Professional Graduate Certificate in Education (Suffolk and Norfolk Primary SCITT)

A joint award of the University of East Anglia and the University of Essex

The information contained within this programme specification is correct as at March 2010

UCAS Course Code / UCS Course Code:

This is determined by the proposed combination. For guidance see the UCAS Handbook or www.snitt.co.uk| web site or contact Admissions on 01473 338833 or e-mail admissionsucs.ac.uk|.

Level of Award

Framework for Higher Education Qualifications (FHEQ) Level 6

 

Course Summary

The course specialises in early years education 3-7 years and primary 5-11 years. On successful completion of the course, all trainees will gain QTS and a Professional Graduate Certificate in Education and be qualified to teach across the primary range.

Entry Requirements

The entry requirements for this course are:

Essential:

  • 360 CAT points
  • A first degree in a relevant subject (2:2 or better)
  • English, Mathematics and Science to GCSE grade ‘C’ or equivalent

Desirable:

  • Sustained experience in a primary school

At UCS no applicant judged academically suitable for a course will be refused admission on the grounds of disability without compelling reasons. Applicants who have a disability and would like to know more about available support should contact Student Support in the first instance.

Course Aims

The Primary SCITT Programme draws upon partnership arrangements between schools and education providers in Suffolk and Norfolk, to provide a programme of training that is designed to:

  • Prepare trainee teachers to teach across the 3-11 age range in one of two specialist areas.
  • Enable trainee teachers to engage in a reflective and practice based programme of training and to demonstrate that they have met the Standards for award of Qualified Teacher Status.
  • Enable trainee teachers to develop a thorough grounding in the academic skills and knowledge that support the role and professional practice of teachers and to demonstrate that they have met the standards of the PGCE award.

 

Enable trainee teachers to consolidate their knowledge and understanding of teaching young children and application to the National Curriculum and the Early Years Foundation Stage.

Learning Outcomes

These course aims are broken down into sets of related skills, which are known as learning outcomes.

A. Knowledge and Understanding

 

  • Reflective Practice
  • Legal and ethical issues
  • The context of primary education
  • Professional role, responsibilities and development
  • Selected learning theories
  • Managing the learning process
  • Curriculum design and planning
  • Entitlement, equality and inclusiveness

B. Mental or Cognitive Skills

  • Analytical skills
  • Critical reading and academic writing skills
  • Evaluate skills
  • Critical reflection skills
  • Discussion skills

C. Subject Specific and Practical Skills

  • Planning lessons/schemes of work
  • Learning resources
  • Information Technology
  • Communication skills
  • Presentation skills
  • Teaching and learning strategies
  • Classroom management strategies

D. Key Skills

 

Key Skills, also known as graduate key skills, transferable skills or general skills, comprise communication, information technology, problem solving, numeracy, working with others and improving own learning.

 

 

  • Communication
  • Numeracy
  • Working with others
  • Problem solving
  • Information Technology
  • Improving own learning

Module Framework – Level 6

  • Primary (Key Stage 1 and 2)

 

or  20 credits

 

  • Early Years Specialist Module

 

All trainees will follow the remaining five modules:

 

  • Core Subjects Module - 20 credits

(English, Mathematics and Science in Key Stages 1 and 2 and FS)

 

  • ProfessionalStudies - 20 credits
  • Foundation Subjects, MFL and RE - 10 credits
  • Information and Communications Technology - 10 credits
  • Professional Practice consisting of:

Classroom Practice including observation of, and working alongside, an experienced teacher Teaching Practice including taking a leading role in planning, organisation of and teaching a class - 40 credits

 

In addition all trainees are required to pass QTS Skills Tests before they are able to start teaching. QTS Skills Tests in Numeracy, Literacy and ICT are set by the TDA. It is the responsibility of the trainee to register and submit themselves for these tests. Trainees have more than one opportunity to pass these tests but must achieve a pass before they can be awarded the PGCE and QTS.

Teaching, Learning and Assessment

A range of assessment techniques is used, including the trainees continuing professional development record, practice files, assignments, lesson observations, and QTS Skills Tests in Literacy, Numeracy and ICT.

Good practice is shared and discussed particularly the need for tutors to model the expected future styles of the trainees. Tutors employ a range of learning and teaching strategies. The trainees encounter a range of approaches that appeal to differing learning styles with opportunities for individual guided discovery, collaborative and group learning.

Benchmarks / Professional Standards / Competency Frameworks

The course meets the professional standards for Qualified Teacher Status (QTS)

Timetable

The trainees are asked to attend an induction day in May when they are given pre-course tasks that include spending two weeks in a school completing specific tasks and working to develop their subject knowledge as identified at interview. Further induction days take place centrally, in September.

 

The course lasts 38 weeks (190 days). (See Course Handbook, section 1, page 1.3 for the course structure)

110 days are spent in at least 2 schools and 80 days spent on centre-based work.

 

The trainees are taught together on modules and this is carried out by experienced tutors with high levels of experience and specialist knowledge. They meet regularly to discuss the delivery of modules and to ensure the trainees receive a cohesive experience that enables them to achieve the standards for QTS.

Course Delivery

The course follows the primary school year and consists of 190 days. It is delivered in two parts.

 

1. 80 days Centre-based Training is mainly held at two training venues:

  • · Adelphi House, 8 Turret Lane, Ipswich
  • · Kirkley Vocational Centre, Kirkley High School, Lowestoft

 

2. 110 days School-based Training

  • Trainees are placed in partnership schools with the majority of trainees placed within 40 minutes travelling distance of their home address

 

The TDA minimum attendance in school-based training is 90 days. However trainees are expected to attend all 110 days in placement and the 80 centre training days.

Placements / Work-Based Learning / Work Experience

Professional Practice (School-based Training) will occur as follows:

 

  • Classroom Practice – observation and support - 70 days
  • Teaching Practice – taking a lead role - 40 days

 

Trainees are provided with opportunities to observe good teachers at work and to work alongside them.

 

  • Early Years trainees will have sustained experience in nursery, reception and yr1 or yr 2
  • Primary trainees will have sustained experience in KS1, lower KS2 and Upper KS2
  • All trainees will have experience of at least two different schools; some may have experience of three

Mentor Training and Quality Assurance

All new mentors undergo one full day mentor training per term with additional support visits according to needs. Experienced mentors receive one half day training termly. Mentors and Professional Tutors receive two support visits termly from a member of the SCITT leadership team. Partnership Head teachers play a strong quality assurance role in the quality of the school-based training, alongside the programme leader.

Trainees have substantial teaching opportunities, including individual, group and whole-class teaching. Levels of responsibility are incremental, leading to the point where the trainee takes on the planning and teaching of a class for a number of full 5-day weeks in the final teaching block.

Tutorial and Study Support

Trainees have access to the tutors throughout their course and benefit from formal information sessions to enable them to plan for summative assignments and tasks as well as personal and individual or small group module tutorials. These tutorials include critical feedback on performance and assessment on the module, academic advice associated with each topic and opportunities for trainees to identify concerns related to the module in general.

Opportunities on Completion of the Course

The vast majority of trainees gain their first teaching post in the Eastern Region after the successful completion of the SCITT year.

Alternative format

Should you require this programme specification in an alternative format, please contact us on 01473 338000.

 

UCS reserves the right to amend the information in this programme specification as and when required.