Programme Specification for the 2024/5 academic year
PGCE Further Education and Skills
1. Programme Details
| Programme name | PGCE Further Education and Skills | Programme code | PGC1EXEEXE02 |
|---|---|---|---|
| Study mode(s) | Level 1 |
Academic year | 2024/5 |
| Campus(es) | Streatham (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
The primary aim of the PGCE (FES) programme is to develop effective, reflective teachers for the further education and skills sector. All students enrolled on the programme will complete four 30 credit modules at Masters level. Both the content of these modules and the accompanying teaching will allow you to collect evidence against the Occupational Standards (Education and Training Foundation). You will be working towards demonstrating achievement of the Qualified Teacher Learning and Skills Status (QTLS) which, although not part of this programme, you can apply for following a successful period of professional formation. (https://set.et-foundation.co.uk/your-career/qtls)
The modules will complement and enhance your experience of teaching, your practice being underpinned by theory throughout. They are led by lecturers at Exeter College through face to face teaching with additional resources from Exeter College’s virtual learning environments and other online tools to support your learning. You will be encouraged to develop a critical understanding of the diversity of learners and the complexities of the education process, including contrasts between different groups of learners, subjects and Further Education environments.
Your teaching experience will include placements and contrasting experiences, usually at Exeter College, where you will be supported by experienced teachers and tutors. You will compile a range of evidence for your professional development as a teacher, including at least ten observations of your teaching, to demonstrate progress towards the Occupational Standards required for QTLS. You will use training tools, to assist your development and reflection, from the University of Exeter’s ‘Exeter Model of Initial Teacher Education’, which is widely recognised as providing exemplary initial teacher education. The programme is designed to offer 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 University's “Fitness to Practise” procedures (http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/fitness/) apply to your admission and continued registration on the PGCE (FES) programme.
The written assignments and presentation for the modules 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 and to apply your knowledge to the teaching context in which you learn and work.
If you enrol for the PGCE (FES) programme you must pass all 4 modules in order to exit with a PGCE (FES).
You must also successfully complete 10 observations of your teaching during the course.
3. Educational Aims of the Programme
The core aim of this programme is to develop effective, reflective teachers.
More specifically we aim to:
• facilitate your development as autonomous professionals;
• support you to develop the organisational and transferable skills central to professional autonomy;
• provide opportunities for you to develop a systematic understanding and critical awareness of educational policy, theory and practice;
• provide you with the knowledge and skills that enable you to apply theory to practice;
• introduce you to what is known about learners, both from research and professional experience;
• enable you to achieve a grounding in subject pedagogy; holding both subject knowledge and pedagogical knowledge which informs how to best teach your subject;
• develop your understanding of the principles and practice of assessment related to curriculum specifications;
• enable you to understand teaching as a profession, and how teaching and learning may vary in different 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.
Your PGCE (PCE) programme is usually a one year programme of study at Regulated Qualifications Framework (RQF) level 7 (as confirmed against the FHEQ). This programme has one stage, which runs in one academic year. The programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work. Each module is weighted 30 credits and equates to 300 hours of work, divided between: scheduled learning & teaching activities, guided independent study and placement work.
The whole PGCE (FES) programme consists of 120 credits at level 7. You will be based in the further education and skills sector for the whole of the academic year, receiving training alongside your academic study that will provide you with the opportunity to collect evidence towards the Occupational Standards required for Qualified Teacher Learning and Skills Status (QTLS) which could be applied for after a period of Professional Formation beyond the end of, and not part of this course. Academic study for the four modules will be completed by the end of the summer half term (late May) to allow for the marking and moderation of assignments. The Assessment Progression and Awards Committee (APAC) will be scheduled in late June/early July.
This programme is also available part-time, over two years.
Stage 1
There are four compulsory non-condonable level 7 modules.
Compulsory Modules
Please note that there are no optional modules. The requirement is that you fully undertake all of the modules.
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EXEM001 | Learning and Teaching in Further Education | 30 | Yes |
| EXEM002 | Research Project | 30 | Yes |
| EXEM003 | Curriculum Studies | 30 | Yes |
| EXEM004 | Professional Studies | 30 | 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. critically analyse the role and responsibilities of a teacher in the FE and Skills Sector approaches to teaching in FE and explore adaptations for a range of additional needs (M1/M4); | Scheduled Learning & Teaching activities: includes group sessions, group tutorials/meetings, use of the VLE, individual tutorials and mentor meetings including discussion about professional learning. Guided Independent Study: self-directed reading related to subject knowledge, assignment submission and classroom practice Placement: a range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required Occupational Standards; and written action plans for further development. | 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 in which they are working. ILOs 1 – 3 will be assessed by formative activities such as subject knowledge auditing with target setting, reflective feedback, presentations. Summative assessment will take place through written assignments at Level 7 showing critical analysis and reflection drawing on evidence from theory, research and practice. |
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: | |
4. recognise learners different needs and interpret these learning needs in order to successfully plan, teach, assess and critically evaluate lessons and schemes of work; | Scheduled Learning & Teaching activities: includes group sessions, group tutorials/meetings, use of the VLE, individual tutorials and mentor meetings including discussion about professional learning. Guided Independent Study: self-directed reading related to assignment submission and classroom practice. Placement: a range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required professional standards; and written action plans for further development. | ILOs 4 – 7 will be assessed by formative activities in teaching and learning based on the professional context in which you are working. Summative assessment through written assignments at Level 7 showing critical analysis and reflection drawing on evidence from theory, research and practice. Formative and summative assessment of evidence in the Teaching File ILOs 8 – 9, in addition to the above, will be assessed by formative assessment through the completion of Formative Reflections on Achievement and Progress. Formative and summative assessment of evidence in the Teaching File. Summative assessment through a Final Summative Report based on evidence and Viva, presented in the Professional Practice Portfolio, towards the Occupational Standards, required for Qualified Teacher Learning and Skills Status (QTLS) which could be applied for after a period of Professional Formation beyond the end of, and not part of this course. |
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 continued self-directed development through breadth of teaching practice; | Scheduled Learning & Teaching activities: includes group sessions, group tutorials/meetings, use of the VLE, individual tutorials and mentor meetings including discussion about professional learning. Guided Independent Study: self-directed reading and reflection related to professional development and classroom practice. Placement: a range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required Occupational Standards; and written action plans for further development. | ILOs 10 - 16. Formative tasks and activities included in the modules; Formative assessment through feedback from tutors; completion of FRAP (see above); Summative assessment through assignments at level 7. Formative and summative assessment of evidence in the Teaching File ILO 16 will also be assessed by presentations at level 7 |
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 programmes should have in place a system of academic and personal tutors. These tutors will be Exeter College staff. 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.
Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision. Exeter College run their own SSLC and use minutes to inform their various course evaluation processes. The resulting improvement action plans are reviewed as part of the Partnership Board meetings.
Students also have access to the University and the College libraries and VLEs
Learning Resources
The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Faculties. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions. There is access to both online and physical resources.
IT Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.
- University Wellbeing Service - available free of charge, to provide confidential help and support.
- Student Health Centre - We are a Primary Health Care Centre, primarily funded by the National Health Service, providing care for all acute and long-term health problems for students on the Streatham Campus.
- Student Services Centre - in the Forum is your first port of call for free, impartial and confidential advice on a range of 12 student services from Accommodation to Finance, Wellbeing to International Student Support, IT to AccessAbility. You can access the SID team 12 hours per day during term time between 8am – 8pm plus 10am – 3pm on Saturdays. Out of term time we are open 9am – 6pm Monday – Friday.
- The Study Zone - team offer support for all students who wish to improve their personal, professional and academic skills, through lectures, workshops, individual appointments and peer support programmes in colleges and interactive online resources on Exeter’s Learning Environment (ELE).
- Tops Day Nursery provides high quality care and education for early-years children of students and staff.
- The Students’ Guild is the students’ union of the University of Exeter providing representation, advice, activities, social events, dining outlets and more.
- Student Complaints procedure.
- Chaplaincy offers confidential support, advice and pastoral listening for all students.
- The International Student Support Office supports non UK students across all University of Exeter campuses.
- INTO Exeter partnership provides English Language and other preparatory courses for international students.
- Disability Support offers advice and support to students with specific learning disabilities (eg. dyslexia) and physical disabilities/health conditions. Support includes helping students access learning and teaching opportunities and make the most of university life.
- Employability and Graduate Development the Career Zone has over 40 staff working to help you improve your chances of getting a great job after you graduate. They provide expert advice to enable you to plan your future through: guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation.
- Partner College Resources Students also have access to all the course and student resources of the partner college delivering this programme. There is access to both online and physical resources.
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
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
Exeter College
17. Programme Accredited / Validated by
113
18. Final Award
PGCE Further Education and Skills
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | 120 |
ECTS credits | 60 |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 01/06/2023 |
Date of last revision | 19/09/2024 |
|---|
