PGCE Primary Initial Teacher Education with QTS
01 Sep 2022 - 31 Aug 2030
| Course Leader | Catrin Devonald, Linda Davidge-Smith |
|---|---|
| Course Team | Wendy-Lee Jones, Amanda Thomas, Sarah Cook, Rachel Ford, Judith Penny, Sallyann Seaward, Jon Moody, Sharon Phillips, Christopher Williams, Gareth Watkins, Claire Pescott |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2022 |
| Valid To | 31 Aug 2030 |
QAA Benchmarks
Educational Aim
The main aims of the course are to support student teachers to:
• acquire an in-depth understanding of the current organisation and management of schools in Wales and tiers of accountability within the system;
• explore key matters affecting education internationally, regionally and locally;
• analyse the history and philosophy of education in Wales, including the role of poverty and poor well-being, and its impact on curriculum, assessment and qualifications;
• evaluate the role of the Welsh language in Welsh education and to develop student teachers’ own use of the Welsh language as appropriate to the age-range and language-medium of the schools in which they are teaching;
• learn approaches to designing and developing a purposes-based curriculum and how this impacts on learning;
• develop expertise in all Areas of Learning and Experience/subject disciplines, to meet the requirements of the ‘Professional Standards for Teaching and Leadership’ (Welsh Government, 2017);
• identify the wider stakeholder community surrounding school learners, including parents and carers, and to understand how to engage with them to secure learners’ progression;
• understand the full range of statutory provisions relating to the teaching profession, including the Equality Act 2010 and legislation relating to Additional Learning Needs, and apply it in their own practice to secure legal compliance;
• learn the importance of all of the above in developing as teaching professionals and how they lead to the development of ‘Pedagogical Content Knowledge’ and ‘embodied knowledge’;
• learn how to critically analyse research and practical experiences to arrive at an evaluative understanding of student teacher’ own progression as professionals (‘meta-cognition’);
• learn how to undertake teacher inquiry and critical reflection;
• develop a range of skills and techniques, informed by research and reflection, for use in the classroom;
• plan for and assess pupil progression;
• understand the recruitment and selection process in the teaching profession in order to secure employment as a Newly Qualified Teacher.
Learning Outcomes
| A1 | Demonstrate in-depth subject knowledge (including subject specialism) and understanding of a range of perspectives regarding how children learn and implement appropriate pedagogical skills to support learning. |
| A2 | Demonstrate knowledge and understanding of the importance of leadership and be able to lead projects, colleagues and action enquiry as a means of raising standards. |
| A3 | Demonstrate sophisticated knowledge and understanding of the importance of collaborative and co-operative working. |
| B1 | Ability to evaluate relevant research, theories, principles, concepts and factual information in an analytical manner. |
| B2 | Ability to synthesise, analyse and evaluate information and data relevant to a range of contexts. |
| B3 | Self-appraise and reflect in detail on practice and set relevant targets for improvement. |
| B4 | Demonstrate responsibility for continuing development through self-reflection, action planning and professional learning. |
| C1 | Demonstrate skills associated with critical reflection. |
| C2 | Utilise skills to develop a range of school-based learning and teaching competences underpinned by relevant pedagogical principles. |
| C3 | Develop the skills required to work as part of a multi-disciplinary team to address aspects such as ALN and mental health and wellbeing. |
| C4 | Demonstrate critical thinking skills in order to aid decision making and solve problems. |
Course Structure
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| ED3T004 | MOD012628 | The Curriculum and School Experience – Embedding Pedagogical Principles | Running | 60 | core |
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| ED4T005 | MOD012629 | Reflective Practice – Developing Research and Enquiry to Become Agents of Change | Running | 60 | core |
Teaching and Assessment
Learning and Teaching Methods
Active/Simulation Based - Problem-solving and use of Hydra Simulation Suite in pairs and groups of threes, and in tutor led ‘goldfish bowl’ style activities. This type of skills practice will be standard as inputs are practical and promote experiential learning whilst modelling primary pedagogy. These hours will also reflect the active time that the student teacher will spend in schools to experience a realistic experience. This time will not be formal taught sessions like a lecture. Instead, they are immersive session within the school environment where the student teacher may be undertaking a number of different activities which could include observation, team teaching, co-delivery, sessions supported by a mentor.
Lectures - Didactic-style teaching will, in general, be embedded into interactive inputs (with a merging of workshop and lecture-style material) particularly in modules partially delivered in a school setting. Here and in the module specifications, the hours of those interactive sessions are divided between ‘lectures’, ‘seminars’, ’active/simulation-based’ and ‘workshops’ to describe the learning and teaching activities.
Seminars - In certain modules, a more traditional seminar type activity will be included to enhance development of understanding and academic skills through structured discussion.
Tutorials - Individual/group tutorials will be offered. These will track both module and course progress. The Professional learning Passport (PLP) will also track performance against the Professional Standards for Teaching and Leadership. For other modules, tutorials are available on request.
Groupwork - Group work will take place in a range of ways to include case study groups; personal development groups, decision-making and problem-solving activities, group tasks and presentations. Group work takes place throughout the course and has not been separated out as it is holistically integrated into all activities including lectures and seminars.
Work-Based - Placement will be interwoven with academic studies.Students will undertake supervised professional learning in placements, identified for themselves with support from course staff. This will also involve Lesson Study and Synergy days where joint planning, delivery and reflective practice with mentors and academic staff and teachers support student teachers to develop their teacher identity.
Practical Workshops - Workshops will include both some didactic teaching and interactive exercises. This will be a dominant mode of learning.
External Visits - Educational visits will take place within PLS experience and will focus on personal development and extended skills practice.
Online Learning - All materials will be made available via the VLE. Opportunities to model best practice linked to digital competence will also be available.
Directed Study - Directed reading (usually provided via the VLE; preparation for formative and summative assessments.
Independent Study - Independent reading and further development activities relating to placement, specific modules/ topics and professional development, some of which material will be signposted by staff. Independent activity towards research proposal in level 7 action enquiry.
Employer Engagement
Visiting Speakers - Guest speakers from Lead Partnership Schools will be recruited to deliver inputs on campus and in school settings in areas of expertise. Other Hourly Paid Lecturers and, on occasions, other guest speakers will also deliver inputs.
Volunteering - School placements throughout the year may be complemented with additional voluntary visits to schools.
Fieldtrips - Enrichment activities at educational sites are embedded in the module design. For example, forest skills and outdoor learning at local schools or wildlife venues, physical literacy at sporting venues, humanities’ visits such as Caerleon Amphitheatre,
Work Placements - Embedded school placements are interwoven throughout each of the three terms as it is intended that this course obtains professional accreditation and recommends the award for QTS.
Work-Based Learning - Opportunities to engage in professional learning and development in school settings making use of Lesson Study as part of research-informed practice.
Employer Forums - Opportunities will be made for student teachers involving the Education Workforce Council and national teachers’ unions to discuss preparation for first appointments.
Other - There is recognition by all members of the team to highlight the importance of health and wellbeing, through PAC meetings, sessions with teaching unions, sessions with the professional body (EWC) and guest lectures from school partners on managing workload and wellbeing.
Means of Assessment
Essay
Practical Coursework
Professional Development Portfolio
Learning Support
Induction - Induction will take place in accordance with University and Faculty expectations to support student teachers’ developing professional understanding of specific responsibilities pertaining to teacher education.
Personal Tutor - Students will be allocated a PAC who will be part of the core teaching staff for PGCE and support students for the duration of the ITE programme. There will be four scheduled meetings across the programme in addition to informal communications, as required.
Office Hours - Tutors will provide regular times when they are available for contact, as well as working closely with the cohort in class.
Tutorials - Tutors will provide regular times when they are available for contact, as well as working closely with the cohort in class.
Seminars - Smaller groups of seminar group size are used for project discussion and personal development work.
Formative Assessment - Formative assessment is built into each module and will be used to support the development of student skills and knowledge.
Progress Meetings - Progress meetings will be incorporated into tutorials through the integrative practice strand of modules.
Research Supervision - Individual supervisors will be allocated to provide each student with support for the research element of the reflective practice module. There will be three formal meetings – one per term plus bespoke meetings depending on individual needs and requirements
Online Resources - Learning materials will be available via the VLE. Information and announcements will also be made via the VLE. Additional resources are available for Digital Champions to use within university-based sessions and on school placement to support academic staff and students.
Advice Zones - An advice zone is available at Newport City Campus. https://advice.southwales.ac.uk/
DDS Service - This is available at Newport City Campus. https://disability.southwales.ac.uk/
IT support and library facilities are available at Newport City Campus. http://studyskills.southwales.ac.uk/
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Post-Graduate Certificate in Education | 120 credits of which at least 20 credits must be at Level 6 and at least 100 credits at Level 7 | Final |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
Entry to the PGCE programme is conditional on:
• Graduate or equivalent status;
• The relevance of a good honours degree content to the programme;
• Selection based on the information provided on the UCAS Initial Teacher Education application or direct application to the university;
• Selection based on a successful interview in which interviewee demonstrates the competencies listed above;
• Successful completion of the literacy and numeracy tests.
Standard entry tariffs are published on the USW website. All applicants also need a minimum grade B (or equivalent) in English language and mathematics/numeracy and a grade C/grade 4 in science at the point of entry on any ITE course. Combinations of qualifications are acceptable and other qualifications not listed may also be acceptable and will be considered on a case-by-case basis.
An enhanced DBS check and registration with the updating service is also required for this course – details will be sent to applicants at the appropriate time.
Other
GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics and English at Grade B or above (for ITE courses) and science at Grade C.
An interview is required for this course. Those applying will be provided with further details if successful at the initial selection stage.
Selection Procedures comprise:
1. Application
Candidates are required to demonstrate in their application:
• A suitable GCSE profile and appropriate predicted grades at Level 3.
• High-quality literacy skills, including Welsh, where studying through the medium of Welsh.
• Appropriate mindset, values and motivation, as evidenced through the personal statement.
• An understanding of the education sector in general, as evidenced through the personal statement.
• The completion of five days of experience in an appropriate educational setting; this is in order to ascertain candidates’ understanding of how educational settings operate and the importance of observing and identifying appropriate practice-based stimuli for professional learning, such as lesson observations, and discussions with professionals, thereby introducing candidates to the role of practice-based stimuli as identified in the conceptual framework.
Applications will be sifted by the HEI.
2. Selection Event
The selection event takes place on campus but selection is undertaken jointly by the HEI and school partners. The event comprises the following elements:
a. Understand and work with evidence-based knowledge and research (through discussion of a short journal article issued prior to interview)
Candidates’ capacity to understand and learn from evidence-based knowledge and research as noted in the conceptual framework is assessed by discussing a short journal article.
b. Enable others to develop skills and knowledge (by short presentation);
c. Literacy and Numeracy Tests
Candidates’ literacy and numeracy skills is tested via an online test, thereby also testing baseline digital competence skills. The Partnership has already developed a software solution and content that will serve this purpose. Results are calculated automatically by the software.
d. Interview
All candidates are interviewed by a panel comprising an HEI lecturer and a school representative. The following competences are tested at interview:
• Appropriate inter-personal skills, including the ability to relate to a professional and academic audience, as noted in the conceptual framework;
• Appropriate mindset, values and professional disposition;
• Suitable motivation for teaching;
• An understanding of some or all of the factors impacting on learning;
• An understanding of the role of the Welsh language and a commitment to continue their improvement of their Welsh-language skills.
Health and physical capacity to teach
All entrants will have met the requirements of the Education Health Standards prior to commencing the programme. Statutory obligations under the Equality Act (2010) are followed and reasonable adjustments put in place to ensure applicants are not discriminated against in the application process or whilst on the ITE programme. Staff members meet the statutory requirements placed on the institution by the PSED. Candidates’ health and physical capacity to teach is assessed during this selection event via discussion in the interview element of the event. A student teacher’s fitness to practise may be assessed for a number of reasons, for example a drug/alcohol related problem, criminal conduct or disciplinary offences, mental ill health or any condition or disorder which would adversely affect the student teacher’s performance. The Partnership prides itself on the support infrastructure it provides for those applicants who may need adjustments to be made to allow them to access the courses. There is a rigorous and ongoing development programme to ensure that all HEI and school-based staff have a currency on the statutory obligations under the Equality Act 2010 and the statutory requirements placed on the institution as a whole by the Public Sector Equality Duty (PSED).
Relevant work experience
In addition to the formal qualifications, work experience with children in an educational setting is normally required. This can be, for example, full or part-time paid or voluntary work in an educational setting.
This work experience should be equivalent to at least ten days and must normally be completed before an application is submitted. The student will be required to explain how they have met this requirement in their personal statement. The candidate may be asked to submit an additional reference relating to their work experience, confirming that they have completed the required ten days in an educational setting.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
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Methods Of Quality Standards
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Quality Of Standards Indicators
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