University of the West of Scotland

Undergraduate Programme Specification

Session: 2021/22

Last modified: 05/07/2021 14:18:24

Named Award Title:PGDE (Primary) Single

Award Title for Each Award: PGDE  (Primary)

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:General Teaching Council for Scotland (GTCS)
Maximum Period of Registration:
Mode of Study:Full Time
Campus:Ayr
Lanarkshire

School:School of Education & Social Sciences
Programme Leader:Jennifer Ellis

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

English at SCQF Level 6 (eg Higher)

Mathematics at SCQF Level 5 (eg National 5, Credit Standard Grade or Intermediate 2)


or GCE

English Language and English Literature at C or above

Mathematics at B or above


or SQA National Qualifications/Edexcel Foundation

Acceptable alternatives to the qualifications listed above are given in the Memorandum on Entry Requirements to Programmes of Initial Teacher Education in Scotland (General Teaching Council for Scotland (GTCS, 2013), and are published on the UWS website/prospectus.


Other Required Qualifications/Experience

Applicants must have graduated with a degree from a UK University or an equivalent degree qualification from a higher education institution outside of the UK. Given that the demand for places significantly exceeds the number of places, priority is given to applicants who have attained a 2.1 or 1st class Honours degree.



All applicants must also have achieved a minimum of English at Higher Grade C and Mathematics at National 5 Grade C prior to their application being considered. Applications will be rejected if these minimum qualifications have not been attained prior to application.

Candidates for this programme must successfully undertake an interview prior to being offered a place.

Candidates who are offered a place on this programme must apply for and obtain membership of the Protection of Vulnerable Groups Scheme before enrolment.


Further desirable skills pre-application

Further information on desirable skills and experience pre-application is provided in the Memorandum on Entry Requirements to Programmes of Initial Teacher Education in Scotland (GTCS, 2019).

Experience of working with young people in a primary classroom and up-to-date knowledge and understanding of primary education in Scotland will enhance an application to this programme.


General Overview

The overall aim of the programme is to develop individuals with a range of transferable graduate skills who will attain the Standard for Provisional Registration (GTCS, 2021) and thus be eligible to apply for provisional registration with GTCS and entry to the Teacher Induction Scheme.

In accordance with the relevant benchmarks, graduates will have demonstrated the attributes, knowledge and skills encompassed by the following core areas:

Professional Values and Commitment
The core values defined as Social Justice, Integrity, and Trust and Respect are integral to, and demonstrated through, all professional relationships and practices.

Professional Knowledge and Understanding
The knowledge and understanding of the relevant areas of the early childhood and primary curriculum, including contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning; the principal features of the education system and their own professional responsibilities within the learning communities in which they will teach; relevant educational principles and pedagogical theories; and the importance of research in informing professional practice.

Professional Skills and Abilities
The ability to design, deliver and assess effective, appropriate and stimulating programmes of work across all areas encompassed by Curriculum for Excellence and suitable for children at all stages of early childhood and primary school in a variety of settings, environments and circumstances; and to use reading, research and feedback from a range of sources to inform effective self evaluation and maintain a record of professional learning and development culminating in an Initial Professional Development Action Plan.

The programme will encourage students to engage in lifelong learning, study and enquiry, and to appreciate the value of education to society. It will also assist students to develop the skills required for both autonomous practice and team-working.

The Standard for Provisional Registration is part of a suite of professional standards published by GTCS. Individuals obtaining Provisional Registration aim to progress to Full Registration and are then expected to continue to develop their expertise through ‘appropriate and sustained career long professional learning’ (GTCS, 2021).

In session 2021-22, programme delivery will be hybrid i.e. a combination of online and on-campus classes. Lectures, tutorials, workshops, use of the VLE, group work, problem-based learning, student presentations, tutor/student-led discussions, and resources are used, as appropriate, to develop student learning. Student handbooks and other material made available to students give more detailed information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This clarifies for students both their expectations for timetabled (synchronous and asynchronous) sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the programme.

Ongoing formative assessment across the programme provides feedback to students on their developing thinking on educational issues and professional abilities. Summative assessment of academic study takes the form of a test in literacy and numeracy, an assignment on health and wellbeing (Primary Curriculum), and an essay (School and Professional Studies). Recommendation 5 of the Donaldson review of teacher education, Teaching Scotland's Future (2011), states that "the threshold established entry should allow for weaknesses to be addressed by the student during the course. A more demanding level should be set as the prerequisite for competence to teach". In response to this recommendation, the pass mark for each element of the test (literacy AND numeracy) is 50%. It should also be noted that all categories of assessment (each element of the test, assignment, and essay) MUST be passed. Summative assessment of the PGDE School & Professional Studies module will be offered at SCQF Levels 10 and 11. In both cases, the assessment will take the form of an essay of 6,000 words but the assessment criteria will be differentiated to match the learning outcomes for the two levels. All students will be enrolled on PGDE School & Professional Studies (L11) and the module will promote the criticality required at this level.  Students will be given full explanation of the different standards of work required by the two levels, and in March they will be asked to make a decision at which level they will submit. By this time in the programme, students will have completed substantial periods of school experience and have received feedback on the health and wellbeing assignment; these experiences will enable students to make an informed decision. 

In compliance with the requirements of the GTCS, 50% of the programme, a total of eighteen weeks, is devoted to school experience in different stages of primary school. Placement handbooks set out the requirements and expectations of school experience, including the maintenance of the teaching file. Following formative assessment of the first periods of school experience, the subsequent placements are assessed summatively by the partner school and the visiting University tutor. In addition to written feedback, students receive Satisfactory or Unsatisfactory grades for each of the eight benchmark areas of the Standard for Registration. Assessment of the module is on a pass/fail basis, dependent upon satisfactory or unsatisfactory performance in school. The overall grade is awarded jointly by the partner school and  the University tutor.
 


Graduate Attributes, Employability & Personal Development Planning

The programme is designed to consolidate and further develop students’ range of graduate skills and attributes that are transferable to other areas of study and professional employment, including: knowing how to access and apply relevant research findings; practising in a range of professional contexts, which include a degree of unpredictability; communicating effectively, both orally and in writing, with a range of audiences; engaging in professional dialogue with peers and senior colleagues; constructing and sustaining reasoned and coherent arguments about professional practices; undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues; justifying personal opinions by referring to appropriate evidence from a range of sources; reflecting on and acting to improve the effectiveness of their own practice; adopting an enquiring approach to professional practice, demonstrating some originality and creativity in finding solutions to professional issues; exercising autonomy and initiative in professional activities; working with others and, at times, taking a leading role; and dealing with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice.

Ongoing reflection is central to the programme, which aims to develop in every student the professional qualities and capabilities of a reflective practitioner. Although the PDP process is embedded within the PGDE (P) School Experience module and is linked to evaluation on placement, students are encouraged to reflect on personal and professional learning in academic work and its impact on developing practice and progress towards achievement of the Standard for Provisional Registration. The PDP process will culminate in the production of an Initial Teacher Education Profile, completed at the end of the PGDE Primary year.

Upon graduation and provisional registration with the GTCS, graduates are eligible for entry to the Teacher Induction Scheme. This scheme is administered by the GTCS, in partnership with the Scottish Government Learning Directorate, and provides a guaranteed one-year training post to every eligible student.

Work Based Learning/Placement Details

In compliance with the requirements of the GTCS, 50% of the programme, a total of eighteen weeks, is devoted to school experience occurring in each school term. Should the global pandemic imact school experience, the PGDE Primary course team adhere to guidance shared by the Covid Education Recovery Group, and provide relevant updates to students. 
 

To assure placement partners that students are appropriately prepared to undertake periods of school experience, and in accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for academic modules during campus study (and who is therefore deemed to be unprepared for a period of school experience) is normally required to undertake a period of further preparation (on campus) when other students are on placement. UWS Regulation 5.7 also applies to periods of school experience, but it should be noted that any student whose attendance has fallen below the 75% minimum requirement may be deemed not to have met the professional requirements of the programme as accredited by the GTCS and, therefore, may not be eligible for assessment on that placement. In either case, the required school experience placement would normally be completed in the August/September diet following that academic year of study.
 

Engagement and Attendance

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.

For the purposes of this programme, this equates to the following:

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

In accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for a module could be withdrawn from and given a re-attend decision for that module. To assure placement partners that students are appropriately prepared to undertake periods of school experience, unsatisfactory attendance across academic modules may prevent progress to placement, or result in withdrawal from the programme, as a student would be deemed not to have met the professional requirements of the programme as accredited by the GTCS.

During the pandemic, the professional body (GTCS) has offered flexibility in terms of placement experiences and attendance. The attendance requirements for the individual module can be met through direct teaching experience in school, remote learning, or individual professional learning opportunities.

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of education.
A2Demonstrate a critical understanding of the principles and evolving theories of curriculum design, contexts for learning and cross-curricular links.
A3Demonstrate detailed knowledge and understanding of the primary curriculum, current educational issues and effective approaches to teaching and learning.
A4Demonstrate knowledge and understanding of the ways in which teaching and learning are developed, including a range of established techniques of professional enquiry.
A5Demonstrate knowledge of how to access and apply relevant findings from educational research.

Practice - Applied Knowledge and Understanding

B1Design, deliver and assess effective, appropriate and stimulating programmes of work across all areas encompassed by Curriculum for Excellence and suitable for children at all stages of pre-school and primary education.
B2Use skills, practices and materials which are specialised, advanced or at the forefront of classroom practice in a variety of settings, environments and circumstances.
B3Execute a defined project of action research related to teaching and learning in a chosen subject area in primary education.
B4Practise in a range of professional contexts, which include a degree of unpredictability and specialism, and maintain a safe, caring and purposeful learning environment within these contexts.
B5Understand and apply the principles of assessment, recording and reporting and use the results of assessment to evaluate and improve teaching, and to improve standards of attainment across the curriculum.

Communication, ICT and Numeracy Skills

C1Communicate effectively, using a variety of media including digital technologies, to promote and develop positive relationships, and to stimulate pupils and achieve the objectives of lessons.
C2Communicate effectively with peers, children, staff and others in school.
C3Communicate and report effectively, both orally and in writing.
C4Engage in professional dialogue with peers, university staff and school colleagues.
C5Construct and sustain reasoned and coherent arguments about educational matters and professional practices.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in educational contexts.
D2Justify a personal stance on educational issues by referring to appropriate evidence from a range of sources.
D3Reflect on and act to improve the effectiveness of their own practice and contribute to the processes of curriculum development, school development planning and meeting the educational needs of school communities.
D4Adopt an enquiring approach to professional practice, demonstrating some originality and creativity in finding solutions to professional issues.
D5Develop record of personal professional learning and development into an Initial Professional Development Action Plan.

Autonomy, Accountability and Working With Others

E1Exercise autonomy and initiative in professional activities.
E2Work effectively under guidance in a peer relationship with qualified practitioners and other agencies and individuals.
E3Work with others and, at times, take a leading role in bringing about change, development and new thinking relating to an aspect of primary education.
E4Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice and in accordance with the needs of schools and wider communities.
E5Demonstrate achievement of all aspects of the Standard for Provisional Registration.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
10EDUC10027PGDE (P) Primary Curriculum40check markcheck mark 
10EDUC10028PGDE (P) School Experience40check markcheck mark 
10EDUC10032PGDE School & Professional Studies40check markcheck mark 
11EDUC11090PGDE School & Professional Studies (L11)40check markcheck mark 

* Indicates that module descriptor is not published.

Footnotes
All students enrol on PGDE School & Professional Studies (L11). In term 2, students are given the option to undertake the module assessment at Level 10 or L11. Should they choose to submit at L10, they are withdrawn from PGDE School & Professional Studies (L11) and enrolled on PGDE School & Professional Studies (L10).

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award

Student progress is monitored on an ongoing basis. To graduate, students are required to pass on each assessed component, including either PGDE School & Professional Studies (L10)or PGDE School & Professional Studies (L11), gaining a total of 120 credits. A student failing a coursework component is normally permitted to have one further attempt to obtain a pass in the outstanding assessment. In the case of failure on school experience, a student is normally permitted to have only one further attempt to reach a satisfactory standard. The PGDE (Primary) is conferred on students who have satisfactorily met the programme requirements.

The PGDE (Primary) programme is an example of professional programmes where a SBE can be given the power to terminate the programme progress of a student when a student’s continuation on placements is judged to be unacceptably damaging to the interests of placement partners (eg schools and their pupils during school experience). Student handbooks will provide further details.


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.



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