Curriculum Design and Assessment
Trainee teachers will discuss how learning, teaching and assessment can be aligned and designed to meet a range of learners’ needs.
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.
Contemporary Issues in Education and Training
The aim of this module will be to address contemporary issues in education and training and the content will be expected to change and develop in response to current concerns. However, there will remain a constant core of themes central to the national debate and these will include the identification of significant aspects of government legislation, policy and control; management strategies and styles; funding and performance indicators; quality assurance and inspection; unemployed youth and vocationalism; innovations in curriculum, teaching, learning and assessment; access to education.
Practitioner Research: An Action Research Approach
This module aims to build on an understanding of professional practice created in earlier modules Action Research as an approach is explored together with qualitative data collection methods. Understanding the need for, and effecting change is an important role for practitioner research and this module allows learners the opportunity to undertake a piece of small scale Action Research into their own practice and draw conclusions from the evaluation of data collected.
Developing Teaching, Learning and Assessment
The aim of the module is to continue to develop the link between educational theory and its practical application in teaching placements, in order to enable trainees to develop towards their full potential as successful teachers. There is a focus on the continued development of differentiation for meeting the needs of all learners and on inclusive practice, which will provide trainees with the skills to successfully promote learning for a range of learners with a variety of needs and backgrounds. The module also aims to enable trainees to broaden their view of the sector, by working with and observing their peers in other teaching settings and by reflecting on and evaluating practice in terms of its ability to facilitate inclusive learning for all students.
- Entry requirements
- Learning and assessment
- Professional accreditations
- Special requirements
Admission to the Certificate in Education award within the nationally endorsed LSIS schemes will be open to both new applicants to teaching and in-service teachers, trainers and tutors in adult, community, work-based and further education and the wider Further Education and Skills Sector who, at the time of starting the scheme meet the following entry requirements:
1. A Level 3 (QCF) qualification in their teaching subject specialism. Under exceptional circumstances some entrants may hold a relevant vocational qualification of at least the level above that of their learners.
2. Five GCSEs at Grade C and above (from 2017/18 this will be Grade 4 or above), or equivalent, to include English. Applicants who do not have English as a GCSE will be required to successfully achieve the University’s diagnostic test prior to entry to the programme.
3. The ability to communicate fluently, accurately and effectively in professional spoken English (IELTS 7.5 or equivalent).
4. A teaching or training contract for a minimum of 75 hours of teaching per academic year for the part time programme, or 150 hours of teaching placement for the full time award. In some circumstances, a voluntary teaching placement may also be possible for part time trainees.
The scheme is extremely dependent upon trainee teachers being able to put into practice in their own classrooms the values, knowledge and professional skills they gain through their studies. It is a requirement of the programme that applicants should be employed or in a placement as teachers, trainers or tutors for a minimum of 150 hours during the programme. Whilst this is a benchmark, in cases where the quality, quantity or breadth of the teaching is not sufficient to meet the requirements of the programme, it may be necessary to arrange for trainees to carry out some additional teaching. Teaching practice must be carried out predominantly with groups of learners, although some individual teaching can be undertaken. Effective teaching practice experience should ideally include:
· different teaching practice locations/settings/contexts
· teaching across more than one level
· teaching a variety of learners
· experience of non-teaching roles
Learning and assessment
Learning activities on the course are diverse, including lectures, seminars, tutorials and teaching practice. This course makes the most of the extensive College facilities on site allowing trainees to practice in an environment that is realistic for them. Trainees will also be expected to practice within their own declared teaching establishment. Trainees will be expected to undertake independent study and research to support lectures, seminars and assessments. Group work and teaching practice will form an important part of the course. Students will also have access to specialist IT hardware and software within a dedicated HE building with multiple IT suites.
Written assessment: justifications and rationales for practice, developmental reflections and professional diaries.
Teaching activity: micro and mini teach activity and observed teaching practice assessment are ipsative, with the focus on the trainee’s individual development in teaching.
Portfolio: assessment for all teaching practice modules.
Observations of others: subject specialist teachers, peers and other advanced practitioners
What work experience can I get?
Learning will be facilitated through a series of small and large group discussions and activities and tutor-led sessions, using focused reading material, hand-outs and materials from the trainees’ own practice. Trainee teachers will experience both didactic and inductive teaching approaches, experiential and enquiry based learning, reflective practice strategies and action research. They will be taught by teacher educators, guest specialists and their peers over the course of the programme.
On successful completion of this course, undergraduate trainees will have 120 credits at undergraduate level and can progress onto Combined Honours programmes, BA Education and CPD Framework at the University of Central Lancashire.
In the UK alone there are around 220,000 job opportunities in the Lifelong Learning Sector in FE colleges, adult and community education, work-based learning, the National Health Service and the Prison Service – catering for around 4 million students. This course teaches you to plan, implement and evaluate teaching and learning within this ever growing post-compulsory education sector.
All in service and trainee teachers are encouraged to become a member of the Institute for Learning (IfL). As IfL members, teachers can access a range of benefits and services to support them in their professional practice and enhance their status as a professional.
Trainees must have a current full DBS disclosure prior to commencing the course. In addition to this, confirmation from their teaching establishment of a minimum 75 hours teaching practice and a suitably qualified mentor over the duration of the course.
Additional costs for items that are essential for the course include:
- Printed poster for Contemporary Issues module £10
Additional costs for opportunities and items that are optional for the course include:
- Through the Looking Glass (Action Research) Published articles £7
- The second year module TS2306 requires the professional printing of an academic poster: This generally costs between £10 and £15.
- Books and Journals: A reading list will be issued by Module Tutors who will advise on books to buy. However, there is no mandatory requirement to purchase books.
- Stationery and USB drives will be required and are readily available in the College shop.