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Postgraduate Certificate in Education Early Years Education

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

Postgraduate Certificate in Education Early Years Education

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Postgraduate Certificate in Education

Programme Code

EYE-PGC-S

UCAS Code

JACS Code

X120 (DESCR) 100

Criteria for Admissions

For current general University entry requirements for this pathway go to http://www.qub.ac.uk/ado/

Subject specific requirements for this pathway are:

An upper second class honours degree or equivalent. Relevant experience of working with children is also desirable.

Grade C or better in English, Mathematics and Science at GCSE (or equivalent). Account may also be taken of the range and quality of the candidate's GCSE and A level passes.

Other Entrance Requirements

Medical fitness: All entrants to the course must complete and return a Declaration of Health which will be subject to scrutiny by the University College Medical Officer. This is a requirement of the Department of Education.

Police Check: All applicants must declare any criminal convictions and all entrants to the course must give their consent for a criminal record enquiry to be carried out. This is a requirement of the Department of Education.

Satisfactory performance at interview. This is a requirement of the Department of Education.

ATAS Clearance Required

No

Health Check Required

Yes

Portfolio Required

Interview Required

Satisfactory performance at interview is an entry requirement.

Mode of Study

Full Time

Type of Programme

Postgraduate

Length of Programme

1 Academic Year(s)

Total Credits for Programme

60

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Stranmillis University College

Teaching Institution

Stranmillis University College

School/Department

Stranmillis University College

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 7

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Accreditations (PSRB)

General Teaching Council Northern Ireland

Date of most recent Accreditation Visit 01-01-01

External Examiner Name:

External Examiner Institution/Organisation

Dr Elizabeth Dunphy

St. Patrick's Drumcondra

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

N/A

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

Yes
Students are subject to Fitness to Practise Regulations.

EDUCATIONAL AIMS OF PROGRAMME

Within the PGCE programme there is one option, namely: Early Years. The Early Years Option is designed for those who wish to teach children in the 3 to 8 age range.

The educational aims of the programme are: to help prepare students for employment by enabling each one to meet appropriate competence requirements as a beginning teacher; to develop specialist knowledge and professional skills related to the selected option; to address the needs of professionals working in an educational environment at pre-service level; to enable students to appreciate the significance of their individual contribution to the school; to enable students to appreciate the significance of the contribution made by parents, governors and others in the wider community to the achievement of individual pupils, and of the school as a whole; to enable students to work conscientiously to develop the learning potential of all pupils, employing in this task a wide range of strategies and skills in order to cater for individual needs; to develop an awareness of the value of their specialist knowledge in the contexts of teaching and learning and in relation to the whole-school curriculum; to provide opportunities for students to develop philosophical positions on key issues, especially those related to professional practice; to encourage critical reflection upon professional practice, particularly critical self-reflection and evaluation; to encourage the interrogation of educational processes in a variety of contexts; to provide students with opportunities to appreciate the problematic nature of educational theory, policy and practice; to enable students to have a commitment to continuing personal and professional development; to involve students in a personally challenging and intellectually stimulating experience of learning, the outcome of which is that they display a sense of enthusiasm for their teaching and make the vital connection between their knowledge and skills as learners and their competence as teachers to stimulate and maintain the interest of their pupils in the acquisition of corresponding skills and knowledge; to create a challenging and supportive environment where each student may fully develop his/her potential to become an effective teacher.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

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

Students should demonstrate:

A well-developed ability to analyse concepts, theories and issues of policy.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

A well-developed ability to identify and critically analyse aspects of subject knowledge.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

A well-developed ability to accommodate new principles and understandings.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

A high level of ability to reflect on their own value system.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

The ability to integrate their knowledge and understanding.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

A critical understanding of the theory practice relationships within professional contexts.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

Learning Outcomes: Transferable Skills

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

Students should:

Have a practised ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Be competent users of ICT for personal study and in other appropriate situations and be able to judge where the use of ICT is not appropriate.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Have a well developed ability to interpret graphical and tabular presentation of data in a critical and constructive way, and to collect, use and interpret numerical data and statistics (where appropriate) similarly.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Have a well developed ability to function effectively as part of a team, including working through difficulties and conflicts.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Have a well developed ability to articulate their own preferred learning styles and strategies and actively manage their development; to reflect on their learning theories and to organise an effective work pattern including meeting deadlines.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Have a well developed ability to process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position, having drawn on relevant theoretical perspectives.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Learning Outcomes: Knowledge & Understanding

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

Knowledge and understanding of:

Research, innovation and developments in selected areas of education.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

A range of key concepts and modes of enquiry in educational studies.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Some of the major (from a N Ireland perspective) issues and developments in education and training.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Appropriate theoretical foundations on which to base practice.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

The relationship between theory and practice in their professional working context.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Learning Outcomes: Subject Specific

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

Students should demonstrate through their practical teaching:

A high level of ability to plan, prepare, teach and assess across the Northern Ireland Curriculum or the pre-school curriculum, as appropriate.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

The capacity to take responsibility for a class for a sustained period of time.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

The capacity to inform their teaching through critical reflection.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

The ability to make a contribution to the work of the school.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

The capacity to form and sustain good working relationships with pupils and significant others.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Professional Experience 2

SPG6002

7

10

YES

12 weeks

N

YES

100%

0%

0%

Professional Experience 1

SPG6001

7

10

12 weeks

N

YES

100%

0%

0%

Implementing a Play-based Curriculum

SPG7004

7

20

YES

12 weeks

N

YES

80%

20%

0%

Teaching the Key Stage 1 Curriculum

SPG7005

7

20

YES

12 weeks

N

YES

80%

20%

0%

Notes