Postgraduate and Professional Graduate Certificate in Education

(non QTS: Overseas Programme)

Faculty of Education and Society

Department of Education

PROGRAMME SPECIFICATION

Date of Validation Event: March 2013

Date Approved by QMSC:

Overseas PGCE Spec 2014-15.doc, V6 Page 1 of 17

Version History

Please complete each time a new version is drafted e.g.

Version Occasion of Change Change Author Last Modified

1.0 Version presented for approval Meg Timmins Created 24/10/14
(Programme
leader)
2.0 Amendments following
institutional approval
3.0 Revisions at annual review after
first year of operation
4.0

Overseas PGCE Spec 2014-15.doc, V6 Page 2 of 17

Guidance notes are in italics and should be deleted from any completed programme specification

Core information

Programme title: Postgraduate Certificate in Education/Professional certificate in Education

Target award: PGCE/PGCE
Interim or exit awards : none

Awarding body: University of Sunderland

Programme Assessment Board : Secondary Programme Assessment Board

Subject benchmark(s) applicable:

QAA: Education Studies http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp

NCTL: https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership

Other points of reference:

QAA Framework for Higher Education Qualifications

http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp
NICATS level descriptors (NB Level 4 is the equivalent of HE Stage 1, Certificate level)
http://www.nicats.ac.uk/doc/scr_prnc_guide.pdf
National credit guidelines
http://bookshop.universitiesUK.ac.uk/downloads/Burgess_credit_report.pdf
University of Sunderland credit framework and regulations
https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-247

Collaborative partners and models of collaboration: none

The programme is delivered in Independent Distance Learning (IDL) mode.

Modes of delivery and duration:

Tick all that Min number Max number Intake dates Any other issues
apply of years of years (months)
Full-time 1 2 September
Part-time
Sandwich
Off-campus
On-campus
Distance
learning
Work-based
learning
Collaborative

Aims of the Programme

Overseas PGCE Spec 2014-15.doc, V6 Page 3 of 17

The particular aims of the programmes both Postgraduate and Professional certificates (which are
initial teacher training) are to enable students to:

meet the prescribed standards and instil the professional values expected of newly qualified
teachers appropriate to their subject and the ages, abilities and backgrounds of the students they
teach;

apply acquired knowledge, understanding and skill to making informed judgments on educational
issues in context;

develop competence in implementing a curriculum (e.g. the English National Curriculum and/or
Foundation Stage) and other relevant syllabus/specifications;

examine their subject teaching critically in relation to the individual educational needs of pupils and
addressing the whole curriculum and wider educational issues;

The Masters level work in the Postgraduate Certificate aims to:

enable students to critically engage with a wide range of contemporary international education
issues from a multi-disciplinary subject perspective, focussing on the challenges facing resource-
constrained and/or rapidly expanding educational systems;

build upon the internationally diverse and professional experiences of the students to link theory
with research, policy and practice in international education and development;

Learning Outcomes of the Programme

The PGCE programmes are designed so that trainee teachers will attain a level of professional
competence appropriate to that of a newly qualified teacher.

Specifically students will be able synthesise and apply their knowledge and skills in order

(i) to demonstrate:

S1.the ability to teach at a level appropriate to the key stages they are training to teach (e.g.
addressing Programmes of Study and examination specifications) and a comprehension of the whole
framework within which they will operate as trainees;

S2.their ability to create and maintain a stimulating and appropriate learning environment

S3 their understanding of the assessment of students and the selection and application of appropriate
assessment techniques;

S4.their ability to evaluate with a view to improving their own teaching and the learning of the students
they teach.

(ii) to apply:

K1.their subject knowledge in a form which is appropriate to the needs of the learner both in terms
of content and teaching methodology and meets the curriculum demands of the institution in which
they are based;

(iii) to take cognisance of:

K2.the wider role of the teacher, including professional, pastoral and administrative responsibilities;

Overseas PGCE Spec 2014-15.doc, V6 Page 4 of 17

 K3. the individual needs of learners appropriate to their age, ability, language and cultural
background.

In addition, the following academic outcomes apply for the Masters level work in the Postgraduate
Certificate:

S5.critically analyse, synthesise, interpret and evaluate a wide range of data, information and ideas
from either primary or secondary sources;

K4.distinguish and employ a range of quantitative and qualitative research methods;

S6.demonstrate responsibility and accountability when working as an individual and in groups

K5.communicate effectively in written form, through formal presentations, in visual forms. and
through the email and world-wide web;

S7.develop a range of study, research and organizational skills that will lay the foundation for their
teaching career.

Programme Structure and Content

Module list see Appendix 1

This is the SITS form.

Programme regulations see Appendix 2

Programme content:
The PGCE/PGCE is a distance learning programme offered as Model E, it is independent learning, enhanced by
tutorial support from the University programme team.
All teaching and learning materials are available on the University Virtual Learning Environment (VLE) which is
currently Sunspace. The programme is a 34 week programme which is structured to maximise learning
opportunity for the trainees and to enable them to link theory to practice in an informed way. There are few breaks
in the programme, each module locks on to the previous module and leads into the next. Academic modules
overlap the practical teaching elements when it is appropriate.

There are 5 core modules and one option module in the Professional Graduate Certificate. Students will pass
120 credits at L5/6 to achieve the award. The modules are:
Theory of Teaching 1 EDE208,
Practice of Teaching 1 EDS208
Experiences of Teaching & Learning EDE314
Theory of Teaching 2 EDE313
Practice of Teaching 2 EDS313
And one option choice from:
Educational Assessment for Practitioners EDE338
Reading: Issues and Controversies ESS377
Meeting Individual Needs in the Classroom EDE348
Learning to Learn in a Second Language EDE368
The number of option choices is determined by the number of students on the programme. In 2013-14 there were
approximately 80 students and 3 option choices were offered to maintain a sensible cohort of around 25 students
per module.

There are 6 core modules in the Postgraduate Certificate. Students will pass 80 credits at L5/6 and 60 credits at
L7.
The modules are:
Theory of Teaching 1 EDE208,
Practice of Teaching 1 EDS208
Development of Learning: A Case Study EDPM01
Theory of Teaching 2 EDE313
Practice of Teaching 2 EDS313
Negotiated Individual Study in Education EPDM97
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 Although these programmes do not confer Qualified Teacher Status (QTS) they are equivalent to the
Postgraduate/Professional Graduate Certificate (QTS) offered by the Faculty. The Professional Graduate
Certificate of Education comprises the Initial Teacher Training aspect of two blocks of assessed practical teaching
with 2 supporting academic modules with a further 40 credits at level 6. The Postgraduate Certificate of
Education comprises an identical ITT component but with 60 credits at level 7 replacing the additional academic
modules.

Professional 2 practical 2 academic 2 academic

Graduate teaching blocks; modules to modules, one
Certificate demonstration of support the core and one
structure professional development of option at level 6
competence professional ( the core module
EDS 208 (term 1) competence in term 1 and the
EDS 313 (term 2) EDE 208 (term 1) final option in
EDE 313 (term 2) term 3)
Postgraduate 2 practical 2 academic 2 core academic
certificate teaching blocks; modules to modules at Level
structure demonstration of support the 7
professional development of (the first core
competence professional module in term 1
EDS 208 (term 1) competence and the second in
EDS 313 (term 2) EDE 208 (term 1) term 3)
EDE 313 (term 2)

This format of dual provision is established as good and effective practice in the on-campus QTS provision for ITT
in programmes such as the Secondary Professional Year. (Approved June 2007)

The format of the programme is exemplified by the Timetable shown on the following page.

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 Postgraduate and Professional Graduate Certificate in Education Overseas
The PGCE/PGCE will operate timetable 2014 - 2015
in the conventional scho

September EDE208 Start

date 14th
September
October EDE314 Start
th
date 5 Oct
EDS 208 start EDE 208 (Professional)
date Submission EDPM01 Start
th th th
19 Oct. date 18 Oct date 5 Oct
(Postgraduate)
November EDPM01
Proposal
th
submission 8
Nov
December EDS 208
Finish date
th
12 Dec
January EDE 314
Submission EDE313
rd th
date 3 Jan Start date 11
EDPM01 Final Jan
rd
submission 3
January
February EPDM97 Final
M level module EDE 313 EDS 313 start
th
(postgraduate) Submission date 15 Feb
th th
start date 15 date 14 Feb.
February

March EPDM97 Final Option

proposal Module
submission (professional)
st th
date 1 March Start date 8
March
April EDS 313
Submission
th
date 10 April
May Final option
module and
EPDM97
Submission
th
date 9 May
June Assessment Boards
July Graduation In Sunderland

Module Start Day is Sunday Module Submission Day is Saturday

Extension on submission date must be requested by the student to the module leader PRIOR to the
deadline for submission. University regulations stipulate a 72 hour extension only.
Programme commitment: students will need to be in school for a proportion of the time from the
start to the end of the programme to support academic work.

Professional modules Postgraduate modules

(Identical timeframe except EPDM97)
EDE 208 5 weeks EDE 208
EDS 208 - 6 weeks teaching minimum from EDS 208
block of 8 weeks identified
EDE 314 - 10 working weeks identified EPDM 01
EDE 313 5 weeks EDE 313
EDS 313 - 6 weeks teaching minimum EDS 313
from a block of 7 weeks identified
Final Option module 5 weeks EPDM 97-10 working weeks identified

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 Placements, study abroad and other work experience opportunities

These are overseas independent distance learning programmes which require that students have access to
educational establishments throughout the programme. This would normally be by employment in an educational
establishment, as a teacher or other role.

Teaching and Learning

See teaching, learning and assessment matrix, Appendix 3

The Programme Team seeks to implement the seven objectives of the Universitys Learning, Teaching and
Assessment (LTA) Strategy, which is available on the Universitys website and includes the Universitys
e-learning strategy.

The Programmes Learning and Teaching Strategy centres around two core principles which are designed to
reflect the very best research-based learning and teaching practice. The two principles are:

students should be offered a wide range of learning and teaching approaches in order to demonstrate what
they know and can do;
students should be provided opportunities to reflect critically upon the relationship between the programmes
learning and teaching strategies and their own learning styles.

The programme is designed to support and develop a broad spectrum of students, including teachers new to the
classroom, those with extensive and established experience in schools and colleges and those already involved
with management and/or curriculum development in the international context. Therefore, a range of teaching and
learning strategies relevant to the learning outcomes of the programme will be employed as demonstrated in the
table: Appendix 3. The teaching strategies used include e-lectures, workshops and tutorials. All of the academic
work in which the students will be involved will be delivered through the Universitys VLE (Sunspace). This may
be further supported by on-line critical colleague seminars. Web based resources also provide opportunities for
peer tutoring and formative tutor feedback. Learning is supported through guided self-study materials. The aim is
to provide knowledge, understanding and critical appreciation of pedagogy, key skill acquisition and to develop
appropriate intellectual skills and aptitudes throughout the programme.
Students are given the opportunity to negotiate a learning focus with the module leader in certain modules and
opportunities to develop higher order communication skills are integrated in the programme. Reporting on
experiential learning within educational contexts encourages reflective learning and generalisation of diverse
experience. Through the medium of classroom based enquiry and research, students will develop into thoughtful
and reflective practitioners.

Assessment

See teaching, learning and assessment matrix, Appendix 3

See assessment criteria for the programme in Appendix 4

The programme team seeks to implement the Universitys Learning, Teaching and Assessment Strategy, through
its approaches to assessment. The programme assessment strategy centres around two core principles which
are designed to reflect the very best research-based assessment practice. The two principles are:

students should be offered a wide range of assessment approaches in order to demonstrate what they know
and can do;
formative assessment approaches are the most appropriate on a programme where teachers continually seek
to improve their professional practice and knowledge.

The academic aspects of the programme are assessed in four academic modules which are appropriate to the
route: both the Professional and the Postgraduate route use the modules Theory of Teaching 1&2 (EDE208
&EDE313) The Professional route also has the core module Experiences of Teaching & Learning (EDE314) and a
choice of 1 of 4 option modules at Level 6 while the Postgraduate route has 2 core modules at Level 7 which are
EDPM01 Development of learning and EPDM 97 Negotiated individual study in education. The assessment of all
six modules is by written submission of assignments of 5000 words equivalent for each. This is summative
assessment. Formative assessment and self-assessment are important strands of progression in the programme
however. The extensive use of course work tests a deeper understanding of issues and the ability to present
Overseas PGCE Spec 2014-15.doc, V6 Page 8 of 17
 evidence in a structured way as well as the ability to plan work over a period of time. Particular support and
guidance is provided for second language speakers should they require it.

All written academic assignments for this programme, at all stages, are submitted through Turnitin. This
product, which is available within the universitys VLE, allows for online submission and marking, and plagiarism
detection. It also allows the module tutors to provide comprehensive feedback quickly to the students in any part
of the world where the students are engaging with the programme.

Student Support and Guidance

The following information will be given to all students in the programme handbook:

The Programme Leader has executive responsibility for the operation and development of the programme, which
involves:
being available for trainees discuss their experience on the programme as a whole.
liaising with the Module Leaders about the delivery or development of modules
counselling trainees with respect to their choice and progress within the programme and, where necessary,
approving changes of module choice
collecting information relating to extenuating circumstances claimed by trainees to have affected their
performance and transmitting this to module leaders.

Module Leaders have responsibility for the operation and development of the module, including:
responding to any particular inquiries or points that are made. Module leaders will normally identify times
when trainees can expect any communication to be read and responded to.
communicating effectively to trainees on the module via e mail, Sunspace or through the module guide.
communicating with other members of staff who are also teaching the module regarding all the learning and
assessment procedures and schedules
ensuring any extenuating circumstances affecting trainee performance are reported to the Module
Assessment Board
development of methods of teaching and learning
liaising with the Programme Leader about delivery or development of modules to meet the needs of
programmes for which they are core/option.

All applicants will be advised that the programme is web-based and course literature provides a clear statement of
system and user requirements. Prior to the commencement of the programme, all students will be given
Sunspace access and the Getting Started material includes a link to an e-learning package designed to develop
the necessary on-line study skills. Further to this, students will be given specific advice on accessing Sunspace
and Library support and e-resources, and in modules, details are provided on how to access particular elements
of the programme, information is given in the module guide on how to access e-books and on the module
website, a separate A4 page of notes leads the students through a step-by-step process.

On-line tutorials, and email contact are opportunities to raise in confidence any other issues that may affect the
life of a student. In this case the tutor will act in a pastoral capacity and may with the students agreement refer
them to relevant services for more specialised help.
Students are advised that if at any time they have a concern or problem about their studies or the programme,
they should discuss this with one of their tutors in order that appropriate support can be given. The programme
team work hard to ensure that the University has a real face to these distance learning students and every
opportunity is taken to meet with them during the practical teaching elements of the PGCE, in groups or
individually in order that they can be more comfortable in discussing any issues they may have during their
studies.

The Students Union provides an independent service which offers advice and support across the full range of
personal and academic problems which students may encounter. Students wishing to lodge a complaint or an
appeal can seek advice from the Students Union or from Academic Services. Full details of all these services can
be found on the Universitys web-site. Where appropriate, academic or support staff in the Faculty will sign-post
students to these specialist services.
Student support actually begins at the application stage. Information about the Programme is available as on-line
material. Applicants are encouraged to contact the Programme Leader to find out more and to ask any questions
they may have. Once the application is processed, there are a series of keeping warm messages used by both
the programme leader and the programme administrator to maintain contact with the students. During the few
weeks immediately preceding the commencement of the programme, Getting Started material is made available
on Sunspace.

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 Admissions
Entry to both programme requires a UK first degree or equivalent. Equivalency of degrees from an overseas
institution is checked using the NARIC database. A higher degree is acceptable providing it contains a taught
element approximating to a UK first degree. Additionally competence in English in the form of GCSE English
Language at Grade C or better. Applicants whose first language is not English must achieve a minimum IELTS
band score of 6.5 (or equivalent), with 6.5 in writing and no sub-section below 6.

Applications for the programmes come via the university website, where full details of the programmes are posted
with application forms. Each application is assessed by the programme leader against a set of established
criteria which was drawn up in consultation with the programme team and stakeholders.

The criteria include:

appropriate qualifications, specifically a first degree or equivalent in an appropriate subject

appropriate experience including working in schools (eg learning mentors, unqualified teachers) and with
young people
and for the Postgraduate route:
well-articulated personal statement referenced to reasons for wanting to gain a teaching qualification and to
pursue masters level work.

Programme Management and Quality Assurance

The programme is managed and quality assured through the Universitys standard processes. Modules are
overseen by a Module Studies Board and each year each module leader provides a brief report on the delivery of
the module, identifying strengths and areas for development. The Programme Studies Board, which includes
module leaders, student representatives and, where applicable, typical employers, is responsible for the
programme as a whole, ensuring the coherence of the programme overall, its currency, progression, and
alignment between the learning outcomes and modes of teaching, learning and assessment. Student
achievement, including progression between levels and degree classification, is kept under review. The
programme is reviewed annually and a report is sent to the Faculty Quality Management Sub-Committee which in
turn reports issues to Academic Board via the Universitys Quality Management Sub-Committee (QMSC) and
Academic Experience Committee (AEC).

External examiners are appointed to oversee and advise on the assessment of the programme. They verify the
comparability of the standards of the programme with the standards of similar programmes elsewhere in the UK
and the quality of the assessment process. They are also invited to comment on proposed developments to the
programme. Their reports are sent to the DVC (Academic) as well as to the Faculty; s/he requires a report from
the Faculty on any major issues of concern raised by the external examiner.

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for
enhancement. Programmes are revalidated through this review process. These reviews include at least one
academic specialist in the subject area concerned from another UK HEI.

Students views are sought through module questionnaires and by other methods. The feedback informs module
leaders annual reports on their modules and the programme team on programme developments.

In the preparation for the addition of the Postgraduate Certificate programme to the existing Professional
Graduate programme, views were sought from the following groups of stakeholders:
Current students: the development was directly in response to student feedback in which the view that a
Postgraduate PGCE and the availability of a subsequent IDL Masters programme would be preferable to the
existing Professional Graduate certificate followed by a full IDL Masters programme both in terms of focus on the
international educational environment, the length of study and the associated costs, has been prevalent since the
last Review of that programme. The then current cohort of 200 students were electronically canvassed at the end
of their programme and 42% indicated that had the option been available they would have registered on the
postgraduate cert rather than the professional graduate certificate and 29% indicated they would have continued
their studies to the M.A. International Education qualification. This level of interest has been shown to be
maintained over the 2 years the postgrad route has been available. The take-up for both programmes has
maintained the market share with more applicants opting for the postgraduate route than the professional route.
Employers in the overseas market, who are senior staff and head teachers of International schools, also indicate
that this was a viable and opportune development at this time: 17 responses to a questionnaire were received and
all indicated that this is a positive and valuable development for their teachers. Of the 17 responses, 11 indicated

Overseas PGCE Spec 2014-15.doc, V6 Page 10 of 17

 that they would positively encourage their most able (unqualified) staff and placement trainees to take this route in
preference to the professional graduate certificate.
Tutors and mentors on the current programme have indicated that this is a positive and indeed overdue
development given the developments in teacher training here in England. Staff feedback over the previous 4
years for the existing Professional Graduate Certificate has shown that the market for this development was
strong.

Learning Environment and Resources

The learning resources are crucial to the success of the programme. 4 key resources are identified:

schools
library services
staff
ICT

A programme that involves the study of education and the practice of teaching requires a resource-rich environment.
Schools without the excellent relationship that the programme has with International schools it would not be
possible to provide rich learning environments for students to develop their professional practice.
Library services scholarly study is an essential dimension of any education programme and the Library Services
provide a wide range of facilities including texts, journals in on-line facilities to support students evaluative and critical
reflections. The module descriptors for the programme identify appropriate e-resources, including e-books. The
programme team within the Education Department have offered a IDL Professional Graduate Certificate of Education,
established for 12 years now, and two IDL Masters programmes, this ensures that the necessary dialogue with
Library services is already well established, provision is appropriate and both the programme team and Library
Services staff are well versed in supporting students working overseas and in problem solving for particular issues..
Staff the majority of on-campus staff are full time permanent and long established members of the Faculty of
Education and Society. All have long experience of initial teacher education & training and have experience of off-
campus delivery overseas. The high quality teaching ratings that our programmes receive from external assessors
such as Ofsted and QAA inspections of on-campus programmes ensures that students experience the very best
teaching and support available. Most of the team have prior experience of delivering masters level work and almost
all of writing, delivering, supporting and assessing DL materials. There are several ATs, with appropriate academic
qualifications currently working with the programme team who have extensive experience of delivering and supporting
IDL students overseas and who have considerable experience of teaching in International Schools who will contribute
to updating, delivery, support and assessing of the IDL modules.
ICT the development of the e-learning provision using Sunspace as the virtual learning environment has been one
of the most important factors in extending programme provision over the last decade. With the support of Learning
Development Services and the Library, students have access to a range of resources and materials including video
lectures from their country of study. Students require access to the internet from their home computer and those who
are not ICT confident require additional support to begin to access on-line material. This is effectively addressed
through Getting Started materials and tutor support. Increasingly students access tutor support virtually through the
internet. This mode of study has been extensively developed in the University by this programme team, driving
forward such initiatives as on-line registration, electronic submission and assessment of academic work, use of video
lectures and on-line support of students. The team is committed to continuing such development and works closely
with LDS to achieve this, often trialling new developments and initiating different approaches to working with students.
The programme team is currently developing the use of pod casts and new ways of using discussion facilities on
Sunspace as part of the student academic and pastoral support on the programme.

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 Appendix 1

QUICK REFERENCE
Panel: External Internal
Programme: New Review Title Change
Replacement for existing

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

(Form to be completed electronically by the Faculty and forwarded to the QAE Quality Officer supporting
the Approval event, or sent to MISD for faculty devolved processes before sending to QAE)

PROGRAMME/SUBJECT/SHORT COURSE
DETAILS
Exit Award: Title of programme/award Professional Graduate Certificate in Education
Postgraduate Certificate in Education
If replacement for existing, specify title of old Professional Graduate Certificate in Education
Postgraduate Certificate in Education (stage 1 of MA
International Education)
Faculty: Education & Society
Department: Education
SITS Programme/Short Course code1 Prof: EMEDCATC
Postgrad: EMINTERN
Programme Studies Board2 Secondary
UCAS code3 (if applicable). If other please state
method.
JACS code4
Qualification Level / Qualification Aim Professional UG
Postgrad UG & PG
Full time yes 1year
Modes of delivery and duration: Sandwich no
Part time no
Work Based Learning yes
On-campus no
Off-campus yes
CSP Only. Other subject combinations not allowed
with this subject:
Programme/Subject/Short Course Leader: Meg Timmins
Date of Approval /Modification/Review March 2013
Date of next review (QAE to complete)
Start date of programme/Short Course Next intake September 2015
Number of intakes per annum and likely month(s) September intake only
intake(s) starts.

FUNDING DETAILS
Confirm funding arrangements for programme e.g. Full cost course
HEFCE/TDA/NHS/Other5
1
To be allocated in consultation with MISD team in Planning and Finance
2
Programme Studies/Assessment Board that will have management responsibilities for the programme.
3
Please contact Admissions Manager for code
4
JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant Faculty Associate Dean (See QAA Website
http://www.qaa.ac.uk/WorkWithUs/Documents/jacs_codes.pdf)
5
Please confer with Amanda Watson for funding status for programme
Overseas PGCE Spec 2014-15.doc, V6 Page 12 of 17
If it is NCTL funded, Not NCTL funded
is it primary/secondary/F.E./Other (please state)
Is the programme Open or Closed6: Open

None
ACCREDITING BODY

Are there to be programme specific regulations?

PROGRAMME SPECIFIC REGULATIONS Yes/No
If yes, please attach completed form AQH-B3
Appendix 2 or AQH-B8.

COLLABORATIVE:
Please complete details
Overseas no

There are no interim awards

DETAILS SUPPLIED BY: Meg Timmins DATE: 0/01/2014

For QAE use only: Circulation list: Quality Assurance & Enhancement (files), MISD (J Ruffell, L Warner),
Admissions (E Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Planning (Laura
Anderson), Learning Development Services (Malcolm Creen) Central Timetabling (Alison McMahon) + for
collaborative programmes: Partnership Office Carole Green, Marketing and Recruitment (Judith Green)

6
An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only. If in doubt please
consult Academic Services or Planning and Finance.

Overseas PGCE Spec 2014-15.doc, V6 Page 13 of 17

 Module List
Award, New/Existing/ Module Title Module Module Whether Must Assessment Pre-/co- Module leader Other Date JACS
Route (if Modified Code Credit core or choose (ie weighting requisites comment of Code
applicable) Module Value option designated give % weight (if Entry
and Level (N/E/MM) option): for each required) on
assessment SITS.
item N/MM
only
( After
event)
Post/Prof E Theory of Teaching 1 EDE208 20 C Coursework none Carolyn
100% Chalkley
Post/Prof E Practice of Teaching 1 EDS208 20 C P/F Demo of none
Bruce
professional
Forster
standards
Post/Prof E Theory of Teaching 2 EDE313 20 C Coursework none Carolyn
100% Chalkley
Post/Prof E Practice of Teaching 2 EDS313 20 C P/F Demo of none
Bruce
professional
Forster
standards
Prof E Experiences of EDE314 20 C Coursework none Carol
Teaching & Learning 100% Cruickshank
Prof E Reading: ESS377 20 O Coursework none
Dianne
Issues & 100%
Fleetham
Controversies
Prof E Educational EDE338 20 O Coursework none
Bruce
Assessment for 100%
Forster
Practitioners
Prof E Meeting Individual EDE348 20 O Coursework none
Carolyn
Needs in the 100%
Chalkley
Classroom
Prof E Learning to Learn in a EDE368 20 O Coursework none Meg
Second Language 100% Timmins
Post E Development of EDPM01 30 C Coursework none
Learning: A Case 100% Ian Elliott
Study
Post E Negotiated Individual EPDM97 30 C Coursework none
Peter Kay
Study in Education 100%
Appendix 2
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PART B - PROGRAMME REGULATION/S:

Name of programme: Professional Graduate Certificate in Education

Title of final award: Professional Graduate Certificate in Education

Interim awards: None

Accreditation: None
University Regulations: 4.2.1 The overall pass mark for each module is 40%. To pass a module a
student must also have submitted work for each element of assessment.

Stage 1

Core modules:

Code Title Credits

EDE 208 Theory of Teaching 1 20

EDS 208 Practice of Teaching 1 20
EDE313 Theory of Teaching 2 20
EDS 313 Practice of Teaching 2 20
EDE314 Experiences of Teaching & 20
Learning

Optional Modules

Choose modules to the value of 20 credits from the following list

Code Title Credits

ESS377 Reading: Issues & 20
Controversies
EDE348 Meeting Individual Needs in 20
the Classroom
EDE338 Educational Assessment for 20
Practitioners
EDE368 Learning to Learn in a 20
Second Language

Elective Modules: There are no elective modules in this programme

Progression Regulations

There are no programme-specific progression regulations

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Page 15 of 22
PART B - PROGRAMME REGULATION/S

Name of programme: Postgraduate Certificate in Education

Title of final award: Postgraduate Certificate in Education

Interim awards: None

Accreditation: None
University Regulations: 4.2.1 The overall pass mark for each module is 40%. To pass a module a
student must also have submitted work for each element of assessment.

Stage 1

Core modules:

Code Title Credits

EDE 208 Theory of Teaching 1 20

EDS 208 Practice of Teaching 1 20
EDE313 Theory of Teaching 2 20
EDS 313 Practice of Teaching 2 20
EDPM01 Development of Learning: A 30
Case Study
EPDM97 Negotiated Individual Study 30
in Education

Optional Modules

There are no option modules in this programme

Elective Modules: There are no elective modules in this programme

Progression Regulations

There are no programme-specific progression regulations

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 Appendix 3
Matrix of modes of teaching, learning and assessment for the Professional Graduate Certificate
Key: D= developed, T= taught, A= assessed,

Module Code Core / Modes of T&L Modes of LO LO LO LO LO LO LO

optional Assessment S1 K1 S2 K2 S3 K3 S4
Theory of EDE208 Core Lectures, Coursework & T T T T T
Teaching 1 private study, written A A A A A
work based Assignment
tasks
Practice of EDS208 Core Demonstration Portfolio of D D D D D D
Teaching 1 of Professional Evidence A A A A A A
Standards
Theory of EDE313 Core Lectures, Coursework & T T T T
Teaching 2 private study, written A A A A
work based Assignment
tasks
Practice of EDS313 Core Demonstration Portfolio of D D D D D D
Teaching 2 of Professional Evidence A A A A A A
Standards
Experiences of EDE314 Core Lectures, Coursework & D D T
Teaching & private study, written A A A
Learning work based Assignment
tasks
Reading: ESS377 Option Lectures, Coursework & T D D T
Issues & private study, written A A A A
Controversies work based Assignment
tasks
Meeting EDE348 Option Lectures, Coursework & T D D T
Individual private study, written A A A A
Needs in the work based Assignment
Classroom tasks
Educational EDE338 Option Lectures, Coursework & T D D T
Assessment private study, written A A A A
for work based Assignment
Practitioners tasks
Learning to EDE368 Option Lectures, Coursework & T D D T
Learn in a private study, written A A A A
Second work based Assignment
Language tasks
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Matrix of modes of teaching, learning and assessment for the Postgraduate Certificate
Key: D= developed, T= taught, A= assessed,

Module Code Core / Modes of T&L Modes of LO LO LO LO LO LO LO LO LO LO LO LO

optional Assessment S1 K1 S2 K2 S3 K3 S4 K4 S5 K5 S6 S7
Theory of EDE208 Core Lectures, Coursework & T T T T T
Teaching 1 private study, written A A A A A
work based Assignment
tasks
Practice of EDS208 Core Demonstration Portfolio of D D D D D D
Teaching 1 of Professional Evidence A A A A A A
Standards
Theory of EDE313 Core Lectures, Coursework & T T T T
Teaching 2 private study, written A A A A
work based Assignment
tasks
Practice of EDS313 Core Demonstration Portfolio of D D D D D D
Teaching 2 of Professional Evidence A A A A A A
Standards
Development EDPM01 Core Lectures, Coursework & T T T T T
of Learning: A private study, written D D D D D
Case Study work based Assignment A A A A A
tasks &
research
Negotiated EPDM97 Core Lectures, Coursework & T T T T T
Individual private study, written D D D D D
Study in work based Assignment A A A A A
Education tasks &
research

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Assessment Criteria at the level of the target award : Generic Assessment Criteria Undergraduate for the Professional Graduate Certificate: Appendix 4
Categories
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature
86 The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also
100% ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in
all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence
showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the
categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence
70 75% showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories
cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
Directly relevant to A substantial Good analysis, Generally coherent and May contain some Well written, with Critical appraisal of up-to-
60 69% the requirements of knowledge of relevant clear and orderly logically structured, using an distinctive or standard spelling and date and/or appropriate
the assessment material, showing a appropriate mode of independent thinking; grammar, in a literature. Recognition of
clear grasp of argument and/or theoretical may begin to formulate readable style with different perspectives. Very
themes, questions mode(s) an independent position acceptable format good use of source material.
Pass

and issues therein in relation to theory Uses a range of sources

and/or practice.
Some attempt to Adequate knowledge Some analytical Some attempt to construct a Sound work which Competently written, Uses a variety of literature
50 59% address the of a fair range of treatment, but may coherent argument, but may expresses a coherent with only minor lapses which includes some recent
requirements of the relevant material, with be prone to suffer loss of focus and position only in broad from standard texts and/or appropriate
assessment: may intermittent evidence description, or to consistency, with issues at terms and in uncritical grammar, with literature, though not
drift away from this in of an appreciation of narrative, which stake stated only vaguely, or conformity to one or acceptable format necessarily including a
less focused its significance lacks clear theoretical mode(s) couched more standard views of substantive amount beyond
passages analytical purpose in simplistic terms the topic library texts. Competent use
of source material.
40 49% Some correlation Basic understanding Largely descriptive A basic argument is evident, Some evidence of a A simple basic style Some up-to-date and/or
with the of the subject but or narrative, with but mainly supported by view starting to be but with significant appropriate literature used.
requirements of the addressing a limited little evidence of assertion and there may be a formed but mainly deficiencies in Goes beyond the material
assessment but range of material analysis lack of clarity and coherence derivative. expression or format tutor has provided. Limited
there is a significant that may pose sources to support a point.
degree of irrelevance obstacles for reader Weak use of source material.
35 39% Relevance to the A limited Heavy dependence Little evidence of coherent Almost wholly derivative: Numerous Barely adequate use of
requirements of the understanding of a on description, argument: lacks development the writers contribution deficiencies in literature. Over reliance on
assessment may be narrow range of and/or on and may be repetitive or thin rarely goes beyond expression and material provided by the tutor.
very intermittent, and material paraphrase, is simplifying paraphrase presentation; the
may be reduced to common writer may achieve
its vaguest and least clarity (if at all) only by
challenging terms using a simplistic or
Fail

repetitious style
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied for compensation consideration.
30 34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the
learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the
learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show
that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.
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Generic Assessment Criteria Postgraduate for the postgraduate certificate M level modules
Categories
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature
86 The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also
100% ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in
all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence
showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the
categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence
70 75% showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories
cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
Directly relevant to A substantial Comprehensive Well supported, focussed Contains distinctive or Well written, with Critical appraisal of up-to-
60 69% the requirements of knowledge of relevant analysis - clear and argument which is clear and independent thinking; standard spelling and date and/or appropriate
the assessment material, showing a orderly logically structured. and begins to formulate grammar, in a literature. Recognition of
clear grasp of presentation an independent position readable style with different perspectives. Very
themes, questions in relation to theory acceptable format good use of a wide range of
Pass

and issues therein and/or practice. sophisticated source material.

Some attempt to Adequate knowledge Significant Generally coherent and May contain some Competently written, A good variety of literature
50 59% address the of a fair range of analytical treatment logically structured, using an distinctive or with only minor lapses which includes recent texts
requirements of the relevant material, with which has a clear appropriate mode of independent thinking; from standard and/or appropriate literature,
assessment: may intermittent evidence purpose argument and/or theoretical may begin to formulate grammar, with including a substantive
drift away from this in of an appreciation of mode(s) an independent position acceptable format amount beyond library texts.
less focused its significance in relation to theory Competent use of source
passages and/or practice. material.
40 49% Some correlation Basic understanding Some analytical Some attempt to construct a Sound work which A simple basic style Evidence of use of
with the of the subject but treatment, but may coherent argument, but may expresses a coherent but with significant appropriate literature which
requirements of the addressing a limited be prone to suffer loss of focus and position only in broad deficiencies in goes beyond that referred to
assessment but range of material description, or to consistency, with issues at terms and in uncritical expression or format by the tutor. Frequently only
there is a significant narrative, which stake stated only vaguely, or conformity to one or that may pose uses a single source to
degree of irrelevance lacks clear theoretical mode(s) couched more standard views of obstacles for the support a point. Weak use of
analytical purpose in simplistic terms the topic reader quotation
35 39% Relevance to the A limited Largely descriptive A basic argument is evident, Some evidence of a Numerous Barely adequate use of
requirements of the understanding of a or narrative, with but mainly supported by view starting to be deficiencies in literature. Over reliance on
assessment may be narrow range of little evidence of assertion and there may be a formed but mainly expression and material provided by the tutor.
very intermittent, and material analysis lack of clarity and coherence derivative. presentation; the
may be reduced to writer may achieve
its vaguest and least clarity (if at all) only by
challenging terms using a simplistic or
repetitious style
Fail

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied for compensation consideration.

30 34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the
learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the
learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show
that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.
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