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This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

PGCE (QTS) Postgraduate Certificate in Education with QTS

Teaching Institution

University of Huddersfield

School

School of Education and Professional Development

Department

Department of Initial Teacher Education

Subject Benchmark Statement

NQF - Level 7

Date of Programme Specification Approval

2024-06-26

Version Number

2023.02

Educational Aims of the Course

Our Initial Teacher Education programmes aim to develop professional educators whose purpose is to transform the learning opportunities of the children, young people and adults with whom they work. Through inclusive practice, reflection and commitment to continuous personal development, our trainees and empowered to become autonomous practitioners who enable all … For more content click the Read More button below. Have a holistic understanding of the role of a teacher both within and beyond the classroom, and a strong moral purpose for teaching Develop inclusive teaching strategies and philosophies Use evidence-based pedagogy Have strong subject & curriculum knowledge and see their professional learning as a continuous journey beyond their training year Apply reflective and critical thinking to their teaching Are effective and engaging practitioners Become autonomous, confident professionals who are able to make informed decisions in collaboration with other stakeholders The courses prepare trainees to meet the DFE (2012) Teachers’ Standards that define the level of practice expected of teachers from the point of being awarded Qualified Teacher Status (QTS) onwards. The Teachers’ Standards are outlined below and are broken into two interrelated sections.  Part One: Teaching A teacher must: Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Demonstrate good subject and curriculum knowledge Plan and teach well-structured lessons Adapt teaching to respond to the strengths and needs of all pupils Make accurate and productive use of assessment Manage behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities Part Two: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career: Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks, which set out their professional duties and responsibilities. The Postgraduate Certificate in Education will enable trainees to: Develop a systematic knowledge and critical awareness of relevant theories, contemporary research and literature in relation to secondary education. Develop a critical understanding of the cultural, societal, political, historical and economic influences on learning. Critically analyse, synthesise and evaluate literature, educational policy and practice, and where appropriate, propose new approaches.  Deal with complex issues both systematically and creatively and communicate their conclusions clearly to specialist and non-specialist audiences. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks during professional practice. Consistently critically reflect on their practices and value systems, developing an informed and personal philosophy of secondary education. Develop the independent learning ability required to continue to advance their knowledge and understanding and to develop new skills to a high level.  

Course Offering(s)

Full Time

Full Time - September

Learning Outcomes

On successful completion you will be able to:
1.
To develop the subject knowledge required to enable them to teach effectively in the specified age range
2.
To demonstrate a critical understanding of developments in the subject curriculum
3.
To understand relevant statutory and non-statutory curriculum and national frameworks that underpin current education policy in secondary schools
4.
To understand factors underpinning curriculum design and development such as relevance, progression, engagement, personalisation and promoting the value of scholarship in learners.
5.
To understand the purposes of formative and summative assessment and the role of assessment data in raising standards for individuals and groups of learners.
6.
To develop a systematic understanding of the importance of creating a positive climate for learning in the classroom and good lesson management for effective teaching and learning.
7.
To know the statutory framework for safeguarding the welfare of children and young people and to understand the implications for their own practice
8.
To understand the roles and responsibilities of colleagues within schools and the wider children’s workforce
9.
To know and understand a range of teaching, learning and behaviour management strategies and how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential.
10.
To demonstrate a critical understanding of research and theories related to teaching and learning
11.
To evaluate contrasting perspectives related to teaching and learning.
12.
To reason clearly and evaluate multiple perspectives in relation to teaching and learning
13.
To reflect on a range of philosophical, historical, psychological, sociological, cultural, health, welfare, legal, political and economic perspectives in relation to teaching and learning
14.
To demonstrate a high level of pedagogical subject knowledge for teaching
15.
To plan and teach lessons and sequences of lessons which lead to pupils’ progress over time
16.
To adapt teaching and respond to the strengths and needs of all pupils
17.
To assess the learning of their pupils
18.
To maintain good relationships with pupils, demonstrate secure classroom management, exercise appropriate authority and act decisively when necessary
19.
To demonstrate appropriate professional attributes, including the ability to act on advice, team working and communication skills and the ability to reflect on their own practice
20.
To demonstrate appropriate inclusive beliefs and to work for social justice in all academic and practice based activity
21.
To access, retrieve, organise and use a range of sources of information, and critically evaluate their relevance
22.
To consider different perspectives on issues and problems, and evaluate them in a critical, sceptical manner to arrive at supported conclusions
23.
To express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes
24.
To use ICT appropriately in a range of contexts
25.
To have insight and confidence in leading and working cooperatively with others
26.
To listen carefully to others and to critically reflect upon their own and others’ values, development and practice
27.
To become independent learners, taking control of their own learning and continuing professional development

Teaching, Learning and Assessment

Rationale Throughout the University and school based elements of the training programme, trainees are encouraged to engage with current educational research as part their professional formation as teachers. Assignments require them to analyse and review current literature and to engage in action research through guided and independent critical reflective practice, … For more content click the Read More button below. Structured school-based teaching placements in partnership schools form a key part of the trainees’ professional development in their chosen age phase. All of the courses are designed to include at least 120 days of teaching experience in partnership schools, which is a requirement of the current Criteria for ITT.  All courses benefit from input from a range of professionals. Visiting lecturers, including mentors from partnership schools support the teaching programmes across all routes. School Direct programme delivery is negotiated with each Lead School and outlined as part of the Partnership Agreement with them.  An agreed proportion of taught delivery will be led by teaching staff and senior leaders from across the School Direct alliance. These sessions are planned collaboratively with the University and are quality assured by the University and the Lead School.  All module outcomes are assessed by the University secondary team.   Methods of Delivery In order to optimise the educational opportunities for trainees, the course offers a range of learning, teaching and assessment methods to provide support for individual learning needs. In order to facilitate the delivery of the programme for trainees within a broad range of school alliances and partnerships, a blended learning strategy may be employed. This approach will include face-to-face intensive study, online learning including tutorials, guided learning activities, webinars and directed tasks supported by our Virtual Learning Environment. Across the PGCE courses, methods of delivery include: Keynote Lectures These will be used to present key concepts and theories and to introduce new topics. They will provide frameworks for later discussion and learning activities in tutorials and seminars. This form of teaching will also be used when visiting speakers are invited to provide expert input on specific educational issues. Seminars These provide smaller groups of trainees with opportunities for discussion and personal reflection, and enable them to explore practical aspects of teaching and learning. They provide opportunities to develop teaching skills and to extend understanding of the rationale behind a variety of teaching approaches. Individual and group tutorials These sessions provide opportunities for trainees to receive individualised and small group support. The tutorial sessions facilitate evaluation of progress and target setting for future development.                                                           Directed learning tasks such as: Practical school-based activities necessitating observation; data collection; and interpretation of findings; to support trainees to develop their understanding of classroom interactions and the teacher’s role Activities aimed at developing personal subject knowledge within specific specialist subject areas Reading and engagement with current educational research designed to develop and deepen understanding of theory into practice. School Based Learning Trainees will plan lessons, teach whole classes, groups and individual learners and assess pupils’ learning. All trainees are required to evaluate their progress on a weekly basis and periodically during each teaching placement. This process of reflection will be supported through weekly observations of their teaching and feedback provided by school based mentors   Assessment The summative assessments for the PGCE modules are designed to require intellectual rigour, the ability to integrate theory and practice, and the ability to communicate effectively. Assignment requirements are closely related to the core activities of a teacher and involve a range of tasks including planning, preparation and teaching, portfolio development, analysing the impact of their work on pupils’ learning, reflective practice and analysis of current policy and academic literature.  All assignments provide evidence of the trainees’ ability to meet the Teachers’ Standards. Formative assessment is provided in the following ways: The e-portfolio documents the process of initial assessment and ongoing formative assessment throughout the course. Items include records of the weekly meeting with mentors, observations of teaching, feedback from assignments, placement reports and the pen portrait detailing developmental targets and progress. Trainees are offered formative feedback for each assignment. In addition, summative assessment feedback on assignments provides developmental comments to support trainees to improve their academic writing further. In the Professional Values and Practice modules, trainees receive detailed written feedback arising from teaching observations from their school based mentors, University tutors and for School Direct trainees, their School Direct Programme Manager. Assessment of the Professional Values and Practice modules  The three Professional Values and Practice modules are assessed  with the criteria developed by the ITE partnership. Summative reports will be completed at the end of each placement and in order to pass the module, trainees need to make secure progress in their professional practice in line with expectations for the stage of the course.  All trainees make progress at different rates, and some may need further support. Where a trainee is not making sufficient progress, the Enhanced Support procedures will be implemented.  The programme team, in conjunction with mentors, will set targets for further development, implement interventions where appropriate and provide personalised support.  Trainees are required to pass each placement before progressing to the next, and will have one opportunity only to resit a failed Professional Values and Practice module. Trainees will only be permitted to resit a maximum of two Professional Values and Practice modules.  A school placement will be terminated early if the trainees’ performance is judged by the mentor, link tutor, partnership lead and/or the course leader to be detrimental to the learning, well-being and/or health and safety of pupils, the trainee or school staff.  The University Fitness to Practice procedures may be invoked. If a trainee passes the two Masters modules but does not meet the professional practice requirements of the Professional Values and Practice modules or they do not meet the professional practice requirements of their SCITT programme, they are able to exit with a Postgraduate Certificate Education Studies.

Support for Students and their Learning

  • The course begins with an induction programme, which includes an overview of the course; an introduction to study skills; an introduction to academic writing skills, and expectations regarding academic conduct; an introduction to the University VLE, a guide to Computing and Library Services and an introduction to Student Services. It will also include an explanation of the electronic portfolio (PDP), an introduction to the modules, staffing, facilities and resources. Trainees will also be introduced to the Teacher Unions, professional expectations and Safeguarding.
  • Trainees will be provided with a Course Handbook containing information about University facilities, course organisation, assessment regulations, and advice on the presentation of assignments.
  • Trainees will be allocated a Personal Academic Tutor who will offer pastoral support, and academic counselling and guidance, maintain an overview of academic progress, maintain an overview of issues which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the trainee to other University support mechanisms as appropriate.
  • Module tutors provide academic advice and support to trainees on issues relating to the modules that they teach. Trainees will also be able to access advice from the Library and module tutors on correct forms of referencing using the University preferred system.
  • Throughout the course, trainees will have access to email and 1-1 tutorial support from both module tutors and Personal Academic Tutors.
  • Clear guidelines for the planning and presentation of assessed work including planning frameworks, writing frames, recommended reading and clear criteria for assessment are provided for all assignments in module handbooks.
  • Reasonable adjustments are made to course assessment processes to enable trainees with additional needs to have equality of opportunity in line with the Equality Act, 2010. Depending on the nature of the disability, these may include for example, the submission of a full draft for all module assignments and regular individual tutorials to support the trainee through each module assignment.

 Supporting trainees during school led training

Trainees will be supported in schools by a Subject Mentor and Professional Mentor.  These in turn are supported by the University course team and for School Direct trainees, the School Direct Lead Tutor.

 Professional Mentor

The Professional Mentor has overall responsibility for organising and managing the placement.  They will provide an induction to the school, support Subject Mentors in their coaching and mentoring role, monitor the trainees’ experience in the school, provide pastoral and professional support to the trainee and liaise with the University tutor and School Direct Programme Manager to monitor and support the trainees’ progress.

Subject Mentor

The Subject Mentor supports the trainee on a day to day basis, will support them as a beginning teacher, observe them weekly and provide feedback, identify targets for further development and keep the Professional Mentor informed of the trainee’s progress throughout the teaching placement.

 The E-Portfolio (PDP)

The e-portfolio provides trainees with a means of recording and reflecting on their personal and professional development. The portfolio contains evidence of their progress towards meeting the Teachers’ Standards, records of the weekly mentor meeting, observations of their teaching, feedback from assignments, their developmental targets and progress reviews. The portfolio will be monitored by their Subject Mentor and the Personal Academic tutor.

Criteria for Admission

The entry requirements for all initial teacher training programmes have statutory force under The Education (School Teachers’ Qualifications) (England) Regulations 2003, and are outlined in the current Initial Teacher Training Criteria.                                                                                                                                      

C1.1 All entrants have achieved a standard equivalent to a grade 4 in the GCSE examinations in English and Mathematics, and that all who intend to train to teach pupils aged 3-11 additionally have achieved a standard equivalent to a grade 4 in the GCSE examination in a science subject.

C1.2 All entrants hold a first degree of a United Kingdom higher education institution or equivalent qualification.

C1.3 All entrants, as part of the provider's selection procedures, have taken part in a rigorous selection process designed to assess their suitability to train to teach.

The Selection Process

The Admissions Tutor takes responsibility for recruitment to the Provider led programmes and works closely with Lead Schools to jointly recruit to the School Direct and Employment Based programmes. Interview procedures are agreed with each Lead School and roles and responsibilities are articulated in the Partnership Agreement. 

Applicants will be shortlisted for interview based on their application, and are invited to attend at a school within the alliance for School led programmes and at the University for Provider led programmes. The interview process is rigorous and is designed to evaluate the applicants’ suitability to train to teach.  Interview questions and activities are carefully designed to enable tutors to identify the future support needs of individual candidates in relation to subject knowledge and teaching experience.

Essential Criteria for Standard Entry

Qualifications

  • An Honours degree with a classification of 2:2 or above, with at least 50% relevant content in the subject in which they want to train to teach.
  • GCSE English and Maths at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme; or equivalent.

Other requirements 

  • Demonstrate the ability to communicate effectively, and that they have the intellectual and academic potential to meet the required Teacher Apprenticeship/Teachers’ Standards by the end of the programme.
  • For those with English as an additional language, IELTs 7.0 with no less than 6.5 in all elements.
  • Two references; where applicants have current or recent experience working with children or young people, one of the referees should be a member of staff who can comment on their potential to train to teach.
  • Offers are subject to satisfactory Disclosure and Barring Service enhanced disclosure checks and applicants must not previously have been barred from teaching or working with children.
  • Applicants are also asked to complete a health declaration.

 Medical Fitness

Applicants for the full-time PGCE courses who are offered a conditional place are required to complete a confidential Declaration of Health questionnaire and in exceptional cases may be required to undergo a medical examination at their own expense before final acceptance. These procedures will be carried out under arrangement, approved by the University medical officer.

Criminal Records Screening

All applicants who are offered a place to this Course are screened by the Disclosure and Barring Service (DBS) in accordance with the Department for Education guidelines prevailing at the time of entry.

Widening participation

The University of Huddersfield seeks and encourages applications from under-represented groups in order to widen participation, improve access and apply the principles of equal opportunities. Applicants with disabilities are under no obligation to declare their disabilities, but the University is committed to making the adjustments necessary to promote positively equality and access for disabled applicants. Applicants are encouraged to identify any special arrangements they may require.

General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available at their website at: http://www.hud.ac.uk/disability-services/

Methods for evaluating and improving the quality and standards of teaching and learning

The ITE programmes employ range of mechanisms for review and evaluation including:

  • Course mid-point and end-point review by trainees
  • Moderation by all tutors and partners involved in the assessment process
  • Annual course evaluation scrutinised by the Annual Evaluation Committee
  • Tutor and mentor joint observations
  • Placement mid-point review
  • Phase 1, 2 and 3 data analysis
  • Placement joint review with Senior/Professional Mentors
  • External Examiners’ reports

 

For School Direct and Employment Based programmes the University will identify a Lead Tutor who will be responsible for quality assurance of the programmes, working closely with the school based Programme Manager. Quality assurance procedures are detailed in the Partnership Agreement and include:

  • monitoring of training and mentoring
  • focus group discussions
  • data analysis
  • scrutiny of observation forms, weekly meeting records, interim and summative placement reports
  • module and course evaluations
  • internal and external moderation

 

Committees with responsibility for monitoring and evaluating quality and standards

  • Student Panel
  • School Direct Committee
  • Partnership Development Group
  • Course Committee
  • Strategic ITE Board
  • Course Assessment Board
  • Annual Evaluation Committee
  • School Board
  • School Teaching and Learning Committee
  • University Teaching and Learning Committee
  • School Accreditation and Validation Panel
  • University Accreditation and Validation Panel
  • Subject review

 

Mechanisms for gaining trainee feedback on the quality of teaching and their learning experience

Feedback is obtained from trainees through course evaluation at the mid-point and at the end of each academic year. Student Panels provide another opportunity for trainee feedback. They are held twice during the academic year, and report to the Course Committee. Student members of the Course Committee represent the views of other trainees during Committee meetings. All trainees complete a questionnaire at the end of each placement as part of partnership quality assurance mechanisms.

 

Staff Development processes include:

Annual University staff appraisals

Peer observation of teaching

Training for School Based Tutors contributing to the School Direct programmes

Regular development meetings for Class Mentors and Senior Mentors

Staff are encouraged to attain appropriate higher degrees

Updating professional and IT computing developments

All staff are encouraged to attain HE Academy membership

Research and scholarly activity

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Indicators of Quality and Standards

This specification provides a concise summary of the main features of the programme and learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the modules guides and course handbook.  The accuracy of the information contained in the document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.