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Programme Specification for Education Professional Graduate Certificate in Education (Post Compulsory Education and Training - PCET)

Recruitment to this programme on campus at UEL is currently suspended.  The programme continues to be available at collaborative partner colleges as specified below.

Final award

Professional Graduate Certificate in Education (Post Compulsory Education and Training - PCET)

Intermediate awards available

None

UCAS code

N/A

Details of professional body accreditation

Standards Verification UK Endorsement
DTLLS

Relevant QAA Benchmark statements

Education Studies

Date specification last up-dated

November 2012

Alternative locations for studying this programme

Location

Which elements?

Taught by UEL staff

Taught by local staff

Method of Delivery

Newham College - the programme is no longer recruiting at this partner

Entire programme

No

Yes

Part-time

Havering College of Further and Higher Education

Entire programme

No

Yes

Full-time and Part-time

Barking and Dagenham College - recruitment at this partner is currently suspended

Entire programme

No

Yes

Part-time

Tower Hamlets College

Entire programme

No

Yes

Part-time

Profile

The summary - programme advertising leaflet

Programme content

The Professional Graduate Certificate in Education (PCET) is a professional qualification of initial teacher training, endorsed by SVUK, for pre-service and in-service candidates holding degrees who wish to teach in the learning and skills sector. The qualification meets the requirements of the DfES for teachers and trainers working in the sector. The programme covers planning, preparation, assessment and feedback for learning, diversity, widening participation, inclusion and diversity, and supporting learners. It also encompasses wider professional development.

The PGCE (PCET) at UEL

East London is the most ethnically diverse community in the UK and the PGCE takes full account of this diversity. It provides an excellent training-ground in issues of diversity, inclusion and differentiation

Admission requirements

Essential admissions criteria for all trainees are:

  • Degree in relevant subject or vocational area (Hons 2.2 or above)
  • Competence in English at NQF level 2 (or equivalent)
  • Competence in Numeracy and ICT skills at NQF Level 2 or willingness to develop
  • Satisfactory references
  • Satisfactory performance at interview in oral and written tasks
  • Satisfactory CRB check, and, for pre-service applicants, satisfactory Health Check

NB In addition: in-service applicants must be employed in teaching or training in an SVUK-recognised setting, usually a college of further education, adult and community education settings, or work-based training settings. (Applicants from settings external to the partner college must provide evidence of adequate mentoring arrangements and a letter of support from their employer)

AEL
Applicants who already have considerable teaching experience in a SVUK approved environment may present evidence in a claim for Assessment of Prior Experiential Learning. More advice will be given on this process at application.

Programme structure

A one-year, full-time programme of 36 weeks or a two year part-time programme over 33 weeks per year.
There are six compulsory modules (programme components). Full-time trainees complete all six in one year, part-time trainees should complete three per year.
Trainees on the pre-service route will be provided with a suitable teaching-practice placement and all trainees in the in-service route will have employment as teachers in post-compulsory settings providing a minimum of 150 hours teaching-practice over the two years as required by SVUK

Learning environment

Taught sessions will be held at UEL, Havering College (pre-service route) or our other partner colleges (in-service route), all of which offer modern, well resourced and fully supportive learning environments. Teaching will be through seminars and observations of teaching practice. Each trainee will be assigned a mentor in their subject/vocational area to help develop subject/vocational pedagogy skills. Trainees who require it will be offered further support to meet the Minimum Core of Literacy, Numeracy and ICT. Trainees will have the opportunity for exchanges with fellow students in order to broaden their teaching experience

Assessment

Each 20 credit module is assessed through a task or tasks presented for assessment throughout the programme. This includes compilation of a professional development portfolio. In addition trainees are required to pass a minimum of eight Assessed Teaching Practice Sessions (ATPS) All practical and written assignment tasks and the portfolio relate to the learning outcomes for the modules which themselves reflect the assessment criteria required by SVUK and the Minimum Core of Literacy & Communication, Numeracy and ICT.

Relevance to work/profession

Pre-service trainees will receive a range of professional experiences to prepare them for teaching in the learning and skills sector. In-service trainees will already be in employment in the sector.

Thesis/Dissertation/project work

Modules involve project work such as writing up case studies of learners and researching an area of professional practice with regard to own development

Added value

This programme meets the requirements of SVUK as an endorsed programme of initial teacher training. The PGCE (PCET) is recognised as a core qualification for teacher education in the learning sector and will be a requirement for those wishing to proceed to Qualified Teacher (Learning and Skills) status.

Your future career

A recognised teaching qualification is now essential for all teachers working in post compulsory education and training. Obtaining this qualification can be a stepping stone to further study and for career development and progression in the sector.

How we support you

You will have a professional tutor on the programme who will monitor all aspects of your progress and give you feedback and advice on your coursework and practical teaching. Your professional tutor will also act as a personal tutor while you study on the programme. You will be assigned a mentor to help with subject/vocational pedagogy.

 

Outcomes

Programme aims and learning outcomes

What is this programme designed to achieve?

This programme is designed to give you the opportunity to:

  • Experience a high quality programme of initial teacher training for pre-service candidates and for staff teaching in all areas of the learning sector.
  • Develop as a teacher/trainer who will be responsive to the diverse needs of post 16 learners, and who are innovative, flexible, and challenging in their practice.
  • Develop as a teacher/trainer who is critical and reflective towards your own teaching and continuing professional development, committed to professional values and practice and to ensuring equal opportunities for your learners.

What will you learn?

Knowledge

  • Demonstrate a knowledge and understanding of, and the ability to take a critical stance towards, relevant educational theory and research in relation to the lifelong learning sector teaching/training role and context
  • Set realistic and challenging learning objectives for students which take account of diverse individual learners’ needs and the demands of relevant curricula.
  • Select and use a range of teaching methods effectively so that all learners can progress successfully.

Thinking skills

  • Design, plan and implement schemes of work in your subject or vocational specialism
  • Identify areas which may act as barriers to learning and devise strategies to address these in order to promote equal opportunities and an inclusive learning environment.
  • Differentiate your teaching/training to meet the needs of all learners, including high achievers, those with a history of educational failure, those with learning difficulties and disabilities and those for who English is an additional language.
  • Appraise the application of educational theory to own practice
  • Carry out investigation, research and study relevant to their own professional development

Subject-Based Practical skills

  • Meet the professional standards required by SVUK.
  • Teach effectively in an approved lifelong learning context and demonstrate secure subject and/or vocational knowledge in your teaching/training.
  • Prepare and use high quality teaching and learning resources, using ICT as appropriate in the curriculum area.
  • Use a range of assessment strategies to monitor and evaluate students’ learning and progress against planned learning outcomes.
  • Provide individual learners with appropriate support and with the skills to work autonomously.

Skills for life and work (general skills)

  • Organise and manage the learning environment safely and effectively, including responding to challenging behaviour.
  • Work autonomously and in collaborative team contexts in lifelong learning sector environments.
  • Work within a professional value base and take responsibility for your own continuing professional development.
  • Critically evaluate your own professional practice as a teacher/trainer in the learning & skills sector
  • Demonstrate meeting the SVUK minimum core personal skill requirements in language & literacy, numeracy and ICT.

Structure

The programme structure

Introduction

All programmes are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).

Credits are assigned to one of 5 levels:

  • 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
  • 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
  • 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
  • 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
  • M - equivalent in standard to a Masters degree

Credit rating

  • The overall credit-rating of this programme is 120 credits at HE Level 3 / NQF Level 6..

Typical duration

1 year full-time or 2 years part-time

How the teaching year is divided

The teaching year for the full-time programme begins in September and lasts for three terms over 36 weeks, for the part-time programme the year begins in September and last for three terms over 33 weeks.

What you will study when

The programme consists of six compulsory 20 credit modules with all modules at HE level 3.

The first module contains the Preparing to Teach in the Lifelong Learning Sector element which confers the threshold licence to teach PTLLS.

Professional Graduate Certificate in Education (PCET)

  • Module PC3001 - Introduction to Teaching and Learning (HE Level 3/NQF Level 6)
  • Module PC3002 - Theory, Curriculum & Assessment (HE Level 3/NQF Level 6)
  • Module PC3003 - Reflective Professional Practice A (HE Level 3/NQF Level 6)
  • Module PC3004 - Context of PCET and Professional Practice(HE Level 3/NQF Level 6)
  • Module PC3005 - Supporting Learners (HE Level 3/NQF Level 6)
  • Module PC3006 - Reflective Professional Practice (B) (CPD assignment) (HE Level 3/NQF Level 6)

During the programme students must provide evidence of a minimum of 150 hours teaching and observing experienced colleagues.

Year

Module title

Credit

status

1

Introduction to Teaching and Learning

20

Core

1

Theory, curriculum and assessment

20

Core

1

Reflective Professional Practice A

20

Core

1or 2

Context of PCET and Professional Practice

20

Core

1 or 2

Supporting Learners

20

Core

1 or 2

Reflective Professional Practice B

20

Core

Requirements for gaining an award

Requirements for gaining an award

In order to gain a Professional Graduate Certificate in Education (PCET), you will need to obtain 120 credits at HE Level 3/NQF Level 6.

All assessed teaching practice sessions are assessed on a pass/fail basis as are the module assignments which are assessed at HE Level 3/NQF Level 6.

Masters Award Classification

Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification

70% - 100%

Distinction

60% - 69%

Merit

50% - 59%

Pass

0% - 49%

Not Passed

Assessment

Teaching, learning and assessment

Teaching and learning

Knowledge is developed through

  • seminars
  • lectures
  • workshops
  • subject related guided reading
  • peer and professional discussion

Thinking skills are developed through

  • debate and discussion
  • individual tutorials
  • small group work
  • development of Portfolio
  • seminars

Practical skills are developed through

  • Teaching in the workplace
  • Observation of peers and mentors
  • Feedback on teaching

Skills for life and work (general skills) are developed through

  • Peer group support
  • Individual study
  • Individual action planning

Assessment

Knowledge is assessed by

  • Evidence in schemes of work and lesson plans
  • Written reports and essays
  • Lesson evaluations
  • Case studies

Thinking skills are assessed by

  • Reflective reports
  • Professional development project

Practical skills are assessed by

  • Observation and assessment of practical teaching
  • Portfolio of evidence
  • Numeracy tasks

Skills for life and work (general skills) are assessed by

  • Practical teaching
  • Written tasks
  • Numeracy tasks

Quality

How we assure the quality of this programme

Before this programme started

Before the programme started, the following was checked:

  • there would be enough qualified staff to teach the programme;
  • adequate resources would be in place;
  • the overall aims and objectives were appropriate;
  • the content of the programme met national benchmark requirements;
  • the programme met any professional/statutory body requirements;
  • the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

  • external examiner reports (considering quality and standards);
  • statistical information (considering issues such as the pass rate);
  • student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.

The role of the programme committee

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures.

The role of external examiners

The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:

  • To ensure the standard of the programme;
  • To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

  • Approving exam papers/assignments;
  • Attending assessment boards;
  • Reviewing samples of student work and moderating marks;
  • Ensuring that regulations are followed;
  • Providing feedback through an annual report that enables us to make improvements for the future.

Listening to the views of students

The following methods for gaining student feedback are used on this programme:

  • Programme evaluations
  • Student representation on programme committees (meeting 3 times year)

Students are notified of the action taken through:

  • circulating the minutes of the programme committee
  • providing details on the programme noticeboard

Listening to the views of others

The following methods are used for gaining the views of other interested parties:

  • Questionnaires to former students
  • Annual student satisfaction questionnaire
  • Partnership meetings (6 per year)
  • Mentor/tutor feedback

Further Information

Where you can find further information

Further information about this programme is available from:

Information concerning:

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