Programme Specification for Primary with Special Educational Needs: Inclusion PGCE

Final award	Primary PGCE with SEN: Inclusion
Intermediate awards available	None
UCAS code	N/A
Details of professional body accreditation	Recommendation for Qualified Teacher Status(QTS)
Relevant QAA Benchmark statements	Education Studies
Date specification last up-dated	July 2012

In order to fulfil these aims you will:

1. develop your knowledge, skills and understanding of what it means to be a professional in school;
2. engage  in practical and theoretical enquiry as a key element in your development as a teacher;
3. reflect on and take responsibility for your own professional development;
4. have the necessary experiences to meet the Teachers’ Standards;
5. acquire the skills, knowledge and understanding to develop additional expertise in developing inclusive practice in mainstream settings;
6. be able to respond proactively and positively to change and thus enabled to make informed  contributions to education;
7. develop your ability to read and write critically at Masters Level. 

Application is through the Graduate Teacher Training Registry (GTTR). You will need to demonstrate through the GTTR form and at interview that you:

• can read effectively and are able to communicate clearly and accurately in standard English;
• possess the appropriate qualities, attitudes and values expected of a teacher;
• have the intellectual and academic capabilities needed to meet the Teachers’ Standards;
• have achieved a standard equivalent to Grade C in the GCSE examinations in English, science and mathematics;
• hold an honours degree, 2.2 or above, from a United Kingdom Higher Education Institution or an equivalent qualification;
• have had a minimum of five days work experience (voluntary or paid) with pupils in a mainstream primary school.

The process of selection will involve:

• scrutiny of the GTTR form;
• an English task;
• a mathematics task;
• an assessed collaborative activity;
• an interview.

UEL is also required to ensure that potential entrants:

• have met the Secretary of State’s requirements for health and physical capacity to teach;
• undergo a background check to ensure that they do not have a criminal background which prevents them from working with pupils or young people or that they have not previously been excluded from teaching or working with pupils.

Applicants with non-British qualifications

If you hold a degree or qualifications from a non-UK institution, you must verify their equivalence through the National Recognition Information Centre for the UK (NARIC).Tel: 0870 990 4088.

Applicants who do not hold English, mathematics or science GCSE Grade C

If you do not hold a GCSE in English, mathematics or science Grade C or above (or an equivalent qualification), at UEL we provide English Language, mathematics and science equivalence tests. A pass in the tests will be acknowledged by UEL as being equivalent to Grade C at GCSE/GCE O-level.

The tests are usually held in May and there are no resits.  A small fee is payable.

The programme runs over 38 weeks from September to July. Twenty-four weeks are spent engaged in school-based training. The remaining time involves participation and engagement in seminars, lectures, tutorials and assignment activities, designed to support your professional development.  Additional university and school-based training focusing on supporting pupils with English as an additional language will be provided.

Effective learning requires a range of teaching strategies so during the programme you will be engaged in seminars and workshops as well as attending lectures. These activities will be supported by web-based learning. Practical sessions will be taught in specialist space at UEL and in schools. School-based training is supported by mentors in schools as well as by visiting tutors.

For the award of Primary PGCE with SEN: Inclusion all of the required assessment needs to be passed. In order to be recommended for Qualified Teacher Status (QTS) you have to demonstrate that you have met all of the Teachers’ Standards. To this end there is continual assessment of your Standards file. School-based training is assessed through observation carried out by school-based staff and visiting UEL tutors.

A variety of assessment methods are used:

•        written assignments;
•        presentations;
•        posters;
•        directed school-based tasks;
•        professional portfolio of subject knowledge development;
•        subject knowledge audits;
•        Standards file detailing evidence towards the Teachers’ Standards.

During school experience, trainees have an assigned mentor as well as a UEL tutor.

In completing the programme, successful submission of the two M level modules will lead to the award of Postgraduate Certificate of Education, carrying 60 M level credits.  If on resubmission either of the M level modules passes at Level 3 only, the award is Professional Graduate Certificate of Education, carrying either 30 M level credits or no M level credits.

The programme is designed around the Teachers’ Standards.  All of the assessment is professionally based and designed to assess aspects of the Standards as well as your level of academic engagement. The role of your mentor in school is to support, monitor and assess you.

Recommendation for Qualified Teacher Status (QTS).

Your future career

Successful completion of the programme enables you to apply for teaching posts. There is a very high success rate for our trainees in securing teaching posts, the vast majority in local schools.  The Primary PGCE with SEN: Inclusion programme will support you in building confidence and competence to take on a leadership role in developing inclusive practice in mainstream settings.

You will receive mentor support in schools as well as support from UEL tutors. Tutorial support is negotiated around your individual professional development needs. The programme is designed to support you in meeting the Teachers’ Standards through focused tutorials, seminars, lectures and assignments.

Trainees who complete the programme are highly sought after for employment in local schools. It is not uncommon for trainees to secure employment in their placement schools.  Your qualification will include 60 credits at M level.

Programme aims and learning outcomes

This programme is designed to give you the opportunity to:

Knowledge:

•        develop appropriate knowledge and understanding in curriculum subjects;
•        demonstrate knowledge and understanding at an appropriate level of the underpinning theories of professional practice appropriate for a beginning teacher;
•        have an understanding of relevant pedagogy and to be able to relate this to teaching and learning;
•        have a detailed knowledge and understanding of the relevant National Curriculum and/or Early Learning/Foundation Stage assessment frameworks;
•        be aware of expectations, typical curricula and teaching arrangements in the Key Stages before and after the ones you are trained to teach;
•        be aware of, and work within, the statutory frameworks relating to teachers' responsibilities;
•        have specialist knowledge of developing inclusive practice in mainstream settings.

Thinking skills:

•        be able to analyse and synthesise evidence from research, inspection and professional debate to develop a personal philosophy of teaching;
•        theorise key issues relating to educational practice;
•        be reflectively critical about transferable skills and personal progress in professional development;
•        engage in educational debates in a professional manner;
•        exercise critical judgement on professional ideas;
•        be able to reflect critically on the relationship between theory and practice in order to inform professional decision making;
•        be able to read and write critically at Masters Level.

Subject-Based Practical skills:

•        be an effective class teacher of pupils aged 5  to 11 (KS1 and KS2);
•        teach effectively in inner city schools and be responsive to the needs of a multi-ethnic and multilingual community and to the differing backgrounds of pupils;
•        assess pupils' progress accurately using National Curriculum level descriptions, objectives from the relevant frameworks for teaching mathematics and literacy and/or the Early Learning goals;
•        plan, teach and assess effectively within the relevant frameworks for teaching mathematics and literacy;
•        accept professional accountability for determining and implementing informed pedagogical judgements;
•        take responsibility for teaching a class over a sustained and substantial period of time;
•        record pupils' progress and achievements systematically;
•        differentiate teaching to meet the needs of pupils, especially those with special educational needs, which includes the more/most able and for pupils for whom English is an Additional Language;
•        be prepared to take on a specialised role in developing inclusive practice in mainstream settings;
•        implement and evaluate a small scale project in a chosen specialist area of educational practice.

Skills for life and work (general skills):

•        use ICT effectively;
•        develop positive relationships with pupils and other adults/professionals;
•        communicate effectively orally and in writing;
•        make decisions in complex and unpredictable situations;
•        take responsibility for your own professional development;
•        work co-operatively in a pair, group or as part of a larger team;
•        systematically gather and use data for decision making.

The programme structure

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

The overall credit-rating of this programme is 120 credits, 60 credits at level 3 and 60 at M level to be awarded a Primary Postgraduate Certificate in Education with SEN: Inclusion.

In completing the programme, successful submission of the two M level modules will lead to the award of Postgraduate Certificate of Education, carrying 60 M level credits.  If on resubmission either of the M level modules passes at Level 3 only, the award is Professional Graduate Certificate of Education, carrying either 30 M level credits or no M level credits.

The typical duration of this programme is 38 weeks full time.

The teaching year is divided into three terms, with school half terms being designated as directed study time. The teaching year begins in September and ends in July. You will attend five days a week and spend the equivalent of twenty-four weeks engaged in school-based training.

Module Code	Module Title	Credits
PG3100	Learning and Teaching Across the Curriculum	20 credits at level 3
PG3300	School Based Learning and Every Child Matters	20 credits at level 3
PG3500	Developing Understanding and Skills in English and Mathematics	20 credits at level 3
PGM300	Managing Professional Change and Development	30 credits at M level
PGM400	Critical Incidents in Teaching	30 credits at M level

 

Terms	Module Code	Module
Autumn	PG3200 PG3100 PG3300 PG3500 PGM300 PGM400	Induction week        Learning and Teaching Across the Curriculum        School Based Learning and Every Child Matters        Developing Understanding and Skills in English and Mathematics        Managing Professional Change and Development        Critical Incidents in Teaching
Spring	PG3100 PG3300 PG3500 PGM300 PGM400	Learning and Teaching Across the Curriculum        School Based Learning and Every Child Matters        Developing Understanding and Skills in English and Mathematics        Managing Professional Change and Development        Critical Incidents in Teaching
Summer	PG3100 PG3300 PG3500 PGM300 PGM400	Learning and Teaching Across the Curriculum        School Based Learning and Every Child Matters        Developing Understanding and Skills in English and Mathematics        Managing Professional Change and Development        Critical Incidents in Teaching

In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at level 3 and 60 credits at Masters level.

In order to gain a Professional Graduate Certificate, you will need to obtain a minimum of 100 credits at level 3. 

Teaching, learning and assessment

Knowledge is developed through:

•        school-based training, including observations of experienced practitioners;
•        lead lectures;
•        group seminars;
•        workshops;
•        subject knowledge audits and target-setting;
•        directed self study tasks;
•        discussion with professional colleagues;
•        use of web based material.

Thinking skills are developed through:

•        workshop discussions;
•        contributions to team planning in Partnership schools;
•        reflection on practice;
•        development of arguments in assignments;
•        critical evaluation and analysis of literature;
•        professional dialogue in school and university.

Practical skills are developed through:

•        observations of lessons by experienced practitioners;
•        practical workshop sessions delivered at school by practising teachers;
•        constructive feedback on your practice from mentors and tutors;
•        school-based training and related developmental tasks;
•        reflection on practice.

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

•        maintaining a QTS file;
•        working in peer support groups;
•        observing professional behaviour in others and modelling this;
•        completing directed tasks;
•        participation in group work in school and at university;
•        the Career Entry and Development Profile (CEDP).

Knowledge is assessed by:

•        subject knowledge audits;
•        written assignments;
•        portfolios;
•        lesson plans;
•        school-based training files;
•        observations by experienced practitioners.

Thinking skills are assessed by:

•        written assignments;
•        professional dialogue in seminars and on school experience;
•        reflective/evaluative diaries.

Practical skills are assessed by:

•        focussed observations by experienced practitioners with reference to the Teachers’ Standards;
•        lesson plans.

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

•        written assignments;
•        skills tests;
•        your ability to manage your own learning and professional development;
•        feedback against the Teachers’ Standards.

How we assure the quality of this programme

Before this 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.

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.

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 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.

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

•        module and programme evaluations;
•        end of school experience evaluation;
•        student representation on programme committees and on School Board;
•        student involvement in programme development.

Students are notified of the action taken through:

•        student representatives feeding back to students;
•        relevant information posted on UEL Plus;
•        email.

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

•        questionnaires to former students;
•        liaison with Partnership schools;
•        questionnaires to employing Headteachers;
•        the Newly Qualified Teacher Survey (Teaching Agency);
•        Partnership Development Committee; 
•        mentor evaluations and working groups.

• Current External examiners
• External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))

Highlights

Local menu

1. UEL Home
2. Postgraduate
3. Subject Area Listings
4. Distance Learning
5. Get Prospectus
6. Apply Now

---

• 
• 
• 
• 
• 
• 

• Contact Us
• Accessibility
• Terms & Conditions
• The Green Thing

Bookmark Copyright © University of East London Edit