This course is approved by the University of Central Lancashire (UCLan).
How long is the course?
Part-time over two years - one three hour evening session per week.
How will I learn?
A mixture of formal lectures, seminars, group work, self-study, assignments, observations.
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. Whilst this module forms part of the Certificate in Education and PGCE, it can be awarded as a standalone module; the Preparatory Certificate in Education and Training.
• 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. Whilst this module forms part of the Certificate in Education and PGCE, both the Preparatory module and the Teaching, Learning and Assessment module form the Introductory Certificate in Education and Training.
• 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. Whilst this module forms part of the Certificate in Education and PGCE, the 3 first year modules (Preparatory, Teaching, Learning and Assessment and Curriculum Design and Assessment) form the Intermediate Certificate in Education and Training.
Year Two modules:
• Practitioner Research: An Action Research Approach – This module aims to build on an understanding of professional practice created in earlier modules. Action Research as an approach is explored together with qualitative data collection methods. Understanding the need for, and effecting change is an important role for practitioner research and this module allows learners the opportunity to undertake a piece of small scale Action Research into their own practice and draw conclusions from the evaluation of data collected.
• Contemporary Issues in Education and Training - 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 be assessed?
Assessment will be ongoing via observation of teaching sessions in addition to the production of planning documents, assignments and a presentation.
Are there any additional costs?
Part time fees are £3,225 per year in 2019/20 (£1,075 per 20 credit module). The fee for the full course is £6,450. Please note, fees are set and are payable on a yearly basis and are subject to a small increase in line with inflation.
For more details on additional costs, please refer to the HE Tuition Fees Contract.
When is the next start date?
The course will start from week beginning 10th September 2018.
Enrolment & Timetable Information
Week commencing 10th September 2018.
What are the entry requirements?
Admission to the Certificate in Education 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. 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.
2. Five GCSEs at Grade C and above, or equivalent, to include English. Applicants who do not have English as a GCSE will be required to successfully achieve the University’s diagnostic test prior to entry to the programme.
3. The ability to communicate fluently, accurately and effectively in professional spoken English (IELTS 7.5 or equivalent).
4. 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. Teaching Hours 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 role
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