University home > Unit and programme catalogues in 2016/17 > Programme catalogue > Faculty of Social Sciences and Law > School of Education > Teach First Postgraduate Certificate in Education (English) > Specification
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Programme code | 9EDUC084T |
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Programme type | PGCE |
Programme director(s) |
Wendy Hanrahan
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Faculty | Faculty of Social Sciences and Law |
School/department | School of Education |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Accrediting types: |
Accredited by the Department for Education (DfE) for the purpose of delivering initial teacher training programmes to achieve Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS). (https://www.gov.uk/guidance/initial-teacher-training-itt-accreditation) |
Mode of study | Full Time |
Programme length | 1 years (full time) |
This alternative route towards the PGCE qualification has been designed with innovation in mind. Equivalent to existing PGCE programmes at the University, and with similar content delivered by many of the same staff, this programme has been structured to meet: the needs of the TeachFirst organisation; the particular challenges faced by the schools in its partnership; and the academic, personal and professional learning needs of the Participants in the programme. The programme therefore aims to develop the Participants interest in, knowledge and understanding of, and skills in:
• Ensuring pupils benefit from outstanding subject-based teaching, using creativity and innovative practices to support learning, and cultivate pupils’ perception of links within and between the curriculums they encounter.
• Perceiving the role of the teacher as a leader in learning in their subject specialism: in the classroom, for pupils with Special Educational Needs, and across the School; providing a foundation for professional, personal and academic development throughout life.
• Developing the links between educational research and theories, and the practical impact these can have in setting and attaining high standards in teaching and learning, for the benefit of pupils.
• Critically analysing personal experiences and the experiences of other learners in the context of the relevant research and professional literature.
• Demonstrating the highest standards of professionalism and a commitment to values of collaboration, integrity, inclusiveness, commitment, leadership and the pursuit of excellence, in working with pupils, teachers and the wider community.
• Setting high expectations of pupils and understanding the particular challenges and opportunities presented by their wider contexts, considering issues such as social, cultural and ethnic background; linguistic heritage; gender, medical and religious factors; and the many other personal differences and needs pupils bring to the school.
• To provide the experiences, which will enable participants to fulfil the requirements for Qualified Teacher Status (QTS) as specified by the UK Government’s Department for Education.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Lectures, seminars, workshops, groupwork, independent study |
Methods of Assessment | |
Formative: Discussions with tutors Observations of teaching practice Summative: Written assignments Presentations |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Independent study, lectures, seminars, workshops, groupwork |
Methods of Assessment | |
Formative: Reflective journal Discussions with tutors Summative: Written assignments Presentations |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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|
Observations of teaching practice Reflective journal Discussions with tutors Independent study |
Methods of Assessment | |
Formative: Observations of teaching practice Reflective journal and portfolios of evidence of teaching practice (such as lesson plans) Discussions with tutors Summative: Written assignments Presentations |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level M/7 - Postgraduate Certificate |
Participants are expected to develop, during the 13 months of the programme, a wide and substantial knowledge and understanding of teaching theory and their own specialist subject pedagogy, much of which is at the forefront of current research and thinking; criticality and an analytical approach fitting to an autonomous and self-directed learner; and the practical and professional skills that demonstrate mastery of the art, science and craft of teaching, at a suitable standard to qualify for designation of Qualified Teacher Status. |
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The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
The programme is comparable to other routes towards the PGCE, but in this case is delivered in an alternative format under the banner of the TeachFirst organisation. In the Bristol programme, some aspects of delivery common to all stages will be managed in common with participants undertaking the Primary stage version of the programme at the University of Bath Spa. Some facilities and lectures/seminars/workshops will utilise staff expertise from the University of Bath Spa. Bristol and Bath Spa students will form a common peer group, undergoing similar experiences and in similar parts of the region where the TeachFirst partnership schools are clustered.
Antonia Taylor the programme lead and other staff teaching on the programme.
The programme handbook (to be made available on Blackboard)
The Student Services Office at the Graduate School of Education
All units (mandatory or where chosen as optional) in this programme are must pass. For the definition of must pass units please see the Glossary of Terms from Annex 1 to the Regulations and Code of Practice for Taught Programmes at http://www.bristol.ac.uk/esu/assessment/annex/glossary.html
Unit Name | Unit Code | Credit Points | Status | |
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100 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds. An exit award with Merit or Distinction may be permitted where students are prevented by exceptional circumstances from completing the intended award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
The expectation will be that all participants will successfully complete the mandatory units, of which two are assessed at Level 6/H and three at Level 7/M. This qualifies the participant for the award of Postgraduate Certificate in Education.
In exceptional circumstances participants may exit with a Professional Certificate in Education which requires successful completion of all three Level 6/H units.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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