PEPRSEND - PGCE Primary with SEND (5-11) with QTS

NB, Primary with SEND may be offered at age 3-7, 5-11 or 7-11. Initially, it will be offered as a ‘General Primary, 5-11 route.

Each PGCE route is a distinctive and separate route. Students may not transfer between routes once they have been accepted onto one route, except by applying afresh via DfE Apply system.

The PGCE courses offer a regulated programme of professional training enabling students to gain the necessary qualifications to teach in schools in England. It is undertaken as a one-year course, which leads to two outcomes:

1. Recommendation for QTS (Qualified Teacher Status). The university provides training including two School Experience placements which will lead to assessment against the Teachers’ Standards and a recommendation to the Department for Education (DfE) of an award of QTS. The rules governing QTS are set by the DfE.
2. PGCE (Postgraduate Certificate in Education) 60 credits at master's Level.

The course consists of a blend of taught sessions at the university and school-based training.

Taught sessions at the university include a comprehensive and stimulating programme of activities which enable students to develop and hone the skills needed to support a sustained career as a teacher in schools: this includes introductions to all of the key knowledge, core practices and professional behaviours for a teacher, which are developed initially in a low-stakes ‘safe space’ prior to the School Experience placements. This work includes approximations of practice, rehearsals of practice, modelled session, peer-evaluation and expert feedback through our Intensive Training and Practice modules. The PGCE course includes a schedule of individual development tutorials with the student’s personal tutor to review progress and set personalised targets. School-based training is undertaken under the guidance of trained expert mentors, who will lead the student through a development programme from initial introduction to class teaching, through to enhanced practice and towards developing mastery.

School-based training allows trainees to gradually take on the role of a teacher, to build experience and good practice within the specified subject specialism and age-range. Regular observation, formative feedback and target setting from university and school staff support the student to make progress in their own learning.

During the periods of school-based training there is a programme of online learning, both live and asynchronous, using the university’s virtual learning systems.

There is a statutory minimum number of programmed days in school, which is met through two assessed placements in contrasting school settings and age groups within the specified age-range – typically each placement is in the opposite Key Stage or end of the age range.

The main educational aims of the PGCE with QTS are to integrate theoretical principles of teaching and learning with evidence-based practical applications for teaching.

Philosophy:
1. For students to develop a critical understanding of the key philosophies that underpin our curriculum, based on the principles of Education for Social Justice, Critical Pedagogy and the United Nations Convention on the Rights of the Child (UNCRC).
2. To prepare students to teach in a range of contexts, with a focus on teaching in multilingual, multicultural schools, working closely with families, communities and other professionals and to develop a sense of professional identity which reflects this.

Professional Practice – Teaching:

1. To provide students with a secure subject knowledge and critical understanding of developments in the curriculum areas.
2. To develop the full range of skills, competencies and attitudes needed to enhance their employability, by enabling them to attain the professional Teachers’ Standards for Qualified Teacher Status (QTS) by the end of the course.

Knowledge and Skills
3. To enable students to take active responsibility for their own learning and development as professionals.
4. To enable students to reflect upon, critically assess and research their own practice.

On successful completion of this course students will be able to:

Philosophy:
1. Draw upon a wide range of understanding to be able to meet the needs of a range of contexts with regard to multilingual, multicultural schools linking to the philosophies taught.
2. Demonstrate a critical understanding of the Rights of the Child and a sense of professional identity which reflects this.

Professional Practice – Teaching:
3. Make appropriate use of their subject knowledge and understanding of the Initial Teacher Training and Early Career Framework (ITTECF) to teach competently in a school or early years setting.
4. Demonstrate attainment of and adherence to the professional Teachers’ Standards/Early Years Teachers’ Standards for Qualified Teacher Status (QTS).

Knowledge and Skills – Theory:
5. Learn and develop independently as professional practitioners.
6. Be reflective, critically self-aware practitioners, adapting their practice as necessary to integrate theoretical principles of teaching with practical necessities.

No Subject Benchmark Statement exists for Teacher Training. The course is regulated by Department for Education.

Assessment for the university taught components of the course (60 credits) is implemented through a variety of coursework instruments and practical tasks. One assignment involves a portfolio of tasks relating to teaching, whilst the second assignment is a research report. The portfolio assignment includes several opportunities to receive formative feedback from tutors and peers.

These credits are associated with ‘hybrid’ modules, and can thus be awarded at either level 6 or level 7.Student work is marked according to one assessment criteria grid, and an overall mark is identified:

(1) Level 7 Distinction (70% or higher)

(2) Level 7 Merit (60 - 69%)

(3) Level 7 Pass (50 - 59%)

(4) Level 6 Pass (40 - 49%)

Where a student passes one module at a higher grade than another module, an overall average coursework mark shall define their final outcome grade.

Students gaining 60 credits at level 7 will be awarded the Post Graduate PGCE; others passing both modules and obtaining an overall average of at least 50% will be awarded the Post Graduate PGCE. An overall average score will determine whether a master’s Pass, Merit or Distinction can be awarded.

Students with an overall average score of 40-49% will be awarded the Professional Graduate PGCE.

Students whose overall average score falls below 40% will be recorded as a Fail.

Assessment of the school experience module is through observation of teaching and professional practice in relation to the professional Teachers’ Standards for QTS.

There are two school-based work placements during the year, totalling a minimum 120 days in school, which is a legal minimum requirement for course design. If placement time is missed, leading to a failure to meet the Teacher Standards, there are designated weeks at the end of the year to ensure completion.

School professionals work closely with the university as expert mentors to support the training and assessment of students, and their professional development as aspiring teachers. They lead seminars and lectures on practical implications of current policy, participate in student and staff interview panels, support students on placement, in collaboration with university link tutors, support students applying for jobs, and invite students to on-site learning sessions

PGCE Course Regulatory Schedule

Status

This schedule forms part of the Regulations for all PGCE / ITE courses and should be read alongside the University’s Regulations, which govern courses and the responsibilities of students.

This regulatory schedule lays out a number of programme specific regulations, which reflect the statutory requirements upon ITE courses established by the Department for Education as outlined in the

Statutory Guidelines for ITT, which are update annually, together with any successor guidance from relevant government departments.

Some of the regulations refer to specific issues where additional requirements apply to PGCE / ITE students, including:

a. the professional code of conduct, which all trainees must sign and abide by

b. the Teachers’ Standards, which all teacher must abide by, and which trainees will be required to meet by the end of the course.

For areas that are not addressed in this document, students should refer to the regular student regulations.

1-5 Preamble

1. All University students are bound from the commencement of their course or from the point of enrolment, by all relevant Regulations, Procedures and policies.
2. Students enrolled on all teacher education programmes leading to QTS are governed by:

· The University’s Academic Regulations which govern the standards of the University’s awards, the responsibilities of students and the formal roles played by staff in relation to admission to courses and programmes of study, assessment of student’s work and conferment of award;

· Regulations which govern the conduct of students, in particular, the Regulations applicable to all Students in cases of Misconduct.

· Responsibilities placed upon them regarding not only their conduct but also their professional suitability, as outlined in the Teachers’ Standards and the Statutory Guidelines for ITT, together with any successor guidance from relevant government departments. These responsibilities are governed by the university’s Fitness to Practice policy, together with some course specific regulations outlined below.

· The Code of Practice is a list of statements that describes the standards of professional conduct required of teachers as they go about their daily work. Failure to meet these responsibilities can lead to the termination of training. All breaches of the professional Code of Practice will be progressed in accordance with within the University’s Student Misconduct Regulations. A student may at any time be suspended by the University if in breach, or alleged to be in breach, of professional conduct.

3. In addition, teacher education students on the qualifying programmes have specific regulations governing professional practice placements that are also outlined below.
4. It is the responsibility of all students to read the Teachers’ Standards (and all relevant codes / guidance issued by successor bodies) and the relevant University Regulations to familiarise themselves with all responsibilities and requirements.
5. In the event of receiving an allegation of Student Misconduct, students are advised to seek advice, guidance and support from the Students’ Services.

Full regulations can be found in the course handbook

All modules on the PGCE course are core-compulsory.

The PGCE course is designed to encourage students to reflect critically upon their learning and make links between their practice and pedagogic theory and research, becoming critically aware of the range of educational research which may impact upon their practice.

· Assignments incorporate reflection on experience and encourage students to evaluate their practice and explain how they are having an impact on learners.
· Weekly reflections during school experience require students to identify clear personal targets and to reflect on their progress in relation to these targets.
· During school experience students receive individual feedback on their teaching, which enables them to evaluate their progress and set targets for further development.
· In addition, students are required to keep a portfolio of evidence and reflections, which they will present at the end of the course as evidence to demonstrate their achievement of the Teachers’ Standards for QTS.

Initial Teacher Training and Early Career Framework

Teachers' Standards

The course is designed for those who wish to become teachers – it is a DfE requirement that we assess their desire to teach. We give advice on many aspects of employability: what to look for in a school, applying for jobs, possible career progression routes and on the professional and legal status of the role. The course is imbued throughout with guidance on how to be a teacher – final assessment is on the Teacher Standards, part 2 of which relates to professionalism. All students complete specific modules on Professionalism, British Values and the Teacher and the Law.

New recruits to teaching are always in demand and it is a very secure job. This initial teacher education course enables students to get onto the first rung of the ladder, preparing them for an enduring career in education. It leads directly on to the Early Career Teacher programmes in schools, which will enable them to further develop their practical teaching skills in post.

There are also considerable opportunities for continued academic development; the PGCE is worth 60 credits at master’s level and can lead students to continue to study to gain a full master’s degree.

The majority of our PGCE graduates go on to teach in schools in London. As a teacher with a PGCE and SEND specialism you will be well equipped to work in SEND specialist provisions or in mainstream schools that have additional resource units. Teachers who have trained at London Metropolitan University can be found on the staff in schools across London and beyond in roles ranging from classroom teachers through to headteachers and every role in between.

Many of our graduates develop further specialisms and can be found in a range of highly specialist roles, both in mainstream schools and in alternative provisions. As a specialist in SEND you’ll be in a strong position to become a SENDCO or Inclusion lead after passing your ECT 1 and 2.

London Met teaching graduates regularly find their first job in one of their placement schools, and many continue to work within the ‘London Met family’ across an extended career in education. The skills that you learn on the course will prepare you to meet all the challenges of teaching both in London schools and elsewhere.

You will be required to have:

• a relevant degree, preferable grade 2.2 or above
• grade C/4 in English Language, Maths and a Science (either General Science or one of Biology, Chemistry or Physics)