Programme Specification (Postgraduate) Specification (Postgraduate) ... successfully complete the...

Programme Specification (Postgraduate) Date amended: April 2012

1. Programme Title(s):

Professional Graduate Certificate in Education (Primary Teach First)

2. Awarding body or institution:

University of Leicester

3. a) Mode of study

Full-time

b) Type of study

Campus-based

4. Registration periods:

The normal period of registration is one year full-time

The maximum period of registration is two years

5. Typical entry requirements:

The Teach First Graduate Recruitment team is responsible for the attraction and selection of entrants, who must:

hold a first-degree classification at least 2.1 Honours or equivalent;

meet minimum TDA Requirements for entry to QTS-award programmes o for September 2011, minimum GCSE grade C pass in Mathematics and English

Language or equivalent (entrants born after 01/09/79 must also have at least a GCSE grade C pass in Science or equivalent);

pass a rigorous subject knowledge audit;

successfully complete the formal Teach First interview process (which includes giving a demonstration lesson).

The Teach First Graduate Recruitment Team runs over 100 assessment days a year to ensure that the best graduates with the right skills and experience are given the opportunity to teach in some of the country's most challenged primary or secondary schools.

6. Accreditation of Prior Learning:

Currently not allowed

7. Programme aims:

to prepare students to meet the TDA Standards for Qualified Teacher Status (QTS) (see Appendix 3);

to develop the practice of students so that they show evidence of being reflective and effective classroom practitioners;

to support the development of pedagogic skills across the age range in which students specialise;

to prepare students to develop pedagogic knowledge, focusing on the evaluation of teaching and learning;

to understand the various elements of the planning, monitoring and evaluation cycle as applied to teaching and learning;

to develop a critical understanding of pedagogic theory and the implications for practice;

to understand how to carry out and present small-scale research on the topic of effective teaching.

8. Reference points used to inform the programme specification:

TDA Professional Standards for Teachers (TDA, 2007, which can be found at www.tda.gov.uk but also appended.

QAA Masters level requirements (www.qca.org.uk) University of Leicester Learning and Teaching Strategy (http://www.le.ac.uk/teaching/pdf/strategy/lts2009.pdf )

9. Programme Outcomes:

The programme must enable all students to achieve the Professional Standards for Teachers in England (TDA, 2007), as well as academic skills expected of students at M level. The current Professional Standards are appended; these are subject to continuing review and periodic revisions (undertaken again with preliminary review outcomes expected in June 2011). Examples are given in the matrix below, and programme handbooks give detailed advice to students on how these should be achieved and demonstrated. The intended learning outcomes in the first column are cross-referred to Q standards.

Intended Learning Outcomes

Teaching and Learning Methods

How Demonstrated?

(a) Subject and Professional skills Knowledge

Meet and demonstrate the QTS standards in three core areas: 1. professional attributes, 2. professional knowledge and understanding 3. professional skills. These include: Be aware of the professional duties of teachers and statutory frameworks (Q3); Be aware of the policies and practices of the workplace (Q3); Know the assessment requirements of the curriculum areas they are required to teach (Q11) Know a range of approaches to assessment (Q12) including AfL Have and demonstrate a secure knowledge of the primary curriculum and related pedagogy to enable them to teach effectively across the age range for which they are being trained. (Q14). Demonstrate thorough understanding and knowledge of statutory and non-statutory frameworks including national strategies for the age ranges they teach (Q15). Understand the roles of colleagues with specific responsibilities, e.g. for pupils with SEN (Q20)

Summer Institute

Workshops/seminars

Directed reading

Tutorials (Professional Tutors)

Observations in orientation schools

Directed school-based activities

Analysis of policy documents, including national curriculum documents, new initiatives, school documents

Regional support sessions

Workshops/seminars


Analysis of national curriculum documents, new policy initiatives

School-based learning

Practical teaching experiences

School-based mentoring

Resource-based learning (VLE)

Analysis of school policy documents

Induction programme

Independent research Professional reflections/portfolios

Professional Development documentation (school-based) Module PC1 Assignment: Understanding the Urban Classroom Module AC1 Assignment: Principles of Pedagogy Module AC2 Assignment: Inclusion and the Challenging School Module AC3 Assignment: The Reflective Practitioner

http://www.tda.gov.uk/

http://www.qca.org.uk/



How Demonstrated?

Concepts Have a knowledge and understanding of a range of teaching, learning, behaviour management strategies and know how to use and adapt them; (Q10) Understand the nature of learning in young people(Q18); Understand how to personalise learning (Q19) Understand and evaluate approaches to teaching

Summer Institute

Workshops/seminars

Directed reading






Workshops/seminars








Induction programme

Independent research

Professional reflections/portfolios


Techniques Manage pupil behaviour effectively Assess pupil learning formatively and summatively (Q26-28), including the provision of constructive feedback (Q27). Demonstrate the ability to support and guide learners to reflect on their own learning (metacognition), identify progress and identify emerging learning needs (Q28). Provide opportunities for all pupils to achieve their potential. Demonstrate understanding of how young people develop and that progress of and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences (Q18). Demonstrate knowledge of diversity in the classroom, and how to cater for individual learning needs e.g. to make effective personalised provision for pupils, including those with EAL or SEN or disabilities.(Q19) Promote inclusion in their teaching.(Q19) Establish a safe and purposeful learning environment (Q30) Establish a clear framework for classroom discipline (Q31)

Summer Institute

Workshops/seminars

Directed reading






Workshops/seminars








Induction programme

Independent research Professional reflections/portfolios




How Demonstrated?

Critical analysis Analyse teaching and learning (Q25, 29) Evaluate classroom practice (Q25, 29) Use and evaluate approaches to managing pupil behaviour effectively (Q31) Evaluate ways to assess pupil learning formatively and summatively (Q26) Act upon advice and be open to coaching and mentoring (Q9) Demonstrate ability to plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across lessons, demonstrating secure subject knowledge (Q22)

Summer Institute

Workshops/seminars

Directed reading






Workshops/seminars








Induction programme



Professional Development documentation (school-based) Module AC1 Assignment: Principles of Pedagogy Module AC3 Assignment: The Reflective Practitioner

Presentation Present findings in speech and writing Prepare clear lesson plans and plan sequences of lessons (Q22, 24), including homework and other learning opportunities. Present learning objectives clearly.

Summer Institute

Workshops/seminars


Directed school-based activities Regional support sessions

Workshops/seminars

Tutorials (Professional Tutors) School-based learning




Induction programme




Appraisal of evidence Critically evaluate strategies and guidance in the light of research evidence Evaluate lesson plans (Q29) Evaluate lesson outcomes (Q29) Apply and evaluate approaches to formative assessment (Q26-28) Conduct school-based investigation

Summer Institute

Workshops/seminars

Directed reading






Workshops/seminars













How Demonstrated?

(b) Transferable skills Research skills

Use information from research to inform practice e.g. to meet special needs, to support language development of pupils with EAL. Know how to use local and national statistical information to evaluate the effectiveness of their teaching, monitor the progress of pupils they teach and raise levels of attainment. (Q13)

Summer Institute

Workshops/seminars

Directed reading




Workshops/seminars








Induction programme




Communication skills Write clear lesson plans, sequences of lessons and assessment records Prepare a portfolio of evidence of developing reflective practice Design opportunities for learners to develop their literacy skills. (Q23) Prepare reports to parents and carers Write research-informed portfolio and assignments Pass the on-line literacy test mandated and administered by the TDA (Q16)

Summer Institute

Workshops/seminars





Workshops/seminars













How Demonstrated?

Data presentation Write clear lesson plans, sequences of lessons and assessment records Prepare a portfolio of evidence of developing reflective practice Design opportunities for learners to develop their literacy skills. (Q23) Prepare reports to parents and carers Write research-informed portfolio and assignments Pass the on-line literacy test mandated and administered by the TDA (Q16)

Summer Institute

Workshops/seminars





Workshops/seminars











Information technology Use ICT in the classroom (Q25a) Use PowerPoint Use the electronic whiteboard if available Use subject specific applications in their teaching Pass the on-line ICT test mandated and administered by the TDA (Q16) Design opportunities for learners to develop their ICT skills. (Q23)

Summer Institute

Workshops/seminars




Workshops/seminars






Professional Development documentation (school-based) Module AC1 Assignment: Principles of Pedagogy Module AC3 Assignment: The Reflective Practitioner

Problem solving Classroom problems: diagnosis and intervention: a range of the skills listed in other sections e.g. managing pupil behaviour may involve problem solving. Working through some professional dilemmas for teachers

Summer Institute

Workshops/seminars




Workshops/seminars






Induction programme





How Demonstrated?

Working relationships Demonstrate a commitment to collaboration and co-operative working (Q6): Work in school with mentor and induction tutor, as well as with other members of teaching staff thus meet the QTS standards for working with others (Q5, 6) Respect the contributions of colleagues, parents and carers (Q5). Demonstrate ability to work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them (Q32). Ensure that colleagues working with them (e.g. TAs) are involved in supporting learning and understand the roles they are expected to fulfil (Q33).

Summer Institute

Workshops/seminars




Workshops/seminars





Induction programme


Professional Development documentation (school-based) Module AC3 Assignment: The Reflective Practitioner

Managing learning Teach clearly, demonstrating the ability to

1. express instructions clearly

2. communicate effectively with children (Q4) and other colleagues, carers and parents

3. explain ideas and concepts clearly (Q25)

Use a range of teaching strategies and resources, including e-resources, taking practical account of diversity and promoting equality and inclusion (25a) Build on prior learning, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives. (25b) Adapt language to suit their learners, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively (25c) Demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.(25d)

Summer Institute

Workshops/seminars

Directed reading



Workshops/seminars








Professional Development documentation (school-based) Module PC1 Assignment: Understanding the Urban Classroom Module AC3 Assignment: The Reflective Practitioner



How Demonstrated?

Career management Demonstrate expected professional conduct in school (Q32, Q2), including positive values and attitudes that teachers expect of children and young people Act as an appropriate role model in terms of professional behaviour (Q2) (Q32). Demonstrate awareness of the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of young people. (Q21a) Demonstrate awareness of how to identify and support children and young people whose educational development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues and specialist support.(Q21b) Have high expectations and demonstrate these (Q1), expecting children to achieve to their full potential and establishing fair, supporting, encouraging, trusting and respectful relationships with them

Summer Institute

Workshops/seminars

Directed reading





Workshops/seminars








Induction programme



Professional Development documentation (school-based) Module PC1 Assignment: Understanding the Urban Classroom Module AC2 Assignment: Inclusion and the Challenging School Module AC3 Assignment: The Reflective Practitioner

10. Special features: This is a professional programme, designed and delivered in collaboration with Teach First and partner universities, and governed by the requirements for Initial Teacher Training established by the Training and Development Agency for Schools (TDA). The programme is also subject to ITT inspection by OfSTED.

11. Indications of programme quality:

Summer Institute/Regional Support Session evaluations and Annual Programme Reviews (in line with standard National Teach First evaluation protocols) Match to TDA standards (Appendix 3)

using Teach First Tracking Progress grade descriptors (Appendix 3) OfSTED reports External Examiner reports

12. Scheme of Assessment This programme uses continuous assessment against the Qualified Teacher Status (QTS) Standards

13. Progression points

X 3 review points at each Mid-Term. In cases where a student has failed to meet a requirement to progress he or she will be required to withdraw from the course and a recommendation will be made to the Board of Examiners for an intermediate award where appropriate.

14. Rules relating to re-sits or re-submissions:

Standard Postgraduate Taught Course Regulations, but additionally subject to Fitness to Practice considerations

15. Additional information [e.g. timetable for admissions]

Appendix 1: Programme structure (programme regulations)

The PGCE (Teach First) is an employment-based professional programme, comprising of 5 modules; two x 30 credits at Level 6 (60 points at graduate (H) level) and three x 20 credits at Level 7 (Masters (M) level). The module structure is not a conventional one, but as Primary Teach First is a programme developed as part of a collaboration with other universities, we are constrained by the need for a consistent structure (this in turn is based on the existing Secondary Teach First programme that has been operating for some years). The two Level 6 modules are the Professional Competencies Programme, and focus on the professional skills, knowledge and understanding developed during the practical teaching. The programme specification is presented as two 30 credit modules to be comparable with our existing PGCE programmes, although as Teach First is employment-based, the practical element of this course in effect is a single year-long experience. Learning outcomes are designed to be consistent with external quality requirements; the TDA Professional Standards for Teachers (Q Standards). Formal progression is monitored and managed via Interim Progress Boards. The Level 7 Academic Competency Programme is structured as 20 credit modules to be consistent with established Teach First programmes elsewhere.

Semester 1

Professional Competences (30 credits Level 6)

Professional School Experience 1 Assignment: Understanding the Urban Classroom

Academic Competences (2 x 20 credits Level 7)

Assignment: Principles of Pedagogy

Assignment: Inclusion and the Challenging School

Semester 2

Professional Competences (30 credits Level 6)

Professional School Experience 2

Academic Competences (1 x 20 credits Level 7)

Assignment: The Reflective Practitioner

Appendix 2: Module Specifications

See module specification database http://www.le.ac.uk/sas/courses/documentation Appendix 3 Professional standards for qualified teacher status (QTS) (TDA 2007) 1 Professional attributes Those recommended for the award of QTS should: Relationships with children and young people Q1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.

http://www.le.ac.uk/sas/courses/documentation

Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people. Frameworks Q3 (a) Be aware of the professional duties of teachers and the statutory framework within which they work. (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation. Communicating and working with others Q4 Communicate effectively with children, young people, colleagues, parents and carers. Q5 Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people and to raising their levels of attainment. Q6 Have a commitment to collaboration and co-operative working. Personal professional development Q7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs (b) Identify priorities for their early professional development in the context of induction. Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified Q9 Act upon advice and feedback and be open to coaching and mentoring. 2 Professional knowledge and understanding Those recommended for the award of QTS should: Teaching and learning Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential. Assessment and monitoring Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas they are trained to teach, including those relating to public examinations and qualifications. Q12 Know a range of approaches to assessment, including the importance of formative assessment. Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. Subjects and Curriculum

Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained. Q15 Know and understand the relevant statutory and non-statutory curricula, and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained. Literacy, numeracy and ICT Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT) Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. Achievement and diversity Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Q19 Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Q20 Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Health and well-being Q21 (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. (b) Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. 3 Professional skills Those recommended for the award of QTS (Q) should: Planning Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge. Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.

Q24 Plan homework or other out-of-class work to sustain learners’ progress and to extend and consolidate their learning. Teaching Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: (a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; (b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives; (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively; (d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson. Assessing, monitoring and giving feedback Q26 (a) Make effective use of a range of assessment, monitoring and recording strategies. (b) Assess the learning needs of those they teach in order to set challenging learning objectives. Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development. Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs. Reviewing teaching and learning Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary. Learning environment Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts. Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence. Team Working and Collaboration Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them. Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

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