PROGRAMME SPECIFICATION
Full-Time, Pre-Service, Post Graduate Certificate in Education (PGCE)
Awarding body: University College London
Teaching Institution: 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)
Professional Graduate Certificate in Education (PgCE)
Programme Title
Full-Time, Pre-Service, Post Graduate Certificate in Education (PGCE)
UKPASS code: P025138
Language of Study
UCL Institute of Education teaches and assesses participants through the medium of
the English language. Competence in English language is required of all applicants.
PGCE regulations may indicate the level of competence required of each applicant
and may make its achievement a condition of admission.
Participants
The PGCE pathway is designed specifically for pre-service trainees wishing to
become qualified teaching professionals in the lifelong learning sector. Although prior
experience of the sector is desirable, it is not essential as applicants to the pathway
are assessed on their potential to develop the knowledge and skills needed to
become effective teaching practitioners.
Aims of the Programme
In broad terms the PGCE (PC) programme aims to enable pre-service and in-service
trainees to shape and evaluate their knowledge and practice in the full teaching role
in the learning and skills sector. This includes the development of critical and
reflective approaches to their own teaching and the learning of their students.
More specifically, the PGCE (PC) programme aims to:
 Maintain the highest academic and practical standards for new teachers
entering the teaching profession and for in-service teachers currently teaching
in the profession
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Provide a rich and rewarding experience of initial teacher education at IOE
and in placement colleges so as to enhance and encourage the commitment
and retention of teachers as professional, education practitioners
Provide an effective basis for professional practice in teaching and as a
classroom practitioner that meets and extends beyond the statutory
requirements of the standards for post-compulsory ITE
Consolidate and extend the knowledge of curriculum subjects and pedagogy
appropriate to the range of trainees in the learning and skills sector
Ensure that teaching and professional practice as a classroom teacher are
based on current, recent and relevant research and publications
Promote habits of critical reflection on practical teaching and theories and
policies that underpin the professional practice of teachers in the learning and
skills sector
Promote habits of engaging with and critically evaluating professional practice
in relation to trainees’ observations on placement and through their own
teaching
Promote a commitment to maintaining continuing professional learning and
development
Promote the acquisition and extension of teaching strategies and pedagogical
knowledge and skills appropriate to the diversity of learners in the learning
and skills sector
Provide a critical, research and enquiry-led approach to teaching and learning
Maintain a commitment to social equality and social justice for the whole
range of trainees in the learning and skills sector, working towards a culturally
diverse society in which the rights and responsibilities of all are recognised
and promoted in teaching and learning
Programme Outcomes
The PGCE programme is designed to provide high quality teaching for the learning
and skills sector. By the end of the programme, trainee and in-service teachers will
have developed:
1) an understanding of key aspects of the theory and practice of teaching and
learning, demonstrated by
 a grasp of issues and critical insight into teaching and professional
pedagogic practice
 an understanding of learning and assessment processes and the
various contexts of learning and teaching
 an ability to be creative, independent and successful in the application
of knowledge in the classroom and in other work with a diverse range
of learners
2) the necessary specialist knowledge and competence to teach in a specific
discipline/subject area and/or context specific area demonstrated by
 knowledge and understanding of the relevant subject specifications,
professional requirements and context specific requirements
 effective application of subject specialist/context specific knowledge to
pedagogy
3) abilities in exploration, analysis, discussion of and critical reflection on
teaching and learning, demonstrated by
 the capacity to analyse critically teaching and learning
 the ability to draw from and apply appropriate intellectual perspectives
to teaching and learning
 professional knowledge refined through critical reflection and
engagement with research and scholarship within a subject specific,
context specific and a general context
 understanding and analysis of values underpinning different pedagogic
approaches
4) an understanding of key strategic policy and educational developments in the
lifelong learning sector, demonstrated by
 an ability to critique recent policy initiatives and developments and to
analyse factors influencing government policy
 an understanding of policy change and its implications for both
teachers and learners
5) an understanding of the value of engaging in continuing professional
development, demonstrated by
 an ability to critically reflect on their own development during the
course and to identify areas for future development
 an understanding of the concept of professionalism and of how to
evaluate and improve wider professional practice
Criteria for Admission
Applicants must have an honours, bachelors degree (or the equivalent) in a subject or
occupational area relevant to and offered within the lifelong learning sector.
Applicants whose first language is other than English may be required to provide
evidence of their English language proficiency.
The 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 the support services offered by the Institute,
however, 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
The PGCE is offered full-time, for one academic year. Trainees will divide their time
between a teaching college placement and attending the Institute. A full, five day
week commitment is required.
Programme Structures and Requirements, Levels, Modules, Credits and
Awards
The PGCE consist of four modules:
(1) Planning and Enabling Learning and Assessment
(2) Theories and Principles of Teaching and Learning
(3) Curriculum Design: Principles and Practice
(4) Professional Inquiry
Modules 1 and 2 are offered at degree level (level 6/H level)
Modules 3 and 4 are offered at masters level (level 7/M level)
Each module is worth 30 credits making a total of 120 credits towards the PGCE.
Modules Undertaken on the Pre-Service PGCE
Institute Module
Units of Assessment
Module 1:
Planning and Enabling
Learning and Assessment
Planning and Enabling
Learning
Enabling Learning and
Assessment
Module 2:
Theories and Principles of
Teaching and Learning
30
(L6/Degree Level)
Curriculum Development for
Inclusive Practice
Teaching a Specialist
Subject
Module 4:
Professional Inquiry
30
(L6/Degree Level)
Theories and Principles for
Planning and Enabling
Learning
Inclusive Practice
Module 3:
Curriculum Design:
Principles and Practice
Institute Credit
Rating
30
(L7/Masters Level)
Introduction to Research
Methodology
Continuing Personal and
Professional Development
Wider Professional Practice
30
(L7/Masters Level)
The programme has a predominantly British, and English perspective since the
purpose is to enable trainees to meet government requirements for people wishing to
teach in the lifelong learning sector in England (the regulations for other parts of the
UK are different). International education dimensions may inform the content of the
course where they are considered relevant to trainees or the students that they
teach.
Indicative Teaching and Learning Methods
A variety of teaching and learning methods is used across the programme. These
have been selected to motivate trainees, to maximise opportunities for learning and
to provide trainees with experience of a range of teaching and learning methods that
they may wish to use in their own teaching practice.
As an indication, methods include: micro teaching; teacher-led exposition; discussion
and group activities; seminar, subject and professional practice discussion groups;
online activities using the virtual learning environment (VLE); individual and group
research and presentation opportunities; case studies; research undertaken in the
trainees’ own teaching placements; personal and group tutorials including feedback
and target-setting after teaching observations.
Throughout the course value is placed on the range, depth and diversity of prior
knowledge and experience that trainees bring to the learning opportunities.
Assessment Strategy
The assessment strategy for the PGCE is in three parts:
1. All trainees who gain a place on the pathway undergo an initial diagnostic
assessment of their literacy and academic writing skills via the first written
assignment.
2. Formative and summative assessments of coursework and progress via
written formal assignments and professional development reports; coursework
tasks, which relate to the standards for initial teacher education for the postcompulsory sector; a personal reflective diary or log; and the compilation of
professional practice portfolio. All assignments are graded pass or fail.
3. Formative and summative assessment of practical teaching skills. In total the
practical teaching of trainees will be observed eight times. Six of the
observations will be formative: the final two observations will be summative
and graded pass or fail.
Information 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 pass/fail criteria for the PGCE; trainees will be provided with copies
of the criteria.
Assessment for each module is based on successful completion of:
 module assignments
 module tasks, which include entries into a reflective diary or log
 satisfactory completion of the requisite number of teaching hours
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satisfactory standard of teaching in teaching sessions observed during the
module.
All assignments are independently double marked for quality assurance. Internal
moderation of both written work and practical teaching is undertaken by programme
tutors.
External examiners play an important role in monitoring the quality of the PGCE
pathway and evaluating the effectiveness of the teaching and support provided to
trainees including evaluating the robustness of the judgements made in assessing
them.
Further details about assessment regulations can be found at
http://www.ucl.ac.uk/srs/academic-manual/documents/ioe/UCL-IOE-PGCERegulations-2015-16.pdf
Support for Learning
Support strategies for trainees on the pathway include:
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Information and advice on making an appropriate application to the PGCE
An advice session about the course and an interview that offer opportunities
for applicants to have their questions answered and to seek advice about the
PGCE and support services available
A handbook that gives detailed information about the PGCE
A study skills guide containing practical advice about how to complete the
PGCE successfully
Individual module guides with detailed advice on module content,
assignment briefs and the assessment strategy
An induction programme that helps trainees understand the PGCE and what
is meant by teaching and learning
An introduction to the Institute library, the VLE, ICT and other facilities
provided by the Institute
Support and supervision by a personal tutor. The tutor meets with the trainee
in regular 1:1 tutorials and offers guidance and support in assignment writing
and practical teaching skills
Peer support and networking opportunities, including online communications
and sharing of knowledge and information
Access to the full range of welfare and union facilities afforded to all Institute
trainees
Evaluating and Improving the full-time PGCE Pathway
Methods for evaluating and improving the pathway include:
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Written evaluations of each module plus an end of course evaluation
completed by all trainees
Trainee representatives meeting with and reporting to the PGCE pathway
leader and the Operational Management and Strategic Management Groups
(once each term)
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Internal moderation of both written work and practical teaching undertaken
by programme tutors
The external examination of coursework and practical teaching (10% of
coursework and teaching is subject to external examination)
Scrutiny and verification of trainees’ results and consideration of external
examiner reports by the Board of Examiners
OFSTED inspection reports, as appropriate
Committees with responsibility for monitoring and evaluating quality and standards
 PGCE Partnership Management Group
 Board of Examiners
 Teaching and Committee
 Validation Sub-Committee
 Equalities and Diversity Committee
Indicators of Quality and Standards
One might expect some or all of the following:
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Entry into the post-compulsory, or related teaching profession
Entry into education related occupations
Progression onto a Masters programme (for example, MA Lifelong Learning)
Further, subject specialist education and training
Relevant Benchmark Statements and Other External and Internal Reference
Points Used to Inform Pathway 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. UCL
Institute of Education’s PGCEs were rated as ‘outstanding’ by OFSTED in its
inspection in November 2013.
Date of Completion/Amendment of Specification
October 2015, JD