Education, Teaching and Learning PGCert
2016 - 2017
Education, Teaching and Learning
Education, Teaching and Learning
University of Chester
University of Chester
Warrington and Chester Campuses
Classroom / Laboratory,
Annual - September
Education & Children's Services
Initial Teacher Education
QAA Descriptors for HE qualifications at level 7.
Education Studies benchmarking examples are used as the closest in subject matter to teacher education.
ITE Module Assessment Board
Monday 1st July 2013
To encourage the exploration of education through inter-disciplinary encounters which foster thinking and practice about learning and teaching.
To develop critical professional reflection through engagement with education practices in order to position professional knowledge and experience within a school context.
To provide an opportunity to expand educational thinking and practice through enquiry and scholarship.
The above aims are underpinned by the Faculty of Education and Children's Services principles of learning and teaching, which include:
To promote open-minded systematic enquiry and reflective practice;
To encourage students to take responsibility for their own learning and teachers to take responsibility for facilitating that learning;
To enable the expansion of opportunity and the removal of unnecessary barriers to learning;
To facilitate the development of learning that will equip students as life-long learners:
To ensure that all learning and teaching will be underpinned by a rationale for equity, diversity and inclusion.
To take account of relevant and current legislation concerning the development and well-being of children and young people .
Knowledge and Understanding
Critically engaged with theoretical frameworks and literature; PR7101, PR7102, Pr7103
Harnessed insights into subject knowledge;PR7102
Critically reflected on the ways in which research methodology supports professional enquiry; PR7102
Applied critical considerations when undertaking research; PR7102
Made effective use of professional learning to assess impact on practice; PR7101, PR7103
Thinking or Cognitive Skills
Made critical use of research evidence; PR7101, PR7102, PR7103
Formulated valid conclusions that link theory to practice; PR7101, PR7102, PR7103
Thought independently about essential issues, concepts and ideas; PR7101, PR7102, PR7103
Reflected critically on their own professional experience and development in the light of relevant educational literature; PR7101, PR7102, PR7103
Engaged critically with relevant educational issues within education and children’s services, including Government policies and structures; PR7103
Analysed and responded to relevant issues in their age phase and subject specialist areas; PR7102
Communicated ideas, principles and theories, arguments and analysis effectively to specialist and non-specialist audiences, using written, visual, verbal and digital media, with a sense of audience; PR7101, PR7102, PR7103
Demonstrated appropriate critical thinking skills e.g. identified and summarised main points in an argument, developed an argument drawing upon evidence and literature, analysed and synthesised research, theories and ideas, examining issues from a range of professional perspectives and produced evaluative responses; PR7101, PR7102, PR7103
Used a range of established techniques to initiate and undertake critical analysis of information relating to their emerging roles as teachers, and to propose solutions to problems arising in work settings. PR7101, PR7102, PR7103
Critically reflected upon aspects of professional practice in the light of key theoretical perspectives; PR7101, PR7102, PR7103
Demonstrated the experience knowledge and skills that underpin effective pedagogical practice, both evidence based and reflective. PR7101, PR7102, PR7103
Transferable Professional Skills Demonstrated the qualities and transferable skills necessary for employment, including:
The exercise of initiative and personal responsibility;
Decision-making in complex and unpredictable situations;
The independent learning ability required for continuing professional development.
The skills of reflective practice;
Successfully working to tight deadlines under pressure.
Key Skills Communication
Written, performed or exhibited academic standards required at level 7; PR7101, PR7102, PR7103
Engaged in meaningful debate and critical discussion; PR7101, PR7102, PR7103
Read critically; PR7101, PR7102, PR7103
Synthesised written and oral information; PR7101, PR7102, PR7103
Application of Number
Selected and used appropriate research methodology, methods and applications for data handling. PR7102
Information Literacy and Technology
Used the University’s VLE to access information; PR7101, PR7102, PR7103
Used electronic research skills; PR7101, PR7102, PR7103
Accessed databases for research and information; PR7101, PR7102, PR7103
Communicated ideas effectively in speech, writing and the use of ICT. PR7101, PR7102, PR7103
Improving Own Learning and Performance
Critically reflected on professional practice; PR7101, PR7102, PR7103
Used initiative and managed own learning; PR7101, PR7102, PR7103
Improved their own performance through critical self-reflection, the implementation of evidence-based practice, and ongoing professional development activities. PR7101, PR7102, PR7103
Working with Others
Engaged in group presentations and disseminations; PR7101, PR7102, PR7103
Worked with professional colleagues to share ideas, research and good practice; PR7101, PR7102, PR7103
Worked with team of peers and professional colleagues in school and educational workplace settings to contribute to their own and others' learning. PR7101, PR7102, PR7103
Generated and applied new knowledge; PR7101, PR7102, PR7103
The programme curriculum is structured in such a way that coherence and progression between the three Academic Learning Modules. Each module is worth 20 credits, accumulating to 60 credits in order to acheive the Postgraduate Certificate.
The first of the three modules is The Nature and Purpose of Learning and Teaching. This module aims to develop and challenge the students understanding of learning and the range of concepts and theories which underpin it and how to focus on strategies which promote pupil progress in order that all pupils achieve their learning potential. It also focuses on the students understanding of the notion of the ‘Learning Journey’ and their understanding of the concept of ‘The reflective, reflexive practitioner’.
The second module in the suite is designed to reflect upon The Nature and Purpose of Assessment. This module aims to develop and challenge the students understanding of assessment, its relationship to learning and the range of concepts, theories and research which underpin it and how to plan for assessment strategies which promote pupil progress in order that all pupils achieve their learning potential. Students are required to analyse assessment learning and progression, and critically reflect on these learning episodes, linking practice to theory.
The final module is themed around the Understanding the Curriculum and its Development. This module aims to introduce and develop a deeper understanding of the nature of the curriculum and the teacher/school’s role in developing it and facilitate a critical analysis of some of the philosophical, historical and socio-political influences upon the curriculum. Students will develop critically analytical perspectives upon past, current and future National Curricula and initiate an exploration of the theoretical knowledge and skills necessary to develop the curriculum. This module provide an insight into the role of the leader/co-ordinator in developing a whole school curriculum approach within the specialist subject.
These three equally weighted modules expect the student to make deeper reflections upon their own professional practice in relation to relevant thoeries and literature.
Students who successfully gain 60 credits at level M will be awarded a PGCert
Applicants will normally be required to hold, or be expected to gain, a degree of at least 2:1, in a subject related to the discipline of the named qualification (or an acceptable equivalent). Each subject will set specific requirement in terms of the range of acceptable degree backgrounds. Applicants will also need to be able to provide evidence of relevant experience in schools. All applicants are required by the national college for Teaching and Leadership to hold GCSE Grade C or above in Engish and Mathematics (plus Science for primary applicants) - or acceptable equivalents. All applications will be carefully screened, and those deemed suitable will be invited for interview. Interviews will normally involve the University subject tutor and a mentor from a partnership school. Applicants are required to undergo a DRB check. Applicants whose first language is not English will require IELTS level 7 or above (or an acceptable equivalent). All students must have passed the QTS Tests prior to enrolment.
In designing this Programme, the team have taken into account the QAA Descriptors for HE qualifications at levels 4, 5 and 6, Education Studies benchmark statements (QAA 2007) along with the requirements of the Teachers’ Standards 2012 (DfE 2011), the ITT Criteria and the current Ofsted Framework for Inspection of ITT.
Learning and Teaching will take place through a variety of methods. Fifteen days of learning will take place through lectures, seminars, blended learning, workshops and tutorials. Further learning will take place through the student's observation of and practice in practical teaching and these reflections form an important tool for their own learning.
Every student will be assigned to a Personal Academic Tutor (PAT) who contributes to the programme and has oversight of an individual students progress and will provide guidance for successful completion of the modules and focus on effective strategies for the enhancement of each students academic profile. This academic/pastoral relationship lasts for the duration of the programme. students who are assessed at the outset as requiring additional support for specific needs will be referred to the Academic Support Tutors, or at subsequent time during the course, if the learner and tutor feel this is appropriate.
The three academic modules will normally be assessed through written assignments or their equivalent. Assessment is undertaken in accordance with the University of Chester's regulations and requirements. In general terms students are assessed, at level 7, on their ability to:
demonstrate knowledge and understanding, in breadth and in depth, of the subject-matter studied;
discuss, interpret, and critically analyse a range of literature;
utilise effectively the transferable communication and rhetorical skills of speaking, listening, reading, writing, and arguing;
conduct independent and collaborative research, using relevant skills and methods (including technologies).
Students will be informed about the assessment requirements of each element of their programme. The formal assessment requirements are described in each module descriptor and will be communicated through module handbooks. Students will be provided with assignment specific criteria that relate to the learning outcomes for that module in the module handbook as well as generic level assessment descriptors appropriate for level 7.
Students enter the programme as postgraduates, and by the end of the course, they would be expected to exhibit:
Confidence and competence in relating to the demands of the primary/early years, primary and secondary school context;
Strong subject knowledge, enabling them understand the full age and ability range of the age phase they identify as a focus;
Flexibility, resilience and adaptability in relating to professional demands;
The knowledge and understanding required to initiate, research, and sustain projects centred on the effectiveness of their own and others’ practice, based on individual initiative and/or research;
A proactive approach to their own continuing professional development.
The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
To this end, the programme will ensure that:
all students, staff (including those in partnership schools) are treated with respect;·
no students or professional colleague will be knowingly discriminated against;·
all participants in and contributors to the programme will be encouraged to become involved in the development, management, delivery and evaluation of the effectiveness of the programme
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