PROGRAMME SPECIFICATION
Post Graduate Certificate in Education/Professional Graduate Certificate in
Education (PGCE), English with Literacy and English for Speakers of Other
Language (ESOL)
Awarding body: University College London
Teaching Institutions: University College London Institute of Education
Details of accreditation by a professional/statutory body:
This course is not accredited by any professional body, as it is no longer a
mandatory requirement for teachers working in the sector.
Name of final awards
 Postgraduate Certificate in Education (PGCE) Post-Compulsory for teachers
of English with Literacy and/or English for Speakers of Other Languages
(ESOL)
 Professional Graduate Certificate in Education (PgCE) Post-Compulsory for
teachers of English with Literacy and/or English for Speakers of Other
Languages (ESOL)
Programme title
Postgraduate Certificate in Education (PGCE) English with Literacy and or English
for Speakers of Other Languages or Professional Graduate Certificate in Education
(PgCE)
UKPASS Code: P025144
Language of Study
The UCL Institute of Education teaches and assesses participants through the
medium of the English language. Competence in English language is required of all
applicants. Programme regulations may indicate the level of competence required of
each applicant and may make its achievement a condition of admission.
Participants
The programme is designed for specialist teachers of English Language, including
adult literacy and English for Speakers of Other Languages (ESOL) or for those
wishing to become language and literacy professionals in the lifelong learning sector.
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Aims of the Programme
The aims of the programme are to enable new and practising teachers of English
Language, including adult literacy or ESOL to:
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Develop their skills and competences in all the areas of teaching and
promoting learning
Develop their knowledge and understanding of educational theory and use it
to improve their practice
Develop their knowledge and understanding of the processes of policy making
and implementation in the context of language, literacy and numeracy (LLN)
teaching and learning.
Reflect critically on all aspects of their professional work
Programme Outcomes
By the end of this programme, participants should have:
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an awareness of educational and policy issues with specific reference to
English Language including literacy and ESOL
a framework for understanding the nature of language and literacy learning
the ability to plan, design and develop programmes appropriate for English
Language, including literacy and ESOL learners in a variety of contexts
a range of practical classroom strategies for teaching, supporting and
assessing learners of English Language, including literacy and ESOL
an awareness of the teacher’s professional role, its values and responsibilities
the ability to reflect on their practice and use it to enhance their understanding
of teaching and learning and their own critical awareness
Criteria for admission to the programme
Programme participants have the option of studying at Level 6 or at Level 7 and thus
may gain either a Postgraduate Certificate in Education qualification (Level 7) or a
Professional Graduate Certificate in Education (Level 6).
Candidates for part-time year 1 and the full time route should have the ability to
study at university level, with an excellent level of spoken and written English and a
commitment to inclusive learning. In addition to this, candidates for part-time year 2
direct entry are required to have completed the equivalent of year 1 of the PGCE
programme. They will also be expected to evidence coverage of the relevant national
professional standards (those followed in year 1) at a suitable level before entry to
year 2. This may be done through study on the ‘Frameworks for Language and
Literacy Learning’ module offered in the autumn term.
Candidates are required to follow a rigorous initial assessment procedure, which will
assess the applicants’ process skills and personal skills in English at level 3.
The initial assessment and interview will also ensure they have a suitable
understanding of the requirements of the programme.
Trainees are required to complete 120 hours of teaching practice during the
programme. This is arranged through our partner colleges and other appropriate
institutions. Trainees are required to have teaching practice in different kinds of
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English Language teaching (including literacy or ESOL) at a range of levels.
Applicants whose first language is a language other than English may be required to
provide evidence of their English language proficiency.
The UCL Institute of Education is committed to admitting and supporting participants
with disabilities and welcomes applications from them. Participants do not need to be
“registered disabled” to draw on these services, though in order to provide services
in the long-term we will need to ask for medical or other evidence, as appropriate.
Disabilities Support can also support people who have a temporary mobility /
dexterity impairment / other difficulty as a result of an accident, injury, illness or
surgery.
We aim to treat every person as an individual, with needs which may differ from
those of other people with a superficially similar disability. We do not therefore have
standard procedures for participants with dyslexia, nor standard procedures for
visually impaired participants: each person's needs are considered individually.
Mode of study
There are two modes of study:
The full-time route requires candidates to attend the Institute two days a week for the
duration of the course between October and June. In addition, teaching practice is
arranged on a further two days a week.
The part-time route is spread over two years and participants are expected to attend
one day a week for the duration of the course. Teaching practice of 2-3 hours a week
is arranged in addition to this in both years.
Programme structures and requirements, levels, modules, credits and awards
Programme framework
The qualification can be achieved through full-time or part-time study. It is offered at
level 7 or level 6. Assessment is based on four compulsory modules in which generic
professional standards for teachers, tutors and trainers are integrated with their
applications for teachers of English Language, including literacy and ESOL).
Year 1 is delivered at the UCL Institute of Education but teaching practice is
organized in four partner provider organisations: City and Islington College; Hackney
Community College, Working Men’s College Tower Hamlets Lifelong Learning, and
Tower Hamlets College. Year 2 is delivered at the Institute of Education and
teaching practice is organized through a range of appropriate learning providers
across London.
In the full-time route the modules are all taken in one year. In the part-time route, the
modules are spread across two years: modules 1 and 2 are studied in year 1 and
modules 3 and 4, in year 2. Where methodology, knowledge and understanding
differs between English language in general, adult literacy and ESOL, this will be
highlighted.
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The 4 modules of the Programme comprise the initial award: Preparing to Teach in
the Lifelong Learning Sector and the six other mandatory units of assessment with
the two specialist literacy and ESOL units of assessment embedded.
Module 1 (30 credits) Planning and enabling Learning and Assessment in the
Lifelong Learning Sector
Includes units of assessment:
 Preparing to Teach in the Lifelong Learning Sector
 Planning and Enabling Learning (English Language, including ESOL and Literacy
 Enabling Learning and Assessment (English Language, including ESOL and
Literacy)
Module 2 (30 credits) Theories and Contexts for language and literacy learning
Includes units of assessment:
 Theories and Principles for Planning and Enabling Learning (English language,
including ESOL and Literacy)
 English Language, including Literacy and ESOL, and the Learners
Module 3 (30 credits) English Language, including ESOL and literacy: theoretical
frameworks and curriculum design
Includes units of assessment:
 Curriculum Development for Inclusive Practice (English language, including
ESOL and Literacy)
 English language, including ESOL and Literacy: Theories and Frameworks
Module 4 (30 credits) Wider Professional Practice and Development
Includes units of assessment:
 Wider Professional Practice
 Continuing Personal and Professional Development
Teaching, learning and assessment strategies to enable outcomes to he
achieved and demonstrated
A wide variety of teaching and learning strategies is used across the programme.
These have been selected by the teaching team to motivate the learners, to
maximise opportunities for learning and to provide exemplars of good practice in
teaching and learning. These include: teacher-led exposition, discussion and
activities in pairs, small groups and within the whole group, individual research and
presentations, ICLT learning, case studies and action research undertaken in the
learners’ own institutions, focused tutorials including feedback and target-setting
after teaching observations.
An important aspect of the approaches taken to teaching and learning across the
pathway is the value placed on the diversity of prior experience that trainees bring.
While the pathway has a predominantly UK perspective to enable trainees to meet
the UK government requirements to teach in the Lifelong Learning sector in England,
international education dimensions and variations in cultural and ideological
perspectives are considered as they relate to the trainees and the students that they
teach.
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The assessment framework of the programme is in three parts:
i)
Initial assessment takes place before the programme starts. The process
involves tasks for the assessment of the candidates reading, writing,
speaking and listening skills and their understanding of language issues.
ii)
Formative and summative assessment takes place during each of the four
modules on-programme and is organised around a variety of assessment
instruments: a portfolio of evidence of professional practice; written
assignments such as essays, reports and case studies; small action
research projects undertaken in the learners’ own placements or
workplaces; research assignments and presentations.
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Formative and summative assessment of practical teaching skills- eight
observations with associated feedback to aid development of teaching
skills.
lnformation about assessment regulations
Participants must successfully complete all elements of the programme, to achieve
the minimum 120 credits required for the award. All coursework is assessed
according to the grade-related criteria for the programme level, found in the
programme handbook.
Assessment for each module is based on successful completion of:
 a module assignment
 module tasks, which include completion of the professional practice portfolio
and associated reflective log
 satisfactory completion of the requisite number of teaching hours
 satisfactory standard of teaching in observed teaching sessions
All assignments are independently marked by two staff members, who meet to
discuss and reconcile the marks and comments for each individual. Participants are
permitted to represent a failed assignment on one further occasion, within 12 months
of the original submission.
External examiners play an important role in monitoring the quality of the programme
and evaluating the effectiveness of the teaching and support provided for the
programme participants and the reliability of the judgements made in assessing
them.
Support for learning
Support strategies for trainees on the programme include:
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An application pack with information and advice on making an appropriate
application to the programme
An initial assessment procedure that offers each individual an opportunity to
have their questions answered and to get advice in both group sessions and
on a 1:1 basis.
An induction programme at the commencement of the programme that
informs participants of the programme content, methods and expectations,
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and introduces them to Student Support Services, the Academic Writing
Centre, the Institute library, Moodle, IT and other facilities provided by UCL.
Programme and module handbooks which offer full guidance and advice on
studying, writing and submitting both assignments and dissertations
The programme leader is available to advise all participants on academic
matters, and to refer them to the support services available at UCL
Support and supervision by a personal tutor who has specialist knowledge
and experience in the trainee’s own field of English Language, including adult
literacy or ESOL. The tutor meets with the trainee in regular 1:1 tutorials and
offers guidance and support in assignment writing and practical teaching
skills.
Formative feedback is provided on draft assignments to take forward to their
final submission
Peer support and networking is facilitated in the group by the use of VLE and
collaborative projects.
Access to the full range of welfare and union facilities is afforded to all
Institute students
Participants are all advised on the use of the library and information services,
and of the Moodle VLE operating system.
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards include:
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Module evaluation by participants
Termly meetings of the Partnership Management Committee
Annual programme review prepared by programme team and considered by
Academic Standards and Quality Enhancement Unit
Periodic programme review and revalidation involving external panel member
Staff review and development
Peer observation of teaching
External examiners’ reports
Committees with responsibility for monitoring and evaluating quality and standards
 Programme Committee
 PGCE/Diploma Programme Management Committee
 Board of Examiners
 Teaching and Quality Committee
 Validation Sub-Committee
 Equalities and Diversity Committee
Mechanisms for gaining participant feedback on the quality of teaching and their
learning experience
 Participant module evaluation (sessional and programme);
 Representation on programme committees
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Indicators of quality and standards
One might expect some or all of the following:
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Progression to higher level award programmes
Employment as an English Language (including literacy or ESOL) teacher
Promotion to management or higher level roles in their place of work
Programme participants teaching other practitioners in their own
institutions or on a regional or national basis
Participation in continuing professional development programmes
Publication of outstanding programme work in peer reviewed journals
External examiner’s appraisal of how standards compare with other
universities
Relevant benchmark statements and other external and internal reference
points used to inform Programme outcomes
In 2013, the programme was endorsed by the (former) SVUK as meeting the
national standards then governing initial teacher training in the Further Education
and lifelong learning sector. These standards are no longer mandatory. The UCL
Institute of Education’s ITE programmes were rated as ‘outstanding’ by OFSTED in
its inspection in November 2013.
Date of completion/amendment of specification
October 2015, JD
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