Course modules
Year 1
Curriculum Design and Assessment
This module aims to develop a holistic approach to planning, teaching, learning and assessment, building on prior knowledge of learning and teaching domains, lesson planning techniques and the development of intuitive practices with regard to learning strategies, group dynamics and student motivation. The study of external and internal influences on curriculum development and design aims to support trainee teachers in creating schemes of work, session plans and resources that provide high quality learning experiences. The module also aims to develop the trainees’ skills in the design and use of assessment as a means for checking, promoting and deepening learning, while stretching learners to meet their full potential.
Preparation for Education and Training
This module is designed as an initial ‘toolkit’ for trainees wishing to commence a teaching career within the Further Education & Skills and Higher Education Sectors. All teaching strategies will aim to develop a confidence in trainees to undertake the role of teaching and develop informed reflection that will help to shape their own actions. Personal research and collection of data around teaching and learning is introduced through the observation of practitioners away from the classroom setting and production of observation reports. The keeping of a professional journal to capture critical learning moments and learning while on the module is an important part of the module process. Trainees’ prior knowledge and experience of teaching will be assessed in order to provide differentiated activities to promote learning for all.
Teaching Learning and Assessment
Trainees will be prepared for basic classroom management and delivery of learning through developing skills in a broad range of learning, teaching and assessment strategies. This module will also deal with the application of resources used by trainees in preparing and facilitating learning with their groups. Trainees will examine all aspects of the learning and teaching cycle in relation to their own practice. They will also focus on the importance of functional skills for their learners and be introduced to the appropriate embedding of support for these within their subject area.
Entry requirements & additional information
Entry requirements
- A minimum of a Level 3 qualification in all the specialist subjects¹ they will be teaching
- GCSE English at grade C/4 or above (or OfQual approved equivalent²)
- GCSE mathematics at grade C/4 or above (or OfQual approved equivalent²)
- Where English is not the applicant’s first language: The ability to communicate fluently, accurately and effectively in professional spoken English (IELTS 7.5 with no element lower than 7.0 (or equivalent) ³
- A teaching contract or a voluntary placement across two institutions, which includes:
- A minimum of 75 hours of teaching practice (including 10 hours online synchronous teaching)
- A minimum of 50 hours of non-teaching practice
- A named subject specialist mentor in the primary placement location
- A named pastoral mentor in the primary placement location
- Completion of a satisfactory course interview
- Completion of a satisfactory subject interview
- Provide confirmation of an Enhanced Disclosure and Barring Service (DBS) check.
Pre-service applicants wishing to teach in a school, or sixth form attached to a school will also be checked against the prohibition list.?
Applicants wanting to teach English and applicants wanting to teach mathematics (without a mathematics ’A’ Level/degree) are required to successfully complete an additional entry assessment to demonstrate their content knowledge and skills.?This may impact on the acquisition of a suitable teaching practice placement and therefore additional time must be factored for this.
¹ Specialist subject: Where the subject is regarded as SEND, the applicant must have a L3 SEND qualification.?
² Equivalent qualifications must be named by the Society for Education and Training as suitable for entry to QTLS (see Approved maths and English qualifications | Society for Education and Training (et-foundation.co.uk )
³ IELTS certification date must be within two years of the point of application.
We welcome applicants from all backgrounds and communities, and in particular those that are currently under-represented in our Initial Teacher Education (ITE) courses. We specifically encourage applications from ethnic minority groups at this time.
Progression
Progression to year 2 of :-
- Post Graduate/ Certificate in Further Education and Skills
Special requirements
Other costs
Through the Looking Glass: The Partnership produces an annual professional journal of trainees’ Action Research reports. This is a valuable opportunity for trainees to have their work published and copies cost approx. £10. It is also a useful learning resource for you when you carry out your own research.
DBS requirements: Your placement will require you to have an up to date DBS (Disclosure and Barring Service) certificate. The current cost of this is £44 for an enhanced check. If you are already employed as a teacher this should already have been completed by your employer.
Travel to and from your placement and observations of peers and other teachers is at your own cost.
Teaching materials: The provision of your own laptop/computer and stationery is essential for this course.
