Awards
Target Award
Award Description:Postgraduate Certificate in Education - PE
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
F2F-JMU-SEP
Educational Aims of the Course
To provide opportunity for its students to achieve Qualified Teacher Status in the Primary school context. To produce competent teachers who have a positive impact on learners and their progress. To develop informed and knowledgeable teachers, espousing creativity and research informed teaching through deliberate practice. To enable students to access, assess and apply educational research in the classroom. To develop students' critical reflection within the field of education and schooling, through analysis, synthesis and evaluation of evidence and practice. To provide opportunity for students to achieve their full academic potential at Level 7, through study encouraging self-motivation, self-awareness and application of initiative. To encourage an appreciation of the broader cultural, social and political context in which schools operate. To encourage social justice and develop practitioners with moral purpose. To build resilience and facilitate students to actively develop their intrapersonal and interpersonal intelligence. To encourage professional accountability informed by an understanding evidence based practice.
Learning Outcomes
1.
Demonstrate relevant and thorough professional, subject and pedagogical knowledge.
2.
Evaluate learning, teaching and assessment in order to inform planning and promote pupil progress.
3.
Critically analyse and to synthesise contemporary educational issues, and educational theory, policy and practice.
4.
Critically reflect on the impact of practice on the inclusive classroom, demonstrating an ethical and socially responsible commitment to equal opportunities.
5.
Demonstrate professional accountability and reflective, evidence informed practice.
6.
Demonstrate ability to successfully identify and address current and future training needs.
Teaching, Learning and Assessment
Teaching: Lead lectures develop the students' skills in listening and processing research, guidance and technical information. Workshops and seminars enable students to develop conceptual and procedural knowledge, and to work in groups to explore, speculate and evaluate; engaging with problem finding and problem solving activities. The students are encouraged to interact during workshops and seminars to reflect on experience and co-construct their understanding of pedagogic and professional matters. All modules in the programme emphasise evidence-based practice for teaching in the school context, involving students in a significant placement experience in more than one school throughout the programme. They are supported by school-based mentors, who meet with them regularly for discussion, reflection, feedback on their progress in the classroom and wider school context. LJMU tutors support and facilitate students and their mentors on placement. Learning: Students are strongly encouraged to discover information for themselves and take responsibility for their own learning, making full use of the Library and interactive online learning opportunities. An element of school-based learning is compulsory and this will involve: structured lesson observations, supporting learners and teachers; team and solo teaching; including independent planning and evaluation for teaching, learning and assessment. Assignments are set regularly with fixed deadlines and the use of information and communication technology (ICT) is expected, including the use of email to communicate with tutors whilst on placement and interaction with online materials in the virtual learning environment (VLE). Verbal and written feedback on assignments and teaching fosters reflection, self-awareness and independent learning. Lectures, workshops and seminars encourage students to reflect, articulate thoughts and opinions and ask questions. Some group work is undertaken through task-based discussions and group presentations. Assessment: All students receive general and module specific academic guidance, with specialist induction on the identification, location, and use of material in the Libraries and alternative local and non-local sources. Guidance on the aims, structure and marking of assignments is incorporated into module sessions and documentation. The grading criteria are published in the module guides. Indicative and essential readings are included in module guides. Formal evaluation of conceptual and procedural knowledge through written and verbal communication, engaging with research, reflection and observation. Students identify, record and present evidence of their competence in teaching.
Programme Structure
Programme Structure Description
The target award for the programme is the Post Graduate Certificate in Education Primary with recommendation for QTS. This programme is for those who wish to train for a career in teaching and to gain an award at level 7.
There are 7 field specific pathways. The Primary 5-11 pathways … For more content click the Read More button below.
The Primary 3-7 pathway is: PGCE Primary Foundation Stage/Key Stage 1
Individual students' route through the programme, and exit award, will be determined at selection on an individual basis and agreed with the programme leader according to the students first degree subject, career intentions in teaching and the requirements set in place by the Department of Education or other relevant governmental bodies.
Each specialist option will be identified by a plan code to identify the subject award of Postgraduate Certificate in Education (PGCE),with recommendation for Qualified Teacher Status (QTS).
All modules are optional, based on the Primary age range (3-7 or 5-11).
Option modules: 7118PBEC Becoming a Professional Teacher (20 Credits) – standard QTS PGCE route for Primary 5-11 pathways 7118EBEC Becoming a Professional Teacher (20 Credits) – standard QTS PGCE route for Primary 3-7 pathway 7218PREF Reflecting on Teaching and Learning (40 Credits) - for Primary 5-11 pathways 7218EREF Reflecting on Teaching and Learning (40 Credits) - for Primary 3-7 pathway 7518EDU Education and Schooling (20 Credits) – Non-QTS PGCert route
Students can be recorded as recommended for QTS with the Department for Education (DfE),following the Board of Examiners, on successful completion of 7118EBEC (3-7 pathway) or 7118PBEC (5-11 pathways) (linked to the Placement Experience).
The target award of Post Graduate Certificate in Education Primary [pathway] (PGCE, with recommendation for QTS) will be awarded where students complete the following combination of modules:
Primary 5-11 pathways: 7118PBEC Becoming a Professional Teacher (20 Credits) 7218PREF Reflecting on Teaching and Learning (40 Credits)
Primary 3-7 pathway: 7118EBEC Becoming a Professional Teacher (20 Credits) 7218EREF Reflecting on Teaching and Learning (40 Credits)
Students must pass module 7118EBEC (3-7 pathway) or 7118PBEC (5-11 pathways) to be recommended to the national awarding body for the award of QTS. All students must demonstrate that they have met all requirements for QTS as set out in the current relevant national requirements in order to be recommended for QTS. The Placement Experience procedures, on the LJMU Placement Website, outline the expectations of the LJMU Partnership to meet the competency requirement (Teaching Practice) for this module.
An alternative exit award of Postgraduate Certificate in Primary Education Studies (PGCert, without recommendation for QTS) may be awarded where students complete 60 credits with the following combination of modules: Primary 5-11 pathways: 7218PREF Reflecting on Teaching and Learning (40 Credits) 7518EDU Education and Schooling (20 Credits) Primary 3-7 pathway: 7218EREF Reflecting on Teaching and Learning (40 Credits) 7518EDU Education and Schooling (20 Credits)
An alternative exit award of Certificate of Professional Development Award with recommendation for QTS (CPQ) can be offered to students who pass 7118EBEC or 7118PBEC (linked to the Placement Experience),achieving 20 credits.