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An award of he of Huddersfield
Your course consists of 4 modules.
Year 1
Module 1: Research Informed Teaching Learning and Assessment
This module develops your understanding of how people learn in the lifelong learning sector, the role of the teacher and your professional expectations. It introduces the latest research on teaching, learning and assessment and develops your ability to apply this evidence in designing inclusive lessons. You will develop the core skills that teachers need to promote learning for all learners, including neurodiverse students and learners with specific needs. You will learn about the role of emerging technologies in learning design. The role of assessment and coaching principles in enabling learning and achievement will also be examined.
Module 2: Becoming a Subject Specialist Teacher
This module involves practice-focused professional development. It introduces the core practices of ambitious subject teaching and develops your ability to apply current pedagogical thinking to practice. It explores the values that guide your pedagogical approach, knowledge of your subject specialism and your understanding of how you are learning to teach. You will explore the distinction between subject knowledge and subject pedagogy and examine inclusive approaches to specialist teaching, learning and assessment that are based on educational evidence. You will consider your teaching effectiveness and engage in personal and professional development planning against the mappropriate professional standards. Subject-specific mentoring is an integral part of the teaching and learning strategy in this module. As well as developing your knowledge about teaching in general, your specialist mentor will support you to acquire experience in teaching your specialist subject, including the development of subject-specialist teaching and learning resources.
Year 2
Module 3: Being a Subject Specialist Teacher
This module involves further practice-focused professional development. It builds on previous generic and subject specialist development in two ways. Firstly, it contributes to the development of more advanced, inquiry-based strategies and methods for promoting subject-specialist learning; secondly, it promotes the critical analysis of subject specialist pedagogy. The module achieves these purposes by enhancing your ability to reflect critically on the challenges implicit in teaching your subject and by developing your ability to respond to these concerns in sophisticated, innovative and creative ways.
Module 4: Curriculum and Context
This module will develop your critical understanding of policy and issues relating to curriculum development in lifelong learning. You will investigate the impact of policy on curriculum development and draw on appropriate evidence to interrogate curriculum practice and discuss possible improvements. The module will cover the internal and external factors that drive curriculum change and consider key contemporary issues in lifelong learning that impact upon curriculum development and design. It aims to engage trainees in critical reflection on the policy and practice of education and training for lifelong learners. The module promotes an analytical and reflexive understanding of the factors that inform curriculum development and delivery in lifelong learning provision.
There may be an opportunity for you to specialise in either a SEND (Special Educational Needs) or EAL (English as an Additional Language) pathway for module 4.
All lecturers teaching on this qualification hold the revelant teaching and professional qualifications.
Course Format: face-to-face
Teaching time: 1 evening a week
Location: Victoria Building at the Tameside College Beaufort Road Campus
Learning in the module is based on a range of strategies including taught classes modelled by teacher educators, tutorials, student presentations, micro-teaching activity, small-group work and the use of digital technologies, including for pre-session activities and research. There will be lectures and seminars on key topics; work-based learning; critical engagement with mentors and other learners through group work, work-based support groups or electronic communications. Trainees will be expected to use of the College’s and he VLEs (and library resources) and complete elements of independent study, supported by blended learning.
Trainees will take part in experiential learning. They will receive constructive feedback on observed teaching sessions from experienced practitioners approved by the he. They will engage in critical dialogue around their specialist subject and its pedagogies with teacher educators and mentors. Trainees will learn how to observe subject-specialist delivery in practice and interpret how others teach/train. There will be professional discussions and opportunities to engage in collaborative planning and teaching with a subject-specialist mentor. Students will take part in peer-to-peer support and do presentations for fellow trainees. A key element to the course is assessing personal development planning against the appropriate professional standards. A key element of the learning strategy is attendance at a Subject Specialist Conference, during which trainees take part in specialist group activities led by tutors with appropriate expertise.
The Post Graduate Certificate in Education is a 120 credit award for graduate teachers who work (or have secured a teaching placement) in the Lifelong Learning Sector and have gained a 2(i) Honours degree, desirably in the subject they wish to teach.
Applicants must also hold a GCSE C/4 or above (or equivalent*) in both English and Mathematics and Level three qualifications (usually, but not exclusively in their teaching subject).
We require you to be in paid employment, or working as a volunteer teacher or trainer, for a minimum of 250 hours (at least 125 hours in any one year for the part-time course) at a recognised training or educational establishment. You are required to identify Subject and Professional Mentors who can guide you in your subject specialism and professional development.
Current participants on this course include people with expertise in Business Management, Communications, Computing, Construction, Dance, Engineering, Equine studies, English, Health and Social Care, Hair and Beauty, Hospitality, Special Educational Needs, Leisure, Maths, Media, NHS training, Police training, Social Sciences.
Entry to this programme is subject to a satisfactory interview and reference. An Enhanced Disclosure and Barring Service check will be made on each applicant. Learning and teaching organisations normally include young and vulnerable people and it is therefore important that screening is undertaken to help ensure a safe environment. For pre-service applicants, Tameside College will undertake the DBS check (for which there is a fee, to be confirmed at offer stage). For in-service applicants, your employer is responsible for ensuring that you are a fit and proper person to undertake the work that they employ you for
Your assignment handbook will provide full details of the assessment criteria and strategies applying to your course. Assessment methods include presentations, assignments, practical teaching observations, completion of an online portfolio and an end of course 30-minute oral exam. In phase or year two of the course, you will attend a subject specialist conference at the he of Huddersfield.
The course is graded ‘pass’ or ‘fail’.
You will receive a Post Graduate Certificate of Education (PGCE) accredited by the he of Huddersfield at the end of this course.
On successful completion of this qualification you can progress onto the MA in Education.
You will also 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.