Professional Graduate Certificate in Education (PGCE) (Post Compulsory Education) UoH Level 6

• UK degree (normally 2:2 or above) or equivalent related to your specialist area
• If you do not have at least Level 2 English and maths (GCSEs grades 9-4 or A*-C) qualifications you will be required to achieve these alongside the teaching course.
• You must be willing to undergo Disclosure and Barring Service (DBS) clearance.
• A successful interview will be required.
• If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent will be considered acceptable.

Desirable:

If you do not already have any previous experience of teaching you will be required to undertake the Level 3 Award in Education and Training (or equivalent) qualification prior to the start of the course. We offer an intensive course to meet this requirement.

Pre-Service candidates:

Placements are available within the Bedford College Group on the Pre-Service route.

In-Service candidates:

You should normally be in employment as a teacher or trainer at a recognised training or educational establishment for a minimum of 100 hours for the duration of the course. Voluntary teaching/training may be acceptable in some circumstances.

1. Research Informed Teaching, Learning and Assessment

This module aims to develop your understanding of how people learn in the Lifelong Learning Sector and of the role of assessment in enabling learning and achievement. It introduces theories and principles of learning and assessment and develops your ability to apply research evidence in designing effective learning and assessment strategies and materials. It seeks to develop positive approaches to the management of group and individual behaviours and promotes an inclusive approach to teaching, learning and assessment. It introduces the role of key transferable skills and the ways in which people learn English, Maths and digital skills. The module is assessed by means of a practical micro-teaching assignment and the design of an intervention, strategy, activity or resource, underpinned by an understanding of key principles of teaching, learning and assessment.

2. Becoming a Subject Specialist Teacher

The module reviews your practice as a trainee teacher. It explores your teaching values, knowledge of your subject specialism, and your knowledge and understanding of how you’re learning to teach. You’ll have the opportunity to learn how to identify and respond to students’ needs, and how to use suitable teaching, learning and assessment strategies to develop inclusive teaching and learning environments. You’ll have the chance to evaluate your teaching effectiveness and develop as a reflective practitioner as well as engage in personal and professional development planning, against the appropriate Professional Standards, to recognise and develop relevant subject specialist knowledge, behaviours and skills. This will include further development of English, Maths and digital skills for you and your students.

3. Being a Subject Specialist Teacher

This module builds on previous generic and subject specialist development in two ways. Firstly, it contributes to your development of more advanced strategies and methods for promoting learning and, secondly, it involves a focus on specific specialist areas and the critical analysis of subject specialist pedagogy. The module seeks to enhance your ability to reflect critically on, and to evaluate, teaching and learning; by recognising particular curriculum and professional challenges; and by developing your ability to respond to these concerns in sophisticated, innovative and creative ways. Key learning activities of the module are practical teaching experience and the engagement with other specialists through collaborative practice. The module is assessed through a Teaching Portfolio and a Conference Paper dealing with teaching and learning in the specialist subject.

4. Policy and Professional Issues

The module will develop your understanding of policy and issues relating to professionalism in Lifelong Learning. You’ll have the opportunity to explore the impact of policy on professional practice and curriculum developments, drawing on appropriate evidence to evaluate professional practice and discuss possible improvements. You’ll also discuss key issues of professionalism in Lifelong Learning, including debates on reflective practice and a discussion of your own educational values and the extent to which these promote social justice.

The (ProfGCE) is a University of Huddersfield (UoH) Award. The course allows a person to apply for QTLS (Qualified Teacher in Learning and Skills) which is the main requirement to teach in Lifelong Learning. QTLS is given for those wanting to teach learners aged over 16 years of age and is awarded by the Society for Education and Training (SET). This is different to Qualified Teacher Status (QTS) which those wishing to teach in schools work towards.

There will be an annual study day at the University of Huddersfield (UoH).

Department for Education (DfE) bursaries may be available for training to teach in shortage subjects. Please enquire with our Customer Contact Team for more information.

On this course you’ll have the opportunity to acquire the knowledge and understanding needed to teach in the Lifelong Learning sector, and the ability to identify your ongoing needs for professional development. The course helps to prepare you for playing a full part in the teaching, administrative, and curriculum development activities in colleges and in other education and training organisations.

The course gives you the opportunity to concentrate on your own subject area, in addition to your subject specialism you may be required to embed core subjects including English, Maths, Digital Literacies and SEND into your teaching and Learning.

The focus of this course is on practical teaching. You’ll have the opportunity to gain experience of learning and teaching alongside other professionals with support from tutors and work-based mentors. You’ll be supported to gain competence in planning, teaching and learning; and in working with students; with assessment of your progress taking place in formal classrooms and in student-centred learning situations.

In addition, you’ll be taught through a series of lectures, seminars, tutorials and interactive workshops and you’ll have a personal tutor who’ll be assigned to you throughout your studies to support your ongoing wellbeing and ensure that you have a positive learning experience.

Assessments vary and include essays, the creation of resources to support learning, seminars, and presentations.

Your module specification/course handbook will provide full details of the assessment criteria applying to your course.

Course progression:

Upon successful completion of this course, you’ll be eligible to proceed, following a process of professional formation through the Society for Education and Training to gain Qualified Teacher Learning and Skills (QTLS) status. This is the full professional status for teachers in the Lifelong Learning sector. This accreditation is reviewed on a regular basis.

Career progression:

On successful completion you will be qualified to practice as a teacher, or trainer in the Lifelong Learning sector.

The course leads to QTLS (Qualified Teacher for Learning and Skills). QTLS can now be transferred to QTS and this could be a route for teachers wanting to teach in Secondary Education (Schools).