PGCE: Written statement of assessment: updated October 2014
All trainee teachers must meet all of the Teachers’ Standards. The Standards are presented
in three parts, Preamble, Part 1 and Part 2 together they constitute the Standards.
The Preamble summarises the values and behaviour that all teachers must demonstrate
throughout their careers.
Part 1 comprises the Standards for Teaching;
1. Set high expectations which inspire, motivate and challenge pupils
2. Promote good progress and outcomes by pupils
3. Demonstrate good subject and curriculum knowledge
4. Plan and teach well structure lessons
5. Adapt teaching to respond to the strengths and needs of all pupils
6. Make accurate and productive use of assessment
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfil wider professional responsibilities
Part 2 comprises the standards for Professional and Personal Conduct.
This framework provides the assessment components of the Post Graduate Certificate of
Education (PGCE) at the University of York.
There are four key strands in the assessment of the PGCE course. These are:
1) Attendance
Trainees are expected to attend all classes, tutorials and events related to the school and
University elements of the course
2) Classroom teaching and involvement in school life
Trainees spend a significant proportion of their time in schools working with teachers and
tutors to develop professionally including focusing on practical teaching skills. Trainees'
progress in this is monitored via regular teacher and tutor feedback, in an agreed format.
3) Assessed written tasks
These tasks (Assignments 1, 2 and 3) are designed to provide trainees with the opportunity
to relate their experiences of teaching and learning in schools to theoretical issues in the
teaching of their subject and to wider educational issues. The tasks also give trainees an
opportunity to gain 60 credits at masters level. They are:
(1) Lesson Observation (20 credits) Autumn Term
(2) Evaluation of a Teaching and Learning Sequence (20 credits) Spring Term
(3) In-depth Focus Study (20 credits) Summer Term
PGCE Board of Examiners
The Board meets to review trainees’ progress. To pass the PGCE, and thus be
recommended for QTS, trainees must have:
i) met the attendance requirements
ii) completed the written assignments to a satisfactory level
iii) completed their block teaching placements satisfactorily
iv) completed their Primary School Placement satisfactorily
v) submitted their Career Entry and Development Profile satisfactorily.
vi) completed their Professional Enrichment experience satisfactorily.
vii) met all of the Teachers’ Standards
Note: In exceptional cases the Board reserves the right to ask a trainee to satisfy any
additional requirements which in its professional judgement it deems appropriate and
reasonable.
Elements of Self Assessment
Trainees are encouraged to track and evaluate their own progress in relation to the
Teachers’ Standards, and to reflect in a positive and structured way on the development of
their knowledge and skills as a teacher, and upon the assignments designed to support this
process. Trainees are required to self-assess against the Standards Assessment Grid prior
to each of the four school reviews. They complete a self-evaluation section on each of the
four reviews. The Standards Profile requires trainees to self-assess their work and
experiences against the Teachers’ Standards. The course recognises the worth of selfevaluation in the learning process alongside feedback given by tutors and the teachers in
schools.
Assessed Written Tasks
The assessed tasks (Assignments 1,2 and 3) are designed to bring together aspects of
specific classroom experience with insights generated from other sources (especially those
represented in literature).
M Level criteria
60 credits of the PGCE are at M level. A trainee must reach the standard of an MA student in
the assessed written tasks.
The Assignments should show depth, breadth and independence of research. In any piece
of work, the trainee will be expected to select appropriate concepts and examples, prioritise
these (show judgement of their relevant importance), and relate them effectively to their
chosen topic. Trainees will be expected to organise their text (into sections and paragraphs)
in such a way as to guide a reader. Arguments must be backed up by relevant empirical
findings or theoretical ideas. The presentation of arguments and evidence should form a
structured, coherent pattern that addresses the title directly. Professional standards will be
expected, in matters of spelling and punctuation, vocabulary choice, grammar, and the
conventions of academic discourse.
A typical assignment may be characterised by strengths in relation to some of the
assessment criteria, and weaknesses in relation to others. Therefore, in reaching a decision
about the grade to be awarded, the balance between strengths and weaknesses is
assessed.
Comprehending the
Searching literature
issue and developing Conceptualising and comprehending
an argument
Critical understanding
Using evidence
Linking theory and practice
Relating conclusions to arguments made
Reflecting on own experience, where appropriate
Presenting
Spelling, punctuation and sentence structure
assignments
Structure
Use of language
Referencing
Additional guidance
Evidence of engagement with methodological literature
when completing a
Presentation of the method(s) used for data collection
research-based
and analysis
assignment
Presentation and analysis of the data gathered
Grades
There are three categories of pass - distinguished, merit and satisfactory.
100 - 70
Distinction
69 - 60
Merit
59 - 50
Satisfactory
49 - 40
Marginal fail
Below 40
Outright fail
Grade descriptors
The following grade descriptors are not intended to be exhaustive. They are meant as a
general guidance to the qualities that examiners look for, and to indicate what kinds of
weaknesses incline them to give a lower mark. The precise mark awarded for a formally
assessed assignment will depend on the relative quality with which a trainee has met each
of the criteria for a pass, and will generally match the descriptor. Some criteria, however,
may be more important than others for different assignments.
Level
Grade
Distinction
100 - 80
Criteria
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
79 - 70
(i)
(ii)
(iii)
(iv)
(v)
PGCE specific features
Excellent command of
the topic, perceptive and
insightful, all suggesting
that the work is of
publishable quality in an
academic forum;
Outstanding selection
that makes a substantial
contribution to academic
debate;
Outstanding use of
source material;
Excellent argument that
is of the highest
academic quality;
Critical distance and
outstanding analysis of
the question;
Referencing impeccable
using appropriate APA
conventions;
Virtually no errors in
grammar and syntax
Demonstrates command
of the topic by showing a
high level of perception
and insight – a serious
contribution to academic
debate;
Outstanding selection
from a wide, relevant and
innovative range of
perspectives and
sources;
Sources very wellintegrated into the overall
argument;
Clear, well-structured
argument that is well
crafted and cogent;
Critical distance and
outstanding analysis of
In all assignments,
references to a trainee’s
own school experience,
and critical reflections on
what was learnt from
this, are systematically
integrated into the text.
This is likely to mean that
a variety of material will
be included such as
references to
discussions with
teachers and/or pupils.
This will be very well
integrated into the body
of the assignment, with
clear-sighted analysis,
and/or provided as
appended evidence (eg
copies of questionnaires
used).
Reference to books,
journal articles, university
inputs and school
training inputs are made
as appropriate. There is
very clear and systematic
critical engagement with
all these references.
(vi)
(vii)
Merit
69 - 60
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
Satisfactory 59 - 50
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
the question;
Referencing clear and
accurate using
appropriate APA
conventions;
Virtually no errors in
Grammar and syntax.
Demonstrates a good
command of the topic by
showing perception and
insight;
Selection from a wide
and relevant range of
perspectives and sources
that draws upon
contemporary academic
debate;
Sources well-integrated
into the overall argument;
Clear, cogent and wellstructured argument;
Critical distance and
sound analysis of the
question;
References clear and
accurate using
appropriate APA
conventions;
Near perfect
grammar/spelling/
syntax.
Shows understanding of
contemporary academic
debate;
Relevant selection from a
relevant range of
perspectives and
sources;
Sources mostly wellintegrated into the overall
argument;
Mostly clear and wellstructured argument;
Demonstrates criticality
and reasonable level of
analysis;
Referencing clear and
mostly accurate using
appropriate APA
conventions;
Satisfactory level of
grammar/spelling/
syntax with some
In all assignments,
references to a trainee’s
own school experience
and critical reflections on
what was learnt from this
are integrated into the
text. This is likely to
mean that a variety of
material will be included
such as references to
discussions with
teachers and/or pupils.
This will be integrated
into the body of the
assignment, with
analysis, and/or provided
as appended evidence
(eg copies of
questionnaires used).
Reference to books,
journal articles, university
inputs and school
training inputs are made
as appropriate. There is
good critical engagement
with all these references.
In all assignments, a
trainee’s own school
experience, and
reflections on what was
learnt from this, are
evident in the text
A variety of material will
be included such as
references to discussions
with teachers and/or
pupils in the body of the
assignment and/or
appended
A range of background
reading, along with
reference to university
inputs and school
training inputs as
appropriate. There will be
some evidence of critical
Marginal
fail
49 -40
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
Outright fail
Below 40
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
errors.
Demonstrating
reasonable
understanding but largely
descriptive;
Relevant but not wide
selection of resources;
Sources sometimes not
properly integrated into
the argument;
Some attempt at
presenting argument
coherently;
Some successful
analysis but has a
tendency to accept the
source material at face
value;
References adequate but
need to be clearer and/or
more references needed;
Reasonable
grammar/spelling/
syntax but with
several errors.
Limited/poor
understanding
demonstrated, and
irrelevant material
included;
Some/minimal relevant
sources and limited topic
coverage;
Sources only
occasionally/not at all
integrated into the
argument;
Some/minimal structure
and argument present;
Limited/analysis and
criticality; merely
describes sources;
References
limited/inappropriate;
Many errors in
grammar/spelling/
syntax making it
difficult/impossible to
read.
engagement with these.
The trainee has not yet
demonstrated the ability
to write at M level. There
will be little or no sense
of a developing
professional who has
understood school
experience through his or
her own teaching,
discussions with others
or reading.
Professionalism will not
have been demonstrated
in the presentation of the
piece
The key criterion is the overall intellectual scholarship displayed in the trainees’ writing
appropriate to M Level in a PGCE programme. This is reflected in their understanding of the
topic they are writing about, and their critical sensitivity to and awareness to the key ideas
involved. As such, for example, displaying a poor grasp of the key ideas in an assignment is
such a serious shortcoming, that even if the trainee addressed several of the other criteria
very well, the overall mark would be unlikely to reach the level of distinguished.
Marginal fail (40 – 49)
Assignments of this standard will typically demonstrate failure to meet some or all of the
pass criteria. For example, the assignment may display a clear misunderstanding of key
ideas, or make use of a very restricted or inappropriate set of sources, or contain a number
of passages which are incomprehensible. For PGCE, this could mean there is insufficient
discussion showing the interrelationship between professional practice, research evidence
and theoretical perspectives. Another serious shortcoming would be that the guidance for
the assignment contained a specific requirement which was not met. For PGCE, the main
reasons for fails in the past have been a combination of the following;




failure to relate assignments to a trainee’s own experience in school
failure to engage with the background reading, including primary sources where
appropriate, or to achieve a proper balance between theory and practice
poor referencing
poor presentation
failure to respect the word count prescribed for the assignment.
All written assignments are made available to the Course External Examiners.
Arrangements for marking and moderation
Assignments One and Two are submitted and marked anonymously and a sample of
assignment one and two are second marked for moderation. The students candidate
number must appear on Forms F and L and on each page of the assignment submitted.
Assignment Three is not anonymous and trainees must state their names on Form O and on
the assignment. This assignment is second marked.
The assignments are marked by the course tutors. All assignments awarded a mark
below 40 are second marked and if the second mark awarded is also below 40 the
assignment is third marked.
Ethics
All research undertaken by students in the Department of Education should be conducted in
a manner that complies with normal ethical guidelines for research on education. An Ethical
Issues Audit Form must be completed for Assignment 3 and in all assignments anonymity
must be adhered to throughout when referring to schools, teachers and pupils.
Academic Misconduct
Trainees are required to sign a form at the start of the programme stating that they have
read and understood the relevant section in the Trainee Handbook explaining the meaning
of academic misconduct.
Trainees are made aware of the severity of the penalties associated with various forms of
academic misconduct and the University regulations are linked to the Teachers’ Standards
on professional conduct. Information relating to Academic Misconduct is available in Trainee
Handbooks and the VLE. Trainees complete the Academic Integrity Tutorial via the VLE and
submit the certificate, they are also required to complete the Turnitin training module on the
VLE.
Compensation
One marginal fail of one of the three 20 credit assignments (i.e. the mark for the assignment
is 49 - 40) may be compensated. However, to be allowed to carry a fail mark, there are two
other conditions which must be met:
1) The average of the assignments (including the failed assignment) is at least 50
2) There are no outright fails (i.e. nothing below 40).
Outright fail
If a mark for one assignment is below 40, the assignment must be rewritten.
Two fails
Two failed written assignments leads to failing the course.
Decisions about compensation and re-assessment are subject to moderation by the external
examiners and the Board of Examiners.
Submission of Assignments
Each written assignment should be accompanied by the appropriate Assignment Feedback
Form (Forms F, L, and O). -Trainees should complete their section of the form before
handing in the assignment. Trainees are required to submit both a hard copy and an
electronic version (Turnitin) of each assignment before the relevant deadline. Failure to
submit either will result in a lateness penalty.
The deadlines for Assignment submissions are in the PGCE and School Direct Trainee
Handbook 2014-15 – Assignments available on the Department website
http://www.york.ac.uk/education/pgce/trainees/handbooks-policies/ Trainees must
electronically submit the assignment to ‘Turnitin’ and submit a hardcopy to the Education
Derwent Reception by the deadline stated in the handbook.
Late Submission
All work submitted late, without valid mitigating circumstances, will have 10 marks deducted
for each day (or part of each day) that the work is late, up to a total of five days, including
weekends and bank holidays, e.g. if work is awarded a mark of 58, and the work is up to one
day late, the final mark is 48. After five days, the work is marked at zero.
Resolving Differences between markers
When the original markers and/or moderators are unable to reach an agreement, a further
internal marker is appointed by the Board of Examiners. The third marker has access to the
report(s) of the first two markers as well as the script and determines the mark, documenting
their rationale.
Mitigating circumstances
Trainees should complete a Mitigating Circumstances form and submit it to the Mitigating
Circumstances Committee if illness is affecting their academic work.
External Examiners (PGCE)
External Examiners advise on the appropriateness of practical and written task assessment
and moderate course standards generally. Specific responsibilities are as follows:
Chief External Examiner
1. To examine practical teaching of trainees on main Teaching Placement who are
identified as border-line as well as a sample of other trainees across curriculum
areas, and to moderate assessments of trainees in school.
2. To sit on the PGCE Board of Examiners to consider reports on trainees'
teaching and written assignments.
3. To read a sample of written assignments and comment on the standard achieved.
4. To obtain feedback from trainees and teacher representatives on aspects of
the course as a whole.
5. To chair discussion with assistant external examiners about their findings.
6. To monitor content and quality of the course as a whole.
7. To approve the recommendation for the award of the PGCE and recommendation for
QTS.
8. To write a summary report at the end of each year. This report is considered
by the Vice Chancellor, the University Teaching Committee, and OFSTED as
well as the Department.
Assistant External Examiners (these are appointed for each curriculum area)
1. To examine practical teaching of trainees on main Teaching Placement who are
identified as border-line as well as a sample of other trainees within the curriculum
area, and to moderate assessments of trainees in school.
2. To moderate the assessment of curriculum area written assignments.
3. To monitor the content and quality of the curriculum area course and written
assignment tasks.
4. To obtain feedback on the curriculum area course from trainees.
5. To give oral feedback on the curriculum area course to university tutors.
6. To write a summary report at the end of each year. These reports are considered by
the Vice Chancellor, the University Teaching Committee, and OFSTED as well as the
Department.
Composition of Board of Examiners:
The Board of Examiners consists of The Chair of the Board of Examiners, the Director of
Initial Teacher Training, PGCE tutors, two school teacher representatives, and the Chief
External Examiner. In addition, when there is discussion of an individual trainee’s teaching,
because the trainee may be considered not to be fulfilling the required standards, a teacher
representative from the trainee’s main teaching placement school is invited to attend and
contribute to the discussion.
The Chief External Examiner meets with the five assistant external examiners prior to the
final Board of Examiners meeting, and so is able to report any common concerns.
Appointment of external examiners:
This is normally done via personal recommendation. Usually external examiners are
involved in teacher-training at another university. Care is taken to ensure that University of
York PGCE staff are not external examiners at universities where our external examiners are
employed. Each external examiner is normally appointed for a period of 3 years.
University’s appeals procedure
Trainees who fail the course have certain rights of appeal which are referred to in Regulation
6.7 for taught postgraduate students in the University’s Ordinances and Regulations.
Assessment Feedback
The department adheres to the policy guidelines outlined by the University Teaching
Committee’s working group on providing feedback to students. In particular:
All trainees are given a written feedback report on the three written assignments, which
contains comments and a grade.
Assignments are assessed in accordance with criteria outlined in the PGCE Assignments
handbook.
Tutors play a role in supporting trainees in completing the assignments, which includes
commenting on sections of assignments, but they do not offer a view on the grade that they
expect the piece of work to achieve once examined.
Trainees receive four Teaching Placement Reviews, one for the autumn placement and
three for the spring/summer term placement. The dates for these reviews are included in the
course handbook.