A joint award of the University of East Anglia and the University of Essex
The information contained within this programme specification is correct as at March 2010
UCS Course Code:
For guidance please contact Admissions on 01473 338833 or e-mail admissionsucs.ac.uk|
Level of Award
PGCE - Framework for Higher Education Qualifications (FHEQ) Level 6
CertEd – FHEQ Level 5
PTLLS and CTLLS – FHEQ Level 4
Professional Accreditation
This programme is endorsed by Lifelong Learning UK (LLUK) and has been developed to match the LLUK standards and DfES requirements for new teachers in this sector.
Course Summary
The Certificate in Education and Professional Graduate Certificate in Education are professional qualifications for people teaching in the Lifelong Learning Sector eg further education colleges, sixth form colleges, adult education, community learning and a wide range of other training and educational settings that are outside the schools sector.
The programmes are available to graduates and to non-graduates with appropriate vocational qualifications. The programme can be studied full-time or part-time. The two year, part-time programme will be of interest to teachers and trainers who are already in full or part-time employment. The full-time programme will benefit those who wish to obtain a teaching qualification before seeking employment. The full-time programme of study assumes no teaching experience and students are provided with a supervised teaching placement (subject to availability).
The course is designed to develop a range of skills and knowledge required of a professional teacher in the Learning and Skills Sector. The programme places a significant emphasis on students developing the appropriate skills and knowledge they require to meet the needs of the learner. The fundamental principles of practice are underpinned by reference to theoretical perspectives, thus encouraging students to effectively link theory to practice.
The Awards have been designed to fully meet current statutory requirements for those teaching in the Lifelong Learning Sector and have been designed in accordance with Lifelong Learning UK (LLUK) specifications. From September 2007, any new unqualified teacher with a full teaching role will be required to achieve QTLS status within five years.
Entry Requirements
Students applying for the Certificate in Education and Professional Graduate Certificate in Education programmes apply directly to UCS by completing the online application form|.
Entry requirements vary according to the qualification candidates are applying for. Qualifications offered are as follows:
1. Preparing to Teach in the Lifelong Learning Sector (PTLLS)
Entry requirements are:
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A good command of written and spoken English, sufficient to be able to aim to produce assignments at level 4
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Possess a level 3 qualification in his/her own area of specialism and/or equivalent
Where the PTLLS is delivered as part of a progression qualification, entry requirements are the same as for the progression qualification.
2. Certificate in Teaching in the Lifelong Learning Sector (CTLLS)
In order to satisfy the minimum general requirements for admission applicants must:
Have a good command of written and spoken English, sufficient to be able to aim to produce assignments at level 4;
Have 30 teaching practice hours in an Associate Teacher Role within the Lifelong Learning Sector over the duration of the programme;
Possess at least a minimum level 3 qualification in his/her own area of specialism;
Have numeracy and IT skills that will enable the fulfilment of assessment requirements of the course (minimum core)
Have a subject specialist mentor identified by their organisation who is available to support them throughout the programme;
Be able to provide two appropriate references; and demonstrate support from employer and mentor
Provide confirmation of CRB check.
3. Part-time Certificate in Education (leading to Qualified Teacher, Learning & Skills (QTLS))
In order to satisfy the minimum general requirements for admission applicants must:
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Have a good command of written and spoken English, sufficient to be able to aim to produce assignments at level 5
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Have 150 teaching practice hours in a Full Teacher Role within the Lifelong Learning Sector (this is normally 75 hours in year 1 and 75 hours in year 2)
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Possess at least a minimum level 3 qualification in his/her own area of specialism
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Have numeracy and IT skills that will enable the fulfilment of assessment requirements of the course (minimum core)
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Have a subject specialist mentor identified by their organisation who is available to support them throughout the programme
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Be able to provide two appropriate references; and demonstrate support from employer and mentor
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Provide confirmation of CRB check
4. Part-time Professional Graduate Certificate in Education (leading to Qualified Teacher, Learning & Skills (QTLS))
In order to satisfy the minimum general requirements for admission applicants must:
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Have a good command of written and spoken English, sufficient to be able to aim to produce assignments at level 6
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Have 150 teaching practice hours in a Full Teacher Role within the Lifelong Learning Sector (this is normally 75 hours in year 1 and 75 hours in year 2)
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Possess a first degree or equivalent qualification
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Have numeracy and IT skills that will enable the fulfilment of assessment requirements of the course (minimum core)
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Possess at least a minimum level 3 qualification in his/her own area of specialism
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Have a subject specialist mentor identified by their organisation who is available to support them throughout the programme
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Be able to provide two appropriate references; and demonstrate support from employer and mentor
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Provide confirmation of CRB check
5. Full-time Certificate in Education (leading to Qualified Teacher, Learning & Skills (QTLS))
In order to satisfy the minimum general requirements for admission applicants must:
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Have a good command of written and spoken English, sufficient to be able to aim to produce assignments at level 5
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Possess at least a minimum level 3 qualification in his/her own area of specialism;
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Have numeracy and IT skills that will enable the fulfilment of the assessment requirements of the course (minimum core)
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Academic and/or suitable industrial and commercial experience related to chosen curriculum area;
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Be able to provide two appropriate references; and authorize a CRB check
6. Full-time Professional Graduate Certificate in Education (leading to Qualified Teacher, Learning & Skills (QTLS))
In order to satisfy the minimum general requirements for admission applicants must:
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Possess a first degree or equivalent qualification
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Have a good command of written and spoken English, sufficient to be able to aim to produce assignments at level 5;
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Have numeracy and IT skills that will enable the fulfilment of assessment requirements of the course (minimum core);
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Academic and/or suitable industrial and commercial experience related to chosen curriculum area;
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Be able to provide two appropriate references; and authorize a CRB check
The Professional Graduate Certificate is only open to those who already hold a degree or equivalent. However, graduates may choose to enter for the Certificate rather than the Professional Graduate Certificate if those demands are incompatible with competing personal or professional demands. This decision will normally be made at enrolment in consultation with a member of the course team.
The programme leader at each centre will be the final arbiter in respect of student recruitment and admission.
Course Aims
Preparing to Teach in the Lifelong Learning Sector (PTLLS)
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Provide an initial training of a high quality for practising and intending teachers / tutors/ trainers in the lifelong learning sector that meets the requirements of Threshold Status for those teaching / tutoring/ training in the lifelong learning sector as articulated by SVUK
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Provide a foundation for further study
Certificate in Teaching in the Lifelong Learning Sector (CTLLS: leading to ATLS)
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Provide an initial training of a high quality for practising teachers / tutors/ trainers in the Associate Teacher Role in the Lifelong Learning Sector as articulated by SVUK
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Provide a foundation for further study
Certificate in Education (leading to QTLS)
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Provide an initial training of a high quality for practising and intending teachers / tutors/ trainers in the lifelong learning sector that meets the requirements of Qualified Teacher Learning and Skills status for those teaching / tutoring/ training in the lifelong learning sector as articulated by SVUK
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Develop a range of self-development skills which will enable them to continue their personal and professional development beyond the framework of the programme.
Professional Graduate Certificate in Education (leading to QTLS)
Develop a range of self-development skills which will enable them to continue their personal and professional development beyond the framework of the programme.
Learning Outcomes
These course aims are broken down into sets of related skills, which are known as learning outcomes.
A. Knowledge and Understanding
By the end of the course you should be able to demonstrate reflective knowledge and critical understanding in the following areas:
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Legal and ethical issues
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The context of teaching in the Learning and Skills sector
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Professional role, responsibilities and development
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Selected learning theories
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Managing the learning process
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The assessment of learning
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Curriculum design and planning
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Entitlement, equality and inclusiveness
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Quality assurance and the inspection framework
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Models of critical reflective practice
B. Mental or Cognitive Skills
By the end of the course you should be able to:
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Reflect critically on classroom observations to inform subsequent learning and teaching
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Think analytically about teaching and learning and form judgements based on sound rationale
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Understand the processes by which students’ learn, and think creatively about how to enhance their progression
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Develop an informed understanding of theoretical models of learning and teaching
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Demonstrate a mature, professional attitude to the broad demands of the teaching role, including the maintenance of good working relationships, and accept responsibility for continued professional development
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Be familiar with recent research and develop an understanding of specific educational issues
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Organise, structure and articulate information, concepts and opinions both orally and in writing in a diverse range of professional contexts, showing confident use of appropriate and specialist language
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Willing to engage in personal and professional self-evaluation
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Display clarity and accuracy in written work
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Develop an appropriate academic style that facilitates the effective communication of facts and opinions
C. Subject Specific and Practical Skills
By the end of the course you should be able to demonstrate competence in:
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Planning lessons/schemes of work
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Deploying a range of teaching strategies to support students’ learning
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Designing and using learning resources
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Communicating effectively with others
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Using classroom management strategies
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Using reflection to enhance teaching performance
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Using ICT to enhance teaching performance
Subject Specialist Workshops will be organised during Term 2 and/or Term 3 of the PGCE/Cert Ed (QTLS) programme. Each workshop will be delivered by a subject specialist.
Subject Specialists Workshops will enable trainees to:
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Identify and evaluate issues which emerge from practice, through reflective dialogue with peers and subject specialist tutors
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Evaluate a range of specialist resources for teaching and learning
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Review literature on teaching and learning and identify key issues in the specialist area
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Broaden their understanding of how theory links with practice
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Evaluate and update own specialist knowledge and skills
The focus of individual workshops will support module assessment activities.
D. Minimum Core
Since 2000 there has been an expectation that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy, numeracy and information communication technology needs of their learners.
The current LLUK qualifications introduced in September 2007 incorporate a revised minimum core. This continues to define the knowledge, understanding and personal skills all teachers should have to enable them to address their own needs and those of their learners.
Module Framework
Mandatory Modules
Year 1
Module 1: Preparing to Teach in the Lifelong Learning Sector
Module 2: Planning and Enabling Learning
Module 3: Principles and Practice of Assessment (CTLLS only)
Module 4: Enabling Learning and Assessment
Module 5: Theories and Principles of Planning and Enabling Learning
Module 6: Subject Specific: Teaching and Learning
Year 2
Module 7: Reflective Practice and Professional Development
Module 8: Curriculum Development for Inclusive Learning
Module 8: Wider Professional Practice
Plus
Students will complete one additional module.
Teaching, Learning and Assessment
Successful completion of the programme is determined by continuous assessment. The course is designed to encourage students to achieve the programme’s aims through engaging in activities which are directly related to their own teaching context. Students are assessed through a mixture of reports, assignments and practical tasks as appropriate for the learning outcomes of each individual module. It is a requirement that all students pass the practical teaching elements of the course. Students will be observed teaching in their normal teaching context and formally assessed a number of times throughout the programme.
The programme employs a range of learning strategies using, for example, case studies, debate, seminars, specialist subject workshops, full and small group work, video observation, micro teaching, tutorials, individual study and practice-based learning.
The modules offered during year 1 of the programme have been designed to facilitate the development of the skills and the acquisition of knowledge that are fundamental to the teaching professional and competent practitioner. The approach chosen supports the notion of continuing professional development and as such will draw on trainees’ teaching experience and day-to-day activities.
Year 2 includes a greater emphasis on the wider context of teaching and professional practice. Trainees will continue to develop their understanding in more specialised areas and, building upon previous modules, will carry out in-depth examinations with emphasis upon critical evaluation of both theory and method.
Benchmarks / Professional Standards / Competency Frameworks
This programme is endorsed by Lifelong Learning UK (LLUK) and has been developed to match the LLUK standards and DfES requirements for new teachers in this sector.
Timetable
The teaching year begins in September and ends in June and is organised into 3 terms of approximately equal length.
Part-Time Route:
Students are expected to attend one, 4 hour session once per week
Full-Time Route:
Students will follow a timetable combining classroom based PGCE/CERT ED (leading to QTLS) sessions at UCS and a dedicated individual teaching placement.
Course Delivery
The part time course will be delivered at UCS: Ipswich, Bury St Edmunds, Otley, Suffolk New College, Lowestoft and Great Yarmouth.
The full time course will be delivered at UCS Ipswich and Otley.
Placements / Work Based Learning / Work Experience
Much of the course is focused on the experience of practical teaching. Students on the part-time, in-service programme will be already teaching in the Lifelong Learning Sector. They will be asked to identify a mentor who will support them in the development of their practice.
Students on the full-time, pre-service programme will be provided with a supported, teaching placement. Trainees will work alongside colleagues engaged in their tasks and experience a true picture of the professional in practice. Students will be encouraged and expected to participate in staff meetings, parents’ evenings, training and review events, as practical and appropriate. Students will be supported by a subject specialist mentor throughout their placement.
Tutorial and Study Support
All students have a personal tutor for the duration of the course that will monitor their overall welfare and development. Academic tutorial support is available in all modules on an individual or small group basis. Tutorial appointments are made on a booking system.
Opportunities on Completion of the Course
The Lifelong Learning Sector is a rapidly developing and expanding area which, through the requirement of an endorsed professional teaching qualification, is establishing more clearly defined career progression routes within the sector and opportunities for future study. Evidence from past years shows that completion of a nationally recognised teacher training qualification enhances the career and employment potential of course members.
Employment rates for participants on the pre-service programme have been good. Many have become lecturers in further education colleges, adult and community education, sixth form colleges and secondary education primarily based in the East Anglian region.
On successful completion of the PGCE/Cert Ed programme course participants may consider applying to the Institute for Learning (IfL) through their ‘professional formation process’ for QTLS status. In addition participants may also consider continuing their studies to BA or MA level qualifications in the field of education and training depending on their academic profile.
Additional Information
Additional Information and FAQs are accessible through UCS website:
Alternative format
Should you require this programme specification in an alternative format, please contact us on 01473 338000.
UCS reserves the right to amend the information in this programme specification as and when required.