PROGRAMME SPECIFICATION
Post Graduate Certificate in Education (PGCE) (Secondary)
Awarding Institution: University College London
Teaching Institutions: University College London Institute of Education, together
with over 250 partnership schools and colleges in greater London and the south
east.
Accreditation
The programme is designed to meet the Standards for Qualified Teachers’ Status
and the PGCE and PgCE awards.
Name of final awards
Postgraduate Certificate in Education (PGCE) or
Professional Graduate Certificate in Education (PgCE)
Programme title
Postgraduate Certificate in Education (PGCE) (Secondary) [with subject specialism]
or
Professional Graduate Certificate in Education (PgCE) (Secondary) [with subject
specialism]
Criteria for Admission
The programme is designed for those wishing to become teachers in secondary
schools and colleges, where they will be teaching young people within the 11-19
range (age range varies between subject specialisms).
Applicants will be expected to have:
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GCSE Mathematics & English at a minimum of grade C (or accepted
equivalent)
A university degree, usually at a minimum of 2:2 in a relevant subject area.
A clear, convincing personal statement
An appropriate reference which comments on suitability for a career in
teaching
Relevant, recent experience within a school setting. Usually this is at least 5
days and more is desirable.
A satisfactory enhanced disclosure from the Disclosure and Barring Service
(DBS)
An assessment as being ‘fit to teach’ by the Occupational Health Service.
The initial assessment and interview will also ensure applicants have a suitable
understanding of the requirements of the programme.
Detailed information about the entry requirements for each PGCE subject can be
obtained from the Admissions team or the Programme team.
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.
We provide support for students with a range of conditions which have a long-term
and adverse effect on studying such as:
• sensory (visual / hearing / speech) impairments
• mental health issues
• mobility or dexterity impairments
• Asperger's Syndrome or other autistic spectrum disorders
• chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)
• specific learning difficulties (e.g. dyslexia, dyspraxia)
UCL Student and Disability Services will also advise people who have a temporary
mobility / dexterity impairment / other difficulty as a result of an accident, injury,
illness or surgery.
Every person is treated as an individual, and those considering being a student on
the PGCE/PgCE are invited to make contact as early as possible so that their needs
can be considered and support tailored to meet them. This applies to all students –
home, EU and international.
Applications should be made through UCAS.
https://www.ucas.com/ucas/teacher-training
Educational aims of the programme
The aims of the programme, which is jointly led by partner schools and colleges and
the UCL IOE, are to enable new teachers to:
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Maintain the highest academic and practical standards for new teachers
entering the teaching profession
To provide a rich and rewarding experience of initial teacher education in the
university and schools so as to enhance and encourage commitment, continuity
and retention of teachers as professional practitioners
Maintain a commitment to social equity and social justice for the whole range
of school students, teachers and schools, working towards a culturally diverse
society in which the rights and responsibilities of all are recognised and
promoted in teaching and learning
Provide an excellent basis for professional practice in teaching and as a
classroom practitioner that meets and extends beyond the statutory
requirements of the Teachers’ Standards
Consolidate and extend the knowledge of curriculum subjects and pedagogy
appropriate to the range of school students across the phases of compulsory
schooling and beyond this to post-compulsory teaching and learning
Ensure that teaching and professional practice as a classroom teacher is based
on current, recent and relevant research and publication
Promote habits of critical reflection on practical teaching as well as theories and
policies that underpin the professional practice of teachers
Promote a commitment to maintaining the career-long, continuing, professional
learning and development of teachers
Consolidate and extend subject knowledge required by the statutory and postcompulsory curriculum. Acquisition and extension of teaching, practical
pedagogical knowledge and skills appropriate to the diverse range of school
students
Commit to and aspire to excellence in education and schooling for the
complete range of school students
Instil and maintain an aspiration for constant improvement of professional
practice as a teacher
Provide a critical, research and enquiry-led approach to teaching and learning
Learning Outcomes
By the end of the programme successful Student Teachers will have developed
professional competence, as specified by the Teachers’ Standards, and developed:
An understanding of key aspects of the field of study and practice demonstrated by
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A grasp of issues and critical insight into teaching and professional pedagogic
practice
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Understanding of learning processes and the various contexts of learning and
teaching
An ability to be creative, independent and successful in the application of
knowledge in teaching and other work with a range of learners and colleagues
Abilities in exploration, analysis, discussion of and reflection on teaching and
learning, demonstrated by
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Capacity to analyse teaching and learning within immediate and wider
professional contexts
Ability to draw from and apply appropriate intellectual perspectives to teaching
and learning
Ability to analyse data and use it for the improvement of their own practice
and the education of pupils
Professional knowledge refined through critical reflection and engagement
with research and scholarship
Understanding and analysis of values underpinning or influencing pedagogic
approaches
Personal abilities: the ability to:
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Communicate and make structured presentations to a variety of audiences
that demonstrate clarity, focus and coherence
Be aware of their own learning strategies and demonstrate personal learning
gains
Work productively in collaborative activities and teams with a range of
different professionals
Identify the key aspects of a problem and seek to develop strategies for its
resolution
Programme structures and requirements, levels, modules, credits and awards
There are 18 different subject specialisms: Art and Design, Biology, Business,
Chemistry, Citizenship, Economics, English and English with Drama, Geography,
History, Computing with ICT, Mathematics, Languages, Music, Physics, Physics with
Maths, Psychology, Religious Education, Social Science.
The programme comprises three modules, two of which are taught at level 7 and
carry 30 credits each, and the third of which assesses professional practice. The
level 7 element is made up of two core subject modules, one of which covers the
subject in the wider educational setting. Student Teachers must pass all three
modules of the programme.
All Student Teachers take the Professional Practice module, which is primarily
assessed through the two main school placements, associated tasks and portfolio.
Assessment is against the Professional Standards for Qualified Teacher Status. It
carries no credits and is awarded a Pass/Fail result.
Successful completion of the Professional Practice module and successful
completion of the two modules (60 credits) at level 7 results in the award of a
Postgraduate Certificate of Education (PGCE). Where less than 60 credits are
achieved at level 7 but are successfully passed at level 6 a Professional Graduate
Certificate of Education (PgCE) will be awarded.
Student Teachers who do not wish to accept a PgCE award may, at the discretion of
the Board of Examiners, be re-assessed on one further occasion at the next point of
entry.
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, learning with IT, case studies and action research undertaken in the
learners’ own institutions, focused tutorials including feedback and target-setting
after teaching observations.
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’ knowledge,
understanding and skills related to the teaching of their subject.
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Formative and summative assessment takes place during each of the two
M level modules and the professional practice module and is organised
around a variety of assessment instruments: portfolio evidence of
planning, delivery of learning and assessment; written assignments such
as essays, reports and case studies; small action research projects
undertaken in the learners’ own workplaces; research assignments and
presentations.
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Formative and summative assessment of professional practice with at
least ten formal lesson observations followed by associated feedback to
aid development of teaching skills.
Information about assessment regulations
Assignments for the two credit bearing modules are graded A-D (grades A-C
represent passes and grade D is a fail). The Professional Practice module is graded
as a pass or fail. Learners are given detailed formative feedback on each
assignment and one resubmission for each failed unit is permitted at the discretion of
the Examination Board.
Assessment for each module is based on successful completion of:
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a module assignment
module tasks
satisfactory completion of the requisite number of teaching and learning hours
satisfactory standard of teaching in observed teaching sessions
All assignments are double marked for quality assurance. Internal moderation of
both written work and practical teaching is undertaken by programme tutors.
External examiners in each subject and an overall chief external examiner are
appointed by Senate and play an important role in monitoring the quality of the
programme and evaluating the effectiveness of the teaching and support provided
for the programme Student Teachers and the reliability of the judgements made in
assessing them.
Support for learning
Support strategies for Student Teachers on the programme include:
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Information and advice on making an appropriate application to the
programme.
Pre-programme meetings, tasks and reading.
An initial assessment procedure that offers each individual applicant an
opportunity to have their questions answered and to get advice in both group
sessions and on a 1:1 basis
A student handbook, related to the relevant subject, that gives detailed
information about the programme and assessment.
An induction programme including introduction to the Institute library, the
Virtual Learning Environment, IT and other facilities provided by the Institute.
Support and supervision by a personal tutor who has specialist knowledge
and experience in the Student Teacher’s own subject area. The tutor meets
with the trainee in regular 1:1 and small group tutorials and offers guidance
and support in assignment writing and practical teaching skills.
Peer support and networking is facilitated in the group by the use of
Blackboard and collaborative projects.
Access to the full range of welfare and union facilities afforded to all Institute
Student Teachers
Methods for evaluating and improving the programme
Methods for evaluating and improving the programme include:
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Oral and written evaluations of the programme are completed by all Student
Teachers on the programme at the end of each term and school placement
Oral and written evaluations are made by Institute Tutors, Partnership
Subject Mentors, Professional Coordinating Mentors and the Institute
Partnership Managers. All of these groups are represented on various
programme committees and groups.
Two subject representatives in each subject meet with the programme
management team once each term and their representatives are invited onto
other IOE committees
Programme management team and subject leaders report on a half termly
basis to the Programme Committee and to the Faculty Learning, Teaching
and Quality (ITE) committee
Moderation of both written work and practical teaching is undertaken by
programme tutors within and across subjects
Programme tutors engage in peer enquiry into practice
External examiners have a quality assurance role; they look at a proportion
of Student Teachers’ written work and practical teaching. Reports for each
subject are submitted by the relevant external examiner and responded to by
subject leaders.
The Board of Examiners considers Student Teachers’ results
The Faculty’s Director for ITE and the Pro-Director for Learning and
International oversee quality assurance procedures. These are monitored at
the Faculty Committee for Learning, Teaching and Quality for ITE, the
Institute’s Cross phase sub-committee (ITE) and are then considered by the
Teaching Committee and Senate. These procedures ensure evaluation
summaries are carefully considered at the relevant committees.
OFSTED inspection reports report on the quality of the programme.
Mode of study
The Secondary PGCE is a one year full time programme requiring attendance
between September and June. For 24 of the 36 weeks, Student Teachers undertake
teaching practice in partner schools and colleges, during which time students follow
school term dates and school times. The remaining time is spent in the university,
where the normal hours are 9.30am – 4pm, or in time allocated to directed and selfdirected study.
Language of study
The UCL Institute of Education teaches and assesses participants through the
medium of the English languages. 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.
Indicators of quality and standards
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Entry into employment is consistently high and above sector averages
Positive feedback about the programme is received every year from Student
Teachers and partnership
Promotion by Student Teachers who have completed the programme to
leadership roles in partner schools and colleges
Student Teachers delivering training to other practitioners in their own
institutions or on a regional or national basis
Progression of PGCE/PgCE Student Teachers onto Masters and PhD
programmes
Relevant benchmark statements and other external and internal reference
points used to inform programme outcomes
The programme has been endorsed by OFSTED as meeting the national standards
for initial teacher training. In its three most recent inspections (2007, 2010 and 2013),
the programme was graded ‘Outstanding’ in all areas.
External Examiners’ reports are returned each year which benchmark standards
against those of other university PGCE programmes, and who report extremely
favourably on UCL IOE Secondary PGCE programmes.
Date of completion/amendment of specification
March 2016, KV