Course Guide PGCE Early Primary Education at …courses.wlv.ac.uk/documents/guide_docs/PE018P01LC-Guide-1.pdf · expertise and support from the staff here ... respecting their

Institute of EducationPGCE Early Primary Education at Leicester andLeicestershire SCITTCourse Guide

2017-18September

About this guide

This is your course guide. It provides the basic but fundamental information about your course of study. Thisguide is yours for the duration of the course, we don’t re-issue it annually and if any information containedwithin were to change then we will write to you to explain so.

In particular, if any important aspects relating to your modules were to change then we will inform you inaccordance with the Code of Practice for the Management of Changes to Modules and Courses. The teachingand support teams which you will get to know over time will refer to this guide – it will be useful to you andwe advise you to make good use of it throughout your studies.

The Course Guide should be read in conjunction with the more general sources of information which relate toall students at the University. The Student Handbook is a very detailed reference point for all issues relating toyour studies which aren’t specific to just your particular course. You might also want to refer to the StudentCharter; the University’s Policies and Regulations and the University Assessment Handbook documents whichwill provide you with all of the information that we think you will need for your period of study here.

If you need additional information, or you simply want to discuss elements of any of these documents or otheraspects of your course, find that there is something you need to know, please contact your Faculty StudentServices:

Faculty Student Services

We can help with the administration and organisation of your time at University – from enrolment andmodule registration, tuition fee enquiries, attendance support, course management and lifecycle queries,extenuating circumstances, leave of absence, transfers and changes, assignment submission, SAMsappointments, assessment and result queries, right through to Graduation.

You can also come and talk to us for impartial advice and support if things are starting to go wrong and you’renot sure who else to talk to. The main thing to remember is that you are not alone. We see large numbers ofstudents over the course of a year on a variety of issues, so please don’t be afraid to approach us.

We are here to ensure that your transition into Higher Education is as smooth as possible. Normal officeopening hours are Monday-Friday 08:45-17:00.

You can contact us through the e:vision help desk, by phone or in person or by e-mail:

Faculty of EducationHealth and Wellbeing(City Campus)

The Millennium City Building MC125

(01902) 518800 [email protected]

Faculty of EducationHealth and Wellbeing(Walsall Campus)

The Jerome K Jerome Building WA005

(01902) 518800 [email protected]

Faculty of EducationHealth and Wellbeing(Burton Campus)

Burton Centre (01902) 518800 [email protected]

Help and Advice is alsoavailable from StudentSupport & Wellbeing…

Contact us at the Alan TuringBuilding MI 001 for all enquiries andreferrals… Services operate at allcampuses by appointment.

(01902) 321074(01902) 321070

[email protected]@wlv.ac.uk

Welcome from the Course Leader

On behalf of the teaching and support teams from PGCE Early Primary Education at Leicester andLeicestershire SCITT course, I would like to extend to you a very warm welcome to the University of

Wolverhampton, and in particular your campus.

My name is Paul Gurton and I am the course leader for your PGCE Early Primary Education at Leicester andLeicestershire SCITT course and alongside your personal tutor, will be your main point of contact over theduration of your studies. My contact details are below – please don’t hesitate to get in touch if you need anysupport or guidance.

The successes which you will achieve whilst at the University are based upon a partnership between theexpertise and support from the staff here and the effort you put into learning. We welcome students who areeager to think for themselves, to take control of their own learning and who are ready to get involved indeveloping the skills required in a highly competitive job market. Make the most of the wide range ofopportunities available to you.

Studying at University can be difficult, and for many of you the transition into University life will bechallenging. However we will support you throughout your course, particularly whilst you develop into anindependent learner over the course of your first year with us.

We believe it is important that you are encouraged to make your own contribution to the effective operationand development of your chosen course. We hope that you might consider acting as a Course Representativeduring some of your time with us to help the University continue to improve your experience.

I would like to wish you every success with your studies. We look forward to working with you and hope thatyou enjoy your time with us.

Paul Gurton

Course Management and Staff Involvement

RoleRole NameName SpecialismSpecialism eMaileMail Tel. Ext.Tel. Ext. RoomRoom

Head of Department Mrs Clair Jenkins [email protected] 3186 WN332

Course Leader Mr Paul Gurton [email protected] 3254 WE117

Educational Aims of the Course

The PGCE in Education (early primary) prepares students to teach children who are aged between three andseven and are working within Foundation Stage and Key Stages One settings. The one year programmeprovides students with the essential knowledge, skills and understanding to become an excellent classroompractitioner through Professional Studies, Curriculum Studies and School Based Training. These three areasare the inter-connecting strands of the course and feature in each year of the programme.

Throughout the course, students will be expected to work closely with their peers, professional colleaguesand tutors through a range of lectures, seminars, workshops and blended learning opportunities. Studentswill be guided and supported to enable them to have a have a broad and balanced knowledge andunderstanding of the principal features of early primary education; to engage meaningfully with fundamentalquestions concerning the aims and values of education and its relationship to society; to question researchabout educational issues in a clear, lucid, ethical and coherent manner; to value and respect and showcommitment to the communities in which they work; and, demonstrate sensitivity to the needs of others,respecting their individual rights, and supporting their intellectual and social development.

What makes this programme distinctive?

The PGCE in Education (Early Primary) provides a clear, comprehensive and inspiring route to QTS. Keystrengths of the programme rest with the high quality and extensive partnership which has been established

over a number of years and high quality centre-based provision. All modules are taught by experienced tutorsand classroom practitioners who are actively engaged with research which focuses on teaching and learning. Further, the primary department are known to work with National Strategies and other agencies to developinitiatives and resources for other ITE providers, schools, teachers and children.

Centre-based and school-based training provide trainees with a range of experiences in a variety of schoolsand settings and tutors are constantly seeking to build on recent successes. Recent successes include theopportunity to work in the “Outdoor Classroom” and to explore the importance of teaching and learningthrough the lens of the learner.

Leicester and Leicestershire School Based Initial Teacher Training (SCITT) centre is an ‘Outstanding’ Ofstedprovider. The primary department at Wolverhampton University is recognised by OFSTED as being a goodprovider, with many features recognised as ‘Outstanding’ in a recent inspection.

This course leads to the professional qualification of QTS – Qualified Teacher Status. The University willrecommend students who have demonstrated competence in the Professional Standards to the NCTL–National College for Teaching and Leadership who will award QTS. The award of QTS is essential to teach inthe vast majority of schools in the United Kingdom and on gaining this award the student becomes a qualifiedteacher.

Course Structure

September (Full-Time)September (Full-Time)

Full time PGCE Primary students normally study 120 credits in one academic year.

ModuleModule TitleTitle CreditsCredits PeriodPeriod TypeType Module LeaderModule Leader

6PE011 Primary Professional Studies PGCE 20 YEAR Core Gregory Jones

6PE012 PGCE Primary School Based Training Attachment1

20 SEM1 Core Rachel Morgan-Guthrie

6PE013 PGCE Primary School Based Training Attachment2

20 SEM2 Core Rachel Morgan-Guthrie

7PE006 Supporting Young Children's Learning andDevelopment

40 YEAR Core Sue Fawson

7PE003 Developing Children's Subject Knowledge andUnderstanding

20 INYR Core Sue Fawson

Course Learning Outcomes

Learning OutcomeLearning Outcome Contributing ModulesContributing Modules

Graduate Certificate in Primary TeachingGraduate Certificate in Primary TeachingStudies Course Learning Outcome 1Studies Course Learning Outcome 1(GCEPSTCLO1)(GCEPSTCLO1)

"Demonstrate a systematic understanding of keyaspects of your field of study, includingacquisition of coherent and detailed knowledge,at least some of which is at, or informed by, theforefront of defined aspects of a discipline withan appreciation of the uncertainty, ambiguity andlimits of knowledge"

6PE011 Primary Professional Studies PGCE6PE012 PGCE Primary School Based Training Attachment 16PE013 PGCE Primary School Based Training Attachment 2

Graduate Certificate in Primary TeachingGraduate Certificate in Primary Teaching 6PE011 Primary Professional Studies PGCE

Studies Course Learning Outcome 2Studies Course Learning Outcome 2(GCEPSTCLO2)(GCEPSTCLO2)

"Demonstrate an ability to deploy accuratelyestablished techniques of analysis and enquirywithin a discipline and apply the methods andtechniques that they have learned to review,consolidate, extend and apply your knowledgeand understanding."

6PE012 PGCE Primary School Based Training Attachment 16PE013 PGCE Primary School Based Training Attachment 2


"Demonstrate conceptual understanding thatenables the student: (a) to devise and sustainarguments, and/or to solve problems, using ideasand techniques, some of which are at theforefront of a discipline (b) to describe andcomment upon particular aspects of currentresearch, or equivalent advanced scholarship, inthe discipline"



"Demonstrate the ability to manage your ownlearning, and to make use of scholarly reviewsand primary sources (for example, refereedresearch articles and/or original materialsappropriate to the discipline) and communicateinformation, ideas, problems and solutions to bothspecialist and non-specialist audience"



"Critically evaluate arguments, assumptions,abstract concepts and data (that may beincomplete), to make judgements, and to frameappropriate questions to achieve a solution - oridentify a range of solutions - to a problem"



Demonstrate the qualities and transferable skillsnecessary for employment requiring: (a) theexercise of initiative and personal responsibility(b) decision-making in complex andunpredictable contexts (c) the learning abilityneeded to undertake appropriate further trainingof a professional or equivalent nature.


Graduate Certificate Course LearningGraduate Certificate Course LearningOutcome 1 Outcome 1 (GCECLO1)(GCECLO1)

Demonstrate originality in the application ofknowledge to inform curricula developmentappropriate to the age range of children they arebeing trained to teach and use this effectively tosupport teaching and learning;

6PE011 Primary Professional Studies PGCE6PE012 PGCE Primary School Based Training Attachment 16PE013 PGCE Primary School Based Training Attachment 27PE006 Supporting Young Children's Learning and Development


"Demonstrate a systematic knowledge and


critical awareness of child development and theprocesses of learning, including some of the keyparadigms and their impact on educationalpractice. This includes how children’s learningcan be affected by a range of factors (physical,intellectual, linguistic, social, cultural andemotional development) and how to encouragechildren to become successful, confident learnersand responsible global citizens."

7PE006 Supporting Young Children's Learning and Development


"Demonstrate self-direction and originality inplanning, and teaching (through a range ofappropriate teaching, learning and behaviourmanagement strategies) and critical evaluation oflessons and/or sequences of lessons appropriateto the children for which they are being trained toteach"

6PE012 PGCE Primary School Based Training Attachment 16PE013 PGCE Primary School Based Training Attachment 27PE006 Supporting Young Children's Learning and Development


"Demonstrate subject specific knowledge, skillsand understanding relating to each subject orarea of learning taught in the Foundations Stageand Key Stage 1 curriculum and creatively applythis to support innovative and effective teaching(planning, delivery, monitoring and assessment)and learning. This includes confidently engagingwith new and emerging technologies and digitalliteracy’s for administration and management aswell as to directly support teaching and learningin the classroom."



"Demonstrate a systematic understanding andcritical awareness of the professional duties andresponsibilities of teachers which includesactivities such as effective communication (oraland written) with children, colleagues, parentsand carers; the capacity to work with and managechange; the ability to take responsibility for theirprofessional learning and development throughindependent learning; an understanding of theteacher’s role and the roles of others insafeguarding and promoting the well-being ofchildren."



"Critically reflect on their own value systems,development and practices and actively engagein professional dialogue and research,questioning concepts and theories encounteredin their studies. This knowledgeable andenterprising approach is a key skill in preparingto be a teacher of the future"


PGCE Course Learning Outcome 1 PGCE Course Learning Outcome 1 (PGCECLO1)(PGCECLO1)

Demonstrate originality in the application ofknowledge to inform curricula developmentappropriate to the age range of children they are

6PE011 Primary Professional Studies PGCE6PE012 PGCE Primary School Based Training Attachment 16PE013 PGCE Primary School Based Training Attachment 27PE003 Developing Children's Subject Knowledge and Understanding7PE006 Supporting Young Children's Learning and Development

being trained to teach and use this effectively tosupport teaching and learning;PGCE Course Learning Outcome 2 PGCE Course Learning Outcome 2 (PGCECLO2)(PGCECLO2)

"Demonstrate a systematic knowledge andcritical awareness of child development and theprocesses of learning, including some of the keyparadigms and their impact on educationalpractice. This includes how children’s learningcan be affected by a range of factors (physical,intellectual, linguistic, social, cultural andemotional development) and how to encouragechildren to become successful, confident learnersand responsible global citizens."



"Demonstrate self-direction and originality inplanning, and teaching (through a range ofappropriate teaching, learning and behaviourmanagement strategies) and critical evaluation oflessons and/or sequences of lessons appropriateto the children for which they are being trained toteach"



"Demonstrate subject specific knowledge, skillsand understanding relating to each subject orarea of learning taught in the Foundations Stageand Key Stage 1 curriculum and creatively applythis to support innovative and effective teaching(planning, delivery, monitoring and assessment)and learning. This includes confidently engagingwith new and emerging technologies and digitalliteracy’s for administration and management aswell as to directly support teaching and learningin the classroom."

6PE012 PGCE Primary School Based Training Attachment 16PE013 PGCE Primary School Based Training Attachment 27PE003 Developing Children's Subject Knowledge and Understanding7PE006 Supporting Young Children's Learning and Development


"Demonstrate a systematic understanding andcritical awareness of the professional duties andresponsibilities of teachers which includesactivities such as effective communication (oraland written) with children, colleagues, parentsand carers; the capacity to work with and managechange; the ability to take responsibility for theirprofessional learning and development throughindependent learning; an understanding of theteacher’s role and the roles of others insafeguarding and promoting the well-being ofchildren."



"Critically reflect on their own value systems,development and practices and actively engagein professional dialogue and research,questioning concepts and theories encounteredin their studies. This knowledgeable andenterprising approach is a key skill in preparingto be a teacher of the future"

6PE012 PGCE Primary School Based Training Attachment 16PE013 PGCE Primary School Based Training Attachment 27PE003 Developing Children's Subject Knowledge and Understanding7PE006 Supporting Young Children's Learning and Development

PSRB

None

Employability in the Curriculum

Students successfully completing PGCE in Education (Early Primary) teach in a range of Primary schoolsacross the United Kingdom. The prospects for employment are good with the large majority ofWolverhampton Graduates finding their first teaching post in an area of their choice, often within the locality. Further, recent statistics show that 90% of Wolverhampton Graduates in Initial Teacher Education continue tobe employed in school three years after qualifying which demonstrates the value employers place on thesestudents’ teaching abilities and the students’ preparedness to teach.

Leicester and Leicestershire School Based Initial Teacher Training (SCITT) centre is an outstanding Ofstedprovider. Employment figures for the SCITT over the past 3 years show over 90% of trainees who start trainingwith the SCITT have employment contracts as teachers within 6 months of completing the course.

Teaching, Learning and Assessment

Trainees develop knowledge and understanding by:

engaging in lectures, seminars and workshops with tutors, peers and school-based trainers e.g. mentorsand curriculum leaders/co-ordinators, subject specific specialists;undertaking research and self-directed study into current issues and practice;observing and working with leading practitioners;undertaking a series of task-related experiences in schools, pre-schools and other appropriateeducational contexts;reflecting on their own and others’ experiences and practices.

Trainees develop subject-specific skills by:

engaging in lectures, seminars and workshops with tutors, peers and school-based trainers e.g. mentorsand curriculum leaders/co-ordinators, subject specific specialists;undertaking research and self-directed study into current issues and practice;observing and working with leading practitioners;undertaking a series of task-related experiences in schools and other appropriate educational contexts;reflecting on their own and others’ experiences and practices.

Trainees develop intellectual skills by:

undertaking personal research and directed study, including focused observations, in preparing forsustained periods of teaching (school attachments);preparing for and undertaking school attachments to demonstrate attainment of the QTS Standards (current documentation);Compilation of portfolio, written assignments, school-based tasks and presentations to tutors and peersto demonstrate competent use of intellectual skills.

Trainees develop key skills by:

engaging in lectures, seminars, workshops and self-directed and directed study;preparing for and undertaking school attachments to demonstrate attainment of the QTS Standards (current documentation);observing and working with leading practitioners;undertaking a series of task-related experiences in schools and other appropriate educational contexts.

Reference Points

Framework for Higher Education Qualifications.

QTS Teachers’ Standards (2012)

Equality Act 2010

Academic Regulations Exemptions

6PE011 Primary Professional Studies

6PE012 Primary School Based Training Attachment 1

6PE013 Primary School Based Training Attachment 2

7PE006 Supporting Young Children’s Learning and Development

7PE003 Developing Children’s Subject Knowledge & Understanding

C.1.2. Exemption to operate outside of the normal University calendar.

Approved

D.3.5. There will be no right to repeat placement modules following failure of a first resit.

Approved

D.3.9 No compensation will be awarded on practical or theoretical modules.

Approved.

Support with your studies

University Learning Centres are the key source of academic information for students providing access to:

Physical library resources (books, journal, DVDs etc.)Study areas to allow students to study in the environment that suits them best: Social areas, quiet andsilent areas.A wide range of online information sources, including eBooks, e-journals and subject databasesAcademic skills support via the Skills for Learning programmeStudents on campus can attend workshops or ask for one-to-one help on a range of skills such asacademic writing and referencing.Dedicated Subject Pages to enable you to explore key online information sources that are recommendedfor their studies.Physical access to local libraries both in UK and overseas via SCONUL and WorldCat agreements

We also strongly advise you to download to “MyWLV” student app. MyWLV is a single point of personalisedaccess to the variety of systems the University offers. This includes pulling through relevant information (e.g.deadlines, timetables) and linking to underlying systems.

Course Specific Support

Supporting students effectively is an essential aspect of this route. The PGCE Early Primary Educationrequires students to have a range of skills including academic, professional work based and practical skills. Therefore, students’ centre-based and school-based attainment is tracked by tutors and should a studentexperience difficulties, needs can be identified and often specific support provided.

Students are all allocated a Personal tutor and a placement tutor who are available for advice throughout thecourse. Following all assessed work students are provided with feedback in written, audio or other forms asnecessary. Students may be directed to other academics/support staff, as appropriate to help them with theirstudies. It should also be noted that tutors work closely with the Student Enabling Centre to ensure thatwhere students have specific needs and these have been identified, specific support is provided.

Study skills also form part of the taught elements of the course and academic staff will provide instructionand advice as appropriate throughout the course.

Accessing Resources

It is important that the Leicester SCITT students are assisted to complete their enrolment to ensure that theyhave IT accounts to access the University online resources and that they receive a University ID card (essentialif they wish to apply to use the SCONUL Access scheme http://www.access.sconul.ac.uk/ to make use of localHE institution libraries).

Students can access University online resources through the CANVAS Virtual Learning Environment (VLE)

Skills for Learning www.wlv.ac.uk/lib/skills

Contact Hours

In higher education, the term ‘contact hours’ is used very broadly, to refer to the amount of time that youspend learning in contact with teaching or associated staff, when studying for a particular course.

This time provides you with the support in developing your subject knowledge and skills, and opportunitiesto develop and reflect on your own, independent learning. Contact time can take a wide variety of formsdepending on your subject, as well as where and how you are studying. Some of the most common examplesare:

lecturesseminarstutorialsproject supervisionsdemonstrationspractical classes and workshopssupervised time in a studio/workshopfieldworkexternal visitswork-based learning (including placements)scheduled virtual interaction with tutor such as on line, skype, telephone

In UK higher education, you as the student take primary responsibility for your own learning. In this context,contact time with teaching and associated staff is there to help shape and guide your studies. It may be usedto introduce new ideas and equip you with certain knowledge or skills, demonstrate practical skills for you topractise independently, offer guidance on project work, or to provide personalised feedback.

Alongside contact time, private or independent study is therefore very significant. This is the time that youspend learning without direct supervision from, or contact with, a member of staff. It might includebackground reading, preparation for seminars or tutorials, follow-up work, wider practice, the completion ofassignments, revision, and so on.

Course Specific Health and Safety Issues

No specific health and safety issues recorded.

http://www.access.sconul.ac.uk/

http://www.wlv.ac.uk/lib/skills

Course Fact File

Hierarchy of Awards:Hierarchy of Awards: Postgraduate Certificate in Education Early Primary Education Graduate Certificate Primary School Teaching Graduate Certificate Primary Teaching Studies University Statement of Credit University Statement of Credit

Course Codes:Course Codes: PE018P01LC Leicester & Leicestershire SCITT, Dovelands School Full-time 1 Years

Awarding Body / Institution:Awarding Body / Institution: University of Wolverhampton

School / Institute:School / Institute: Institute of Education

Category of Partnership:Category of Partnership: Supported Delivery of University Provision

Location of Delivery:Location of Delivery: Leicester & Leicestershire SCITT, Dovelands School

Teaching Institution:Teaching Institution: Leicester & Leicestershire SCITT, Dovelands School

Published: 29-Sep-2017 by Raimond Melis

Documents

Course Guide PGCE Early Primary Education at …courses.wlv.ac.uk/documents/guide_docs/PE018P01LC-Guide-1.pdf · expertise and support from the staff here ... respecting their