PGCE Programme Specification 2024-25.xlsx

	B	C	D	E	G	H	I	J	K	L	O
1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
3
4
5	Programme Title			Secondary PGCE (Physics, Chemistry, Biology, History, English, Modern Foreign Languages, Maths, Geography)
6
7	This document applies to students who commenced the programme(s) in:			2024			Award type			PGCE
8
9	What level is this qualification?			7			Length of programme			10 months
10
11	Mode of study (Full / Part Time)			Full Time
12
13	Will the programme use standard University semester dates?			No			For York Online programmes, will standard dates for such programmes be used?			N/A
14
15	Awarding institution			University of York			Board of Studies for the programme			EDUCATION
16
17	Lead department			EDUCATION			Other contributing departments
18
19	Language of study and assessment			English			Language(s) of assessment			English
20
21	Is this a campus-based or online programme?			campus-based, online, and professional school settings
22
23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	Pathfinder TSH
26
27	Reference points
28	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
29	The programme is designed inline with the University's frameworks and the relevant subject benchmark statements have been consulted.
30
31	Credit Transfer and Recognition of Prior Learning
32	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
33	No
34
35	Exceptions to Regulations
36	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
37	N/A
38
39	Internal Transfers
40	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
41
42		Transfers in:	NO				Transfers out:	YES
43
44	Statement of Purpose
45	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
46	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 Lead 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.
47
48
49
50
51
52	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
53	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?				Specify the module diet that the student will need to complete to obtain this exit award
54	Postgraduate Certificate in Educational Studies			EXIT ONLY					any 3 taught modules
55
56	Programme Learning Outcomes
57	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
58	1	Independently and creatively plan, resource and deliver lessons by applying theory, discipline knowledge and appropriate level expectations
59	2	Create an inclusive, stimulating learning environment by managing classroom dynamics and adapting to learning need
60	3	Effectively assess learning and progression through a critiquing a range of well-developed formative and summative strategies
61	4	Critically 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
62	5	Communicate clearly, confidently and professionally with teaching colleagues, pupils, parents, support staff, external agencies and in academic contexts, using media appropriate to the situation;
63	6	Contribute 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
64
65	Diverse entry routes
66	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
67	The DfE welcomes ITT applications from candidates from diverse backgrounds, however all applicants must meet the DfE's criteria for entry onto an ITT course.
68
69
70
71	Inclusion
72
73	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.										TRUE
74
75	Employability
76	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
77	The programme will provide you with the chance to develop key skills sought after by employers and expected of people in senior education positions. These include data management, ethical research and the ability to address real issues through careful analysis and evidence debate.
78
79
80
81	[For Undergraduate and Integrated Masters Programmes Only]
82	Are you offering any variations of this programme, such as additional years abroad or industry?
83
84	Year abroad			FALSE		Will the year abroad programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?				N/A
85
86	Year in industry			FALSE		Will the year in industry programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?				N/A
87
88	Year in enterprise			FALSE
89
90	Placement year			FALSE
91
92
93	Description of Structure
94	Provide a BRIEF description of the structure of the first stage (UG) or programme (PGT): this is only necessary if this is not evident from the tables below. For instance, an entry might be 'students choose X modules in Autumn Semester from List A and Y modules from List B'. For York Online programmes using the 'carousel' model, the description should include whether any modules have to be taken in a particular order (e.g. if there is an introductory module and/or any constraints on the timing of option and/or ISM or ISM-related modules).
95	Students engage with three compulsory modules during Semester 1 and Semester 2.
96
97
98
99	Part-Time Structure (Normally PGT Only): For part-time variants of programmes, please use the box below to specify which modules will be taken in year 1 and which will be taken in year 2 (and so on if more than 2 years).
100	N/A