PROGRAMME SPECIFICATION TEMPLATE - …sunderlandcollege.ac.uk/app/uploads/2011/09/PGCE-PC… · Web viewPGCE PCET Programme Specification 1 May ... Content Table in specification

Professional Graduate /Certificate in Post Compulsory Education and Training

Faculty of Education and Society

PROGRAMME SPECIFICATION

Date of Validation Event: 16TH June 2005

Date Approved by QMSC: August 2005

Periodic Review March 2012

Last Amend March 2014

document.docx, V2 Page 1 of 17

Version History

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

Version Occasion of Change Change Author Last Modified1.0 Version presented for approval Trish Spedding Created 10/02/08

2.0 Amendments following institutional approval

Trish Spedding 22/04/08

3.0 Revisions at annual review Andy Convery 14/01/10

4.0 Minor revisions made to modules in line with LLUK requirements and student and EE feedback

Andy Convery 13/07/10

5.0 Replacing EPF132 with EPF 230 and the addition of two new specialist modules EPF231 & EPF307 to accommodate the Integrated Literacy pathway Chairs action confirmed 7/10/11

Trish Spedding & Lawrence Nixon

8/07/11

6.0 Preparation for Periodic review Maggie Gregson, Trish Spedding and Andy Convery

13/1/12

Response to Periodic Review Andy Convery 9/08//12

7.0 Modify Programme Content Table in specification to reflect new credit value for EPF133 for September 2013 start date

Maggie GregsonTrish Spedding

November 2012

8.0 Clarification of formative grading on the programme

Maggie GregsonTrish Spedding &Lawrence Nixon

18/0213

9.0 Modification to reduce credits from 40 to 20 in EPF219/306Minor modifications to EPF219/306 and 218/305 to title and minor revisions to module content to ensure it is up to date.


11/04/13

10.0 Modifications following FQMSC May 9th 2013


07/06/13

11.0 Modifications to change EPF230 and EPF238 to option modules

Trish SpeddingMaggie Gregson

04/10/13

12 Change to Literacy Numeracy and APL

Andy convery 20/03/14


1. Core information

Programme title: Professional Graduate /Certificate in Post Compulsory Education and Training

Interim or exit awards:

Undergraduate Certificate in Post-compulsory Education (40 credits at Level 4; 20 credits at Level 5)

Awarding body: University of SunderlandProgramme Assessment Board

Accrediting body / bodies (if applicable) LSIS

Collaborative partners and models of collaboration, if applicable ……….The Collaborative Partnership is constituted as follows:

Bishop Auckland College Sunderland College East Durham College Gateshead College Tyne Metropolitan College South Tyneside College

Location(s) at which programme is delivered (as above). In addition the Programme is delivered on-campus. The University also directly delivers the Programme at 1 Reach Out centres in Northumberland:

Hirst Welfare Centre


Modes of delivery and duration:

Tick all that apply

Min number of years

Max number of years

Intake dates (months)

Any other issues

Full-time X 1 3 SepPart-time X 2 6 SepSandwichOff-campus XOn-campus XDistance learningWork-based learningCollaborative X

2. Aims of the Programme

The PG/CE (PCET) Programme will provide student teachers with the

opportunity to:

A1 undertake a challenging programme of academic study which is relevant to their role as a teacher in the learning and skills sector

A2 develop knowledge and skills relevant to successful planning, teaching, class management and evaluation, and the embedded development of adult literacy and numeracy relevant to the age, ability and background of their learners

A3 understand the purpose and nature of monitoring and assessment and implement procedures to assess and record the progress of individual learners

A4 develop their ability to test and criticise ideas and evidence in a creative and imaginative way and to build commitment to research and inquiry in their own practice using ICT where appropriate to enhance and update their subject knowledge and pedagogy

A5 demonstrate that they have high expectations of themselves and their learners promote positive values and are able to improve their own teaching and learning.

A6 strengthen and secure their subject knowledge and understanding by providing a conceptual and pedagogical framework to assist them in developing their own contextualised theory of learning and professional ethics

In Addition the Professional Graduate Certificate in Education aims to:

A7 develop student teachers’ abilities to critically evaluate philosophies of teaching, learning and assessment to develop a critical appreciation of their own contextual and professional ethic

A8 foster the deepening and broadening of student teachers’ skills, knowledge bases and reflective capacities required, in relation to educational research and philosophical and sociological perspectives on education in the post compulsory sector

The full time programme is delivered over one academic year on campus at the University of Sunderland with September and January intakes. Students must register for the full final award which may be at certificate or professional graduate certificate level.

The part time programme is delivered through the network of Partner Colleges under Collaborative Model C and through University taught reach Out centres, with September and document.docx, V2 Page 4 of 17

January intakes. Students may register for the full award at certificate or professional graduate certificate level with the expectation that they will complete to final award within six years. Normally most students progress to final award within two years of registration. Where a student’s circumstances change and it becomes clear that under the University Regulations governing refer/defer/leave of absence that they will not be able to progress to final awards within the stipulated five years they may be able to exit the programme with an interim award commensurate with their level of achievement.

Each partner college has an Assistant Programme Leader and a PG/CE (PCET) Course Team. In each case, the Partner College Assistant Programme Leader assists the University Programme Leaders, based in the Faculty of Education and Society at the University of Sunderland. The University Programme Leaders oversee and co-ordinate the whole programme, acting to liaise, develop, disseminate and generally to work in a collegial and collaborative nature to maintain standards and best practice across the programme. Although the individual institutions run the part-time programme entirely in-house, there is an extremely strong and productive emphasis on joint programme development and review, with monthly half-day/day development meetings, visits by colleagues to the University, and visits by the Programme Leaders to University based cohorts in Partner Institutions. Commitment from the Partner Institutions is generally of a highly positive nature.

The programme provides demanding and rigorous initial and continuing education and training for all teachers in the Learning and Skills sector, seeking to acquire a ‘licence to practice’. Whilst most students enter the programme at Foundation Level and progress until they successfully complete the full certificate, there is the possibility on the part time pathway of entering the programme at the Certificate level, providing that the student has obtained an equivalent qualification at Foundation and Intermediate and has a minimum of 3 hours teaching per week. The pre-service pathway is offered one year full time on campus or two year part time through reach out. The part time in-service programme is currently offered through University reach out centres and through the University’s network of Partner Institutions.

Students who have successfully completed the certificates at Foundation or Intermediate level who have withdrawn due to for example, leave of absence, ill health, lack of teaching hours, but now wish to return to the programme may be readmitted to the programme providing the withdrawal took place not more than 5 years previously.

3. Learning Outcomes of the Programme

Learning Outcomes

LO1 Use first principles in planning and managing teaching, learning and assessment

LO2 Apply key pedagogical concepts and skills in the classroom

LO3 Use ICT within their subject to extend their subject knowledge and understanding

LO4 Build a repertoire of approaches to planning and managing teaching, learning, assessment and evaluation

LO5 Analyse key pedagogical concepts and skills in the classroom.

LO6 Design, use and evaluate a range of learning resources, technologies and aids competently and effectively to improve subject and pedagogical knowledge and understanding


LO7 Embed the development of adult literacy and numeracy in the teaching of their subject specialism

LO8 Plan and manage an individual programme of professional development and subject updating

LO9 Advance a repertoire of approaches to planning and managing teaching, learning, assessment and evaluation

LO10 Synthesize key pedagogical concepts and skills in the classroom

LO11 Demonstrate the creative application of a broad range of learning resources, technologies and aids to improve subject knowledge and understanding and pedagogy

LO12 Develop, test and justify their personal theory of learning through a planned programme of professional development and subject updating

LO13 Relate their own professional ideas and practices to an organisational, local, regional and national context

LO14 Evaluate the impact of major curriculum, organizational and policy changes on their own professional practice

LO15 Conduct a small-scale evaluation study of your own practice

LO16 Adopt a professional commitment and the necessary skills to reflect on values and ethical issues in professional practice

3.3 Learning Outcomes for each Stage of the Award

The programme is designed so that student teachers will progressively attain a level of professional competence appropriate for a newly qualified teacher.

By the end of the Foundation Certificate (PCET) Stage student teachers will have demonstrated:

LO1 Use first principles in planning and managing teaching, learning and assessmentLO2 Apply key pedagogical concepts and skills in the classroomLO3 Use ICT within their subject to extend their subject knowledge and understanding

All student teachers who are eligible for the University of Sunderland Foundation Certificate (PCET) will have achieved all of the above learning outcomes.

By the end of the Intermediate Certificate (PCET) Stage student teachers will have demonstrated the ability to:

LO4 Build a repertoire of approaches to planning and managing teaching, learning, assessment and evaluation

LO5 Analyse key pedagogical concepts and skills in the classroom.LO6 Design, use and evaluate a range of learning resources, technologies and aids

competently and effectively to improve subject and pedagogical knowledge and understanding

LO7 Embed the development of adult literacy and numeracy in the teaching of their subject specialism


LO8 Plan and manage an individual programme of professional development and subject updating

All student teachers who are eligible for the University of Sunderland Intermediate Certificate (PCET) will have achieved all the above learning outcomes.

By the end of the Full Certificate (PCET) Stage student teachers will have demonstrated their ability to:Advance a repertoire of approaches to planning and managing teaching, learning, assessment

and evaluationLO10 Synthesize key pedagogical concepts and skills in the classroom.LO11 Demonstrate the creative application of a broad range of learning resources, technologies

and aids to improve subject knowledge and understanding and pedagogyLO12 Develop, test and justify their personal theory of learning through a planned programme of

professional development and subject updating LO13 Relate their own professional ideas and practices to an organisational, local, regional and

national context.LO14 Evaluate the impact of major curriculum, organizational and policy changes on their own

professional practice.LO15 Conduct a small-scale evaluation study of your own practiceLO16 Adopt a professional commitment and the necessary skills to reflect on values and ethical

issues in professional practice

All student teachers who are eligible for the University of Sunderland Full Certificate (PCET) will have achieved all the above learning outcomes and will be eligible to apply for QTLS status once they have commenced regular teaching.

By the end of the Professional Graduate Certificate (PCET) Stage student teachers will have demonstrated their ability to:Advance a repertoire of approaches to planning and managing teaching, learning, assessment

and evaluationLO10 Synthesize key pedagogical concepts and skills in the classroom.LO11 Demonstrate the creative application of a broad range of learning resources, technologies

and aids to improve subject knowledge and understanding and pedagogyLO12 Develop, test and justify their personal theory of learning through a planned programme of

professional development and subject updating LO13 Relate their own professional ideas and practices to an organisational, local, regional and

national context.LO14 Evaluate the impact of major curriculum, organizational and policy changes on their own

professional practice.LO15 Conduct a small-scale evaluation study of your own practiceLO16 Adopt a professional commitment and the necessary skills to reflect on values and ethical

issues in professional practice LO17 Use current educational research and philosophical and sociological perspectives to

develop teaching and learning in their own practice

All student teachers who are eligible for the University of Sunderland Professional Certificate (PCET) will have achieved all the above learning outcomes and will be eligible to apply for QTLS status.


4. Programme Structure and Content

The proposed curriculum covers the content of the current LSIS specifications, both in terms of direct subject knowledge, but also in addressing how different areas of the curriculum are inter-related.

In the interests of simplicity and to enable the effective management of such a large programme all modules are core. The programmes are designed to prepare students for a particular career as a subject specialist teacher in PCET. In July 2011 two new modules EPF231 and EPF307 were added to the programme to enable students on the full time pathway wishing to pursue a career as a teacher of adult literacy as an integral part of the PGCE PCET. Students on this pathway study these modules instead of EPF230 and EPF 305.

Programme contentPreparing to Teach in the Lifelong Learning Sector

EPF 134 20 at HE Level 1(NCF LEVEL 4)

Undergraduate Certificate

(including Diploma in teaching in the Lifelong Learning sector part 1)

Developing Theories of Teaching Learning & Assessment in PCET


Developing Theories of Teaching, Learning, Literacy & Assessment in PCET

EPF231 20 at HE Level 2(NCF LEVEL 5)

Practical Teaching & Professional Development 2


Certificate in Education (PCET)

(Incorporating full Diploma in Teaching in the LLS)

Contextualising Policy and Curriculum in PCET


Enhancing Subject Specialist Learning through Innovation & Change


Advancing Subject Specialist Teaching & Professional Development

EPF 234 20 at L HE Level 2(NCF LEVEL 5)

Professional Graduate/ Certificate in Education (PCET)

(IncorporatingFull Diploma in Teaching in the LLS)

Contextualising Policy and Curriculum


Enhancing Subject Specialist Learning through Innovation & Change


Enhancing Literacy Learning through Innovation & Change

EPF307 20 at HE Level 3(NCF LEVEL 6)

Advancing Subject Specialist Teaching & Professional Development



4.7 Placement / Work Based Learning

The student teacher placement is at the heart of the PG/CE (PCET) programme. The quality of the placement/work based learning experience is a key determinant of professional development and practice of both part time and full time students. For full time pre-service students this takes the form of a ‘placement’ and for part time in-service students this takes the form of work based learning and is most likely to be their paid employment. The purpose of placement/work based learning experience is to enable student teachers to gain practical experience of working in a post compulsory education and training context and to put into practice the skills and approaches developed during the taught aspects of the course and their studies. During placement/work based learning experience students are required to observe, participate fully in, investigate and record various aspects of teaching, learning and assessment and ‘classroom’ procedures and processes. Each pre-service student teacher will be found an appropriate teaching practice placement which is as far as is practicable matched to the student’s subject specialism, preferred location, level and range of courses and student types. For full time students this is organised through the University of Sunderland Placement Office with the processes monitored and managed by the University Programme Leader. With the rapid growth in full time student numbers and the increasing demands on the Placement Office, student teachers have been pro-active in working with the Office and their tutors to secure placements and to build up a data base of placements for in-coming and existing students. The working practices and experiences of in-service students form the practical focus for the development of their teaching. These are monitored and managed by the Assistant Programme Leader in each Partner Institution and Reach Out centre. These processes include meeting and conducting joint observations with subject mentors, reviewing the general environment of their teaching practice, their timetables and appropriate procedures and documentation.

As part of their professional development files and in order to meet the requirements of the practical teaching modules (EPF134, EPF140, EPF234/EPF308) student teachers are required to present a log of their practical teaching hours authenticated by their placement provider and pass all teaching practice observations.

5. Teaching and Learning

1 Overview of Teaching and Learning Strategy

The programme team's approach to teaching and learning is guided by the University's Teaching and Learning Strategy. A range of teaching, learning and assessment strategies which are relevant to the learning outcomes of the programme are utilised. The strategies modelled by the teaching and mentoring teams enable students to develop the knowledge, skills and understanding they need to meet the requirements of the 2007 Further Education Teachers’ Regulations and any subsequent changes.


5.2 Matrix Mapping Teaching & Learning Methods against all Modules & Stages

LearningOutcomes

EPF134EPF230EPF231

EPF140 EPF217EPF304

EPF235EPF307EPF309

EPF234EPF308

Lectures√

√ √ √ √ √

Interactive classroom tasks and activities √

√ √ √ √ √

Tutorials√

√ √ √ √ √

Seminars √ √ √

Use of ICT for demonstration

√ √ √ √ √ √

Use of ICT by students √ √ √ √ √ √Practical teaching √ √ √Guided reading,directed study

√ √ √ √ √ √

Self-directed study √ √ √ √ √ √Individual Learning Plan √ √ √Observation √ √ √

The personalised learning process (PLP) is the enhanced version of the tutorial system for the programme. The primary aim of the PLP is to give students a clear view of progress to date and support individuals and tutors in setting clear and relevant development aims for further development. The PLP is supported by a Practical Teaching and Professional Development Booklet.

6. Assessment

The programme team build upon previous experience of providing a high level of interaction during contact time with students and provide students with important feedback about the quality of their work. The programme team considers formative feedback to be important in enhancing student motivation and developing progress.

The assessment techniques employed vary both within modules and between modules. The programme team have devised a balance of assessment which ensures an overall assessment scheme which is evenly balanced throughout each stage, and is not end-loaded.

The assessment of practical teaching is carried out by means of a graded observation of teaching practice. This supports the Ofsted guidance to grade trainees in ‘achievement to date’ and ‘final attainment’ on practical teaching, coursework, contribution to classroom activity and commitment to professional values and conduct. Benchmarks of teaching standards are used formatively to grade ‘achievement to date’ and indicate ‘potential final attainment’. This refers to formative assessment only and does not affect the student’s final module grade (pass/fail).

The Personal Learning Plan is used holistically to record evidence of achievement to date and enable clear target setting for future development.

All modules in all stages of the programme are assessed on a PASS/FAIL basis. Student teachers on the PG/CE (PCET) programme need only achieve a pass standard in each module to complete the programme, but good performance in individual modules will be referred to in references when document.docx, V2 Page 10 of 17

trainees apply for employment. Alongside their demonstrating competence as teachers, all students are graded holistically to reflect their progress and eventual attainment towards becoming Outstanding trainee teachers.

All students must pass all assessment tasks for each module in order to be awarded an overall pass for the module. All students must pass all modules for the required Stage of the programme.

The assessment of work undertaken in modules offered within the programme normally involves a combination of practical teaching, coursework, group-work, teaching log and journal entries.

A variety of modes of assessment, reflecting the range of teaching and learning styles, are used and these will focus on:

- formal written assignments- collaborative group assignment- group presentation- practical tasks- extended research and enquiry- observation of practical teaching - formative and summative feedback from mentors, tutors, and peers- self assessment

7. Student Support and Guidance

Mechanisms for Provision of Student Support and Guidance

The programme team recognises the importance of detailed, timely and constructive processes for student support and guidance. At induction all students are made aware of the services available centrally at the university to support their studies regardless of whether they are full time or part time; these include finance, student welfare, counselling and the Student Union.

For all stages of the programme one hour per week is identified for academic/pastoral student support, although past experience indicates that student teachers’ are much more likely to approach the programme leader or tutor by email or before/after a session rather than wait for the nominated time.

There is a highly structured tutorial programme which tracks all trainee teachers towards the achievement of challenging individual targets which are regularly reviewed at tutorial and include feedback from the trainee’s mentor. In the tutorials, Action Plans are negotiated to guide the trainee towards continuing achievement.

Should difficulties arise of an academic nature, student teachers’ are encouraged to talk initially to the programme tutor concerned, and then if the issue is not resolved, to the Programme Leader at the University or the Assistant Programme Leader at their Partner Institution. In addition to maintaining regular contact with all student teachers during the normal timetabled sessions, the programme tutor takes the opportunity to review progress for the cohort as a whole at 3 Progress Review tutorials scheduled throughout the academic year where the individual achievements and development needs of each student are discussed.

Feedback is given to students on all module coursework assignments through detailed comments on scripts with a summative commentary documented on module feedback forms. Much of this feedback is formative in nature and identifies areas for improvement in relation to the assessment criteria. Study skills advice and guidance is in the first instance built into the programme at induction with additional workshops led by college or University tutors as the need emerges for example, ‘Harvard Reference Skills’. These are further supported through student handbooks and document.docx, V2 Page 11 of 17

through the library website. Where a student is seen to be struggling in terms of the academic demands of the course tutors will give very detailed feedback on scripts with a recommendation that students meet with them for an additional Progress Review to discuss how the work could be improved in order to reach the required standard. As part of this process the tutor may direct the student to seek additional support from Student Study Support both at the University and the Partner Institutions At this point should the work require resubmission the tutor will agree an action plan and deadlines.

Feedback to students on their practical teaching is documented in their Practical Teaching and Professional Development Booklet through tutors and mentors; written comments on Teaching Practice Observation forms supported by verbal feedback immediately following the observation. Where it becomes apparent that a student is experiencing difficulties with the practical teaching elements of the course the course tutor will arrange to meet their mentor to identify the nature of the problem together with an appropriate way forward. This will be supported by clear examples and evidence related to the student’s practice and in some circumstances the student may be withdrawn from that placement and offered an appropriate alternative. In extreme cases the student may be required to withdraw from the course.

Students have access to the University’s central support services including Counselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office and Careers and Employability Service. 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 University’s web-site. Where appropriate, academic or support staff in the Faculty will sign-post students to these specialist services.

7.2 Placements/Work Based Learning

Students registered on the Programme are supported by tutors from the University, the Partner Institutions and also by mentors who are available for the purposes of assessment, support and guidance. Mentors are selected on the basis of their qualifications and experience. All mentors must have a qualification in their specialist subject at a minimum of NQF level 3 or equivalent or extensive, authenticated, professional experience of their subject. All mentors must be qualified teachers. All mentors are trained in their roles and responsibilities through a formal Mentor Training Programme including observation training which was developed by the University in recognition of the pivotal place mentors have in the overall PG/CE programme and in particular the development of subject specialist knowledge and professional skills. This is cascaded across the Partnership in a number of ways. All University tutors and Assistant Programme Leaders attend a one day workshop introducing them to the content, activities and resources contained in the Mentor Training Programme. The University programme team provides formal Mentor Training for the mentors of students on the full time pathway normally this is done through a one day workshop for groups of mentors. Where a mentor is unable to attend a group event the university team provide one to one/small group training for mentors in their own institution. This model of mentor training is also used by Assistant Programme Leaders in the University’s partner Institutions to train the mentors of part time students. Although mentor training is compulsory and it is strongly recommended that mentors attend the training events, where a mentor has undergone recent and relevant training from another organisation approved by the university then in such cases these mentors are provided with a short introduction to the University of Sunderland’s documentation and procedures for mentors. The training outlined above is supported by handbooks and relevant documentation. Within these documents the roles and responsibilities of student teachers, placement providers and tutors are clearly detailed


Within this programme the Practical Teaching and Professional Development Booklet is used to monitor and review student progress. These booklets are used as the basis for the assessment of the practical teaching and professional development modules (EPF134; EPF140; EPF234/EPF308/EPF307). Subject mentors, programme tutors and teaching practice assessors use this file to focus review discussions. It is designed to progressively address issues as students work their way through the programme. 7.3 Personal and Career PlanningThe majority of part time students are already employed as the programme attracts a large proportion of in-service teachers. The full time students on completion of their studies take up teaching posts in the UK and beyond, which includes schools, colleges, training organisations, adult, community and prison education. All students who complete are then able to register with the Institute for Learning to achieve Qualified Teacher Learning & Skills status. This provides students with a full licence to practice. Part of the annual requirement to maintain a licence to practice is dependent upon the newly qualified teacher demonstrating that they have continued their professional development through a variety of options and activities and plan to continue this in the future.

7.4 Guidance to Further StudyIn terms of progression, many students entering the programme do so to achieve the status of Qualified Teacher within the sector. But apart from this, there is scope for further professional development, with approximately 15% of each final year cohort progressing onto the Diploma in Professional Learning and Development and then further to the BA (Hons.) Education and Training Degree. With the increasing emphasis on Continuing Professional Development there is a demand from existing graduates on the programme for MA modules to reflect their professional interests. A number of students on this programme progress to, or take in parallel, the Level 5 Additional Diplomas in Teaching English (Literacy) or Mathematics (Numeracy) in the Lifelong Learning Sector.

Students who complete the Certificate in Education may progress onto Year 2 of the Foundation Degree in Training & Work-based Learning or the BA (Hons) in Training and Development.

Students who complete EPF 134, 140 and 230/231 may leave with an interim award or whose teaching does not permit them to meet the requirements of the second year of the Programme may alternatively transfer onto Year 2 of the Foundation Degree providing they successfully complete the appropriate Bridging Process.

8. Admissions

Admissions requirements The programme is governed by the following specific admissions criteria. No applicant may be admitted to the programme without an interview. All students for the PGCE programme must have the equivalent of a full degree from a British

University at the time the programme commences All students for the Certificate programme must have a minimum of NQF Level 3 or equivalent

in their subject specialism or extensive authenticated professional experience of their subject All students must have NQF Level 2 (or equivalent) in English Language and Mathematics on

completion of entry to the programme All students must successfully complete CRB clearance


8.2 ArticulationApplicants are given accurate information about the nature of the programme through publicity material that can be accessed from a range of sources. These include:

publicity material at recruitment events publicity material available at individual colleges and the Faculty of Education & Society,

University of Sunderland University of Sunderland web-site University of Sunderland Part-time and Full-time prospectus The Marketing, Recruitment and Admissions Unit, Faculty of Education & Society,

University of Sunderland.

The web site is regularly updated to give more detailed descriptions of the pathways in the programme. The entry requirements and overall structure of particular programmes are included in publicity material.

The Faculty Marketing Officer is careful to advertise in a variety of publications, which attract a range of readerships and therefore potential applicants, including both younger students and mature entrants and those from the home countries and from overseas.

Attention is given to all publicity material to ensure that it is inclusive. This is done both by careful use of photographs, and by targeting particular publications. For example, advertisements are placed in publications targeted at minority ethnic groups, both locally and nationally.

Advice is given to prospective trainees by the Marketing and Recruitment Officer, the Admissions Officer and the Programme Leader. Many applicants will make contact with the Programme Leader before making a formal application, and such initial contact can be useful in ensuring that applicants are sufficiently qualified before they apply, and given the opportunity to prepare appropriately for their interview.

Student teachers’ entry requirements are thoroughly checked during the admissions procedures, which are outlined below.

Admissions Procedures

The admissions process begins with the short-listing of applicants for interview, on receipt of University application forms which for the full time pathway is direct to the University of Sunderland Central Admissions and for the part –time pathway is direct to the chosen Partner Institution. Since September 2002, the Admissions Officer keeps a record of any candidate who is rejected prior to interview, with the reasons for rejection, so that monitoring can take place over time.

Those candidates invited for interview receive a letter informing them that will be required to obtain CRB clearance prior to the start of the Programme and that they must be prepared to undertake a short written diagnostic assessment activity and participate in an interactive group assessment activity. Candidates are advised that at interview they will be asked to demonstrate a clear understanding of current issues in the Learning and Skills Sector as they are asked to discuss current issues in post compulsory education and training. This will build upon the pre-interview task requiring candidates to submit a 1,000 word assignment on the Purpose of Education.

Where possible, Mentors and Programme Tutors jointly interview prospective students. It would be especially relevant to involve Human Resource professionals especially in the context of the in-service programme. The questions asked at interview are designed to determine:


the applicant’s subject knowledge background; knowledge of educational issues,; consideration the applicant has given to the choice of the particular phase of teaching; evidence of any relevant experience of teaching the applicant’s personality, tenacity including enthusiasm and commitment, communication

and interpersonal skills and suitability for teaching.

All applicants must at interview take a short written test to assess standards of comprehension and written English in order to ensure that they can rise to the academic demands of the course. In addition, all applicants must satisfy the University that they have met the Secretary of State’s requirements for physical and mental fitness to teach and that they have no criminal background that would prevent them from working in an educational and training context. An APA process which enables suitable candidates to join the programme when they have provided appropriate evidence of prior learning. The LSIS (formerly SVUK) “Tariff of Legacy Qualifications” is used as reference to enable candidates with suitable introductory teaching qualifications to enter the programme at an appropriate point. Applications to enter into year 2 of the programme with appropriate qualifications will be considered on an individual basis.

9. Programme Management and Quality Assurance

The programme is managed and quality assured through the University’s standard processes. 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 is kept under review. The programme is reviewed annually and a report is sent to the Faculty Quality Management Sub-Committee.

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 twice-yearly questionnaires and by other methods. The feedback informs module leaders’ annual reports on their modules. Students are represented on the Programme Studies Boards; in the former they are involved in discussion of External Examiners’ reports.

Programme Standards and Monitoring

The main criteria used to measure the standards of programme provision result from the Ofsted Inspection Framework. All PCET programmes leading to QTLS are subject to either a short or a full Ofsted inspection every three years. Ofsted Inspectors assess the quality of training, the standards achieved by the trainees in their final year of training and management and quality assurance of the programme. The availability of Ofsted reports for Higher Education Institutions has enabled us to: benchmark our provision in relation to other institutions; anddocument.docx, V2 Page 15 of 17

undertake a study of those other providers who have achieved excellent Ofsted ratings.

The University and Faculty of Education and Society also collect data relating to recruitment, progression and retention and these figures are included in programme annual monitoring reports. These are presented to Programme Studies Boards and School Quality Assurance Board, which are chaired by senior managers in the School (Dean of Faculty, Associate Dean, Initial Teacher Training and Quality, Head of Quality).

External Examiners

External Examiners give feedback on the quality of students’ work at module level and also at programme level through scrutiny of a representative sample of coursework assignments. External Examiners for the programme are expected to assure the standard of students’ awards, including interim awards.

Programme External Examiners; also make visits to a representative sample of students on teaching practice, to give feedback on teaching standards, quality assurance and partnership matters.

All External Examiners are normally required to participate in the relevant University assessment board at least once per annum.

Student Representation and Feedback

Student feedback is collected twice per year by nominal group technique. This feedback is presented to the Programme Board of Studies.

All students are encouraged to raise concerns and issues in an informal manner as they arise. In addition a student representative is nominated by the individual groups during the first few weeks of the programme. The University Programme Leader/ Partner Institution Assistant Programme Leader meets with the student representative before each Programme Studies Board where roles are clarified. The student teacher is encouraged to collect feedback from everyone in the group, and is invited to submit written feedback for the Board to the programme leader in advance. The student representative attends the Programme Board of Studies to give feedback. University training is available for Student Representatives through the Student Union.

The Partnership Model and how it operates The Collaborative Partnership for the programme has operated successfully since 1991. Since then the Partnership has matured and currently recruit 400 part-time students and around 100 full-time students. This spans a geographical area from Northumberland to Bishop Auckland. Under Collaborative Model C the programme is jointly developed and delivered in a partnership of equals. The University team take responsibility for the academic leadership and overall coherence of the programme. Assistant Programme Leaders and their colleagues in the partner colleges contribute to the contextualisation of the programme by bringing to the fore key developments and issues in policy and practice currently influencing the sector. Since its inception in 1991 the collaborative partnership for the delivery of the programme has been characterised by high levels of involvement, enthusiasm and mutual support.

There are opportunities and challenges in managing a Partnership of this breadth and scale. The experience and enthusiasm of long-standing colleagues in the Partnership and the ways in which they operate as ambassadors and supporters of the University within their own institutions and geographical areas is an asset to the University and to their own personal credit. The knowledge and experience of the sector and the variety of contexts that both long-standing and new colleagues bring to staff development days enables the whole programme team to appreciate the document.docx, V2 Page 16 of 17

variety of situations, practices and the day to day realities of teachers and learners working therein.

When a new Institution requests to join the Partnership the University Programme Leader and Deputy Programme Leader visit the institution to meet appropriate members of the senior management team and the course team proposing to deliver the programme. The purposes of this visit are to establish the commitment of the senior management team at the college to fully supporting and adequately resourcing the programme, the capability of the college programme team to deliver the programme effectively and to introduce all concerned to the paperwork and processes surrounding Centre Approval and admission to the Partnership. At this point a timetable is drawn up in consultation with colleagues in the intending Partner Institution to establish how this procedure will be managed. The University Programme Leader follows this up with a series of monitoring and development visits to support the intending institution in completing the documentation required and in monitoring the adequacy and sufficiency of the resources allocated to support the programme. As part of the University of Sunderland’s approval process a panel is set up comprising representatives from Quality Support, senior managers from the Department, representatives from the university and a senior member of staff from the intending institution. The panel makes a formal visit to the proposed centre to talk with staff and review the resources available at the centre. The University Programme Leader acts as advocate for the intending college team during this process.

Where an existing Partner Institution Assistant Programme Leader is replaced due to staff turnover or other change in circumstance the University Programme Leader arranges a series of meetings with the incoming Assistant Programme Leader to brief them about their roles and responsibilities, the content and structure of the programme, the nature of development days and calendar of meetings together with key assessment and moderation dates and the procedure which govern them. Following this ‘formal’ induction to assistant programme leadership the University Programme Leader works informally with them via visits, email and telephone to ensure that they are fully aware of and confident in their new position. It is also useful when new Assistant Programme Leaders and tutors join the Partnership to link them with their more experienced colleagues in other institutions to enable them to consolidate and develop their understandings of the quality assurance systems and other duties expected of them by the University and in particular for moderation of student work.

In addition to routine monitoring visits by the University Team Assistant Programme Leaders and tutors from the Partner Institutions bring problems and issues as they arise to the regular planned Development Days or contact the University Programme Leader directly if the concern is pressing. Development Days serve a number of purposes including review and evaluation of modules, the identification and sharing of good practice, the provision of curriculum materials and resources, moderation, problem solving and the planning and development of key events in the academic calendar, for example, preparation for revalidation and inspection. While attendance at Development Days is generally high where an Assistant Programme Leader has been unable to attend a meeting they remain informed of key decisions and actions by accessing the Action Notes of each meeting which are circulated to all members of the Partnership.

10.Learning Environment and Resources

11. 1 Learning ResourcesThe full time programme is delivered at St Peter's and the City campus at Chester Road and benefits from the excellent resource environment there. The part time programme is predominately delivered through the University’s network of Partner Institutions with students


attending St Peter’s campus for the 2 day Interactive Case Study assessment. Resources at the Partner Institutions are monitored on a regular basis by the University Programme Team, the University subject librarian and through the University’s Partnership Office and through Institutional reviews of individual institutions.

The university has two libraries, one of which is open 24 hours a day, seven days a week. Across both sites there is a good selection of subject specialist texts, pedagogical and theoretical texts relevant to teaching, learning and assessment in the sector.

Student teachers are permitted to borrow up to15 books on standard loan, an additional two from the short loan collection and up to 12 items from the teaching practice collection. So long as they have not been requested by other trainees, borrowed items can all be renewed by telephone. There is an on-line search facility of all books within the library (including both sites) and reservations can be made online. The library also offers an inter-library loan service. These resources are available to both full time and part time students.

The Faculty of Education and Society has a wide range of resources appropriate for the training of teachers for the Learning and Skills sector. Computers and data projectors are available for use in each teaching room on request. There is an interactive whiteboard in teaching rooms and this provision is expected to be improved during the coming year. The Education Subject Librarian receives an updated copy of the programme reading list at the end of each academic year this is then used to update the library book stock at the university. Paper based and electronic journals are updated by consultation with academic staff in each faculty on an annual basis. These resources are available to both full time and part time students.

Increasing use is being made of the VLE to support teaching and learning but it is recognised that

this is an area for further development.

Staff Resources

The University of Sunderland was awarded Centre of Excellence in Teacher Training status (SUNCETT) in recognition of the expertise and standards of teaching, learning and research of the PCET team. The PCET contributes to teacher development and research regionally, nationally and internationally.The PCET team is well qualified, highly experienced and is research active. There are 5 full-time permanent members of staff and one part-time member of staff in the team led by a Reader in Education. The team is also supported by a number of experienced Associate Tutors. Each Partner College offering PCET programmes has an Assistant Programme Leader who coordinates the provision within the college. All teacher trainers in PCET partnership are fully qualified to teach in the sector. Many already have qualification at PhD level or are pursuing Master of Arts Degrees in Advancing Pedagogy. The PCET team has a strong tradition of research in FE ITT which informs much practice. Areas of staff research include Vocational Pedagogy; Reflective Practice; Formative and Summative Educational Evaluation; Approaches to Educational Improvement; Education and Democracy; Curriculum Design and Action-based research. Members of the team are currently working with LSIS and others in the establishment of a National Commission for Vocational Pedagogy and in the preparation of a book proposal for a Reflective Teaching in Further and Vocational Education and Community Learning and a companion book of Readings which will contribute to the Reflective Teaching books for schools edited by Professor Andrew Pollard, London University Institute of Education.


Appendix 1

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 DETAILSExit Award: Title of programme/award Professional Graduate Certificate in Education in

Post Compulsory Education and Training orProfessional Graduate Certificate in Education in Post Compulsory Education and Training (English: Literacy)

If replacement for existing, specify title of oldFaculty(ies): Education and SocietyDepartment: EducationSITS Programme/Short Course code1 OMEDUTRNProgramme Studies Board2 PCET Programme Studies BoardUCAS code3 (if applicable). If other please state method.

NA

JACS code4 X141Qualification Level / Qualification Aim Level 6

Modes of delivery and duration:(delete yes/no as necessary)Full time yes/ …1….. yearsSandwich no …….. yearsPart time yes ……2.. yearsWork Based Learning noOn-campus yesOff-campus yes

CSP Only. Other subject combinations not allowed with this subject:Programme Leaders: Trish Spedding & Andy ConveryDate of Approval /Modification/Review 16th June 2005

Date of next review (QAE to complete) March 2012

Start date of programme/Short Course SeptemberNumber of intakes per annum and likely month(s) intake(s) starts.

One in September

FUNDING DETAILSConfirm funding arrangements for programme e.g. HEFCE/TDA/NHS/Other5

HEFCE

1 To be allocated in consultation with MISD team in SRBP2 Programme Studies/Assessment Board that will have management responsibilities for the programme.3 Please contact Admissions Manager for code4 JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant AD5 Please confer with David Balme for funding status for programmedocument.docx, V2 Page 19 of 17

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

If it is TDA, is it primary/secondary/F.E./Other (please state)

NA

Is the programme Open or Closed6: Open

ACCREDITING BODYYes/NoIf yes please attach completed form AQH-Ciii2

PROGRAMME SPECIFIC REGULATIONSAre there to be programme specific regulations?YesIf yes, please attach completed form AQH-B3 Appendix 2 or AQH-B8.

COLLABORATIVE:

Please complete details

UK yes/

Overseas noInstitution Collaborative model7 Funding arrangements8

Partner Institution All partner Institutions are model C HEFCECity of Sunderland CollegeEast Durham CollegeGateshead CollegeTyne Metropolitan CollegeSouth Tyneside College

University Centres NA HEFCEOn –campus

University reach Out :Hirst Welfare Centre

INTERIM AWARD SCHEDULE

Interim award title Credits required

Interim structure

Please show mandatory requirements if applicable e.g. core module codes

Undergraduate Certificate in Post-Compulsory Education

60 EPF134, 230/231,140 (core)

DETAILS SUPPLIED BY:……Trish Spedding & Andy Convery DATE: 1/5/13

For QAE use only: Circulation list: Quality Assurance & Enhancement (files) MISD (J Ruffell), Admissions (E Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Examinations (B Muldowney), Planning (David Balme) Learning Development Services (Malcolm Creen) Central Timetabling (Lesley Scott) + for collaborative programmes: SRBP Carole Green/Peter Elliott, marketing (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.

7 As per QAE guidelines8 Please contact David Balme for confirmation of funding detailsdocument.docx, V2 Page 20 of 17

Appendix 1

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 DETAILSExit Award: Title of programme/award Certificate in Education in Post Compulsory

Education and Training

If replacement for existing, specify title of oldFaculty(ies): Education and SocietyDepartment: EducationSITS Programme/Short Course code9 OMPCEDTNProgramme Studies Board10 PCET Programme Studies BoardUCAS code11 (if applicable). If other please state method.

NA

JACS code12 X141Qualification Level / Qualification Aim Level 5

Modes of delivery and duration:(delete yes/no as necessary)Full time yes/ …1….. yearsSandwich no …….. yearsPart time yes ……2.. yearsWork Based Learning noOn-campus yesOff-campus yes

CSP Only. Other subject combinations not allowed with this subject:Programme Leaders: Trish Spedding & Andy ConveryDate of Approval /Modification/Review 16th June 2005

Date of next review (QAE to complete) March 2012

Start date of programme/Short Course SeptemberNumber of intakes per annum and likely month(s) intake(s) starts.

One in September

FUNDING DETAILSConfirm funding arrangements for programme e.g. HEFCE/TDA/NHS/Other13

HEFCE

9 To be allocated in consultation with MISD team in SRBP10 Programme Studies/Assessment Board that will have management responsibilities for the programme.11 Please contact Admissions Manager for code12 JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant ADdocument.docx, V2 Page 21 of 17

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

If it is TDA, is it primary/secondary/F.E./Other (please state)

NA

Is the programme Open or Closed14: Open

ACCREDITING BODYYes/NoIf yes please attach completed form AQH-Ciii2

PROGRAMME SPECIFIC REGULATIONSAre there to be programme specific regulations?YesIf yes, please attach completed form AQH-B3 Appendix 2 or AQH-B8.

COLLABORATIVE:

Please complete details

UK yes/

Overseas noInstitution Collaborative model15 Funding arrangements16

Partner InstitutionBishop Auckland College Al partner Institutions are model C HEFCECity of Sunderland CollegeEast Durham CollegeGateshead CollegeTyne Metropolitan CollegeSouth Tyneside College

University Centres NA HEFCEOn –campus

University reach Out :Hirst Welfare Centre

INTERIM AWARD SCHEDULE

Interim award title Credits required

Interim structure

Please show mandatory requirements if applicable e.g. core module codes

Undergraduate Certificate in Post-Compulsory Education

60 EPF134, 230/231,140 (core)

DETAILS SUPPLIED BY:……Trish Spedding & Andy Convery DATE: 1/5/13

For QAE use only: Circulation list: Quality Assurance & Enhancement (files) MISD (J Ruffell), Admissions (E Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Examinations (B Muldowney), Planning (David Balme) Learning Development Services (Malcolm Creen) Central Timetabling (Lesley Scott) + for collaborative programmes: SRBP Carole Green/Peter Elliott, marketing (Judith Green)

13 Please confer with David Balme for funding status for programme14 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.

15 As per QAE guidelines16 Please contact David Balme for confirmation of funding detailsdocument.docx, V2 Page 22 of 17

Appendix 2Module List

Award, Route (if applicable) and Level

New/ Existing/ Modified Module (N/E/MM)

Module Title Module Code

Module Credit Value

Whether core or option

Must choose (ie designated option):

Assessment weighting – give % weight for each assessment item

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.N/MM only( After event)

JACS Code

Pg/Cert Ed 4

N Preparing to Teach in the Lifelong Learning Sector

EPF 134

20 C ProgrammeLeaders

Pg/Cert Ed 5

E Developing Theories of Teaching Learning & Assessment in PCET

EPF 230

20 O

Pg/Cert Ed4

E Practical Teaching & Professional Development 2

EPF 140

20 C

Cert Ed5

E Contextualising Policy and Curriculum in OCET

EPF 217

20 C Trainees either take level 5 or 6 modules

Cert Ed5

E Enhancing Subject Specialist Learning Through Innovation and Change

EPF 235


Cert Ed5

E Advancing Subject Specialist Teaching and Professional Development

EPF 234


Pg/Cert Ed 6

E Contextualising Policy and Curriculum in Post Compulsory Education & Training

EPF 304


Pg/Cert Ed 6

E Enhancing Subject Specialist Learning Through Innovation

EPF 309

20 C Trainees either take level 5 or 6

document.docx, September 2008 Page 23 of 26

and Change modulesPg/Cert Ed 6

E Advancing Subject Specialist Teaching and Professional Development

EPF 308


Pg/Cert Ed 5

N Developing Theories of Teaching, Learning, Literacy & Assessment in PCET

EPF231 20 C This module is for trainees on the Literacy pathway

Pg/Cert Ed 6

N Enhancing Literacy Learning through Innovation & Change

EPF307 20 C This module is for trainees on the Literacy pathway instead of EPF305

document.docx, September 2008 Page 24 of 26

Appendix 3Matrix of modes of teaching, learning and assessment

Overview of Teaching and Learning Strategy

The programme team's approach to teaching and learning is guided by the University's Teaching and Learning Strategy. A range of teaching, learning and assessment strategies which are relevant to the learning outcomes of the programme are utilised. The strategies modelled by the teaching and mentoring teams will enable students to develop the knowledge, skills and understanding they need to meet the requirements of the 2007 Further Education Teachers’ Regulations

document.docx, September 2008

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Appendix 45.2 Matrix Mapping Teaching & Learning Methods against Modules & Stages

LearningOutcomes

EPF134 EPF230EPF231

EPF140 EPF217EPF304

EPF235EPF309EPF307

EPF234EPF308

Preparing To Teach in The Lifelong Learning Sector (Stage 1)Lectures

√Interactive classroom tasks and activities √Tutorials

√Seminars

Use of ICT for demonstration √Use of ICT by students √Practical teaching √Guided reading,directed study

√

Self-directed study √Individual Learning Plan √Observation √Undergraduate Certificate PCET (Stage 2)Lectures √ √Interactive classroom tasks and activities

√ √

Tutorials √ √Seminars √Use of ICT for demonstration √ √Use of ICT by students √ √Practical teaching √Guided reading,directed study

√ √

Self-directed study √ √Individual Learning Plan √Observation √

Professional Graduate/Certificate PCET DTLLS(Stage 3)Lectures √ √ √Interactive classroom tasks and activities

√ √ √

Tutorials √ √ √document.docx, September 2008

Page 26 of 26

Seminars √ √Use of ICT for demonstration √ √ √Use of ICT by students √ √ √Practical teaching √Guided reading,directed study

√ √ √

Self-directed study √ √ √Individual Learning Plan √Observation √

document.docx, September 2008

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