Programme Specification for the 2024/5 academic year
PGCE Secondary Geography
1. Programme Details
| Programme name | PGCE Secondary Geography | Programme code | NEWPGCEGEO |
|---|---|---|---|
| Study mode(s) | Academic year | 2024/5 | |
| Campus(es) | St Luke's (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
The PGCE Secondary Geography programme is a full-time programme designed to develop outstanding teachers. The programme is studied over 38 weeks, of which 24 weeks are based in school in two contrasting placements. In addition, there is a campus-based taught course, delivered by university staff mainly in the autumn term and 20 days of Intensive Training and Practice (ITAP) throughout the year delivered by university and school staff together. The programme includes 60 credits at Masters’ level and is designed to enable you to meet the requirements for Qualified Teacher Status as specified by the Department for Education (DfE). It is designated with the DfE as an 11-16 age range course with post-16 enhancement.
The Exeter Model of Initial Teacher Education is highly regarded within the ITE sector. It is designed to develop a deep pedagogical understanding of your subject/phase and the skills you need to teach effectively.
The taught course component will introduce you to key educational ideas and principles and the research that underpins them. It will equip you with a comprehensive understanding of key issues and practice in the design and teaching of your chosen subject area in secondary schools. Within this, the Intensive Training and Practice (ITAP) component will enable you to focus on particular aspects of teaching, gain immediate and targeted feedback focused on improvement and access appropriate expert support.
The assignments will provide you with an opportunity to demonstrate;
- your understanding of the relationship between research, theory and practice;
- your skills in interpreting and presenting data;
- your ability to organise and synthesise information from empirical or theoretical studies;
- your ability to critically evaluate research and scholarship in the field of education;
- your ability to learn independently;
- your ability 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.
During your placements you will begin with significant scaffolding through focused teaching practice based on modelling by experts. Moving through the phases of development within the Exeter Model of Teacher Education, you will become increasingly independent, teaching across sequences of lessons and taking more responsibility for your classes. Driven by a strong research base, this approach enables training to be personalised for every trainee with the unique Exeter Model tools enabling bespoke support and target-setting. You will be supported by specially trained mentors who will assist you in learning to teach. These colleagues are essential to your development as a teacher and will help you to develop your practical knowledge of classroom practice, your teaching skills and your capacity to reflect on and evaluate your own practice.
The programme is designed to develop your understanding of the opportunities and demands of leadership roles within schools and consider planning your career path. You will also have the opportunity to reflect on your own leadership in the classroom and how these skills can support pupil learning.
3. Educational Aims of the Programme
The core aim of this programme is to develop outstanding teachers. More specifically we aim to:
- provide opportunities for you to develop a systematic understanding and critical awareness of educational theory, research, policy and practice;
- enable you to apply this knowledge in practice to become an effective teacher;
- introduce you to current knowledge about pupils as learners, both from research and professional experience;
- enable you to develop your understanding of both general and subject-specific pedagogical knowledge, as appropriate to the age-range and subject you are teaching, so that you can apply your existing subject knowledge to teach effectively;
- develop your understanding of the design and sequencing of the school curriculum
- develop your understanding of the principles and practices of assessment including those of the National Curriculum and relevant national tests and/or examination specifications;
- enable you to understand and demonstrate the professional behaviours required of teachers, including with respect to the safeguarding of young people, SEND and inclusion, the organisation and management of schools and the wider systems surrounding them, and the requirements in different school contexts;
- develop your ability to deal with complex issues, make sound judgements and communicate outcomes clearly in a form appropriate to the audience;
- support you to develop the ability to learn independently and apply this to your continuing professional development as you enter the teaching profession.
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.
Stage 1
Stage 1: 60 credits of compulsory modules, 0 credits of optional modules
Compulsory Modules
|
Code |
Title |
Credits |
Compulsory |
Non-Condonable |
|
EDUM090 |
Secondary Education Theory, Research and Practice |
30 |
Yes |
Yes |
|
EDUM091 |
Secondary Professional Learning in Schools |
0 |
Yes |
Yes |
|
EDUM096 |
Secondary Geography Subject Knowledge, Pedagogy, Research and Practice |
30 |
Yes |
Yes |
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. 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 | 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 visits and placements; supported independent self-study. |
|
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 research and theory to practice | Lectures, seminars, tutorials; directed study activities; work during school placements and visits; 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 conversations 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. Demonstrate professional behaviours, including organisation and management of your time | 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 - 14. 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 DfE. ILO 15. Formative activities involving use of the virtual learning environment and online access to the library. Formative assessment such as focussed reflections showing engagement with literature and the ability to synthesise reading and apply learning to practice. Summative assessment through level 7 assignments. |
7. Programme Regulations
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 Faculties 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 Reflective Mentor who has an overview of your practice and by the Lead Mentor 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 and module documentation and materials. They also have access to an electronic individual development portfolio (IDP) where they and school placement staff can access all the school-based documentation and tools needed to evidence meeting the Teachers’ Standards by the end of the course.
The Secondary PGCE Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.
The Partnership Office provides help, advice and support relating to school placements. They arrange all placements and maintain and develop the relationships with schools providing placements, including training school staff on the Exeter Model of Initial Teacher Education.
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.
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.
14. Awarding Institution
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
Not applicable to this programme.
18. Final Award
PGCE Secondary Geography
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | ECTS credits |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 01/06/2023 |
Date of last revision | 01/03/2024 |
|---|
