PGCE Primary (QTS)

Course length: 1 year full-time

Overview

The Post Graduate Certificate in Education (PGCE) is the most widely recognised UK post graduate award and is transferable. It is accepted, across the UK and internationally, as an assurance that the candidate has achieved the high standard expected for entry to the teaching profession. Newman offers you two routes through the Primary PGCE course: ages 3-7 or 5-11

These PGCE Primary routes focus on the study of teaching in all National Curriculum subjects, with emphasis on English, maths, science and ICT. The Primary Foundation Stage/Key Stage 1 course (3-7) includes a specialist study of the early years foundation stage curriculum and the distinctive pedagogies encountered in reception/nursery classrooms and children’s centres. For both routes school placements will be completed in relevant age phases, including nursery and reception classes for students on the 3-7 age range course.

Whichever route you take, you will learn the principles of curriculum design and delivery, and theories of learning and teaching, alongside developing practical insights and skills in the effective teaching and assessment of young children. The course is designed to enable you to meet the requirements for qualified teacher status (QTS).

The programme is approximately 38 weeks long with at least 24 of those weeks in schools. You will attend taught sessions at Newman and/or partner schools which will provide you with a thorough understanding of education theory that you will be able to apply in the classroom.

The course will provide you with key skills such as behaviour management while preparing you to teach the national curriculum. The content brings together latest research findings with current school policies and practices. Emphasis is placed on systematic synthetic phonics (as a key strategy within early reading pedagogy), children’s mathematical development and scientific enquiry. The key characteristics of each primary subject area are studied along with cross-curricular links and topics.

The courses will provide you with a balance of general classroom practice and specialist understanding. You will study two modules at masters level which will provide a firm foundation for future continuous professional development leading to a masters degree.

The Post Graduate Certificate in Education (PGCE) is the most widely recognised UK post graduate award and is transferable.  It is accepted, across the UK and internationally, as an assurance that the candidate has achieved the high standard expected for entry to the teaching profession.

 

The PGCE Primary Partnership

Newman’s Primary PGCE courses offer you strong partnerships with Teaching School Alliances and primary schools in the West Midlands. You will be taught by qualified practitioners who are able to link different perspectives of primary teaching to the development of your practical skills in the classroom. Tutors are involved in both Newman based training and in supporting the professional development of students in Teaching School Alliances and partnership schools. Teachers are involved in the construction of courses and the supervision of school experience and in teaching students how to make effective, critical and reflective evaluations of their work.

School Based Learning

School-based learning is central to the PGCE programme and will be a feature of all three terms of your PGCE year. You undertake placements in at least two primary schools providing opportunities to observe and practise a range of methods and approaches. School-based learning includes observation of experienced teachers, a structured programme of group and whole class teaching and a series of directed activities to explore wider school issues.

Special Features

• You are taught by staff who have extensive experience of classroom teaching

• To enable you to teach in Catholic schools you will have the option to study for the Catholic Certificate in Religious Studies (CCRS)

As part of your course you may be able to undertake a field visit overseas to The Gambia in West Africa. For many years, Newman University has developed and built strong partnerships with a number of schools in The Gambia. This field visit provides opportunities to explore the Global Dimensions of education from a variety of perspectives. Based on the field visit of 2017, the costs of flights, coach transfer and accommodation on a Bed & Breakfast basis totalled £755. In the event of being able to take part in this adventure you will need to seek medical advice from your GP or Health Care Professional as inoculations may be needed which may incur a cost. All costs are subject to change and the example given is based on 2017. Additional funds are required for personal subsistence in country, for example to purchase an evening meal. Estimated costs for 2018 are expected to be in the region of £780 per person though this is subject to change. A non refundable deposit of £350 is required to secure a place subject to the field visit taking place.

 In an ever changing global workplace, there are many benefits to experiencing another country. Here are just a few:
•  Stand out from the crowd – having international experience on your CV will help you stand out from the competition.
•  Life skills – while experiencing overseas fieldwork you will gain skills that can’t be taught in the classroom.
•  Gain an international perspective - discover a different culture and way of life.

"Assessment of the PGCE Primary programme combines course assignments and professional practice in two schools. Both are methods which suit the needs of the course and they compare well with other similar courses elsewhere."
External Examiner


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

An Honours degree or a recognised equivalent, preferably BA or BSc Second Class or above in one of the core subjects or Early Years.

GCSEs (or in exceptional circumstances their equivalent) in  English Language, Mathematics and Science at grade 4 (grade C previously).  Please be aware that whilst these GCSEs are not mandatory at application point, these qualifications must be obtained by enrolment.  

Recent and relevant work experience in a British state primary school is required prior to interview. We expect that you would have a minimum of 10 days experience in a primary school setting, however the majority of applicants will have much more than this. The quality and variety of your personal statement is an important factor in the decision to call you to interview. Candidates must attend an interview and sit literacy and numeracy tests at Newman University.

Passing the National Skills Tests for Literacy and Numeracy, together with obtaining a Disclosure and Barring (DBS) clearance and meeting the requirements for Fitness to Teach is also required.

For full entry requirements please see our admission requirements page.

Fees

2017/18: £9,250*

Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Bursaries Information

Additional costs:
A Disclosure and Barring Service (DBS) is required for entry into this programme.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here.

Primary PGCE course: ages 3-7


As a full time student, you will study a total of 60 credits each year. You will be required to complete several 0 credits modules, also. The credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules range between 0 credits and 30 credits and dissertations are 60 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


ENQUIRY BASED LEARNING IN THE EARLY YEARS (LEVEL 7)


MODULE TITLE : ENQUIRY BASED LEARNING IN THE EARLY YEARS (LEVEL 7)

MODULE CODE : PG723P


MODULE SUMMARY :

This module is designed to encourage students to deal individually with complex issues both systematically and creatively and make sound judgements. Students will also be expected to communicate their conclusions clearly to specialist and non-specialist audiences. Students will demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks as they consolidate their understanding of their focus area and formulate their own routes to learning determining their own levels of enquiry. This module will facilitate students in advancing their knowledge and understanding of their chosen research area and to develop new skills to a high level. Consequently, the module will promote the qualities and transferable skills necessary for employment, the exercise of initiative and personal responsibility decision-making in complex and unpredictable situations and the independent learning ability required for continuing professional development.

CONTACT HOURS :

Scheduled : 24.00
Independent : 114.00
Placement :
Total :  138.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Provide students with a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights based upon their chosen area of professional practice
  • Develop a comprehensive understanding of techniques applicable to their own research
  • Illustrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
  • Evaluate critically current research and advanced scholarship in the discipline.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate critical reflection when identifying main characteristics of some of the specific approaches to teaching and learning within early years education
  • Engage in professional and academic research accessing and analysing theoretical and practical based evidence recognising how this impacts upon early years education
  • Critically reflect and communicate research findings from lines of enquiry in order to develop professional practice
  • Analyse the significance of research in developing and enhancing critical knowledge, understanding and professional development in the chosen area of early years research
  • Reflect critically on themselves as learners and teachers, analyse strengths and needs and set targets for continued development
  • Demonstrate a systematic understanding and critical awareness of aspects of pedagogy and ability to offer new insights into an area of professional practice
  • Produce a shared digital asset or output in collaboration with others as part of an assessed activity.

 

METHOD OF ASSESSMENT :

Component 1 - 50% Electronic Presentation (10-15 minutes)

Component 2 - 50% Critical Analysis (2500 words)

PROCESSES, APPLICATION AND INFLUENCE OF ASSESSMENT PRACTICES ON TEACHING AND LEARNING (LEVEL 7)


MODULE TITLE : ASSESSMENT FOR PROGRESS

MODULE CODE : PGP702


MODULE SUMMARY :

The module provides students with the opportunity to extend and enhance their knowledge and understanding of assessment in Primary Education. The module will enable students to develop their knowledge and understanding of the range, purpose and impact of assessment throughout the primary curriculum. At the same time they will investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education. Students will critically engage with the development of assessment, current policy, including Statutory requirements, and how international, national and school priorities impact upon classroom practice. The module also considers current trends and issues within the primary National Curriculum in England.

CONTACT HOURS :

Scheduled : 86.00
Independent : 114.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Extend and deepen knowledge and understanding of assessment practices in Primary Education

  • Investigate and critically analyse methods and application of assessment practices in Primary Education

  • Systematically review and analyse current policy and Statutory requirements for assessment in Primary Education

  • Critically engage with international, national and school priorities which impact upon assessment

  • Critically engage with and analyse current practices and trends in assessment

  • Critically review, analyse and evaluate resources available to support assessment in Primary Education.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of how assessment impacts upon teaching and learning

  • Investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education

  • Critically reflect on and develop a deeper understanding of assessment in Primary Education demonstrating an awareness of  the influence of  international, national and school priorities

  • Systematically review and analyse current policy, practice, trends and Statutory requirements for assessment in Primary Education

  • Demonstrate a critical understanding of resources required to enable effective and appropriate assessment practices which support pupil progress.

METHOD OF ASSESSMENT :

Component 1 - 100% Portfolio of Tasks 4000 words equivalent

PROFESSIONAL DEVELOPMENT: BUILDING ON STRENGTHS


MODULE TITLE : PROFESSIONAL DEVELOPMENT: BUILDING ON STRENGTHS

MODULE CODE : PXP601


MODULE SUMMARY :

This module allows trainees working towards Qualified Teacher Status (QTS), to develop, practise and begin their professional competences as a primary teacher, through work in schools/classroom settings over a seven week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfil the duties expected of a qualified teacher. During the first School Experience trainees will have the opportunity, supported by School Based Tutors, Class teachers/subject leaders and Partnership Tutors (Partnership Staff), to develop the qualities and skills necessary to teach, manage pupils, monitor their learning and reflect upon and evaluate their developing knowledge, understanding and skills, setting targets for continued development and practice. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 320.00
Total :  322.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable trainees working towards the award of qualifies teacher status (QTS) to      meet and demonstrate appropriate practice-based standards based on the Teaching Agency Standards: Teachers’ Standards (2012)
  • Enable trainees to make the transition from observing and supporting lessons to independently planning and delivering lessons
  • Enable trainees to access school-based learning; including observation, small group and whole class teaching. This will support trainees developing a range of professional skills and competences. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme and  supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, to encourage and develop their own professional values and judgement
  • Relate professional practice to the structured programme of school-based and  university-based learning
  • Build upon trainees strengths and competencies evidenced at application and interview to support effective delivery of learning activities to individuals, groups and classes

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Begin to demonstrate knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching including the place of systematic synthetic phonics within the teaching of reading across the full breadth of the curriculum.
  • Begin to demonstrate knowledge and understanding of curriculum content for the age range, in which they are teaching, including the foundation subjects, religious education and, where appropriate, their specialist subject.
  • Begin to evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Begin to demonstrate understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment and evaluation for the effective learning.
  • Begin to critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.
  • Begin to demonstrate effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation.
  • Create and maintain a purposeful and orderly learning environment within a classroom.
  • Develop effective working relationship with pupils, adults and other professionals.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience Assessment

PROFESSIONAL DEVELOPMENT: DEVELOPING SKILLS IN AN ALTERNATIVE SETTING


MODULE TITLE : PROFESSIONAL DEVELOPMENT: DEVELOPING SKILLS IN AN ALTERNATIVE SETTING

MODULE CODE : PXP602


MODULE SUMMARY :

This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over a seven week placement in an alternative Key Stage.  This second professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued development. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 320.00
Total :  322.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to meet, demonstrate and achieve appropriate practice-based statements of attainment based on Teaching Agency: Teachers’ Standards (2012)
  • Enable trainees to gain professional experience in an appropriate school based settings, which will provide an appropriate environment, and will enable them to observe, develop and practise a range of professional skills and competences, within which to develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme of taught input to consolidate and extend knowledge and understanding of professional development and experience
  • Enable trainees to apply their first school experience placement standards and expectations in an alternative age-phase and build upon these
  • Enable trainee to make the transition from observing and supporting lessons to  planning and delivering lessons
  • Enable trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate effective knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching, including the core curriculum, foundation stage subjects, religious education and, where appropriate, their specialist subject/language.
  • Demonstrate effective knowledge and understanding of the teaching of reading across the full breath of the curriculum, including the place of systematic synthetic phonics.
  • Demonstrate effective knowledge and understanding of the teaching of early mathematics across the full breadth of the curriculum.
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Demonstrate effective understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment, monitoring and recording of pupil progress for effective learning of every child.
  • Critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience

PROFESSIONAL DEVELOPMENT: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE


MODULE TITLE : PROFESSIONAL DEVELOPMENT: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE

MODULE CODE : PXP603


MODULE SUMMARY :

This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over an eight week placement.  This final professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued professional development and their Induction year. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 380.00
Total :  382.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to meet, demonstrate and fully achieve appropriate practice-based statements of attainment based on Teaching Agency: Teachers’ Standards (2012)
  • Enable trainees to gain professional experience in an appropriate school based settings, which will provide an appropriate environment, and will enable them to observe, develop and practise a range of professional skills and competences, within which to develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme of taught input to consolidate and extend knowledge and understanding of professional development and experience
  • Enable trainees to apply their first and second school experience placement standards and build upon these
  • Enable trainees to make the transition from observing and planning lessons from teachers planning, to independently planning and delivering lessons
  • Enable trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate effective knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching, including the core curriculum, foundation stage subjects, religious education and, where appropriate, their specialist subject/language.
  • Demonstrate effective knowledge and understanding of the teaching of reading across the full breath of the curriculum, including the place of systematic synthetic phonics.
  • Demonstrate effective knowledge and understanding of the teaching of early mathematics across the full breadth of the curriculum.
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Demonstrate effective understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment, monitoring and recording of pupil progress for effective learning of every child.
  • Critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.
  • Demonstrate effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation.
  • Create and maintain a purposeful and orderly learning environment within a classroom.
  • Develop effective working relationship with pupils, adults and other professionals.
  • Demonstrate effective understanding of KS2 Framework for Languages DFES 2007

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience

THE CORE CURRICULUM


MODULE TITLE : THE CORE CURRICULUM

MODULE CODE : PGP604


MODULE SUMMARY :

The module aims to develop, in relation to the core subjects, subject knowledge, understanding, pedagogy and skills relevant to achieving recommendation for Qualified Teacher Status. The module is non-credit bearing and, as such, has no formal assessment.

In this module students will be provided with opportunities to develop their knowledge and understanding of statutory and non-statutory guidance, and a range of pedagogical, contemporary and innovative approaches across the key stages within the core subjects. They will develop secure subject knowledge and understanding, including associated key misconceptions and errors across the curriculum in relation to the core subjects. Students will critically evaluate the effective and appropriate use of a range of resources to support core curriculum teaching and learning within the classroom. They will develop a critical understanding of approaches to planning, evaluation and assessment, and will use this to develop, inform and refine future learning experiences. Students will also develop their knowledge and understanding of a range of approaches and methods.

CONTACT HOURS :

Scheduled : 36.00
Independent : 100.00
Placement :
Total :  136.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop knowledge and understanding of the content of statutory and non-statutory guidance for the core curriculum subjects across Foundation Stage/Key Stage One or Key Stage 1 and Key Stage 2

  • Develop knowledge and understanding of some pedagogical approaches for the effective teaching of the core curriculum subjects across Foundation Stage, Key Stage 1 and Key Stage 2

  • Develop subject knowledge in key aspects of Foundation Stage, Key Stage 1 and Key Stage 2 for the core subjects

  • Critically evaluate pedagogical approaches that facilitate effective teaching and learning in the core curriculum subjects

  • Develop understanding of methods of planning, teaching and assessment which support effective learning in the core curriculum subjects across Foundation Stage, Key Stage 1 and Key Stage 2

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate critical knowledge and evaluative understanding of the organisation and development of the National Curriculum for Early Years and Primary in relation to the core subjects

  • Demonstrate critical knowledge and evaluative understanding of a range of pedagogical approaches, strategies and resources which can facilitate the effective teaching and learning within the Early Years and Primary core curriculum subjects

  • Demonstrate critical knowledge and understanding of a range of formative and summative assessment tools, strategies and approaches which can support the teaching and learning process within the Early Years and Primary core curriculum subjects

  • Demonstrate secure subject knowledge of the Early Years and Primary in relation to the core subjects in order to plan appropriate content for teaching and learning

  • Critically evaluate and select resources in order to teach Early Years or Primary core curriculum subjects

  • Demonstrate the ability to apply knowledge and understanding of a variety of pedagogical approaches within the Early Years or Primary core subjects in order to plan, evaluate and assess children’s learning

  • Demonstrate the ability to apply secure Early Years or Primary subject knowledge to inform teaching and learning within teaching and learning in the core subjects

  • Demonstrate the ability to critically engage with a range of reading, including policy and research, to evaluate and justify approaches to teaching Early years or Primary core subjects

METHOD OF ASSESSMENT :

Component 1 - 100% MINIMUM OF 80% ATTENDANCE AND ACTIVE PARTICIPATION IN LECTURES / SEMINARS

THE BROAD CURRICULUM


MODULE TITLE : THE BROAD CURRICULUM

MODULE CODE : PGP605


MODULE SUMMARY :

This module will consolidate and further develop learning undertaken in school and in undergraduate degrees and previous experience of the students. Educational research and practitioner input will enable students to develop their understanding and knowledge with regards to the expectations of schools and approaches to the curriculum. In particular there will be an emphasis on opportunities for creative development within schools and the curriculum so as to enhance pupil experience, understanding and knowledge. A selection of curriculum experts will share their experience and knowledge in the development of creative approaches within the primary setting.

CONTACT HOURS :

Scheduled : 46.00
Independent : 54.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Provide a practical context through which to explore the creative delivery of the broad curriculum;

  • Support students’ understanding of the value of creative approaches to delivering the broad curriculum in school;

  • Broaden students’ awareness of the range of resources available to support delivery of the broad curriculum subjects;

  • Foster a creative approach towards the planning and delivery of lessons which support the school curriculum;

  • Support students to become creative, ambitious and effective teachers.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

These learning opportunities embed understanding of, commitment to, and critical analysis of equal opportunities, diversity and inclusion.

 

Students will, by the end of the module, have the opportunity to:

 

  • Engage practically in, and critically evaluate, creative learning activities;

  • Generate a range of practical, creative and expressive responses to lecture and seminar content;

  • Critically analyse a range of pedagogical approaches and philosophies to curricular learning;

  • Identify, investigate and critically evaluate resources available to teachers to support the delivery of creative projects;

  • Critically explore and evaluate a range of rich contexts and starting points for SMSC teaching;

  • Evidence the above in their e-portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% MINIMUM OF 80% ATTENDANCE AND ACTIVE PARTICIPATION WITHIN LECTURES / SEMINARS

PROFESSIONAL STUDIES IN EDUCATION


MODULE TITLE : PROFESSIONAL STUDIES IN EDUCATION

MODULE CODE : PGP606


MODULE SUMMARY :

This level 6 module encourages students to critically analyse current areas of professional practice including:

 

  • Behaviour management

  • Gender and attainment

  • Special Educational Needs

  • Assessment of and for learning

  • Pedagogy to support and celebrate bilingualism and multilingualism

 

Students will gain appropriate skills and understanding of the theoretical issues involved in conceptualising and designing educational research. Students will investigate and develop a practical understanding of how established techniques of research, enquiry and ethics can be used to inform professional practice. Students will develop understanding in order to critically evaluate current research and practice, and to evaluate research methodologies in relation to professional practice. The complexities of researching educational issues; the need to systematically make appropriate judgements and the ability to articulate intentions, in terms of research and scholarly activity, will be reviewed. Students will be encouraged to engage in professional discussion and collaborative dissemination of information; whilst demonstrating the ability to be autonomous in critically analysing research based evidence. The module has been designed to contextualise educational research, in terms of its theoretical, epistemological and methodological underpinnings, for a broad cross section of students, enabling them to comprehend different facets of educational research in an integrated and coherent fashion. In addition, practical skills are built in through workshops, seminars and lectures, designed to develop library, web and applied I/T search aid, and research skills relevant to students’ needs and interests.

CONTACT HOURS :

Scheduled : 40.00
Independent : 60.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to enable students to:

 

 

  • Demonstrate systematic understanding of knowledge, and a critical awareness of current issues and/or new insights in areas of professional practice

  • Comprehensively understand the use of literature reviews as a research technique applicable to their own research and advanced scholarship in areas of professional practice

  • Develop the ability to systematically deal with complex issues and articulate their arguments

  • Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in analysing research based reports/articles.

LEARNING OPPORTUNITIES :

 

Students will, by the end of the module, have the opportunity to:

 

 

  • Demonstrate a critical awareness of current issues and/or new insights, relevant to an area of professional development and/or practice

  • Demonstrate analytical knowledge and understanding of key areas of professional practice

  • Demonstrate the ability to critically evaluate and synthesise a range of reading, documentation and research based reports

  • Identify a range of information sources (printed and electronic) relevant to a specified area of professional practice

  • Demonstrate the ability to deal with complex issues and articulate reasoned arguments in the critical analysis of evidence

  • Demonstrate self-direction in tackling and solving problems, and act autonomously in analysing and evaluating evidence.

  • Demonstrate a range of collaborative skills.

METHOD OF ASSESSMENT :

Component 1 - 100% PROFESSIONAL STUDIES IN EDUCATION

EXPLICIT ENGAGEMENT WITH LEARNING AND TRANSITION


MODULE TITLE : EXPLICIT ENGAGEMENT WITH LEARNING AND TRANSITION

MODULE CODE : PGP607


MODULE SUMMARY :

This module aims to extend students with the knowledge and self-management skills to complete an e-portfolio using Mahara as evidence towards recommendation for QTS.

(Mahara is an electronic portfolio system where you can record evidence of your learning and experiences. Mahara allows you to store files (e.g. documents, images, videos) and share them with others.)

Students will critically reflect on subject knowledge and pedagogy within taught sessions and independent study to impact on their progress for their school experiences. They will be asked to articulate and critically reflect on their understanding of the teachers’ standards with good and very good elements in respect to their placement, for the short and long term, and to demonstrate how they will meet targets to achieve this.

 

CONTACT HOURS :

Scheduled : 12.00
Independent : 88.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Support and encourage students to become on-going critically reflective practitioners on how to relate theory to policy and practice

  • Prepare students by evaluating how they have met the standards for school experiences and how they are setting and meeting new targets for progression into their NQT year

  • Encourage students to regularly make connections between their learning and the impact on their placements

  • Enable students to build confidence in becoming a teacher with recommendation of QTS by documenting their time and progress at Newman University by completing an e-portfolio

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Examine how each module has helped to develop their knowledge, understanding and pedagogical skills in becoming a teacher

  • Demonstrate engagement with, and an understanding of meeting the teachers’ standards with good and very good in respect to strengths and targets for final placement and NQT year

  • Document academic progress and reflect on feedback given to improve future academic work and were appropriate complete relevant action plans           

METHOD OF ASSESSMENT :

Component 1 - 100% E-PORTFOLIO (1500 WORDS EQUIVALENT)

Primary PGCE course: ages 5-11


Year 1 modules


CONTEMPORARY, CREATIVE AND INNOVATIVE PRACTICE IN THE CORE CURRICULUM (LEVEL 7)

MODULE TITLE : CONTEMPORARY, CREATIVE AND INNOVATIVE PRACTICE IN THE CORE CURRICULUM (LEVEL 7)

MODULE CODE : PGP701


MODULE SUMMARY :

The module provides students with the opportunity to extend and enhance students’ knowledge and understanding of core curriculum within the context of primary education in EYFS and KS1 and 2. The module will enable students to critically analyse pedagogical and holistic application of teaching and learning strategies within mathematics, English and science whilst further developing subject knowledge and understanding in each area of the core curriculum. Students will critically engage with contemporary, creative and innovative practice, whilst drawing on the use of resources, including research to enhance teaching and learning.

CONTACT HOURS :

Scheduled : 24.00
Independent : 200.00
Placement :
Total :  224.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Extend and deepen knowledge and understanding of pedagogical application of teaching and learning strategies within the core curriculum

  • Critically investigate and broaden core curriculum subject knowledge in relation to the primary curriculum

  • Critically engage with and analyse creative and innovative practice

  • Critically review, analyse and evaluate the use and development of teaching and learning resources to support and develop teaching and learning within core curriculum progression.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of pedagogical application of teaching and learning strategies within core curriculum

  • Demonstrate how deep understanding of subject knowledge in core curriculum enhances effective teaching and learning

  • Investigate and critically analyse creative and innovative strategies to enhance teaching and learning in core curriculum

  • Demonstrate evaluative knowledge and understanding of research which underpins effective teaching and learning within core curriculum. 

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4000 words)

PROCESSES, APPLICATION AND INFLUENCE OF ASSESSMENT PRACTICES ON TEACHING AND LEARNING (LEVEL 7)

MODULE TITLE : ASSESSMENT FOR PROGRESS

MODULE CODE : PGP702


MODULE SUMMARY :

The module provides students with the opportunity to extend and enhance their knowledge and understanding of assessment in Primary Education. The module will enable students to develop their knowledge and understanding of the range, purpose and impact of assessment throughout the primary curriculum. At the same time they will investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education. Students will critically engage with the development of assessment, current policy, including Statutory requirements, and how international, national and school priorities impact upon classroom practice. The module also considers current trends and issues within the primary National Curriculum in England.

CONTACT HOURS :

Scheduled : 86.00
Independent : 114.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Extend and deepen knowledge and understanding of assessment practices in Primary Education

  • Investigate and critically analyse methods and application of assessment practices in Primary Education

  • Systematically review and analyse current policy and Statutory requirements for assessment in Primary Education

  • Critically engage with international, national and school priorities which impact upon assessment

  • Critically engage with and analyse current practices and trends in assessment

  • Critically review, analyse and evaluate resources available to support assessment in Primary Education.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of how assessment impacts upon teaching and learning

  • Investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education

  • Critically reflect on and develop a deeper understanding of assessment in Primary Education demonstrating an awareness of  the influence of  international, national and school priorities

  • Systematically review and analyse current policy, practice, trends and Statutory requirements for assessment in Primary Education

  • Demonstrate a critical understanding of resources required to enable effective and appropriate assessment practices which support pupil progress.

METHOD OF ASSESSMENT :

Component 1 - 100% Portfolio of Tasks 4000 words equivalent

PROFESSIONAL DEVELOPMENT: BUILDING ON STRENGTHS

MODULE TITLE : PROFESSIONAL DEVELOPMENT: BUILDING ON STRENGTHS

MODULE CODE : PXP601


MODULE SUMMARY :

This module allows trainees working towards Qualified Teacher Status (QTS), to develop, practise and begin their professional competences as a primary teacher, through work in schools/classroom settings over a seven week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfil the duties expected of a qualified teacher. During the first School Experience trainees will have the opportunity, supported by School Based Tutors, Class teachers/subject leaders and Partnership Tutors (Partnership Staff), to develop the qualities and skills necessary to teach, manage pupils, monitor their learning and reflect upon and evaluate their developing knowledge, understanding and skills, setting targets for continued development and practice. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 320.00
Total :  322.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable trainees working towards the award of qualifies teacher status (QTS) to      meet and demonstrate appropriate practice-based standards based on the Teaching Agency Standards: Teachers’ Standards (2012)
  • Enable trainees to make the transition from observing and supporting lessons to independently planning and delivering lessons
  • Enable trainees to access school-based learning; including observation, small group and whole class teaching. This will support trainees developing a range of professional skills and competences. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme and  supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, to encourage and develop their own professional values and judgement
  • Relate professional practice to the structured programme of school-based and  university-based learning
  • Build upon trainees strengths and competencies evidenced at application and interview to support effective delivery of learning activities to individuals, groups and classes

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Begin to demonstrate knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching including the place of systematic synthetic phonics within the teaching of reading across the full breadth of the curriculum.
  • Begin to demonstrate knowledge and understanding of curriculum content for the age range, in which they are teaching, including the foundation subjects, religious education and, where appropriate, their specialist subject.
  • Begin to evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Begin to demonstrate understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment and evaluation for the effective learning.
  • Begin to critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.
  • Begin to demonstrate effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation.
  • Create and maintain a purposeful and orderly learning environment within a classroom.
  • Develop effective working relationship with pupils, adults and other professionals.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience Assessment

PROFESSIONAL DEVELOPMENT: DEVELOPING SKILLS IN AN ALTERNATIVE SETTING

MODULE TITLE : PROFESSIONAL DEVELOPMENT: DEVELOPING SKILLS IN AN ALTERNATIVE SETTING

MODULE CODE : PXP602


MODULE SUMMARY :

This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over a seven week placement in an alternative Key Stage.  This second professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued development. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 320.00
Total :  322.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to meet, demonstrate and achieve appropriate practice-based statements of attainment based on Teaching Agency: Teachers’ Standards (2012)
  • Enable trainees to gain professional experience in an appropriate school based settings, which will provide an appropriate environment, and will enable them to observe, develop and practise a range of professional skills and competences, within which to develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme of taught input to consolidate and extend knowledge and understanding of professional development and experience
  • Enable trainees to apply their first school experience placement standards and expectations in an alternative age-phase and build upon these
  • Enable trainee to make the transition from observing and supporting lessons to  planning and delivering lessons
  • Enable trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate effective knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching, including the core curriculum, foundation stage subjects, religious education and, where appropriate, their specialist subject/language.
  • Demonstrate effective knowledge and understanding of the teaching of reading across the full breath of the curriculum, including the place of systematic synthetic phonics.
  • Demonstrate effective knowledge and understanding of the teaching of early mathematics across the full breadth of the curriculum.
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Demonstrate effective understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment, monitoring and recording of pupil progress for effective learning of every child.
  • Critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience

PROFESSIONAL DEVELOPMENT: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE

MODULE TITLE : PROFESSIONAL DEVELOPMENT: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE

MODULE CODE : PXP603


MODULE SUMMARY :

This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over an eight week placement.  This final professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued professional development and their Induction year. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 380.00
Total :  382.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to meet, demonstrate and fully achieve appropriate practice-based statements of attainment based on Teaching Agency: Teachers’ Standards (2012)
  • Enable trainees to gain professional experience in an appropriate school based settings, which will provide an appropriate environment, and will enable them to observe, develop and practise a range of professional skills and competences, within which to develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme of taught input to consolidate and extend knowledge and understanding of professional development and experience
  • Enable trainees to apply their first and second school experience placement standards and build upon these
  • Enable trainees to make the transition from observing and planning lessons from teachers planning, to independently planning and delivering lessons
  • Enable trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate effective knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching, including the core curriculum, foundation stage subjects, religious education and, where appropriate, their specialist subject/language.
  • Demonstrate effective knowledge and understanding of the teaching of reading across the full breath of the curriculum, including the place of systematic synthetic phonics.
  • Demonstrate effective knowledge and understanding of the teaching of early mathematics across the full breadth of the curriculum.
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Demonstrate effective understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment, monitoring and recording of pupil progress for effective learning of every child.
  • Critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.
  • Demonstrate effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation.
  • Create and maintain a purposeful and orderly learning environment within a classroom.
  • Develop effective working relationship with pupils, adults and other professionals.
  • Demonstrate effective understanding of KS2 Framework for Languages DFES 2007

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience

THE CORE CURRICULUM

Module Title: The Core Curriculum

Module Code: PGP604

Module Summary: The module aims to develop, in relation to the core subjects, subject knowledge, understanding, pedagogy and skills relevant to achieving recommendation for Qualified Teacher Status. The module is non-credit bearing and, as such, has no formal assessment.

In this module students will be provided with opportunities to develop their knowledge and understanding of statutory and non-statutory guidance, and a range of pedagogical, contemporary and innovative approaches across the key stages within the core subjects. They will develop secure subject knowledge and understanding, including associated key misconceptions and errors across the curriculum in relation to the core subjects. Students will critically evaluate the effective and appropriate use of a range of resources to support core curriculum teaching and learning within the classroom. They will develop a critical understanding of approaches to planning, evaluation and assessment, and will use this to develop, inform and refine future learning experiences. Students will also develop their knowledge and understanding of a range of approaches and methods.

CATS Value: 0

ECTS Value: 0

Scheduled: 36 contact hours (12 per subject - English, Maths, Science)
Independent: 100
Guided Independent: 64
Placement: 0
Total Hours for module: 200

Module Curriculum Led Outcomes:
This module aims to:
• Develop knowledge and understanding of the content of statutory and non-statutory guidance for the core curriculum subjects across Foundation Stage/Key Stage One or Key Stage 1 and Key Stage 2
• Develop knowledge and understanding of some pedagogical approaches for the effective teaching of the core curriculum subjects across Foundation Stage, Key Stage 1 and Key Stage 2
• Develop subject knowledge in key aspects of Foundation Stage, Key Stage 1 and Key Stage 2 for the core subjects
• Critically evaluate pedagogical approaches that facilitate effective teaching and learning in the core curriculum subjects
• Develop understanding of methods of planning, teaching and assessment which support effective learning in the core curriculum subjects across Foundation Stage, Key Stage 1 and Key Stage 2

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Demonstrate critical knowledge and evaluative understanding of the organisation and development of the National Curriculum for Early Years and Primary in relation to the core subjects
• Demonstrate critical knowledge and evaluative understanding of a range of pedagogical approaches, strategies and resources which can facilitate the effective teaching and learning within the Early Years and Primary core curriculum subjects
• Demonstrate critical knowledge and understanding of a range of formative and summative assessment tools, strategies and approaches which can support the teaching and learning process within the Early Years and Primary core curriculum subjects
• Demonstrate secure subject knowledge of the Early Years and Primary in relation to the core subjects in order to plan appropriate content for teaching and learning
• Critically evaluate and select resources in order to teach Early Years or Primary core curriculum subjects
• Demonstrate the ability to apply knowledge and understanding of a variety of pedagogical approaches within the Early Years or Primary core subjects in order to plan, evaluate and assess children’s learning
• Demonstrate the ability to apply secure Early Years or Primary subject knowledge to inform teaching and learning within teaching and learning in the core subjects
• Demonstrate the ability to critically engage with a range of reading, including policy and research, to evaluate and justify approaches to teaching Early years or Primary core subjects
Assessment:

Component 1: minimum of 80% attendance and active participation
within lectures/seminars is required. Pass/Fail

THE BROAD CURRICULUM

Module Title: The Broad Curriculum

Module Code: PGP605

Module Summary:

This module will consolidate and further develop learning undertaken in school and in undergraduate degrees and previous experience of the students. Educational research and practitioner input will enable students to develop their understanding and knowledge with regards to the expectations of schools and approaches to the curriculum. In particular there will be an emphasis on opportunities for creative development within schools and the curriculum so as to enhance pupil experience, understanding and knowledge. A selection of curriculum experts will share their experience and knowledge in the development of creative approaches within the primary setting.

CATS Value: 0

ECTS Value: 0

Scheduled:
46 hours in lectures / seminars

Independent study: 54
Total hours for the module: 100

Module Curriculum Led Outcomes:
This module aims to:
• Provide a practical context through which to explore the creative delivery of the broad curriculum;
• Support students’ understanding of the value of creative approaches to delivering the broad curriculum in school;
• Broaden students’ awareness of the range of resources available to support delivery of the broad curriculum subjects;
• Foster a creative approach towards the planning and delivery of lessons which support the school curriculum;
• Support students to become creative, ambitious and effective teachers.


Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
These learning opportunities embed understanding of, commitment to, and critical analysis of equal opportunities, diversity and inclusion.

Students will, by the end of the module, have the opportunity to:

• Engage practically in, and critically evaluate, creative learning activities;
• Generate a range of practical, creative and expressive responses to lecture and seminar content;
• Critically analyse a range of pedagogical approaches and philosophies to curricular learning;
• Identify, investigate and critically evaluate resources available to teachers to support the delivery of creative projects;
• Critically explore and evaluate a range of rich contexts and starting points for SMSC teaching;
• Evidence the above in their e-portfolio.

Assessment:

Component 1: minimum of 80% attendance and active participation
within lectures/seminars is required. Pass/Fail


EXPLICIT ENGAGEMENT WITH LEARNING AND TRANSITION

Module Title: Explicit engagement with learning and transition

Module Code: PGP607

Module Summary:

This module aims to extend students with the knowledge and self-management skills to complete an e-portfolio using Mahara as evidence towards recommendation for QTS.
(Mahara is an electronic portfolio system where you can record evidence of your learning and experiences. Mahara allows you to store files (e.g. documents, images, videos) and share them with others.)
Students will critically reflect on subject knowledge and pedagogy within taught sessions and independent study to impact on their progress for their school experiences. They will be asked to articulate and critically reflect on their understanding of the teachers’ standards with good and very good elements in respect to their placement, for the short and long term, and to demonstrate how they will meet targets to achieve this.

Semester of Delivery: Year-long

CATS Value: N/A

ECTS Value: N/A

Scheduled: 2hrs seminars
Tutorials: 10 hours
Independent study: 88 hours
Total hours: 100 hours

Module Curriculum Led Outcomes:
This module aims to:

• Support and encourage students to become on-going critically reflective practitioners on how to relate theory to policy and practice
• Prepare students by evaluating how they have met the standards for school experiences and how they are setting and meeting new targets for progression into their NQT year
• Encourage students to regularly make connections between their learning and the impact on their placements
• Enable students to build confidence in becoming a teacher with recommendation of QTS by documenting their time and progress at Newman University by completing an e-portfolio

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Examine how each module has helped to develop their knowledge, understanding and pedagogical skills in becoming a teacher
• Demonstrate engagement with, and an understanding of meeting the teachers’ standards with good and very good in respect to strengths and targets for final placement and NQT year
• Document academic progress and reflect on feedback given to improve future academic work and were appropriate complete relevant action plans
Assessment: E-portfolio (1500 word equivalent) Pass / Fail


PROFESSIONAL STUDIES IN EDUCATION

Module Title: Professional Studies in Education

Module Code: PGP606

Module Summary:

This level 6 module encourages students to critically analyse current areas of professional practice including:

• Behaviour management
• Gender and attainment
• Special Educational Needs
• Assessment of and for learning
• Pedagogy to support and celebrate bilingualism and multilingualism

Students will gain appropriate skills and understanding of the theoretical issues involved in conceptualising and designing educational research. Students will investigate and develop a practical understanding of how established techniques of research, enquiry and ethics can be used to inform professional practice. Students will develop understanding in order to critically evaluate current research and practice, and to evaluate research methodologies in relation to professional practice. The complexities of researching educational issues; the need to systematically make appropriate judgements and the ability to articulate intentions, in terms of research and scholarly activity, will be reviewed. Students will be encouraged to engage in professional discussion and collaborative dissemination of information; whilst demonstrating the ability to be autonomous in critically analysing research based evidence. The module has been designed to contextualise educational research, in terms of its theoretical, epistemological and methodological underpinnings, for a broad cross section of students, enabling them to comprehend different facets of educational research in an integrated and coherent fashion. In addition, practical skills are built in through workshops, seminars and lectures, designed to develop library, web and applied I/T search aid, and research skills relevant to students’ needs and interests.

CATS Value: 0 credits

ECTS Value: 0 credits

Contact Hours:
Scheduled:
Lectures 20
Seminars 20
Independent 60

Total 100 hours

Module Curriculum Led Outcomes:

This module aims to enable students to:


• Demonstrate systematic understanding of knowledge, and a critical awareness of current issues and/or new insights in areas of professional practice
• Comprehensively understand the use of literature reviews as a research technique applicable to their own research and advanced scholarship in areas of professional practice
• Develop the ability to systematically deal with complex issues and articulate their arguments
• Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in analysing research based reports/articles.

Learning Opportunities:

Students will, by the end of the module, have the opportunity to:


• Demonstrate a critical awareness of current issues and/or new insights, relevant to an area of professional development and/or practice
• Demonstrate analytical knowledge and understanding of key areas of professional practice
• Demonstrate the ability to critically evaluate and synthesise a range of reading, documentation and research based reports
• Identify a range of information sources (printed and electronic) relevant to a specified area of professional practice
• Demonstrate the ability to deal with complex issues and articulate reasoned arguments in the critical analysis of evidence
• Demonstrate self-direction in tackling and solving problems, and act autonomously in analysing and evaluating evidence.
• Demonstrate a range of collaborative skills.

Assessment:
Component 1: minimum of 80% attendance and active participation
within lectures/seminars is required. Pass/Fail

Course code


.

3-7 age range: X121
5-11 age range: X100

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