Postgraduate Certificate in Post Compulsory Education (PGCE)
Enrolment & Timetable Information
Week commencing 11th September 2017 Tuesday evening 5 8 pm.
The University of Central Lancashire (UCLan)
This is a two-year programme open to all new in-service, pre-service, and pre-employment teachers, trainers and tutors in the Lifelong Learning Sector.
What are the entry requirements?
Admission to the PGCE award within the nationally endorsed LSIS schemes will be open to both new applicants to teaching and in-service teachers, trainers and tutors in adult, community, work-based and further education and the wider Further Education and Skills Sector, who, at the time of starting the scheme meet the following entry requirements:
1. An honours degree or equivalent (sufficient credits at appropriate levels 4,5,6)
2. A Level 3 (QCF) qualification in their teaching subject specialism. Under exceptional circumstances some entrants may hold a relevant vocational qualification of at least the level above that of their learners.
3. Five GCSEs at Grade C and above, or equivalent, to include English.
4. The ability to communicate fluently, accurately and effectively in professional spoken English (IELTS 7.5 or equivalent).
5. A teaching or training contract for a minimum of 75 hours of teaching per academic year for the part time programme. In some circumstances, a voluntary teaching placement may also be possible for part time trainees.
It is a requirement that a DBS check has been undertaken before entry to the programme.
The scheme is extremely dependent upon trainee teachers being able to put into practice in their own classrooms the values, knowledge and professional skills they gain through their studies. It is a requirement of the programme that applicants should be employed or in a placement as teachers, trainers or tutors for a minimum of 150 hours during the programme. Whilst this is a benchmark, in cases where the quality, quantity or breadth of the teaching is not sufficient to meet the requirements of the programme, it may be necessary to arrange for trainees to carry out some additional teaching. Teaching practice must be carried out predominantly with groups of learners, although some individual teaching can be undertaken. Effective teaching practice experience should ideally include:
different teaching practice locations/settings/contexts
teaching across more than one level
teaching a variety of learners
experience of non-teaching roles
Not currently excluded from teaching or working with children or young people, DBS check.
What subjects will I study?
The programme will be as follows:
Year One modules
Preparation for Education and Training The aim of the module is to cover the requirements for the introductory Award in Education and Training as defined by LSIS. A second aim is to introduce the trainee teacher to the teaching, learning and assessment cycle and build the beginnings of reflective practice.
Teaching Learning and Assessment The aim of this module is to provide a link between educational theory and practical application into teaching through reflective observation of practice. The module also aims to develop confidence and skills in the trainee to meet the changing demands of teaching, learning and assessment and manage the behaviour of learners appropriately. A further aim is to help trainees explore the relationship between their choice of practice strategies and the external and internal influences on their classroom.
Curriculum Design and Assessment This module aims to develop a holistic approach to planning, teaching, learning and assessment, building on prior knowledge of learning and teaching domains, lesson planning techniques and the development of intuitive practices with regard to learning strategies, group dynamics and student motivation. The study of external and internal influences on curriculum development and design aims to support trainee teachers in creating schemes of work, session plans and resources that provide high quality learning experiences. The module also aims to develop the trainees skills in the design and use of assessment as a means for checking, promoting and deepening learning, while stretching learners to meet their full potential.
Year Two modules
Action Research: Deconstructing Practice The aim of this module is to enable trainees to undertake a two-stage research activity as follows:
The first stage is the submission of a research proposal which will have as its focus an issue around a small-scale piece of action research embedded in an area of personal practice. After trainees have received tutor feedback on the assessed research proposal the second stage is the implementation of the research and collection of data with a concluding research report.
Contemporary Issues in Education and Training (PGCE) - The aim of this module will be to address contemporary issues in education and training and the content will be expected to change and develop in response to current concerns. However, there will remain a constant core of themes central to the national debate and these will include the identification of significant aspects of government legislation, policy and control; management strategies and styles; funding and performance indicators; quality assurance and inspection; unemployed youth and vocationalism; innovations in curriculum, teaching, learning and assessment; access to education.
Developing Teaching, Learning and Assessment The aim of the module is to continue to develop the link between educational theory and its practical application in teaching placements, in order to enable trainees to develop towards their full potential as successful teachers. There is a focus on the continued development of differentiation for meeting the needs of all learners and on inclusive practice, which will provide trainees with the skills to successfully promote learning for a range of learners with a variety of needs and backgrounds.
The module also aims to enable trainees to broaden their view of the sector, by working with and observing their peers in other teaching settings and by reflecting on and evaluating practice in terms of its ability to facilitate inclusive learning for all students.
How will I learn?
A mixture of formal lectures, workshops, group discussions, self-study, assignments, observations.
How will I be assessed?
Assessment will be ongoing via observation of teaching sessions, peer observations, report of action research, assignments, teaching practice portfolio, professional journal, an academic poster and a presentation.
What opportunities will this lead to?
Completion of the Cert.Ed or PGCE qualification may lead to employment as a further education teacher in any post compulsory educational establishment.
These qualifications carry University credits that can be used towards further study at both undergraduate and postgraduate levels, including BA (Hons) Education and Professional Studies which may be studied at Furness College.
How long is the course?
Attendance is part-time over two years. One 3 hour evening session per week.
When is the next start date?
The course will start from week beginning 11th September 2017.
Part time fees for 2018/19 are £3066 per year (£992 per 20 credit module).
The full cost of the course is £6132. Please note, fees are set and are payable
on a yearly basis and are subject to a small increase in line with inflation. href="http://www.furness.ac.uk/finance-for-university-education">Click here for
further information about finance for university education
How can I apply?
PART TIME students can apply directly to the college using our online application:
Furness College Application Form
PLEASE NOTE Applicants may be invited in for interview with the course tutor.
Can I get more information?
For more information please contact us:
T: 01229 825017
Simply submit your enquiry to us & we will email or call you back