Nottingham Trent University School of Education Post Compulsory

Nottingham Trent University

School of Education

Post Compulsory Education and Training Course Specifications

CertEd Post Compulsory Education and Training (Full-Time)

CertEd Post Compulsory Education and Training (Part-Time)

2

9

CertEd Post Compulsory Education and Training with Mathematics and Numeracy / 16

English and Literacy (Full-Time / Part-Time)

ProfGCE Post Compulsory Education and Training (Full-Time) 22

ProfGCE Post Compulsory Education and Training (Part-Time) 29

ProfGCE Post Compulsory Education and Training with Mathematics and Numeracy 36

/ English and Literacy (Full-Time / Part-Time)

PGCE Post Compulsory Education and Training (Full-Time)

PGCE Post Compulsory Education and Training (Part-Time)

43

50

57 PGCE Post Compulsory Education and Training with Mathematics and Numeracy /


PGDE Post Compulsory Education and Training (Part-Time)

PGDE Post Compulsory Education and Training with Mathematics and Numeracy /


64

70

Nottingham Trent University Course Specification

Basic Course Information

1 Awarding Institution:

2 School/Campus:

3 Final Award, Course Title and Modes of Study:

4 Normal Duration:

5 UCAS code:

Nottingham Trent University

School of Education, Clifton campus

Certificate in Education: Post Compulsory

Education and Training (Cert.Ed: PCET)

Full time study

Normally 1 academic year.

n/a

6 Overview and general educational aims of the course

The Post Compulsory Education and Training initial teacher training (ITE) at

Nottingham Trent University is one of three phases in the School of Education;

Primary ITE and Secondary ITE comprise the other two. A shared understanding of cross-phase course aims allows teams to work together in support of high quality outcomes for their trainees; we seek to:

1.

develop your professional identity as a reflective teacher;

2.

develop your expert professional knowledge and skilful pedagogy and practice;

3.

enable you to make a significant contribution to the shaping of learning, teaching and education; and

4.

enable you to develop professionally and lead change.

Our aspirational expectation is that by the end of the course you will be: adaptable and resilient; critically aware and reflexive; empathetic, thoughtful and a good communicator; inspirational, dynamic and exciting; knowledgeable, innovative and forward thinking, and proactive, self-directing and collegial. These skills and qualities, alongside your generic/subject specialist teaching skills and professional practice will enhance your employability and support your continuing professional development (CPD).

The Course is offered on a full time basis, and you will achieve 120 credit points (cp) in an academic year; it is also offered on a part time basis over two-years. These

120 credits are achieved at HE Level 2 through successful completion of 4 core modules:

1.

Learning and Teaching: in Post Compulsory Education and Training

2.

Learning and Teaching: the professional tutor

3.

Learning and Teaching: the subject specialist and wider context

4.

PCET: Independent Study

On successful completion of this course, you will have developed your professional

practice to an extent that you are prepared for going into employed teaching; a deep understanding of your specialist area; professional values and behaviours that will enhance your employability, and academic skills and intellectual curiosity that will motivate you to pursue further study and CPD.

The Certificate in Education provides the ‘full award’ teaching qualification in Post

Compulsory Education and Training and can be taken forward, through a process of professional formation, to gain QTLS (Qualified Teacher Learning and Skills Status).

7 Course outcomes

Course outcomes describe what you should know and be able to do by the end of your course if you take advantage of the opportunities for learning that we provide.

Knowledge and understanding. By the end of the course you should be able to:

1.

Evaluate the statutory and other frameworks within which teachers work (B);

2.

Demonstrate applied knowledge of your specialist subject, curriculum and pedagogy in a systematic manner (B);

3.

Analyse theories of teaching, learning and assessment in the light of professional experience and practice in your specialist subject (B);

4.

Apply knowledge of learning in your specialist subject and the contexts in which it takes place, to inform the development of your practice. (B);

5.

Analyse how learners learn and the factors that enable learning (B)

6.

Evaluate relevant professional and research based sources and use these appropriately to consolidate and extend your knowledge and understanding and professional effectiveness (B)

Skills, qualities and attributes. By the end of the course you should be able to:

1.

Plan, implement, assess and evaluate teaching and learning activities (B)

2.

Demonstrate appropriate skills, qualities and attributes to enable you to manage current and future innovation and change in your specialist subject

(B)

3.

Cultivate your personal and professional values, and apply them to your professional development (B)

4.

Demonstrate competency in the use of transferable skills in a range of contexts including: a.

Verbal and written communication b.

Classroom leadership c.

Collaboration with a diversity of professional colleagues d.

Use of literacy, numeracy and ICT to support your teaching (B)

5.

Undertake structured and appropriate investigation of the educational process and issues in your specialist subject, which allow you to perform your developing role successfully(B)

8 Teaching and Learning Methods

A range of teaching and learning approaches are adopted on the course in order to model a variety of strategies that you might use in your own teaching. These include

1:1 and group work, presentations, direct teaching, use of technology, individual research tasks and discussion. Group work is used throughout the year to encourage the development of skills for successfully working with or collaborating with peers; it will also allow you to gain experience and confidence in presenting yourself.

Tutors utilise recommended texts within the taught sessions so that you are able to engage with the texts and use them to support your own theoretical knowledge.

Tutors’ and peers’ experiences, as well as your own, are drawn on during the sessions to ensure that the teaching is relevant and relatable.

A seminar or conference is to be arranged as part of Module 4 at which you will present your Independent Study findings in an appropriate academic environment; this is used successfully on other courses.

9 Assessment Methods

The course has a wide variety of assessment methods available; this demonstrates good practice and ensures that there is an inclusive approach to the course. Methods include written assignments, oral or visual presentations and critical self-reflection.

You will have some element of choice in the formats that you use in the first and third modules.

You will be required to provide and use peer feedback in the microteaches (Module

1) and poster presentations (Module 4) and this promotes good team working and collaborative skills. It will also enhance your capacity to give and receive feedback effectively which is a crucial attribute when working in Education.

You will receive both formative and summative feedback whilst studying on the course from both tutors and your peers and you will be encouraged to use this feedback to improve your skills through the use of action planning.

10 Course structure and curriculum

The course is structured to include both taught sessions and independent study with tutor support in the form of individual and group tutorials.

Module 1: Learning and Teaching: in PCET 40 credit points

This module embeds PTLLS and CTLLS and focuses on developing a basic range of learning, teaching and assessment strategies to prepare you for your placement. The content includes managing behaviour, learning about learners and policies and

procedures that underpin teaching roles. You will deliver a short teaching session

(microteach) to peers and evaluate it; this provides you with confidence, new skills and specific areas to work on when you go in to your teaching placement;

Module 2: Learning and Teaching: the professional teacher 20 credit points

In this module, more theory is introduced to allow you to develop and understanding of how theory and practice are linked. You will also explore ways in which you can support your learners in developing their literacy, numeracy and ICT skills whilst on your course. This allows you to build on what you learned in Module 1 and extend the range and effectiveness of your skills in developing as a teacher. This module introduces the idea of ‘good practice’ which is drawn from a range of theoretical perspectives;

Module 3: Learning and Teaching: the subject specialist and wider context

20 credit points

This module builds on Module 2 and explores your subject and subject courses in depth. You will learn what constitutes ‘subject pedagogy’ and will carry out a case study investigation to support your understanding of curriculum design and development. There will be an ‘Interviews and Applications’ session in this module to support you in looking forward to the end of the course and employment. Your experiences through this module will enhance your employability, including the opportunity to model the use of technology and develop an e-portfolio;

Module 4: PCET: Independent Study 40 credits

This module builds on your experience in the personal professional development and subject specialist development modules to enable you to investigate and explore a particular issue of interest. Your investigation will allow you to make recommendations to improve learner engagement, participation, achievement or inclusion in support of your own practice. You will be given the opportunity to share the findings of your investigation by presenting them to your peers, which meets our aim to foster the development of a community of practice within the module, so creating a broader awareness of educational issues and practice.

In relation to practical teaching, you are required to complete a minimum of 150 teaching hours over the duration of the year, as required by the national approvals body for the course. You will have 8 teaching observations carried out by your personal tutor or your mentor.

Whilst we have an expectation that students will complete the course, provision has been made where this may not be possible (Appendix Nine).

11 Admission to the course

For current information regarding all entry requirements for this course, please see the `Applying’ tab on the course information web page.

12 Support for Learning

From enquiry to enrolment you will be supported and advised by the experienced

Course Administrator and Course Leader. They will be able to offer help and advice on options, attendance, facilities and fees, as well as study skills and support. The

Course Leader will have overall responsibility for you throughout the course and will discuss any concerns you may have and be a source of referral to University support mechanisms if required.

All of the teaching staff involved in the delivery of the course are experienced in Post

Compulsory Education and Training and also involved in the delivery of other courses offered within the school, for example the Masters in Education Courses. Module tutors will support and guide your learning; they will negotiate your assignment areas with you and arrange tutorial support and will access your work.

All students belong to a tutor group and have a Personal Tutor who is their first point of contact for any enquiries, support and advice. The role of the tutor is to:

• Mark assignments and give feedback;

• observe your teaching up to three times during the course of the year;

• hold tutorials to support your professional practice and course requirements;

• liaise with your subject specialist mentors in your placement.

The subject specialist mentor is part of the subject team in placement and is the person who will support your development as a subject specialist, in relation to subject knowledge and understanding and also the teaching and assessment practices adopted (subject pedagogy). In addition, the mentor role involves:

• observing your professional practice on up to six occasions in the year;

•

• providing verbal and written constructive feedback on these observations with clear areas for improvement; providing ongoing feedback and advice that will support you in improving your professional practice and developing as a teacher and a subject specialist.

The School of Education has excellent physical resources to support your learning and enhance your experience on the course and at the university. You will have access to the university’s virtual learning environment (VLE) which holds course information and links, as well as learning materials. You will also have remote access to the university library so that you can use electronic books and journals from home. These create a flexible resource which allows you the opportunity to arrange

your study to suit your professional and domestic commitments.

Student Support Services are able to provide you full range of specialist and professional services including counselling and financial advice should the need arise.

Where additional support is required with academic work, the School of Education provides Academic Peer Mentors and skills workshops which you can choose to access if you are in this position.

13 Graduate destinations/ employability

Over several years, the PCET courses have had a consistently good record in relation to positive progression and employability for students. Ofsted (May 2012) identified this as a key strength of the provision: the good outcomes for trainees, including their progression into higher education,

further career development and employment.

Students who achieve the Certificate in Education are able to ‘top up’ their award to full graduate status at NTU through obtaining a Professional Diploma in Education

Studies and then the BA (Hons) Education, which would take an additional two years in total.

Some students progress to one of NTU’s CPD courses and many find teaching work on leaving the course, not only in colleges of further education but also, increasingly, in schools.

14 Course standards and quality

The Course fully adheres to NTU’s quality assurance procedures. You will receive detailed feedback on your written assessments, highlighting areas of strength and development. Each Module leader will evaluate the module at the end of its duration and you will be encouraged to feedback on the delivery and content of the each module you study. This will then be used to inform the Course Standards and Quality

Report which the Course Leader produces at the end of each academic year.

Quality Assurance and Improvement specific to these PCET courses include Ofsted and annual reporting through a Self-Evaluation Document (SED). Actions from this contribute to the School quality assurance cycle.

The Course has a specialist External Examiner who supports the course team and attends the final Board of Examiners; the External is also given the opportunity to see a sample of students work and take part in a joint observation of students’ teaching.

You will be given the opportunity to volunteer as a Student Representative for the

Course; if selected you will represent the students on your course/in your group on the Course Committee that meets twice a year. This is a formal meeting with the

Course Team to which the representative can bring feedback from the students; this is part of quality improvement and the Course Team will respond to feedback.

Student Representatives are also given the opportunity to represent the course at

School of Education Student Forums.

15 Assessment regulations

This course is subject to the University’s Common Assessment Regulations (located in its Academic Standards and Quality Handbook ). Any course-specific assessment features are described below:

The Course adheres to the School of Education Common Assessment Regulations for

PGCE Awards, which is available on request.

16 Additional Information

Collaborative part er(s):

Course referenced to national QAA

Benchmark Statements:

Course recognised by:

None

Undergraduate Awards

Learning and Skills Improvement Service

(LSIS)

Date implemented:

Any additional information:




2 School/Campus:


4 Normal Duration:

5 UCAS code:




Education and Training (CertEd: PCET)

Part-time Study

Normally 2 Academic years n/a





1.


2.


3.


4.



The Course is offered on a part time basis, and you will achieve a total of 120 credit points (cp), 60 cp in Year One and 60 cp in Year Two; it is also offered on a full time basis over one year. These 120 credits are achieved at HE Level 2, through successful completion of 4 core modules:

1.


2.


3.


4.


On successful completion of this course, you will have developed your professional

practice to an extent that you are prepared for going into employed teaching; a deep understanding of your specialist area; professional values and behaviours that will enhance your employability, and academic skills and intellectual curiosity that will motivate you to pursue further study and CPD.

The Certificate in Education provides the ‘full award’ teaching qualification in Post

Compulsory Education and Training and can be taken forward, through a process of professional formation, to gain QTLS (Qualified Teacher Learning and Skills Status).




1.

Evaluate the statutory and other frameworks within which teachers work (B);

2.

Demonstrate applied knowledge of your specialist subject, curriculum and pedagogy in a systematic manner (B);

3.

Analyse theories of teaching, learning and assessment in the light of professional experience and practice in your specialist subject (B);

4.

Apply knowledge of learning in your specialist subject and the contexts in which it takes place, to inform the development of your practice. (B);

5.

Analyse how learners learn and the factors that enable learning (B)

6.

Evaluate relevant professional and research based sources and use these appropriately to consolidate and extend your knowledge and understanding and professional effectiveness (B)


1.

Plan, implement, assess and evaluate teaching and learning activities (B)

2.

Demonstrate appropriate skills, qualities and attributes to enable you to manage current and future innovation and change in your specialist subject

(B)

3.

Cultivate your personal and professional values, and apply them to your professional development (B)

4.

Demonstrate competency in the use of transferable skills in a range of contexts including: a.

Verbal and written communication b.

Classroom leadership c.

Collaboration with a diversity of professional colleagues d.

Use of literacy, numeracy and ICT to support your teaching (B)

5.

Undertake structured and appropriate investigation of the educational process and issues in your specialist subject, which allow you to perform your developing role successfully(B)















Year One


This module embeds PTLLS and CTLLS and focuses on developing a basic range of learning, teaching and assessment strategies to prepare you for your placement. The

content includes managing behaviour, learning about learners and policies and procedures that underpin teaching roles. You will deliver a short teaching session




Year Two


20 credit points




In relation to practical teaching, you are required to complete 75 teaching hours in year one and 75 in year two, totally the 150 hours required by the national approvals body for the course. You will have 8 teaching observations carried out by your personal tutor or your mentor, 4 in year one and 4 in year two.

Whilst we have an expectation that students will complete the course, provision has been made where this may not be possible (see Appendix Nine for interim awards).
















•


The School of Education has excellent physical resources to support your learning and enhance your experience on the course and at the university. You will have access to the university’s virtual learning environment (VLE) which holds course information and links, as well as learning materials. You will also have remote access to the university library so that you can use electronic books and journals from

home. These create a flexible resource which allows you the opportunity to arrange your study to suit your professional and domestic commitments.






Students who achieve the Certificate in Education are able to ‘top up’ their award to full graduate status at NTU through obtaining a Professional Diploma in Education

Studies and then the BA (Hons) Education, which would take an additional two years in total.

Some students progress to one of NTU’s CPD courses and many find teaching work on leaving the course, not only in colleges of further education but also, increasingly, in schools.




















None



(LSIS)

Date implemented:



1.

Awarding Institution:

2.

School/Campus:

3.

Final Award, Course Title and

Modes of Study:

4.

5.

Nottingham Trent University Course Specification

Normal Duration:

UCAS Code:




Education and Training with Mathematics and

Numeracy or English and Literacy (Cert.Ed:

PCET with Mathematics and Numeracy) or

Cert.Ed: PCET with English and Literacy

Full time – normally 1 academic year

Part time – normally 2 academic years

N/a

6.

Overview and general educational aims of the course

The Post Compulsory Education and Training initial teacher training

(ITE) at Nottingham Trent University is one of three phases in the

School of Education; Primary ITE and Secondary ITE comprise the other two.

A shared understanding of cross-phase course aims allows teams to work together in support of high quality outcomes for their trainees; we seek to:

1.


2.


3.


4.


Our aspirational expectation is that by the end of the course you will be: adaptable and resilient; critically aware and reflexive; empathetic, thoughtful and a good communicator; inspirational, dynamic and exciting; knowledgeable, innovative and forward thinking, and proactive, self- directing and collegial. These skills and qualities, alongside your generic/subject specialist teaching skills and professional practice will enhance your employability and support your continuing professional development

(CPD).

The Course is offered with a Mathematics and Numeracy Pathway or an

English and Literacy Pathway to align with these subject specialist offers in the sector. All students on the course have a subject specialism and a subject specialist placement but on the Subject Pathway, you would have both generic and subject specialist input at the university.

The Course is offered on full time and part time bases, and you will achieve

120 credit points (cp) in one academic year or over two years. These 120 credits are at Level 5 and are achieved through successful completion of 4 core modules:

1.


2.

Learning and Teaching: the professional Mathematics and

Numeracy teacher or the professional English and Literacy teacher

3.

Learning and Teaching: the Mathematics and Numeracy specialist or the English and Literacy specialist

4.

PCET Education: Independent Study

On successful completion of this course, you will have developed your professional practice to an extent that you are prepared for going into

employed teaching; a deep understanding of your specialist area; professional values and behaviours that will enhance your employability, and academic skills and intellectual curiosity that will motivate you to pursue further study and CPPD. Unlike Qualified Teacher Status for schools’ teacher education, which is gained through the course, QTLS (Qualified Teacher Learning and

Skills Status) is gained post-course, through a process of continuing personal professional development (professional formation) within your teaching organization.

7.

Course outcomes


Knowledge and understanding

By the end of the course you should be able to:

1.

Evaluate the statutory and other frameworks within which teachers work in PCET

2.

Demonstrate applied knowledge of Mathematics and Numeracy or English and Literacy curriculum and pedagogy in a systematic manner

3.

Analyse theories of teaching, learning and assessment in the light of professional experience and practice in Mathematics and Numeracy or

English and Literacy

4.

Apply knowledge of learning in Mathematics and Numeracy or English and

Literacy, and the contexts in which it takes place, to inform the development of your practice

5.

Analyse how adult learners learn and the factors that enable learning

6.

Evaluate relevant professional and research based sources and use these appropriately to consolidate and extend your knowledge and understanding and professional effectiveness

8.

Skills, qualities and attributes


1.

Plan, implement, assess and evaluate teaching and learning activities

2.

Demonstrate appropriate skills, qualities and attributes to enable you to manage current and future innovation and change in Mathematics and

Numeracy or English and Literacy

3.

Cultivate your personal and professional values, and apply them to your professional development

4.

Demonstrate competency in the use of transferable skills in a range of contexts including:

• Verbal and written communication

• Classroom leadership

• Collaboration with a diversity of professional colleagues

• Use of literacy, numeracy and ICT to support your teaching

• Inquiry skills

5.

Undertake structured and appropriate investigation of the educational process and issues in Mathematics and Numeracy or English and Literacy, which allow you to perform your developing role successfully

Teaching and learning methods

A range of teaching and learning approaches are adopted on the course in order to model a variety of strategies that you might use in your own teaching. These include 1:1 and group work, presentations, direct teaching, use of technology, individual research tasks and discussion. Group work is used throughout the year to encourage the development of skills for successfully working with or collaborating with peers; it will also allow you to gain experience and confidence in presenting yourself. Teaching for the

Subject Pathways (Mathematics/Numeracy or English/Literacy) will be

9.

delivered by an appropriate subject specialist

Tutors utilise recommended texts within the taught sessions so that you are able to engage with the texts and use them to support your own theoretical knowledge. Tutors’ and peers’ experiences, as well as your own, are drawn on during the sessions to ensure that the teaching is relevant and relatable.


Assessment methods

The course has a wide variety of assessment methods available; this demonstrates good practice and ensures that there is an inclusive approach to the course. Methods include written assignments, oral or visual presentations and critical self-reflection. You will have some element of choice in the formats that you use in the first and third modules.

You will be required to provide and use peer feedback in the microteaches

(Module 1) and poster presentations (Module 4) and this promotes good team working and collaborative skills. It will also enhance your capacity to give and receive feedback effectively which is a crucial attribute when working in

Education.

You will receive both formative and summative feedback whilst studying on the course from both tutors and your peers and you will be encouraged to use this feedback to improve your skills through the use of action planning. For observations of your practical teaching, all feedback is formative to support further development but tutor feedback does confirm that you have passed the practical element of the course, and so is also summative.

10.

Course structure and curriculum


Module 1: Learning and Teaching: in PCET 40 credit points

This module focuses on developing a basic range of learning, teaching and assessment strategies to prepare you for your placement. The content includes managing behaviour, learning about learners and policies and procedures that underpin teaching roles. You will deliver a short teaching session (microteach) to peers and evaluate it; this provides you with confidence, new skills and specific areas to work on when you go in to your teaching placement;

Module 2: Learning and Teaching: the professional Mathematics and

Numeracy teacher or the professional English and Literacy teacher 20 credit points

In this module, further generic theory is explored and theory relating to your subject pathway is introduced, to allow you to develop an understanding of how theory and practice are linked. You will also identify ways in which you can support your learners in developing their literacy, numeracy and ICT skills whilst studying on your course. This allows you to build on what you learned in Module 1 and extend the range and effectiveness of your skills in developing as a subject teacher. This module introduces the idea of ‘good practice’ which is drawn from a range of theoretical perspectives;

Module 3: Learning and Teaching: the Mathematics and Numeracy specialist or the English and Literacy specialist 20 credit points

This module builds on Module 2 and explores your subject and curricula in depth. You will learn what constitutes ‘subject pedagogy’ and will have the opportunity to review and reflect on your own development as a subject teacher. There will be an ‘Interviews and Applications’ session in this module to support you in looking forward to the end of the course and employment.

Your experiences through this module will enhance your employability, including the opportunity to model the use of technology and develop an e- portfolio;

Module 4: PCET Education: Independent Study 40 credits


In relation to practical teaching, you are required to complete a minimum of

150 teaching hours over the duration of one year (full time course) or two years (part time course) and you will have 8 teaching observations. At least

50% of your teaching hours must be carried out in a context appropriate to your subject pathway and at least 4 of your 8 observations will be carried out by a subject specialist; the rest are usually carried out be your personal tutor.

You must pass the practical element of the course to pass the course.

Whilst we have an expectation that students will complete the course, provision has been made where this may not be possible (see Subject

Pathway Course Structure Flowchart).

The course meets the requirements of the Education and Training Foundation, the national oversight body for the sector.

11.

Admission to the course

For current information regarding all entry requirements for this course, please see the

`Applying’ tab on the course information web page.

12.

Support for learning

From enquiry to enrolment you will be supported and advised by the experienced Central Admissions, Course Administrator and Course Leader.

They will be able to offer help and advice on options, attendance, facilities and fees, as well as study skills and support. The Course Leader will have overall responsibility for you throughout the course and will discuss any concerns you may have and be a source of referral to University support mechanisms if required.

All of the teaching staff involved in the delivery of the course are experienced

in adult learning and the post compulsory sector, and also involved in the delivery of other courses offered within the school, for example the Masters in

Education Courses. Module tutors will support and guide your learning; they will negotiate your assignment areas with you and arrange tutorial support and will access your work.


• mark assignments and give feedback;

• observe your teaching up to three times in a year;



The subject specialist mentor is part of the subject team in placement and will support your development as a subject specialist, in relation to subject knowledge and understanding and also the teaching and assessment practices adopted (subject pedagogy). In addition, the mentor role involves:

• observing your professional practice on up to six occasions in the year

(full time course) or twice in each year (part time course);

• providing verbal and written constructive feedback on these observations with clear areas for improvement;

• providing ongoing feedback and advice that will support you in improving your professional practice and developing as a teacher and a subject specialist. You must pass the practical element of the course to pass the course.

The School of Education has excellent physical resources to support your learning and enhance your experience on the course and at the university.

You will have access to the university’s virtual learning environment (VLE) which holds course information and links, as well as learning materials. You will also have remote access to the university library so that you can use electronic books and journals from home. These create a flexible resource which allows you the opportunity to arrange your study to suit your professional and domestic commitments.

Student Support Services are able to provide you full range of specialist and professional services including counselling and financial advice should the need arise. Where additional support is required with academic work, the

School of Education provides Academic Peer Mentors and skills workshops which you can choose to access if you are in this position.

13.

Graduate destinations / employability

Over several years, the PCET (previously LLS) courses have had a consistently good record in relation to positive progression and employability for students. Ofsted (May 2012) identified this as a key strength of the provision: the good outcomes for trainees, including their progression into higher education, further career development and employment.

Students completing the CertEd may undertake the Professional Diploma in

Education Studies before going on to the BA (Hons) Education final year; others may take one of NTU’s CPD courses. Many find teaching work on leaving the course, not only in colleges of further education but also, increasingly, in schools and academies. Previous students have also been able to take this qualification and teach abroad.

14.

Students already employed in a teaching position have found their promotion prospects have been enhanced following achievement of their award.

Course standards and quality

The Course fully adheres to NTU’s quality assurance procedures. You will receive detailed feedback on your written assessments, highlighting areas of strength and development. Each Module leader will evaluate the module at the end of its duration and you will be encouraged to feedback on the delivery and content of the each module you study. This will then be used to inform the Course Standards and Quality Report which the Course Leader produces at the end of each academic year.

Quality Assurance and Improvement specific to these PCET courses include

Ofsted and annual reporting through a Self-Evaluation Document (SED).

Actions from this contribute to the School quality assurance cycle.


15.

16.

You will be given the opportunity to volunteer as a Student Representative for the Course; if selected you will represent the students on your course/in your group on the Course Committee that meets twice a year. This is a formal meeting with the Course Team to which the representative can bring feedback from the students; this is part of quality improvement and the Course Team will respond to feedback. Student Representatives are also given the opportunity to represent the course at School of Education Student Forums.

Assessment regulations

This course is subject to the University’s Common Assessment Regulations

(located in Section 16 of the Quality Handbook). Any course specific assessment features are described below:

The Course adheres to the School of Education Common Assessment

Regulations for HE Level 2 Awards, which is available on request.

Additional Information

Collaborative partner(s):

Course referenced

Benchmark State to national QAA ments:

Course recognise d by:

Date implemented:


None


Education and Training Foundation

(ETF)




2 School/Campus:


4 Normal Duration:

5 UCAS code:



Professional Graduate Certificate in Education:

Post Compulsory Education and Training

(ProfGCE: PCET)

Part-time Study






1.


2.


3.


4.



The Course is offered on a part time basis, and you will achieve a total of 120 credit points (cp), 60 cp in Year One and 60 cp in Year Two; it is also offered on a full time basis over one year. These 120 credits are achieved at HE Level 3, through successful completion of 4 core modules:

1.


2.


3.


4.


On successful completion of this course, you will have developed your professional practice to an extent that you are prepared for going into employed teaching; a deep understanding of your specialist area; professional values and behaviours that will enhance your employability, and academic skills and intellectual curiosity that will motivate you to pursue further study and CPD.

The Professional Graduate Certificate in Education provides the ‘full award’ teaching qualification in the Post Compulsory Sector and can be taken forward, through a process of professional formation, to gain QTLS (Qualified Teacher Learning and

Skills Status).




1.

Critically and systematically evaluate the statutory and other frameworks within which teachers work (B)

2.

Demonstrate knowledge and critical awareness of your specialist subject, curriculum and pedagogy in a systematic manner (B)

3.

Question and critique theories of teaching, learning and assessment in the light of professional experience and practice in your specialist subject (B)

4.

Develop knowledge of learning in your specialist subject and the contexts in which it takes place, to inform the development of your practice. (B)

5.

Show a critical awareness of how learners learn and the factors that enable learning (B)

6.

Exercise independent judgement in identifying relevant professional and research based sources and use these appropriately to consolidate and extend your knowledge and understanding and professional effectiveness (B)


1.

Demonstrate a creative and constructively critical approach towards innovation in your specialist subject, being prepared to adapt your practice to accommodate new principles and understanding (B)

2.

Develop your personal and professional values and leadership, and use them to inform and shape your practice (B)

3.

Deploy effective transferable skills appropriate to a range of contexts including:




• Use of literacy, numeracy and ICT to support your teaching (B)

4. Undertake structured and balanced investigation of the educational process and issues in your specialist subject, which have significance to your developing role and in which you have developed knowledge (B)















Year One


This module embeds PTLLS and CTLLS and focuses on developing a basic range of learning, teaching and assessment strategies to prepare you for your placement. The content includes managing behaviour, learning about learners and policies and procedures that underpin teaching roles. You will deliver a short teaching session




Year Two


20 credit points





















•


The School of Education has excellent physical resources to support your learning

and enhance your experience on the course and at the university. You will have access to the university’s virtual learning environment (VLE) which holds course information and links, as well as learning materials. You will also have remote access to the university library so that you can use electronic books and journals from home. These create a flexible resource which allows you the opportunity to arrange your study to suit your professional and domestic commitments.






Some students progress to the MA in Education at NTU or to one of NTU’s CPD courses; many find teaching work on leaving the course, not only in colleges of further education but also, increasingly, in schools. Previous students have also been able to take this qualification and teach abroad.





The Course has a specialist External Examiner who supports the course team and attends the final Board of Examiners; the External is also given the opportunity to see a sample of students work and take part in a joint observation of students’

teaching.















None



(LSIS)

Date implemented:





2 School/Campus:


4 Normal Duration:

5 UCAS code:



Professional Graduate Certificate in Education:

Post Compulsory Sector (ProfGCE: PCET)

Full time study


n/a





1.


2.


3.


4.




120 credits are at HE Level 3 and are achieved through successful completion of 4 core modules:

1.


2.


3.


4.



The Professional Graduate Certificate in Education provides the ‘full award’ teaching qualification in the Post Compulsory Sector and can be taken forward, through a process of professional formation, to gain QTLS (Qualified Teacher Learning and

Skills Status).




1.


2.

Demonstrate knowledge and critical awareness of your specialist subject, curriculum and pedagogy in a systematic manner (B)

3.

Question and critique theories of teaching, learning and assessment in the light of professional experience and practice in your specialist subject (B)

4.

Develop knowledge of learning in your specialist subject and the contexts in which it takes place, to inform the development of your practice. (B)

5.

Show a critical awareness of how learners learn and the factors that enable learning (B)

6.

Exercise independent judgement in identifying relevant professional and research based sources and use these appropriately to consolidate and extend your knowledge and understanding and professional effectiveness (B)


1.

Demonstrate a creative and constructively critical approach towards innovation in your specialist subject, being prepared to adapt your practice to accommodate new principles and understanding (B)

2.

Develop your personal and professional values and leadership, and use them to inform and shape your practice (B)

3.





• Use of literacy, numeracy and ICT to support your teaching (B)

4. Undertake structured and balanced investigation of the educational process

and issues in your specialist subject, which have significance to your developing role and in which you have developed knowledge (B)
















This module embeds PTLLS and CTLLS and focuses on developing a basic range of learning, teaching and assessment strategies to prepare you for your placement. The

content includes managing behaviour, learning about learners and policies and procedures that underpin teaching roles. You will deliver a short teaching session





20 credit points





















•


The School of Education has excellent physical resources to support your learning and enhance your experience on the course and at the university. You will have access to the university’s virtual learning environment (VLE) which holds course information and links, as well as learning materials. You will also have remote access to the university library so that you can use electronic books and journals from home. These create a flexible resource which allows you the opportunity to arrange

your study to suit your professional and domestic commitments.














Course Team to which the representative can bring feedback from the students; this

is part of quality improvement and the Course Team will respond to feedback.












None



(LSIS)

Date implemented:



1.


2.

School/Campus:

3.


Modes of Study:

4.


Normal Duration:

5.

UCAS Code:



Professional Graduate Certificate in

Education: Post Compulsory Education and Training with Mathematics and


(ProfGCE: PCET with Mathematics and

Numeracy) or (ProfGCE: PCET with

English and Literacy)



6.






1.


2.


3.


4.



(CPD).




120 credit points (cp) in one academic year or over two years. These 120 credits are at Level 6 and are achieved through successful completion of 4 core modules:

1.


2.


Numeracy teacher or the professional English and Literacy teacher

3.

Learning and Teaching: the Mathematics and Numeracy specialist or the English and Literacy specialist

4.


On successful completion of this course, you will have developed your professional practice to an extent that you are prepared for going into employed teaching; a deep understanding of your specialist area; professional values and behaviours that will enhance your employability, and academic skills and intellectual curiosity that will motivate you to pursue further study and CPPD. Unlike Qualified Teacher Status for schools’ teacher education, which is gained through the course, QTLS (Qualified Teacher Learning and


7.

Course outcomes




1.

Critically and systematically evaluate the statutory and other frameworks within which teachers work in PCET

2.

Demonstrate knowledge and critical awareness of Mathematics and

Numeracy or English and Literacy curriculum and pedagogy in a systematic manner

3.

Question and critique theories of teaching, learning and assessment in the light of professional experience and practice in Mathematics and


4.

Develop knowledge of learning in Mathematics and Numeracy or English and Literacy and the contexts in which it takes place, to inform the development of your practice

5.

Show a critical awareness of how adult learners learn and the factors that enable learning

6.

Exercise independent judgement in identifying relevant professional and research based sources and use these appropriately to consolidate and extend your knowledge and understanding and professional effectiveness



1.

Demonstrate independence, accountability and reflection in planning, teaching, assessing and evaluating in Mathematics and Numeracy or

English and Literacy in order to maximise the potential of the learning environment

2.

Demonstrate a creative and constructively critical approach towards innovation in Mathematics and Numeracy or English and Literacy, being prepared to adapt your practice to accommodate new principles and understanding

3.

Develop your personal and professional values and leadership, and use them to inform and shape your practice

4.






• Research skills

5.

Undertake structured and balanced investigation of the educational process and issues in Mathematics and Numeracy or English and Literacy,

which have significance to your developing role and in which you have developed knowledge

8.



Subject Pathways (Mathematics/Numeracy or English/Literacy) will be delivered by an appropriate subject specialist



9.





Education.


10.


















Pathway Course Structure Flow Chart).


11.




12.




All of the teaching staff involved in the delivery of the course are experienced in adult learning and the post compulsory sector, and also involved in the delivery of other courses offered within the school, for example the Masters in











• providing ongoing feedback and advice that will support you in improving your professional practice and developing as a teacher and a subject specialist.





13.


Over several years, the PCET (previously LLS) courses have had a consistently good record in relation to positive progression and employability

14.

15.

16. for students. Ofsted (May 2012) identified this as a key strength of the provision: the good outcomes for trainees, including their progression into higher education, further career development and employment.

Some students progress to the MA in Education at NTU or to one of

NTU’s CPD courses; many find teaching work on leaving the course, not only in colleges of further education but also, increasingly, in schools and academies. Previous students have also been able to take this qualification and teach abroad. Students already employed in a teaching position have found their promotion prospects have been enhanced following achievement of their award.












Regulations for ProfGCE Awards, which is available on request.



Course referenced



Date implemented:


None



(ETF)




2 School/Campus:


4 Normal Duration:

5 UCAS code:



Post Graduate Certificate in Education: Post

Compulsory Education and Training (PGCE:

PCET)

Full time study


n/a


The Post Compulsory Sector initial teacher training (ITE) at Nottingham Trent

University is one of three phases in the School of Education; Primary ITE and

Secondary ITE comprise the other two. A shared understanding of cross-phase course aims allows teams to work together in support of high quality outcomes for their trainees; we seek to:

1.


2.


3.


4.




120 credits are at HE Level 4 (60 cp) and HE Level 3 (60 cp) and are achieved through successful completion of 4 core modules:

1.


2.


3.


4.



The Post Graduate Certificate in Education provides the ‘full award’ teaching qualification in Post Compulsory Education and Training and can be taken forward, through a process of professional formation, to gain QTLS (Qualified Teacher

Learning and Skills Status).




1.


2.

Demonstrate comprehensive, expert knowledge and critical understanding of your specialist subject, curriculum and pedagogy in a systematic manner (B)

3.

Critically evaluate theories of teaching, learning and assessment in the light of professional experience and synthesise theory and practice in your specialist subject (B)

4.

Apply expert knowledge of learning in your specialist subject to inform the development of your practice in a range of contexts (B)

5.

Show critical understanding of the complexity of how learners learn and the factors that enable learning (B)

6.

Exercise independent judgement in critically evaluating a range of professional and research based sources and demonstrate your accountability for their appropriate use to consolidate and extend your knowledge and understanding and professional effectiveness (B)


1.

Demonstrate independence, accountability and reflection in planning, teaching, assessing and evaluating in your specialist subject in order to maximise the potential of the learning environment (B)

2.

Demonstrate a creative and constructively critical vision for innovation in your specialist subject, adapting your practice to accommodate new principles and understanding (B)

3.

Develop and promote your personal and professional values and leadership, and use them to inform and shape your practice and the

experience of your learners (B)

4. Demonstrate expertise in the use of effective transferable skills matched appropriately to context including:





• Specialised and advanced research skills (B)

5. Undertake structured and critical investigation that engages with the complexities of the educational process and issues in your specialist subject, which have significance to your developing role and in which you have developed specialised knowledge (B)













10 Course structure and curriculum








20 credit points



This module builds on your experience in the personal professional development and subject specialist development modules to enable you to investigate and explore a particular issue of interest. Your investigation will allow you to make recommendations to improve learner engagement, participation, achievement or inclusion in support of your own practice. You will be given the opportunity to share

the findings of your investigation by presenting them to your peers, which meets our aim to foster the development of a community of practice within the module, so creating a broader awareness of educational issues and practice.


















•


The School of Education has excellent physical resources to support your learning and enhance your experience on the course and at the university. You will have access to the university’s virtual learning environment (VLE) which holds course information and links, as well as learning materials. You will also have remote access to the university library so that you can use electronic books and journals from home. These create a flexible resource which allows you the opportunity to arrange your study to suit your professional and domestic commitments.










Quality Assurance and Improvement specific to these LLS courses include Ofsted and annual reporting through a Self-Evaluation Document (SED). Actions from this contribute to the School quality assurance cycle.
















None



(LSIS)

Date implemented:





2 School/Campus:


4 Normal Duration:

5 UCAS code:



Post Graduate Certificate in Education: Post

Compulsory Education and Training (PGCE:

PCET)

Part-time Study



The Post Compulsory Sector initial teacher training (ITE) at Nottingham Trent

University is one of three phases in the School of Education; Primary ITE and

Secondary ITE comprise the other two. A shared understanding of cross-phase course aims allows teams to work together in support of high quality outcomes for their trainees; we seek to:

1.


2.


3.


4.



The Course is offered on a part time basis, and you will achieve a total of 120 credit points (cp), 60 cp in Year One and 60 cp in Year Two; it is also offered on a full time basis over one year. These 120 credits are at HE Level 4 (60 cp) and HE Level 3 (60 cp) and are achieved through successful completion of 4 core modules:

1.


2.


3.


4.



The Post Graduate Certificate in Education provides the ‘full award’ teaching qualification in the Post Compulsory Education and Training and can be taken forward, through a process of professional formation, to gain QTLS (Qualified

Teacher Learning and Skills Status).




1.


2.

Demonstrate comprehensive, expert knowledge and critical understanding of your specialist subject, curriculum and pedagogy in a systematic manner (B)

3.

Critically evaluate theories of teaching, learning and assessment in the light of professional experience and synthesise theory and practice in your specialist subject (B)

4.

Apply expert knowledge of learning in your specialist subject to inform the development of your practice in a range of contexts (B)

5.

Show critical understanding of the complexity of how learners learn and the factors that enable learning (B)

6.

Exercise independent judgement in critically evaluating a range of professional and research based sources and demonstrate your accountability for their appropriate use to consolidate and extend your knowledge and understanding and professional effectiveness (B)


1.

Demonstrate independence, accountability and reflection in planning, teaching, assessing and evaluating in your specialist subject in order to maximise the potential of the learning environment (B)

2.

Demonstrate a creative and constructively critical vision for innovation in your specialist subject, adapting your practice to accommodate new principles and understanding (B)

3.

Develop and promote your personal and professional values and leadership, and use them to inform and shape your practice and the

experience of your learners (B)

4. Demonstrate expertise in the use of effective transferable skills matched appropriately to context including:





• Specialised and advanced research skills (B)

5. Undertake structured and critical investigation that engages with the complexities of the educational process and issues in your specialist subject, which have significance to your developing role and in which you have developed specialised knowledge (B)













10 Course structure and curriculum


Year One






Year Two


20 credit points


Module 4: PCET : Independent Study 40 credits

This module builds on your experience in the personal professional development and subject specialist development modules to enable you to investigate and explore a particular issue of interest. Your investigation will allow you to make

recommendations to improve learner engagement, participation, achievement or inclusion in support of your own practice. You will be given the opportunity to share the findings of your investigation by presenting them to your peers, which meets our aim to foster the development of a community of practice within the module, so creating a broader awareness of educational issues and practice.



11 Admission to the course













The subject specialist mentor is part of the subject team in placement and is the person who will support your development as a subject specialist, in relation to

subject knowledge and understanding and also the teaching and assessment practices adopted (subject pedagogy). In addition, the mentor role involves:




The School of Education has excellent physical resources to support your learning and enhance your experience on the course and at the university. You will have access to the university’s virtual learning environment (VLE) which holds course information and links, as well as learning materials. You will also have remote access to the university library so that you can use electronic books and journals from home. These create a flexible resource which allows you the opportunity to arrange your study to suit your professional and domestic commitments.







14 Course standards and quality

The Course fully adheres to NTU’s quality assurance procedures. You will receive detailed feedback on your written assessments, highlighting areas of strength and development. Each Module leader will evaluate the module at the end of its duration and you will be encouraged to feedback on the delivery and content of the each

module you study. This will then be used to inform the Course Standards and Quality


















None



(LSIS)

Date implemented:



1.


2.

School/Campus:

3.


Modes of Study:

4.

5.


Normal Duration:

UCAS Code:



Post Graduate Certificate in Education:

Post Compulsory Education and Training with Mathematics and Numeracy or


(PGCE: PCET with Mathematics and

Numeracy) or (PGCE: PCET with English and Literacy)



N/a

6.






1.


2.


3.


4.



(CPD).




120 credit points (cp) in one academic year or over two years. These 120 credits are at Level 7 (60 cp) and Level 6 (60 cp) and are achieved through successful completion of 4 core modules:

1.


2.

Learning and Teaching: the professional Mathematics and Numeracy teacher or the professional English and Literacy teacher

3.

Learning and Teaching: the Mathematics and Numeracy specialist or the

English and Literacy specialist

4.


On successful completion of this course, you will have developed your professional practice to an extent that you are prepared for going into employed teaching; a deep understanding of your specialist area; professional values and behaviours that will enhance your employability, and academic skills and intellectual curiosity that will motivate you to pursue further study and CPPD. Unlike Qualified Teacher Status for schools’ teacher education, which is gained through the course, QTLS (Qualified Teacher Learning and


7.

Course outcomes




1.

Critically evaluate the statutory and other frameworks within which teachers work in PCET

2.

Demonstrate comprehensive knowledge and critical understanding of

Mathematics and Numeracy or English and Literacy, curriculum and pedagogy in a systematic manner

3.

Critically evaluate theories of teaching, learning and assessment in the light of professional experience and justify links between theory and practice in Mathematics and Numeracy or English and Literacy

4.

Apply comprehensive knowledge of learning in your specialist subject to inform the development of your practice in a range of contexts

5.

Show critical understanding of the complexity of how adult learners learn and the factors that enable learning

6.

Critically evaluating a range of professional and research based sources and demonstrate your accountability for their appropriate use to consolidate and extend your knowledge and understanding and professional effectiveness



1.

Demonstrate independence, accountability and reflection in planning, teaching, assessing and evaluating in Mathematics and Numeracy, or


2.

Demonstrate a creative and critical vision for innovation in Mathematics and Numeracy, or English and Literacy, adapting your practice to accommodate new understanding

3.

Develop and promote your personal and professional values and leadership, and use them to inform and shape your practice and the experience of your learners

4.

Demonstrate effective transferable skills matched appropriately to context including:





• Specialised and advanced research skills

5.

Undertake structured and critical investigation that engages with the complexities of the educational process and issues in Mathematics and

Numeracy, or English and Literacy, which have significance to your

developing role and in which you have developed specialised knowledge

8.






9.


The course has a wide variety of assessment methods available; this demonstrates good practice and ensures that there is an inclusive approach to the course. Methods include written assignments, oral or visual presentations and critical self- reflection. You will have some element of choice in the formats that you use in the first and third modules.



Education.


10.










Your experiences through this module will enhance your employability, including the opportunity to model the use of technology and develop an e-portfolio;








Pathway Course Structure Flow Chart).


11. Admission to the course



12.




















13.


Over several years, the PCET (previously LLS) courses have had a

consistently good record in relation to positive progression and employability for students. Ofsted (May 2012) identified this as a key strength of the provision: the good outcomes for trainees, including their progression into higher education, further career development and employment.



14. Course standards and quality







15. Assessment regulations




Regulations for PGCE Awards, which is available on request.

16. Additional Information


Course referenced



Date implemented:


None




1.


2.

School/Campus:

3.


Modes of Study:

4.

5.


Normal Duration:

UCAS Code:



Post Graduate Diploma in Education:

Post Compulsory Education and Training with Mathematics and Numeracy or


(PGDE: PCET with Mathematics and

Numeracy) or (PGDE: PCET with English and Literacy)



N/a

6.






1.


2.


3.


4.



(CPD).




120 credit points (cp) in one academic year or over two years. These 120 credits are at

Level 7 and are achieved through successful completion of 4 core modules:

1.


2.


Numeracy Teacher or the professional English and Literacy

Teacher

3.

Learning and Teaching: the Mathematics and Numeracy Specialist

or the English and Literacy Specialist

4. PCET Education: Independent Study

On successful completion of this course, you will have developed your professional practice to an extent that you are prepared for going into employed teaching; a deep understanding of your specialist area; professional values and behaviours that will enhance your employability, and academic skills and intellectual curiosity that will motivate you to pursue further study and CPPD. The Post Graduate Diploma in Education provides the ‘highest’ teaching qualification for the Post Compulsory Sector. Unlike Qualified

Teacher Status for schools’ teacher education, which is gained through the course, QTLS (Qualified Teacher Learning and Skills Status) is gained post- course, through a process of continuing personal professional development

(professional formation) within your teaching organization.

7.

Course outcomes




1.

Systematically evaluate and demonstrate a comprehensive knowledge and critical understanding of the statutory and other frameworks within which teachers work in PCET

2.

Demonstrate comprehensive, expert knowledge and critical understanding of Mathematics and Numeracy or English and Literacy curriculum and pedagogy in a systematic manner

3.

Critically evaluate theories of teaching, learning and assessment in the light of professional experience and synthesise theory and practice in

Mathematics and Numeracy, or English and Literacy

4.

Apply expert knowledge of learning in Mathematics and Numeracy, or

English and Literacy to inform the development of your practice in a range of contexts

5.


6.

Exercise independent judgment in critically evaluating a range of professional and research based sources and demonstrate your accountability for their appropriate use to consolidate and extend your knowledge and understanding and professional effectiveness



1.

Demonstrate independence, accountability and reflection in planning, teaching, assessing and evaluating in Mathematics and Numeracy , or


2.

Demonstrate a creative and constructively critical vision for innovation in

Mathematics and Numeracy , or English and Literacy, adapting your practice to accommodate new principles and understanding

3.


4.

Demonstrate expertise in the use of effective transferable skills matched appropriately to context including:






5. Undertake structured and critical investigation that engages with the complexities of the educational process and issues in Mathematics and

Numeracy, or English and Literacy, which have significance to your developing role and in which you have developed specialised knowledge

8.






9.




10.






Numeracy teacher, or English and Literacy teacher 20 credit points


Module 3: Learning and Teaching: the Mathematics and Numeracy specialist

or English and Literacy specialist 20 credit points









Whilst we have an expectation that students will complete the course, an interim award and certificates of achievement may be offered where this is not be possible.


11.




12.





Education Courses. Module tutors will support and guide your learning; they will negotiate your assignment areas with you and arrange tutorial support

and will access your work.










• providing ongoing feedback and advice that will support you in

• improving your professional practice and developing as a teacher and a subject specialist.





13.


Over several years, the PCET (previously LLS) courses have had a consistently good record in relation to positive progression and employability for students. Ofsted (May 2012) identified this as a key strength of the provision: the good outcomes for trainees, including their progression into higher education, further career development and employment.



It is anticipated that the course will support your growing independence as a

14.

15.

16. teacher, as you move from a focus on your own identity, pedagogy and practice to making a contribution to post-16 education more widely, and to taking responsibility for your continuing development and leadership of change.












Regulations for PGDE Awards, which is available on request.



Course referenced



Date implemented:


None

Undergraduate awards

Education and Training Foundation (ETF)



1.


2.

School/Campus:

3.


Modes of Study:

4.

Normal Duration:

5.

UCAS Code:


Post Compulsory Education and Training



N/a


Post Graduate Diploma in Education:

6.


The Post Compulsory Sector initial teacher training (ITE) at

Nottingham Trent University is one of three phases in the School of

Education; Primary ITE and Secondary ITE comprise the other two. A shared understanding of cross-phase course aims allows teams to work together in support of high quality outcomes for their trainees; we seek to:

1.


2.


3.


4.



(CPD).


120 credits are at Level 7 (120 cp) and are achieved through successful completion of 4 core modules:

1.


2.


3.


4.


On successful completion of this course, you will have developed your professional practice to an extent that you are prepared for going into employed teaching; a deep understanding of your specialist area; professional values and behaviours that will enhance your employability, and academic skills and intellectual curiosity that will motivate you to pursue further study and CPPD. The Post Graduate Diploma in Education provides the ‘highest’ teaching qualification for the Post Compulsory Sector. Unlike Qualified

Teacher Status for schools’ teacher education, which is gained through the course, QTLS (Qualified Teacher Learning and Skills Status) is gained post- course, through a process of continuing personal professional development

(professional formation) within your teaching organization.

7.

Course outcomes




1.

Systematically evaluate and demonstrate a comprehensive knowledge and critical understanding of the statutory and other frameworks within which teachers work in PCET

2.

Demonstrate comprehensive, expert knowledge and critical understanding of your specialist subject, curriculum and pedagogy in a systematic manner

3.

Critically evaluate theories of teaching, learning and assessment in the light of professional experience and synthesise theory and practice in your specialist subject

4.

Apply expert knowledge of learning in your specialist subject to inform the development of your practice in a range of contexts

5.


6.

Exercise independent judgement in critically evaluating a range of professional and research based sources and demonstrate your accountability for their appropriate use to consolidate and extend your knowledge and understanding and professional effectiveness.



1.

Demonstrate independence, accountability and reflection in planning, teaching, assessing and evaluating in your specialist subject in order to maximise the potential of the learning environment

2.

Demonstrate a creative and constructively critical vision for innovation in your specialist subject, adapting your practice to accommodate new principles and understanding

3.


4.

Demonstrate expertise in the use of effective transferable skills matched appropriately to context including:






5.

Undertake structured and critical investigation that engages with the complexities of the educational process and issues in your specialist subject, which have significance to your developing role and in which you have developed specialised knowledge.

8.


The focus of teaching and learning on the course is on your participation; you are expected to engage, actively contribute to your learning and direct its development.

A range of teaching and learning approaches are adopted on the course in order to model a variety of strategies that you might use in your own teaching. These include 1:1 and group work, presentations, direct teaching, use of technology, individual research tasks and discussion. Group work is used throughout the year to encourage the development of skills for successfully working with or collaborating with peers; it will also allow you to gain experience and confidence in presenting yourself. These experiences are intended to challenge, test and stretch you, obliging you to revisit your conceptual framework of education and training.

Tutors utilise extensive recommended texts within the taught sessions so that you are able to engage with the texts and use them to support your own theoretical knowledge. Tutors’ and peers’ experiences, as well as your own, are drawn on during the sessions to ensure that the teaching is relevant and relatable.


9.





Education.

Assessment opportunities will rigorously test your skills, knowledge and understanding to confirm that you are working at an appropriate level and have achieved the relevant NTU graduate and post graduate attributes. You will receive both formative and summative feedback in relation to assessment, from both tutors and peers and you will be encouraged to use this feedback to improve your skills through the use of action planning. For observations of your practical teaching, all feedback is formative to support further development but tutor feedback does confirm that you have passed the practical element of the course, and so is also summative.

10.




This module focuses on developing a basic range of learning, teaching and assessment strategies to prepare you for your placement. The content

includes managing behaviour, learning about learners and policies and procedures that underpin teaching roles. You will deliver a short teaching session (microteach) to peers and evaluate it; this provides you with confidence, new skills and specific areas to work on when you go in to your teaching placement;

Module 2: Learning and Teaching: the professional teacher 20 credit points


Module 3: Learning and Teaching: the subject specialist and wider context

20 credit points

This module builds on Module 2 and explores your subject and subject courses in depth. You will learn what constitutes ‘subject pedagogy’ and will carry out a case study investigation to support your understanding of curriculum design and development. There will be an ‘Interviews and

Applications’ session in this module to support you in looking forward to the end of the course and employment. Your experiences through this module will enhance your employability, including the opportunity to model the use of technology and develop an e-portfolio;




150 teaching hours over the duration of a year (full time) or two years (part time), as required by national sector requirements. You will have 8 teaching observations carried out by your personal tutor or your mentor and must pass this practical element of the course to pass the course.

Whilst we have an expectation that students will complete the course, an interim award and certificates of achievement may be offered where this is not be possible.


11.



12.









• hold tutorials to support your professional practice and course

• requirements; liaise with your subject specialist mentors in your placement.





• providing ongoing feedback and advice that will support you in improving

• your professional practice and developing as a teacher and a subject specialist.




Where additional support is required with academic work, the School of

Education provides Academic Peer Mentors and skills workshops which you can choose to access if you are in this position.

13.

14.

15.

16.


Over several years, the PCET (formerly) courses have had a consistently good record in relation to positive progression and employability for students.

Ofsted (May 2012) identified this as a key strength of the provision: the good outcomes for trainees, including their progression into higher education, further career development and employment.


NTU’s CPD courses; many find teaching work on leaving the course, not only in colleges of further education but also, increasingly, in schools. Previous students have also been able to take this qualification and teach abroad.

It is anticipated that the course will support your growing independence as a teacher, as you move from a focus on your own identity, pedagogy and practice to making a contribution to post-16 education more widely, and to taking responsibility for your continuing development and leadership of change.












Regulations for PGDE Awards, which is available on request.



Course referenced


None



Date implemented:



Nottingham Trent University School of Education Post Compulsory

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