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1. Admissions/ Management Information
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Title of the programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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Masters
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Postgraduate Diploma Please indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.N/A
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Postgraduate Certificate Secondary PGCE (Physics, Chemistry, Biology, History, English, Modern Foreign Languages, Maths, Geography)Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Entry
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2021-2022
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department EducationEducation Board of Studies
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Other contributing Departments: n/a
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Route code
(existing programmes only)		GCEDUSBIO1, GCOGASBIO1, GCPATSBIO1, GCYTSSBIO1, GCMTSSBIO1, GCEDUSCHE1, GCOGASCHE1, GCPATSCHE1, GCMTSSCHE1, GCEDUSENG1, GCOGASENG1, GCPATSENG1, GCYTSSENG1, GCMTSSENG1, GCMTSSFRE1, GCMTSSGER1, GCEDUSHIS1, GCOGASHIS1, GCPATSHIS1, GCYTSSHIS1, GCMTSSHIS1, GCEDUSMAT1, GCOGASMAT1, GCPATSMAT1, GCYTSSMAT1, GCMTSSMAT1, GCMFLSFWG1, GCOGASFGE1, GCYTSSFGE1, GCMFLSFWS1, GCOGASFSP1, GCPATSFSP1, GCMFLSFRE1, GCMFLSGWF1, GCOGASGFR1, GCPATSGFR1, GCYTSSGFR1, GCOGASGSP1, GCPATSGSP1, GCEDUSSWF1, GCOGASSFR1, GCYTSSSFR1, GCEDUSSWG1, GCOGASSGR1, GCEDUSPHY1, GCOGASPHY1, GCPATSPHY1, GCYTSSPHY1, GCMTSSPHY1, GCMTSSSPA1, GCOGASGEO1, GCYTSSGEO1, GCPATSGEO1, GCMTSSGEO1, GCEDUSGEO1
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Admissions criteria
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Relevant subject degree (2:2), GCSE equivalent Maths and English
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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PGCE9 monthsFull-time06/09/21 - 24/06/22Please select Y/NYesPlease select Y/NYesSchool Setting
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Yesif No move to section 3
if Yes complete the following questions
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2.b. Name of PSRB
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Department for Education (DfE) ITT Compliance Criteria, monitored by OFSTED.
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2.c. Please provide details of any approval/ accreditation event needed, including: timescales, the nature of the event, central support / information required:
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Possible OFSTED inspection which would review compliance with current DfE guidance. No review needed as a result of alignment with York pedagogy
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2.d. Are there any conditions on the approval/ accreditation of the programme(s)/ graduates (for example accreditation only for the full award and not any interim award)
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No
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Yesif Yes, provide details
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Fitness to practise, DBS, School experience required (programme must be designed to allow for 120 days in school)
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Claire Ball-Smith - Programme Lead, Catherine Shawyer - Deputy Programme Lead, Helen Granger, Helen Snelson, Mirjam Buehler, Georgia Ramsay, Simon Quinnell and Leanne Mason - Curriculum Area Leaders
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5. Purpose and learning outcomes of the programme
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5.a.ii Statement of purpose for applicants registering for the Postgraduate Certificate programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective certificate student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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At its core, this Masters-level PGCE course in secondary education will equip you to meet the Department of Education’s National Teaching Standards and therefore achieve Early Career Qualified Teacher Status. This programme goes on to offer far more by providing a stimulating, cross-curricular, highly-collaborative learning environment. A major strength of this are the teaching placements in partnership schools which are fully integrated into the programme structure. Whether you enrol on the York PGCE or under the umbrella of a School Direct partner, each of these routes benefit from the same rigorous assessment and placement pattern. As a result you will not only be trained to create a safe and positive climate for learning, you will also have the opportunity to develop a strong sense of subject-specific pedagogy along with the knowledge and skills needed to engage in relevant educational research, all in line with the mandatory national Core Content Framework for ITT. You will therefore graduate as a forward-looking, resilient and reflective teacher, able to make a reasoned contribution to educational debate and practice.
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5.b.iii. Programme Learning Outcomes - Postgraduate Certificate
Please provide four to six statements outlining what a graduate of the Postgraduate Certificate programme will be able to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Independently and creatively plan, resource and deliver lessons by applying theory, discipline knowledge and appropriate level expectations
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2Create an inclusive, stimulating learning environment by managing classroom dynamics and adapting to need
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3Effectively assess learning and progression through a critiquing a range of well-developed formative and summative strategies
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4Critically reflect on, and perceptively develop their own classroom practice by assessing and selecting appropriate evaluative frameworks and engaging actively with a supportive network for feedback
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5Communicate clearly, confidently and professionally with teaching colleagues, pupils, parents, support staff, external agencies and in academic contexts, using media appropriate
to the situation;
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6Contribute with justifications to debates and developments in secondary education by applying a research-informed approach to the analysis of their own practice and by
proactively researching broader education issues
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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This programme has been designed to meld the demands of applied teaching pedagogy with those of theoretical study and a development of research expertise. This is a challenging combination but, as a result of your studies and teaching practice, you will leave the programme with the reflective knowledge and skills needed to provide a safe and stimulating learning environment along with an ability to analyse the implications of research for your practice.
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ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
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These PLOS are embedded in a department where national and international research takes place. You will experience input and teaching from lecturers and practitioners from a wealth of educational settings, facilitating a diverse range of opportunities to engage with the Core Content framework and develop the Teachers' Standards. Throughout the year, current and cutting edge research informs the emerging practice. You will experience the full range of pastoral and professional support the University offers in partnership with local schools.
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iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
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You have been selected through a rigorous process that has consideration of academic profile, skill set, relevance and breadth of experience. You will be able to work in the larger cross-curricular PGCE group as well as in subject specialist groups. The VLE is used to provide support materials. The precourse requirements support you to prepare yourself for the professional demands of the course - you may be supported to increase your school experience prior to the course. Government funding can be accessed if you are eligible to guide you onto a Subject Knowledge Enhancement Course. Formative feedback is provided for written work and you are able to access the Writing Centre for support. (max 500 words)
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iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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You will make progress through developing your own autonomy as you move through the year. You begin by evaluating your observations, then evaluate your own teaching, moving to then evaluating academic research to inform practice.The teaching commitment, which then also requires you to analyse, reflect and evaluate, progresses from 12 lessons over 6 weeks to 50% of a teaching timetable (12-13 lessons a week) and then even further. There are three masters level assignments which are relevant to your experiences at that stage of the course and which progress from reflecting on observations to requiring you to conduct your own small scale research (max 500 words).
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v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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Digital skills are essential for all teachers. You will be exposed to and expected to apply digital literacy to support learning in secondary pupils. You will be introduced to professional aspects of social media such as Twitter. Examples of ICT used throughout the course include VLE, Panopto, Blackboard Collaborate, Zoom, and Google meet. Through the taught element of the course, e-safety aspect is modelled, taught and then applied (max 500 words).
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vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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From the outset there is the expectation that a majority of graduates, having put into practice the knowledge embedded in taught sessions to develop the range of skills required for a subject specific teaching post, will work in English State schools. These PLOs provide a framework in which you will graduate with a nationally recognised evidence and skills in line with the taught components of the Core Content Framework and the assessment against the Teachers' Standards. The PGCE team will encourage and support you in job applications and at recruitment events. Many trainees secure first posts in partnerships schools due to the reputation of the course and the close working relationship across the wide and far-reaching partnership (max 500 words).
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viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
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The taught sessions are led by active researchers, practitioners and tutors who present research in a way for you to then explore. Throughout the course you will be led through their research, their expert practice, and their findings and recommendations are fed directly into the course. You will develop and become confident in your understanding of a range of ethical issues surrounding classroom practice (max 500 words).
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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n/a
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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n/a
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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Initial Teacher Training (ITT): criteria and supporting advice
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Teachers' Standards (DfE)
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ITT Core Content Framework
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each individual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/

*NOTE: FOR TIMING OF THE SUBMISSION OF SUMMATIVE ASSESSMENTS SEE 'MODULE INFORMATION' TAB. **Detailed Route structures attached
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20EDU00053MLesson Observation and Wider School Ethos*SEA
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EDU00054M
Evaluation of a Learning and Teaching Sequence*SEA
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20EDU00055MSpecial Study – Reflective and Research Literate Practitioner*SEA
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0EDU00056MProfessional Aspects of Training (Non-credit bearing with respect to M-level credits, assessed for QTS)*SE
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Full-time Route: Please indicate when any Progression Board and Exam board will be held and when any reassessments will be submitted. NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression Board27/05/2022
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Reassessment15/08/2022
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Exam Board22/06/2022
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7.b. Optional module lists

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
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Option List AOption List BOption List COption List D
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N/AN/AN/AN/A
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7.c. Explanation of the programme and assessment design
The statements should be in a form that can be used for students (such as in a student handbook). It should make clear to students why they are doing the key activities of the programme, in terms of reaching the PLOs.
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i) Students’ independent study and formative work Please outline how independent study and student work has been designed to support the progressive achievement of the programme learning outcomes (for example, the use of online resources which incorporate formative feedback; opportunities for further learning from work-based placements).
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The independent study and formative work across the programme has been designed to support your progression towards achieving the programme outcomes. The student work will allow you to either practise skills without the pressure of being marked, or formulate and develop ideas through interactions with classmates and colleagues, or strengthen your understanding of assessment expectations through submitting formative work for feedback prior to major assessments.
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ii) Contact with staff
Please explain how the programme’s design maximises the value of students’ contact time with staff (which may be face-to-face, virtual, synchronous or asynchronous), including through the use of technology-enhanced learning. For example, giving students resources for their independent study which then enables a class to be more interactive with a greater impact on learning.
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Throughout your programme you will interact with staff in various ways, all of which have been designed to support your progression towards achieving the programme outcomes. You will assigned a university tutor, who will guide your progress throughout the programme, and a school based mentor who will support you as you complete your school-based placements. Tutors will work with you as you develop your ideas and skills through your taught classes and assignments - in-person during class meetings, through the provision of written feedback on assignments, and via the VLE.