POSTGRADUATE PROGRAMME SPECIFICATION Certificate in Education (Post Compulsory Education and Training) Full-Time and Part Time modes.

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1 UNIVERSITY OF EAST LONDON POSTGRADUATE PROGRAMME SPECIFICATION Certificate in Education (Post Compulsory Education and Training) Full-Time and Part Time modes This programme is only offered at: Education Havering College of Further and Higher Final award Intermediate awards available Mode of delivery Details of professional body accreditation Relevant QAA Benchmark statements UEL Academic School Date specification last updated Certificate in Education (Cert. Ed) Post-compulsory Education and Training On campus Education Studies Cass School of Education and Communities 29/4/14 Alternative locations for studying this programme Location Which elements? Taught by UEL staff Taught by local staff Method of Delivery Havering College of Further and Higher Education Entire programme No Yes Full-time and part-time modes The summary - Programme advertising leaflet Programme content This programme is designed to enable both pre-service and in-service teachers in the learning and skills sector to progress towards qualification as a professional teacher. By learning and skills sector we use this term refer to both Further Education (FE), Adult and Community Education and the Learning and Skills sector. The Certificate in Education (PCET) is a professional qualification of initial teacher training, for either preservice or in-service candidates who wish to teach in the learning and skills sector. The qualification meets the requirements of the 2013 LSIS guidance for teachers and trainers working in the sector. The programme covers planning, preparation, assessment and feedback for learning, diversity, widening participation, inclusion and diversity, and supporting learners. It also encompasses wider professional development. This programme is suitable for you, 1

2 If you are interested in...extending your professional practice to improve learning If you enjoy...thinking about your professional practice and discussing it with colleagues If you want...to know more about your learners and how to develop your own career This programme: Is suitable for both in-service and pre-service trainees (see explanation below); Trainee teachers on this programme will be teaching within or across a number of clearly identifiable educational categories: 14-19, 16-19, Further Education, Adult and Community Education, Workplace learning. Entry requirements By pre-service we refer to applicants who are not currently employed by a relevant educational institution in the lifelong learning sector as a teacher and will not be for the duration of the programme. For these teachers in training the teaching placement hours will be provided by a relevant lifelong learning institution on an unpaid basis. By in-service we refer to applicants who are currently (or at the time of the programme will be) employed by a relevant educational institution in the lifelong learning sector as a teacher, and who use their contracted paid hours as the teaching placement hours for the programme. Pre-service Pre-service trainees will need evidence of a training placement which offers mentor support, observational opportunities and 100 hours of teaching as a minimum through the duration of the taught programme across the two-years of study Qualification relevant to the chosen specialist subject or vocational area at level 3 (NCQF) or above Qualification and/or competency in English at NCQF level 2 (or equivalent) Competence in Numeracy at NCQF level 2 or willingness to develop Competence in ICT skills at NCQF level 2 or willingness to develop Letter of support from an appropriate manager in the applicant's institution if in-service Satisfactory performance at interview in oral and written tasks In the case of applicants whose first language is not English, then IELTS 5.5 (or equivalent) is required. Satisfactory DBS check In-service For in-service applicants, employment as a teacher in a learning and skills sector institution for the purpose of practical teaching and evidence of access to a minimum of 100 hours teaching including some observation of experienced practitioners across the duration of the two-year programme (Applicants from settings external to the partner college must provide evidence of adequate subject/vocational area mentoring arrangements) Qualification relevant to the chosen specialist subject or vocational area at level 3 (NQF) or above 2

3 Qualification and/or competency in English at NCQF level 2 (or equivalent) Competence in Numeracy at NCQF level 2 or willingness to develop Competence in ICT skills at NCQF level 2 or willingness to develop Letter of support from an appropriate manager in the applicant's institution if in-service Satisfactory performance at interview in oral and written tasks In the case of applicants whose first language is not English, then IELTS 5.5 (or equivalent) is required. Satisfactory DBS check AEL Applicants who already have considerable teaching experience in an approved environment or have a previous SVUK recognized qualification (pre-september 2013) which has a currency of 5 years or less at an equivalent level may present evidence in a claim for Assessment of Prior Experiential Learning. More advice will be given on this process at application. Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption. In the case of applicants whose first language is not English, the University s English Language requirements as detailed on the website at time of application must be met see In the case of applicants whose first language is not English, then IELTS 5.5 (or equivalent) is required. Programme structure Either: A two year part-time programme over 33 weeks per year. There are six compulsory modules (programme components), totalling 60 credits per year. All trainees will have employment either paid or on a voluntary basis as teachers in post-compulsory settings providing a minimum of 100 hours teaching practice over the programme duration. Or: A one year full time programme over 33 weeks per year. There are six compulsory modules (programme components), totalling 120 credits. All trainees will have employment either paid or on a voluntary basis as teachers in post-compulsory settings providing a minimum of 100 hours teaching practice over the programme duration. Learning environment Taught sessions will be held at our partner colleges all of which offer modern, well resourced and fully 3

4 supportive learning environments. Teaching will be through seminars and observations of teaching practice. Each trainee will be assigned a mentor in their subject/vocational area to help develop subject/vocational pedagogy skills. Trainees who require it will be offered further support to meet the Minimum Core of Literacy, Numeracy and ICT. Trainees will have the opportunity for exchanges with fellow-students in order to broaden their teaching experience Assessment Each module is assessed through a task or tasks presented for assessment throughout the programme with support through the duration of the programme from formative assessment. This includes compilation of a professional development portfolio. In addition trainees are required to pass a minimum of eight Assessed Teaching Practice Sessions (ATPS). All practical and written assignment tasks and the portfolio relate to the learning outcomes for the modules which themselves reflect the assessment criteria required by the previous LLUK professional standards and current 2006 LSIS guidance. Students with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Relevance to work/profession In-service trainees will already be in employment in learning and skills education and training settings, but opportunities will be provided to experience teaching/training in another setting. For pre-service trainees, the programme and its learning is structured around a central teaching placement which provides the opportunity to develop the teaching and professional skills needed of a teacher in this sector. Dissertation/project work There are opportunities for students to develop their own ideas / work in groups, research specific topics and to produce projects on placements. Added value This programme meets the requirements for initial teacher training in the Learning & skills Sector. Trainee teachers on this programme will be teaching within or across a number of clearly identifiable educational categories: 14-19, 16-19, Further Education, Adult and Community Education, Workplace learning. The programme supports the development of a range of teaching craft practices, professional values and effective assessment practices to ensure outstanding teaching and learning. The focus on teachers developing learner engagement and in progressing learners on means that those obtaining this qualification are highly prepared for work in the lifelong learning sector. There is a key emphasis placed on the observation of teaching, the assessment of craft practice in a variety of contexts and tutorial feedback to ensure that trainees on the programme progress effectively. Your future career The Cert Ed. (PCET) is recognised by employers as a core qualification for teacher education in the 4

5 learning & skills sector. This qualification may lead to full membership of the IfL if candidates choose to follow this professional route. A recognised teaching qualification is essential for all teachers working in post compulsory education and training. Obtaining this qualification can be a stepping stone to further study and for career development and progression in the sector. Many employers require these qualifications prior to employment. How we support you You will have a professional tutor on the programme who will monitor all aspects of your progress and give you feedback and advice on your coursework and practical teaching. Your professional tutor will also act as a personal tutor while you study on the programme. You will be assigned a mentor to help with subject/vocational pedagogy. On enrolment, you will be provided with introductory materials on the use of our Virtual Learning Environment. During your studies, you will be supported by academic, support and technical staff from your academic school. Programme aims and learning outcomes What is this programme designed to achieve? This programme is designed to give you the opportunity to: Experience a high quality programme of initial teacher training for staff teaching in all areas of the learning & skills sector. Develop as a teacher/trainer who will be responsive to the diverse needs of post 14 learners, and who are innovative, flexible, and challenging in their practice. Develop as a teacher/trainer who is critical and reflective towards your own teaching and continuing professional development, committed to professional values and practice and to ensuring equal opportunities for your learners. What will you learn? Knowledge Demonstrate a knowledge and understanding of relevant educational theory and research in relation to the learning & skills sector teaching/training role and context Set realistic and challenging learning objectives for students which take account of diverse individual learners' needs and the demands of relevant curricula. Select and use a range of teaching methods effectively so that all learners can progress successfully. Thinking skills Design, plan and implement schemes of work in your subject or vocational specialism Identify areas which may act as barriers to learning and devise strategies to address these in order to promote equal opportunities and an inclusive learning environment. Differentiate your teaching/training to meet the needs of all learners, including high achievers, those with a history of educational failure, those with learning difficulties and disabilities and those for who English is an additional language. 5

6 Subject-Based Practical skills Meet the professional standards as set down for this section in the LLUK 2006 guidance Teach/train effectively in an approved learning & skills context and demonstrate secure subject and/or vocational knowledge in your teaching/training. Prepare and use high quality teaching and learning resources, using ICT as appropriate in the curriculum area. Use a range of assessment strategies to monitor and evaluate students' learning and progress against planned learning outcomes. Provide individual learners with appropriate support and with the skills to work autonomously. Skills for life and work (general skills) Organise and manage the learning environment safely and effectively, including responding to challenging behaviour. Work autonomously and in collaborative team contexts in learning & skills sector environments. Work within a professional value base and take responsibility for your own continuing professional development. Critically evaluate your own professional practice as a teacher/trainer in the learning & skills sector Demonstrate meeting minimum core personal skill requirements in language & literacy, numeracy and ICT. The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed. One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4 equivalent in standard to the first year of a full-time undergraduate degree programme 5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7 equivalent in standard to a Masters degree Credit rating The overall credit-rating of this programme is 120 credits (60 credits at level 4 and 60 credits at level 5). Those studying through the part-time mode will take 60 credits at level 4 in year 1 and a further 60 credits at level 5 in year 2. Those on the full-time mode complete all credits within the duration of the single academic year of study. Typical duration The duration of this programme is one calendar year full-time if enrolment is in September, and two calendar years part-time. 6

7 It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this may impact on the overall duration of their study period. How the teaching year is divided The teaching year begins in September and ends in June. A typical student registered in a fulltime attendance mode will study the equivalent of 120 credits over the year. A typical student registered in a part-time attendance mode will study for one day and/or one evening per week and will complete 60 credits. What you will study when Full-time Mode: Term 1 1. Preparing to teach in the lifelong learning sector (Reflective practice, classroom craft and planning) 2. Learner support in the lifelong learning sector: professional values and sector context 3. Active Inquiry 4. Portfolio of practice and professional learning Term 2 1. Learning from policy context and practice 2. Assessment and feedback in learning and teaching 3. Active Inquiry 4. Portfolio of practice and professional learning Term 3 1. Active Inquiry 2. Portfolio of practice and professional learning Part-time Mode Year 1, level 4 1. Preparing to teach in the lifelong learning sector (Reflective practice, classroom craft and planning) 2. Learner support in the lifelong learning sector: professional values and sector context 3. Learning from policy context and practice 4. Assessment and feedback in learning and teaching Year 2, level 5 1. Active Inquiry 2. Portfolio of practice and professional learning Level Module Code Module Title 4 PC4100 Preparing to teach in the lifelong learning sector (Reflective practice, classroom craft and planning) Distance Credit Status* Learning (Y/N) N 15 Core 7

8 4 PC4101 Learner support in the lifelong learning sector: professional values and sector context 4 PC4102 Learning from policy context and practice 4 PC4103 Assessment and feedback in learning and teaching N 15 Core N 15 Core N 15 Core 5 PC5100 Active Inquiry N 30 Core 5 PC5101 Portfolio of practice and professional learning N 30 Core *Please Note - A core module for a programme is a module which a student must have passed (i.e. been awarded credit) in order to achieve the relevant named award. An optional module for a programme is a module selected from a range of modules available on the programme. Requirements for gaining an award In order to obtain a Certificate of Education, you will need to obtain 60 credits at Level 4 and 60 credits at Level 5. Teaching, learning and assessment Teaching and learning Knowledge is developed through Seminars lectures workshops subject related guided reading peer and professional discussion Thinking skills are developed through debate and discussion individual tutorials small group work development of Portfolio seminars Practical skills are developed through Teaching in the workplace Observation of peers and mentors Feedback on teaching Skills for life and work (general skills) are developed through Peer group support 8

9 Individual study Individual action planning Assessment Knowledge is assessed by Evidence in schemes of work and lesson plans Written reports and essays Lesson evaluations Case studies Thinking skills are assessed by Reflective reports Professional development project Practical skills are assessed by Observation and assessment of practical teaching Portfolio of evidence Numeracy tasks Skills for life and work (general skills) are assessed by Practical teaching Written tasks Numeracy tasks How we assure the quality of this programme Before this programme started Before this programme started, the following was checked: there would be enough qualified staff to teach the programme; adequate resources would be in place; the overall aims and objectives were appropriate; the content of the programme met national benchmark requirements; the programme met any professional/statutory body requirements; the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.cr This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating: external examiner reports (considering quality and standards); statistical information (considering issues such as the pass rate); student feedback. 9

10 Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities: To ensure the standard of the programme; To ensure that justice is done to individual students. External examiners fulfil these responsibilities in a variety of ways including: Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback through an annual report that enables us to make improvements for the future. The external examiner reports for this programme are located on the UEL virtual learning environment (Moodle) on the school notice board under the section entitled External Examiner Reports & Responses. You can also view a list of the external examiners for the UEL School by clicking on the link below. Listening to the views of students The following methods for gaining student feedback are used on this programme: Module evaluations Student representation on programme committees (meeting 3 times year) 10

11 Students are notified of the action taken through: circulating the minutes of the programme committee providing details on the programme noticeboard Listening to the views of others The following methods are used for gaining the views of other interested parties: Questionnaires to former students Annual student satisfaction questionnaire Partnership meetings (6 per year) Mentor and tutor feedback Where you can find further information Further information about this programme is available from: The UEL web site (http://www.uel.ac.uk) The student handbook Module handbook UEL Manual of General Regulations and Policies UEL Quality Manual Regulations for the Academic Framework The PCET administrator Information concerning 11

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