The Programme aims to provide initial teacher education for the Lifelong Learning Sector, which develops excellent practical skills underpinned by an understanding of the theoretical basis for practice. The programme challenges and supports participants to become autonomous, self-regulating professionals with a comprehensive, critical understanding of developments in the sector.
The programme also aims to develop a critical understanding of learning, teaching and training in their social, political and philosophical contexts, and specifically involves providing trainees with the opportunity to meet relevant professional standards, for example the standards for teachers in the Lifelong Learning sector and the UK Professional Standards Framework for Higher Education. These standards include areas such as:
• The knowledge and understanding required to plan, implement, assess and evaluate learning in own specialist area
• Practical skills in supporting and enabling learning; interpersonal skills associated with intended work role
• Inclusive approaches to teaching and learning, addressing issues of social justice
• Commitment to, and critical understanding of, professional values, knowledge and skills
Upon successful completion of the programme Trainees are eligible to undertake the process of professional formation leading to Qualified Teacher Learning and Skills (QTLS). Potential progression pathways include postgraduate study, such as MA in Education, and progression into employment.
**Please note: This qualification is not suitable for primary or secondary school teaching.
The course is delivered via a combination of lectures, seminars, workshops and tutorials online and in the classroom. The teacher education team also provide a range of guest speakers to broaden the experiences of trainees through a bespoke CPD programme. Delivery is complemented by use of G-Suite for education applications including Google Classroom, Google Drive, Google Docs and Google Hangouts.
Validated by the University of Huddersfield
A total of four modules will be covered over the duration of the post 16 teacher training course.
These are currently:
• Research Informed Teaching Learning and Assessment 30 credits
You will learn how to plan, implement, assess and evaluate a range of inclusive approaches to teaching, learning and assessment, informed by current educational research. You will plan, prepare, teach and reflect on a learning session contextualised in your subject specialism and design an intervention, strategy, activity or resource to improve student learning. You will justify and evaluate it in relation to research-informed principles of learning and motivation.
• Becoming a Subject Specialist Teacher 30 credits
You will learn how to identify and respond to students’ needs and evaluate the effectiveness of your teaching and develop yourself as a reflective practitioner. As part of this module your teaching will be observed by qualified Teacher Educators and subject specialists. You will also build a Teaching Portfolio evidencing your personal and professional development including development of English, maths and digital skills.
• Being a Subject Specialist Teacher 30 credits
Building on the previous module you will develop more advanced strategies and methods for promoting learning in your subject specialist area and complete your Teaching Portfolio, to include four further observations of your teaching practice. You will also deliver a subject specialist conference paper at the University of Huddersfield.
• Policy and Professional Issues 30 credits
You will develop an understanding of policy and issues relating to professionalism in lifelong learning and explore the impact. of policy on curriculum developments. You will also discuss key issues of professionalism, reflective practice and your own educational values and the extent to which these promote social justice. You will develop an understanding of contemporary issues in education and your subject specialism linked to evidenced-based research.
We currently assess modules through a wide range of assessments including a microteach, essays, presentations, video presentations and essays, seminar papers, critical reviews and reflective accounts.
Mentor in the Placement / Workplace
The Cert Ed/PGCE course requires you to have a subject specialist mentor in your placement/workplace. They will be expected to have regular meetings with you, carry out lesson observations and provide you with areas for development during your placement.
Alongside the lesson observations carried out by your mentor, your Cert Ed/PGCE tutor will also carry out formal observations of your teaching during the year to support and develop your teaching practice.
Portfolio of Work
Over the course of your studies, you are expected to compile a portfolio of work through using Pebble Pad.
All modules are subject to availability and this list may change at any time
You will normally hold a minimum 2:1 classification in a UK degree or equivalent in a relevant subject. (Applicants with a 2:2 may be considered if they can demonstrate relevant experience). Additionally, GCSE English and mathematics, at grade C or above, or a Level 2 equivalent such as Functional Skills is required. You will also need to complete a satisfactory Disclosure and Barring Service check.
A placement is required with a guarantee of 100 hours teaching/training within the Lifelong Learning Sector.
Candidates will be required to undergo an initial core competencies assessment, produce a personal statement and undertake an interview.
It is recommended that pre-service applicants have some relevant experience of working with people in an educational setting. This is generally done on a voluntary basis before applying for the course.
For those employed in the learning and skills sector it can lead to Qualified Teacher Learning and Skills (QTLS) status after professional formation through the Institute for Learning (ETF) or HEA accreditation. This course does not confer Qualified Teacher Status (QTS) for those working, or intending to work, in schools.