Attachments

 

Quality Handbook

 

 

 

 

 

Programme Specification - Postgraduate

 

 

SECTION A: CORE INFORMATION

 

  1.  

Name  of programme:

PGCE Early Years Teaching

 

  1.  

Award title:

Postgraduate Certificate in Education

 

  1.  

Programme linkage:

 

N/A

  1.  

Is the programme a top-up only?

 

No

 

  1.  

Level of award:

Levels 6 and  7

 

  1.  

Awarding body:

University of Sunderland

 

  1.  

Department:

School of Education

 

  1.  

Programme Studies Board:

Independent Distance learning ( IDL)

 

  1.  

Programme Leader:

Alison Griffiths

 


  1. How and where can I study the programme?

 

At Sunderland:

 

Full-time on campus

 

Part-time on campus

 

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

At the University of Sunderland London campus: 

 

Full-time on campus

 

Part-time on campus

 

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

At a partner college:

 

Full-time in the UK 

 

Part-time in the UK

 

Full-time overseas

 

Part-time overseas

 

By distance learning

 

As a full-time sandwich course in the UK

 

As a part-time sandwich course in the UK

 

As a full-time sandwich course overseas

 

As a part-time sandwich course overseas

 

As work-based learning full-time in the UK 

 

As work-based learning part-time overseas

 

Other (please specify)

 

 

The programme is delivered by distance learning on a full time basis.

 

  1. How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

 

 

Part-time

 

 

Distance learning

1 y

3 y

Work-based learning

 

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the college.

 

 

SECTION B:  FURTHER CORE INFORMATION

 

Use Outline Programme Proposal Form for ADC, for questions 12 to 23

 

  1. Learning and teaching strategy  

 

The high quality teaching ratings that our programmes receive from external assessors such as Ofsted ensures that Trainees experience the very best teaching and support available. The basic rationale for the learning and teaching methods used within the programme is that Trainees should learn in a manner which will contribute both to their personal and professional development. The core aim is to provide a high quality learning experience in which all Trainees, with appropriate support, can achieve their maximum potential and which provides parity, as far as possible, with the on campus programme which runs in parallel with this course (Postgraduate Certificate in Early Years Studies with Early Years Teacher Status).It is intended that a wide range of strategies will be used to help Trainees improve their own ability to learn and to acquire the skills and techniques, which are essential for the preparation and organisation of learning activities for Trainees. The strategies employed in any part of a module have been selected for their appropriateness to the needs of the Trainees as learners including those who are Distance Learners. Blended learning strategies are used where appropriate to meet the particular demands of particular routes to meet the aims and content of that module. Teaching using a blended approach involves the recording of on-campus lectures and learning materials on the Virtual Learning Environment (VLE) to be used as a resource for all learners attached to modules. Strategies will provide opportunities for exposition by the lecturer, group discussion, observation of classroom teaching, appropriate practical work, the use of information communication technology and supported self-study.

 

The distance learning and teaching approaches used will enable Trainees to develop the same knowledge as on campus Trainees so that there is parity of experience, namely:

 

  • to develop the subject knowledge necessary to become an effective Early Years practitioner who can analyse and evaluate the impact of policy and theory on practice
  • to develop the skills and understanding needed to meet the  requirements of professional teaching standards for the Early Years
  • to develop the ability to critically analyse and evaluate approaches to Early Years care and education and to become reflective practitioners

 

Teaching and learning strategies will include:

  • On-line lectures
  • Discussion forum activities
  • Practical tasks
  • Use of ICT
  • Guided reading/directed study
  • Self-directed study
  • Observation
  • Self-evaluation
  • Experiential learning in settings

 

 

The diversity of learning and teaching experiences is intended to meet the different needs of the Trainees. Active learning is encouraged and trainees will be supported to be independent and responsible for planning their own individual pathway through the modules. Importance is placed on the identification of’ individual needs this will be addressed through feedback from personal tutors and the use of feedback from mentors during teaching experience. Trainees will create a development plan individual to their needs to act as a bridge between placements 1 and 2.

 

The teaching and learning strategies will also equip the trainees with the personal, organisational and leadership skills needed to allow them to demonstrate good practice and to lead and support colleagues. Essential to the success of the programme is the trainees’ understanding of the link between experience in settings and their academic studies.  During placements, trainees will be required to integrate their reading with practice, drawing on it to inform reflection on, and evaluation of, their experience.  The focus of the level 7 modules will be to facilitate a high level of informed enquiry, reflecting the research based strand of the Research Active Curriculum Policy, that will promote decision making and leadership attributes.

The modules on the programme will be delivered and supported through the VLE, using podcasts, tutorials and discussion fora, as well as teaching materials and study notes, to provide a learning environment in which Trainees can develop their subject knowledge and skills. Discussion threads will play an important role in encouraging Trainees to interact with each other to allow for peer learning and collaboration.

 

  1. Retention strategy

 

Before being offered a place on the programme, applicants must submit signed proposals relating to availability of placement and mentor support to ensure that they have support in their country of study. Personal tutorials and all on-campus support mechanisms are available. The support system offered by PATs is robust and any trainees at risk of withdrawing are flagged up to the Programme Leader immediately and additional bespoke support put in place. The Programme Leader advises the PAT on the best course of action to retain trainees and where necessary, trainees are referred to appropriate support services on offer from the University.

 

  1. Any other information

 

The programme does not lead to registration in the country of work and all applicants must sign an agreement in relation to this before they are offered a place on the programme.


 

SECTION C:  TEACHING AND LEARNING

 

  1. What is the programme about?

 

The programme provides a professional qualification for teachers in Early Years settings, whose medium of instruction is English. It is informed by the most recent thinking and practice in the UK and internationally in provision for young children. Teaching skills are developed within current Early Years curriculum frameworks with practice in school and pre-school settings. The programme develops the leadership attributes needed by a teacher so that they are able to work closely and effectively with parents and professional colleagues.

 

  1. What will I know or be able to do at the end of the programme?

 

By the end of this part of the programme successful Trainees should know, understand or be able to do the following:

S1 - Demonstrate the ability to critically analyse and evaluate a range of philosophical, theoretical and practical understandings about Early Years provision and use them as a basis for developing their own informed perspective on good practice in the Early Years

S2 – Apply critical analysis and evaluation of policy and practice initiatives to professional leadership and performance, using theoretical perspectives to enhance teaching and learning.

 

Learning Outcomes Postgraduate – Knowledge

By the end of this part of the programme successful Trainees should know, understand or be able to do the following:

 

K1 - Demonstrate knowledge and critical understanding of early childhood development and learning in the context of teaching in the 0 – 5 sector. 

 

K2 - Demonstrate a critical understanding of the ways in which theoretical perspectives influence practice in the Early Years and be able to engage in theoretically informed assessment and evaluation of children in Early Years settings.

 

  1. What will the programme consist of?

 

The programme consists of 4 modules, one of which is teaching practice. The introductory module (EDP386) does not assume previous knowledge of child development, teaching in the Early Years and the curriculum but is also suitable for those Trainees who have experience and may be already employed in working with young children.  The modules prepare trainees for the first six week teaching practice that will be in an appropriate school or Early Years setting. This may be in a setting in which the Trainee is already employed. In order to pass the two elements of teaching practice blocks, trainees will achieve a range of Professional Standards – Teachers’ Standards, 2012 (Early Years) and demonstrate their competence in the setting. Trainees will be supported by a school based mentor and university Personal Academic Tutors (PAT) who will be available through online tutorials, discussion forums and written feedback.

Structure

All modules are core

 

Semester 1 (February Assessment Board)

  • EDP386: Observing, assessing and reporting young children’s learning and literacy development.
  • EDP380: Practice of teaching 1.

 

Semester 2 (June Assessment Board)

  • CHSM01: Constructing a curriculum for the Early Years.
  • EDPM09: Negotiated Individual Study in Early Years Teaching
  • EDP380: Practice of teaching 2.

 

 

 

 

  1. How will I be taught?

 

Scheduled teaching activities

Independent study

Placement

 

The programme begins with an introductory module which focuses on the study of child development, observational and assessment techniques and teaching strategies to prepare for and support the two periods of teaching practice.  Initial study is built on, with progression to advanced knowledge and skills in the two level 7 (Masters) modules. One of the features of work at this level is the consideration of an Early Years curriculum that is appropriate to the school that the Trainee is working in or is likely to employed at and the teaching materials will reflect this. Trainees will be able to contextualise principles and concepts in their own place of work but will also be challenged to consider alternatives and to evaluate their curriculum. This will be based on a study of current curriculum frameworks and the specific needs of the children they work with. Through engagement with directed tasks Trainees learn to understand and analyse their curriculum and to work with and lead colleagues. Discussion threads will play an important role in this, as Trainees will be able to learn from each other’s experiences and gain an insight into other contexts and ways of working.

 

Learning in all areas is supported by directed reading online material and interactive discussion forums. All Trainees have the support of an allocated personal academic tutor (PAT) with additional support from module leads. Part of this role is to provide pastoral and professional support including developing trainees’ understanding of their professional self, both online (e.g. discussion forums) and whilst in the class room. All trainees sign an agreement at the start of the programme and, where a PAT is aware that this may not be being followed, one-to-one support and guidance will be given. This includes how to have professional online discussions. Feedback will support all parts of the programme, with the setting mentor playing a leading role during teaching practice. This teaching and learning approach is designed to combine study and practice to result in an informed, reflective teacher.

 

A list of the modules and the summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

 

  1. How will I be assessed and given feedback? Modes of assessment aligned with Unistats: choose one or more.

 

Written examinations

 

Coursework

Practical assessments

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

 

This programme uses the Subject Specific Assessment Criteria

 

NO

 

The University regulations can be found here.

 

A variety of assessment strategies are used throughout the programme in order to ensure that Trainees can fully demonstrate their knowledge, understanding and skills in both the academic and practical field. Assessment is used to indicate whether learning outcomes for modules have been achieved but it is recognised that formative assessment is also important in order for trainees to demonstrate their progress and to identify individual needs. Formative assessment will be particularly important in trainees’ progress towards successful completion of the modules, and this will be built into the modules. Trainees will be asked to submit short tasks relating to the teaching units and will be given formative feedback not just on content but also on the quality of their writing. This will enable tutors to identify Trainees who may need additional support.  Providing a high level of interaction through the VLE with trainees will also provide important opportunities for formative feedback about the development of their thinking and reflection. Tutorial support will be incorporated into online contact with university tutors.

 

Methods of assessment used include:

  • Developmental review
  • Written assignment
  • Setting based tasks
  • Portfolio of observations and practice
  • Reflective evaluation of practice

 

Assessment of teaching practice: Trainees will be assessed in relation to the Early Years teaching standards. They will gather evidence that will be reviewed by the setting mentor all of whom receive training from the University of Sunderland which is updated on a yearly basis – this is in line with our on-campus ITT programmes. In addition to this, moderation of placements and mentors is undertaken by Professional Practice Tutors (PPT) who are trained in this process by the University.

 

Marked assignments will be returned in line with University protocols. 

 

The Academic Misconduct Regulations and associated guidance can be found here. It is the responsibility of Trainees to ensure they are familiar with their responsibilities in regards to assessment and the implications of an allegation of academic misconduct.

 

Trainees should refer to the University Regulations for information on degree classifications.

 

 



  1. Teaching, learning and assessment matrix

 

Matrix of modes of teaching, learning and assessment

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

LO S1

LO S2

LO K1

LO K2

Observing, Assessing and Reporting Young Children’s Learning and Literacy Development

 

EDP386

Core

Online study materials

Guided reading

Directed tasks

Self-directed study

VLE discussion

Observation task

Assignment

Taught

Assessed

Developed

Taught

Assessed

Taught

Assessed

Constructing a Curriculum for the Early Years

CHSM01

Core

Online study materials

Guided reading

Directed tasks

Self-directed study

VLE discussion

Assignment

 

Taught

Assessed

Taught

Assessed

Taught, assessed

Taught

Assessed

Negotiated Individual Study in Early Years Teaching

EDPM09

Core

Online study materials

Guided reading

Directed tasks

Self-directed study

VLE discussion

Assignment

Proposal

Action research report

Taught

Assessed

Taught

Assessed

Taught

Assessed

Taught

Assessed

Practice of Teaching

EDP380

Core

Online study materials

Recorded Lectures private study,

Action plan

Portfolio of evidence

 

Taught

Assessed

Taught

Assessed

Taught

Assessed

Taught

Assessed

 



  1. How does research influence the programme? 

 

An integral part of the programme is the teaching of observational and evaluation research methods that inform the evaluation of child and group needs. This is introduced in EDP386 and developed in both Masters modules (EDPM09 and CHSM01). Research, to improve practice, is embedded in the research and practice of the lecturers who lead the area of study.  Trainees are required to apply this in their own study and it is represented in the outcomes of work at level 7. Staff on the programme are engaged in researching the role of the Teachers in England and the impact of the status on provision. Staff work with local government authorities and settings to support and enhance Early Years’ provision both in the UK and overseas.

 

During placements, Trainees will be required to integrate their reading with practice, drawing on it to inform reflection on, and evaluation of, their experience.  This will be particularly in evidence in placement 2. The Trainees will research, plan and lead the implementation of the action research (EDPM09) and gather feedback and evidence to evaluate their work and outcomes for children. This will allow them to act as researchers, demonstrating skills in critical thinking, problem solving, management and organisation, reflection and evaluation, demonstrating their specialist knowledge and graduate attributes

 

SECTION D EMPLOYABILITY

 

  1. How will the programme prepare me for employment?

 

The programme provides the opportunity to develop advanced skills and knowledge which can be used in the future. The proposed programme is highly practical in focus and develops the capacities of trainee teachers to collaborate, problem solve and think critically and creatively. Working alongside highly experienced teachers and teacher-educators, trainee teachers on the programme develop a wide-range of characteristics and values, which help them to appreciate the realities of working in this sector and how to survive and thrive within it.

 

Teaching Practice Placements are a key component of the programmes and allow trainee teachers to experience the day-to-day challenges of teaching, learning and assessment in the sector.
They are designed to give the opportunity for trainees to meet the current prescribed standards to demonstrate meeting UK Teachers’ Standards (Early Years). (These standards are applied to all trainees irrespective of the curriculum they are working with. However, it should be noted that PSRB regulations will not permit QTS to be awarded to those not working in English Curriculum schools). These placements provide opportunities for trainee teachers to demonstrate their abilities to potential employers as they build strong professional relationships and work collaboratively with colleagues on a regular basis.
They also encourage trainee teachers to actively seek out advice in order to further develop their own professional learning by responding to the feedback from their University teacher- educators and their school mentors.

Consultation with schools and teachers has demonstrated the need for a professional qualification in the birth to 5 sector. Schools that have pre 5 provision and pre-school settings are increasingly seeking to employ staff with specialist knowledge and skills. Early year’s provision is a dynamic and expanding provision throughout the world. The importance of the quality of provision is recognised by research, national and international policy and by parents. Providers are looking for highly qualified teachers who can teach using leading international practice. This PGCE programme qualifies practitioners who are at the forefront of the latest provision practice.

 

Overall, the programme gives Trainees the opportunity to develop advanced skills and knowledge, which they can use in the future as it is designed to prepare Trainees to enter the Early Years teaching profession.

  1. Particular features of the qualification.

 

Graduates of this programme will have undertaken a minimum of 150 hours of teaching practice whilst completing their studies.

 

  1. Professional statutory or regulatory body (PSRB) accreditation.

 

PSRB accreditation is not relevant to this programme 

PSRB accreditation is currently being sought for this programme

 

This programme currently has PSRB accreditation

 

The programme is currently accredited until:

 

Please see PSRB Renewal Process for information on the renewal process.

 

 

SECTION E:  PROGRAMME STRUCTURE AND REGULATIONS

 

  1. PART B  -  PROGRAMME REGULATION/S

 

PGCE Education Programme Specific Regulations

Name of Programme:

Postgraduate Certificate in Education (PGCE) (with recommendation for QTS)
Postgraduate Certificate in Education (PGCE) (without recommendation for QTS)

 

Title of final award:

Postgraduate Certificate in Education (PGCE) (with recommendation for QTS) in x
Postgraduate Certificate in Education (PGCE) (without recommendation for QTS) in x

 

          Business Education

          Computer Science Education

          Design and Technology Education

          English Education

          Geography Education

          Mathematics Education

          Primary Education

          Science with Physics Education

          Science with Biology Education

          Science with Chemistry Education

          Education

 

          All of the above and the subjects below are offered as School Direct Salaried and/or Tuition and Self-funded

          Art and Design

          Health and Social care

          History

          Media Studies

          Modern Foreign Languages

          Music

          Physical Education

          Religious Education

 

Interim awards1:

PGCE On-campus – only

Professional Graduate Certificate in Education (with recommendation for QTS) in X

The above award is for students who have completed L6 modules rather than the two L7 modules.

 

The following awards are not recommended for QTS

 

PGCE On- campus and IL

Postgraduate Certificate of Higher Education in Education Studies

Postgraduate Certificate in Education Early Years Teaching

The above award is for students who don’t complete QTS but complete EPDM97 and EDPM01.

 

PGCE IL – only

Professional Graduate Certificate in Education in (without recommendation for QTS as this course does not get QTS ever)

The above award is for students who have completed L6 modules rather than the two L7 modules.

 

PGCE On-campus

Postgraduate Certificate in Education in Education Studies

The above award is for on-campus students who don’t pass their TP module and do EDP384 as the alternative placement module.  Students will sign a form to say that they are going Non-QTS.

 

Accreditation: indefinitely by the DfE/Training Agency

 

University Regulations: 6.1.3, 2.3.4, 3.3.5, 4.2.1, 5.2.1, 4.3.2, 6.5.2

 

Interim Award (6.1.3)

To include ‘studies’ on the end of interim awards. This distinguishes between those students who are eligible for Qualified Teaching Status (QTS).

 

Programme-specific regulations to meet Professional Body requirements:

 

For all teacher training programmes leading to a professional qualification 100% attendance is expected. Any student whose attendance falls below 80% without extenuating circumstances will be required to withdraw from their programme. (2.3.4)

 

There will be no compensation between any of the modules each of which must be passed with an average of 40%, The learning within each of these modules is key in terms of required subject knowledge and pedagogy in order for trainees to be effective in the classroom. (4.2.1, 5.2.1)

 

The Re-assessment of Modules - In the case of a student failing a teaching experience module, the student may be reassessed in that module once only at the discretion of the appropriate Assessment Board. Reassessment of teaching experience modules is subject to availability of a satisfactory school placement to be found by the University.(4.3.2)

 

Applicants whose first language is not English must achieve a minimum IELTS band score of 6.5, with 6.5 in writing and no sub section below 6.

 

Regulationsapplyto students

Date the regulations apply

Intakes affected

Stage 1

Sept 2017 onwards

All

Stage 2

Sept 2017 onwards

All

Stage 3

Sept 2017 onwards

All

 

Stage 1Core modules:

 

Code

Title

Credits

EDP380

Practice of Teaching

30

EDPM01

Development of Learning: A case Study

30

EDP381

/EDP385

Subject Studies

Subject Studies -French and Spanish

30

EPDM97

Negotiated Curriculum Study in Education

30

EDP384

Reflective work-based learning experience in an educational setting (non QTS route)

30

 

Modules for the Professional Certificate in Education

 

Code

Title

Credits

EDP380

Practice of Teaching

30

EDP383

Development of Professional Learning (Critical Study)

30

EDP381

/EDP385

Subject Studies

Subject Studies -French and Spanish

30

EDP382

Negotiated Curriculum Study in Education

30

EDP384

(for non- teaching route)

Reflective work-based learning experience in an educational setting

30

 

 

EDP380 Teaching Practice Programme Specific Regulation

Programme Awards and Titles

 

POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE) (WITH RECOMMENDATION FOR QTS) IN X POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE) (WITHOUT RECOMMENDATION FOR QTS) IN X PROFESSIONAL CERTIFICATE IN EDUCATION (PGCE) (WITH RECOMMENDATION FOR QTS) IN X

 

          Business Education

         Computer Science Education

          Design and Technology Education

          English Education

         Geography Education

         Mathematics Education

          Primary Education

         Science with Physics Education

         Science with Biology Education

         Science with Chemistry Education

          Education

          Early Years Teaching

 

All of the above and the subjects below are offered as School Direct Salaried and/or Tuition and Self-funded

 

         Art and Design

          Health and Social care

          History

          Media Studies

          Modern Foreign Languages

          Music

          Physical Education

          Religious Education

 

UG BA Primary Education

UG BA Primary Education with Mathematics Education UG BA English Education (Teach Out)

UG BSc Physics with Mathematics Education UG BSc Mathematics Education

UG BA Modern Foreign Languages Education

 

SECTION F: ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

 

An applicant for the programme must have been awarded a degree however no formal requirement of experience in early years provision is required. There is no requirement for an applicant’s degree to be in a subject related to Early Years but they must demonstrate a commitment to working with young children.

 

There is an expectation that applicants will hold an Honours degree or equivalent. All qualifications will be checked through NARIC for their suitability. It is expected that all trainees complete a police check or, if a UK citizen, an international DBS.

 

Applicants will need to show that they are able to undertake both teaching practices either in a school or nursery where they currently work or in a school or nursery where they can undertake placements. The setting must be able to demonstrate that it has provision in the 0 -5 sector although a setting may not have the full 0 -5 range of provision.

 

For Trainees whose first language is not English, they must achieve a minimum IELTS band score of 6.5 average, with 6.5 in writing and no sub section below 6. This is in line with other providers of similar courses and recognises that Trainees working at level 7 need a higher level of skills in developing arguments in a written medium.

 

The University’s standard admissions requirements can be found in the university regulations which are in addition to those regulations given below. 

 

Can Trainees enter with advanced standing?

No

 

 

  1. What kind of support and help will there be?

 

  1. in the department:

All Trainees will be allocated a personal academic tutor (PAT) who will support the Trainee throughout the programme. Their role will be to maintain regular contact through the VLE / email/ skype/ facetime/ to answer questions and to provide advice. The PAT will also offer academic guidance based on the outcomes of assignments and placement experience to help the trainee progress. More formal review will take place after the first placement when the trainee will create a development plan for the next stage of their professional development. In addition, module leaders will provide subject specific advice and guidance, in the form of email contact and through discussion threads on the VLE.

 

Trainees are also supported by setting based mentors. At the point of application, Trainees must submit a mentor proposal form which nominates a named person in the school to provide support and guidance. The mentor must be an experienced teacher in the Early Years.  The setting based mentor will be familiar and guided in the processes and mechanisms required to provide support for trainees.  Mentors will liaise with the university tutors and their role is to observe the Trainee and give constructive feedback to help them develop as effective teachers. They will also hold regular meetings with the trainee to review progress and will validate evidence for standards presented by the trainee. Mentors will be supported by the programme leader and module leaders for placement.

 

During placements, Trainees will receive on-going feedback from setting staff and through the format of observations, meetings and informal verbal advice. In addition, placement module leaders will use the VLE to promote discussion about the experience of the placement, exploration of evidence and advice on managing day to day issues. All Trainees will be provided with detailed documentation which will enable them to monitor their progress in relation to the programme teaching standards. Trainees will be responsible for negotiating their own development during placements in settings. They must ensure that they read documentation carefully and become familiar with the requirements of the placement. Trainees will plan their experience to ensure that they fulfil all the requirements of the placement, asking for and following advice from setting based staff as appropriate. They must also identify and record evidence which demonstrates that they meet the teaching standards.

 

On completion of the programme, successful graduates will be eligible to work in a range of Early Years settings. The nature of the training means that they will be able to work effectively as both practitioners and leaders/managers of practice. The support system allows trainees to discuss their personal development and progress towards their career plans. The programme also equips trainees with the study skills and foundation knowledge necessary to continue their professional development through enrolment on the Faculty’s distance learning Masters programmes.  The programme team and the University careers staff will advise and support Trainees who wish to undertake further study.

Being a distance learning programme can present challenges around supporting disabled students and we are fully involved with the VLE disability consultation currently being undertaken and will put in place recommendations. At all times, we aim for this programme to be inclusive and take into account the University’s Inclusive Programme Design Guidance. In line with University policy, students declaring a disability are encouraged to work with the disability support team to ensure a robust support plan is in place and, with the agreement of the trainee, this is shared with the relevant staff and recommendations are supported and adhered to.

 

  1. in the university as a whole:

The University provides a range of professional support services including wellbeing, counselling, disability support, and a Chaplaincy. Click on the links for further information.

 

  1. What resources will I have access to?

 

Off campus

General Teaching and Learning Space

 

IT

Library

VLE

Laboratory

 

Studio

 

Performance space

 

Other specialist

 

Technical resources 

 

 

The university VLE provides access to all on-line facilities and is the medium through which all teaching and learning will take place. From the beginning of the programme, Trainees will be introduced to Discover and will be expected to use this to access reading materials. Module tutors will ensure that all core readings are accessible and will provide links to other material available on line, such as reports and policy documents. Trainees will be directed to the Library Services website where they can complete online tutorials and watch videos that will help them develop their skills in using the library’s resources. The programme leader will work closely with the specialist distance learning librarian to develop bespoke guidance and support as needed.

 

Information about the University’s facilities can be found here.

 

  1. Are there any additional costs on top of the fees?

 

No, but all Trainees buy some study materials such as books and provide their own basic study materials.

Yes (optional) All Trainees buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below)

 

Yes (essential) All Trainees buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below)

 

 

All Trainees will need access to up to date IT provision and Broadband in order to study successfully. Trainees will need continuous access to such resources so if they do not have their own personal IT equipment, they must ensure that they can arrange access to resources in their place of work, for example.

 

  1. How are Trainee views represented?

 

If you are studying by distance learning you will have slightly different arrangements from those used on campus. In particular you are likely to have virtual rather than physical meetings and discussions. However these arrangements should provide comparable opportunities for you to give feedback. Details are given below.  

 

Feedback will be asked for by the academic tutor, module tutors and school mentors through the VLE. The feedback will be both informal and through formal feedback mechanisms that ask Trainees to complete standardised forms.  When university tutors visit locations they will hold Trainee meetings and invite feedback on all aspects of the programme. Feedback will be fed into the programme quality assurance mechanisms and will be addressed by the programme team.

 

The University’s Trainee representation and feedback policy can be found here.

 

Every two years we participate in the national Postgraduate Taught Experience Survey (PTES) which is run by the Higher Education Academy.

 

SECTION F: QUALITY MANAGEMENT 

 

  1. National subject benchmarks

 

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. They do not cover all subjects at postgraduate level but those which exist can be found at here.

 

Are there any benchmark statements for this programme?

YES

 

There is no direct benchmark however Subject Benchmark Statement UK Quality Code for Higher Education for Early Childhood Studies was published in October 2014. 

 

https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-early-childhood-studies-14.pdf?sfvrsn=fbe3f781_12

 

  1. How are the quality and standards of the programme assured?

 

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include Trainee representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole. The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression through the programme, and a good fit (alignment) between what is taught and how Trainees learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Trainee achievement, including progress through the programme and the way in which the final award is made, is kept under review. The programme review report is sent to the Programme Studies Board and the Faculty in turn reports issues to the University’s Quality Management Sub-Committee (QMSC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. Quality Assurance Agency (QAA) review reports for Sunderland can be found here.

 

Further information about our quality processes can be found here.

 

Please also complete and insert the SITS form.


 

Quality Handbook

 

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

 

(Form to be completed electronically by the Faculty and forwarded to the Quality Support Officer supporting the Approval event, or sent to Planning & MI for faculty devolved processes before sending to Quality Support (with the exception of Short Courses and GRS))

This form is to be completed when a new programme has been validated and approved so that the programme codes and progression and awards rules can be set up in SITS.  This also needs to be completed at periodic course review when there have been significant modifications to the course.

 

Please note that all details entered onto this form will go onto every student’s record that is attached to this programme and it is therefore imperative that the information is correct. 

 

1 Programme Details

New/ Modification/Review:

Please ensure the minor modification document is included

Re-Approval

Full Programme Title (including award):

PGCE Early Years Teaching

 

If replacement for existing course, specify title and course code:

PGCert Early Years

Qualification Aim:

e.g. Foundation degree of Science, Bachelor of Arts (Honours)

Postgraduate Certificate in Education

Qualification Level (NQF level):

Levels 6 and 7

HECoS Code

See HESA Website https://www.hesa.ac.uk/innovation/hecos

100510

Is the programme Open or Closed:

A course is defined as closed when specifically designed for a certain group of people and not also available to other suitably qualified candidates. It may be designed for a particular company however if the same course is also run for other suitably qualified candidates, not employed by the company, then the course is not closed. If the programme is closed please specify who it is for.

Open

Faculty and School:

Education and Society

 

Location of study:

e.g. Sunderland in London, Sunderland

IDL

Last Date Registration (PBI) Number of days:

The number of days after the start date of the course that it is possible for students to register onto it. It is also referred to as the migration date. This is normally 18 days.  Please indicate if more or less than this number.

7 days

Programme Leader:

Alison Griffiths

Academic Team for the programme:

Independent Distance Learning

Date of Approval/Modification/Review:

Virtual

Date of next review (QS to complete):

2021/2022

School of Education (Faculty of Education and Society)

Accrediting Body or PSRB
If yes please attach a completed PSRB form

No

 

Programme Specific Regulations

If yes, please attach a completed Programme Specific Regulations form

Yes

 

Does this programme come under the Unistats return?

The following are excluded from the Unistats return:

  • Programmes of 120 credits or less (including top ups)
  • ‘Closed’ Courses
  • Programmes of one year’s full-time duration even if they have more than 120 credits
  • Programmes which will be delivered only to overseas students
  • Postgraduate programmes
  • A course that is run as part of an apprenticeship

No

Is this an undergraduate programme whose primary (but not necessarily only) purpose is to improve the effectiveness of practitioners registered with a professional body? If yes, please specify which body:

https://www.hesa.ac.uk/collection/c16061/accreditation_list/

e.g. a short course aimed at registered nurses

No


Professional Body:

 

 

Interim  Awards

If a student does not achieve their qualification aim, what lower awards might they be entitled to, assuming they have the credits?  The subject title for any lower level award should be given where this is different from the subject of the qualification aim. This should be the same title as the main award unless an alternative is approved via a Programme Specific Regulation.

 

Interim Award Title

Credits Required

Interim Structure

Please show mandatory requirements if applicable e.g. core module codes

1

Postgraduate Certificate of Higher Education in Education Studies

60 M credits

2 Masters core modules passed EDPM09, CHSM01

2

 

 

 

3

 

 

 

 

 

 

2 Mode of Attendance

 

Tick all that apply

Min number of years

Max number of years

Overall length of programme in years/

months/weeks

Intake dates (months)

Max and min cohort sizes

01 Full-time*

 

 

 

 

 

 

31 Part-time*

 

 

 

 

 

 

Sandwich*

 

 

 

 

 

 

Off-campus

 

 

 

 

 

 

On-campus

 

 

 

 

 

 

Distance learning

1y

3y

36 weeks

September, March

 

Work-based learning

 

 

 

 

 

 

Collaborative

 

 

 

 

 

 

Proposed start-date (month/year)

September ’19 and March ‘20

 

Full-time (031)

Full-time students are those expected to study for more than 24 weeks per year, for a minimum of 21 hours per week and are paying the full-time fee. (Note – this includes any work based learning).

Part-time (031)

Students who are expected to study for less than 21 hours per week.

Sandwich

Please ensure you include the title of the sandwich programme in Section 3

 

 

 

3 Admissions

An admissions or MCR code will be created to allow student applications.

Tick appropriate

UUCAS

Universities and Colleges Admission Services

Required for full-time undergraduate programmes only.

 

DDirect Entry

Required for FT, PT, PG and PGR, only where students will be admitted through the admissions teams or where the programme needs to be advertised on the web.

GGTTR

Graduate Teacher Training Registry
Education only, where applicable

 

 

4 Collaborative Provision

UK

 

Overseas

 

Institution

Collaborative Model

Funding Arrangements

 

 

 

 

 

 

 

Does this course offer a sandwich placement?

If yes, please indicate which programme year this placement is to take place.

No (delete as appropriate)

Programme Year:

Is this sandwich placement compulsory or optional?

NA

Does this course offer a study abroad year out? If yes, please indicate which programme year this placement is to take place.

No (delete as appropriate)

Programme Year:

Is this study abroad year out compulsory or optional?

NA

 

5  Major Source of Funding

Please note this relates to funding for the programme and not individual students

Office for Students (previously known as HEFCE)

Y

Education & Skills Funding Agency (includes Degree Apprenticeships)

 

DfE   https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership

 

Wholly NHS Funded

Partially NHS Funded

Departments of Health/NHS/Social Care. For all Health funded programmes please indicate whether the programme is eligible for an NHS Bursary

-  Eligible for NHS BursaryY/N

 

 

 

Other Funding:

 

– If Other, please specify:

 

 

 

6 Education Programmes Only

This section must be completed for any programmes marked above as ‘NCTL’ funded

Teacher Training Identifier:

N/A

Teacher Training Scope:

N/A

Qualification Aim:

QTS and academic award, QTS only, QTS by assessment only

N/A

 

7 Fees

Where non-standard fees are proposed this will need approval by Fees and Bursaries Group before the programme can be advertised.

Undergraduate:

(Please select option)

Standard

Other (please state

 

Postgraduate:

(Please select option)

Fees stated are for full time programmes

All part-time programmes should be Band 2

Band 1 (classroom) £6000 (Sunderland) £6500 (UoSiL)

Band 2 (mixed) £6500 (Sunderland) £6800 (UoSiL)

Band 3 (laboratory) £7000 (Sunderland) £7200 (UoSiL)

MBA: £11500 (Sunderland) £11500 (UoSiL)

Other: (please state)

 

£7,100

 

 

   DETAILS SUPPLIED BY:Alison Griffiths        DATE:14th June 2019