstanding teachers. More specifically we aim to:

4. Programme Structure

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

http://socialsciences.exeter.ac.uk/education/pgce/secondarypgce/specialisms/biology/structure/

Your PGCE is a one-year full-time programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). The programme has one ‘stage’, normally equivalent to an academic year. The programme is divided into a number of subject specialist pathways. Each pathway is divided into units of study called ‘modules’ which are normally assigned a number of ‘credits’. Each pathway consists of two credit-bearing modules:  a Specialist Subject Knowledge & Pedagogy module and the Education & Professional Studies module, each of which confer 30 credits at Level 7. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work. In addition to the two credit-bearing modules, there is also a non-credit-bearing Professional Learning module which allows you to demonstrate achievement of the requirements for Qualified Teacher Status (QTS) as specified by the NCTL. During the academic year you will spend 60 days learning in the University taught course and 120 days learning in school placements.

You may exit with:

  • PGCE at Level 7 with Qualified Teacher Status (QTS) if you pass both the Level 7, 30-credit modules and the non-credit-bearing Professional Learning module.
  • QTS only if you pass the non-credit-bearing Professional Learning module, but fail one or more of the Level 7 modules (i.e. Specialist Subject Knowledge & Pedagogy module and/or the Education and Professional Studies module).
  • PGCert in Professional Studies in Education if you pass both of the Level 7, 30-credit modules but fail the Professional Learning module.


Please note that there are no optional routes. The requirement is that you complete all of the modules within the pathway for which you have registered.   

Interim Awards

There are no interim awards available for this programme.

In certain circumstances, the Secondary PGCE programme may be undertaken within the School Direct training programme (http://www.education.gov.uk/get-into-teaching/teacher-training-options/school-based-training/school-direct?&gclid=COrQmaG58rYCFU3KtAodnTAADg ). By arrangement with the School Direct PGCE Programme Director, School Direct lead schools can opt for their students to infill onto the Secondary PGCE programme as described in this document.  Please see the Graduate School of Education website for further details: http://socialsciences.exeter.ac.uk/education/pgce/

Stage 1


Compulsory Modules

CodeModule Credits Non-condonable?
EDUM036 Secondary Education and Professional Studies 30Yes
EDUM052 Secondary Professional Learning 0Yes
EDUM037 Secondary Biology Subject Knowledge and Pedagogy 30Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Identify and evaluate educational concepts and issues related to your specific field of study and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice
2. Deploy a range of personal and professional skills relevant to the subject and phase in which you are working
3. Identify and justify solutions to teaching and learning problems relevant to the subject and phase in which you are working
4. Develop academic and pedagogic subject knowledge relevant to your programme of study

Lectures, seminars, group activities, tutorials; use of text-based and multi-media resources; directed activities in both the taught course and in professional contexts; school placements; supported independent self-study.

Each ILO will be assessed through a range of different assessment methods to ensure that students are developing specialised skills and knowledge throughout the course as appropriate to the subject and phase in which they are working.

 

1: Formative assessment through directed tasks and activities.  Summative assessment through written assignments at Level 7 showing critical analysis and reflection drawing on evidence from theory, research and practice

2: Formative activities (such as lesson planning, lesson evaluation and agenda evaluation teaching alongside an experienced teacher; implementing policy documents; keeping records of pupils’ attainment). Formative assessment through the completion of Formative Reflections on Achievement and Progress. Summative assessment through a Final Summative Report with confirmation of meeting the requirements for Qualified Teacher Status (QTS) as specified by the NCTL

3: Formative activities (such as lesson planning, lesson evaluation and agenda evaluation). Formative assessment through Formative Reflections on Achievement and Progress

4: Formative activities (such as lesson planning and independent study related to Initial Needs Analysis and associated Action Plans). Formative assessment through Formative Reflections on Achievement and Progress. Summative assessment through written assignments at Level 7

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

5. critically evaluate the relevance of learning theory to practice
6. synthesise relevant literature in support of an argument
7. use appropriate technologies for data handling and writing
8. present data and findings in an appropriate form
9. use research data in support of an argument

Lectures, seminars, tutorials; directed study activities; work during school placements; supported independent self-study; completion of Level 7 assignments.

ILOs 5 – 9 will be assessed through:

Formative activities such as use of the Framework for Dialogue about Teaching in Supervisory Conferences with Mentors; face-to-face and online discussions with peers and tutors; directed tasks including presentations; keeping records of pupils’ attainment.

Formative assessment through assignments based on directed tasks and activities. 

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

10. Manage your own development as an autonomous professional
11. Develop the organisational and transferable skills central to professional autonomy
12. Learn effectively and be aware of your own learning strategies
13. Express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes
14. Identify the main features of a given problem and develop strategies for its resolution
15. Interpret and use data effectively in learning and skills processes
16. Competently use library and electronic resources including databases, websites and virtual learning environments to support learning.

Completion of Initial Needs Analysis and related Action Plans; compilation of an Individual Development Portfolio; accessing online resources; use of library including online access; directed study tasks; lesson planning; marking, recording and reporting of pupils’ attainment; small group/individual presentations as required.

ILO 10 - 15. Formative activities such as compilation of an Individual Development Portfolio to track progress through the programme; individual lesson planning and evaluation; collaborative planning and team teaching; use of data to inform lesson planning and evaluation; agenda evaluations; online and face-to-face discussions; small group and individual presentations as required.

Formative assessment through feedback on teaching performance; Formative Reflections on Achievement and Progress; formative assignments

Summative assessment through assignments at level 7 and Final Summative Report with confirmation of meeting requirements for Qualified Teacher Status (QTS) as specified by the NCTL.

ILO 16. Formative activities involving use of the virtual learning environment and online access to the library. Formative assessment such as synoptic agenda evaluations showing engagement with literature and the ability to synthesise reading and apply learning to practice. Summative assessment through level 7 assignments.

7. Programme Regulations

Credit

The programme consists of 60 credits at Level 7 together with a non-credit-bearing Professional Learning module. The programme is studied over 36 weeks of which 24 are in school. The pass mark for award of credit in an individual postgraduate module is 50%.

 

Classification

The marking and classification of the Level 7 modules corresponds to the following percentage marks:

Distinction   70%+

Merit            60-69%

Pass            50-59%

 

The Professional Learning, non-credit-bearing module, is included in the programme to demonstrate achievement of the professional competencies required by the NCTL for recommendation for QTS. Evidence for achievement of the requirements for QTS is presented in an Individual Development Portfolio and assessed for pass or fail only by means of a Final Summative Report.

 

Full details of PGT programmes assessment regulations can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website. Generic marking criteria are also published here.

 

Please see the Teaching and Quality Assurance Manual for further guidance.

 

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Each PGCE student is allocated a personal tutor who will meet with you at regular intervals during the University taught course to review your progress and to discuss issues of concern that you would like to raise. Personal tutors have an excellent overview of the support systems offered by the University and will direct you to these as appropriate. In addition, each student is allocated a University Visiting Tutor (UVT) whilst on school placement, who will visit you during the Spring and Summer terms to review your progress; ensure correct implementation of the Exeter Model of Initial Teacher Education by the schools; and discuss issues of concern that you would like to raise. Further support is provided in schools by the school Mentor who has an overview of your practice and by the Principle School Tutor who works with you on a day by day basis.

Each student has access to the Exeter Learning Environment (ELE) - a virtual learning environment, which acts as a portal to important programme documentation; subject specialist materials; access to email and online chat facilities.

Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

The Partnership Office will provide help, advice and support related to school placements. The Partnership Office co-ordinates all matters pertaining to students’ school-based work.

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

The Graduate School of Education welcomes applications from all students, regardless of gender, race, nationality, ethnic identity or national origin, socio-economic status, religious or political beliefs, disability, age, marital status, family circumstances, or sexual orientation. The Graduate School of Education is committed to encouraging potential teachers from a diverse range of backgrounds and contexts, and the School has received Government funding in previous years to support the recruitment of potential students from ethnic minorities. The Secondary PGCE programme welcomes applications from students with disabilities, subject to applicants meeting the DfE ‘Fitness To Teach’ requirements. Attendance at an interview is a requirement of admission to the programme.

Academic requirements: All students embarking on the PGCE Secondary programme must have a first degree at honours level with a classification of 1st or 2:1 (a 2.2 degree is acceptable in some circumstances) and appropriate academic subject knowledge to match their chosen subject specialism. They must also have Grade C or above in GCSE English and Maths (or equivalent) and have some recent, relevant experience in a school setting.  They must also pass both NCTL Professional Skills tests (in literacy and numeracy) prior to the beginning of the course.

Health requirements: All students embarking on a PGCE programme are required to complete a form describing their state of health which will be checked against the DfE Fitness to Teach criteria (https://www.gov.uk/government/publications/initial-teacher-training-criteria).

Legal requirements: All students embarking on a PGCE programme are required to provide an Enhanced Disclosure from the Disclosure and Barring Service (DBS) which is deemed satisfactory by the University to confirm that there are no criminal offences on their record which should prevent them from teaching. More detailed information about this is available on http://www.exeter.ac.uk/dbs/.

There is no non-standard admission to the programme.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(Quality Review Framework.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

Faculty of Humanities, Arts and Social Sciences (HASS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

0

18. Final Award

PGCE Spanish Secondary

19. UCAS Code

C1X1

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision

01/03/2013