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The PGCert Education. Further Education is a part time, three module course and is an ideal qualification if you want to increase your knowledge and skills in this sector. Read more
The PGCert Education: Further Education is a part time, three module course and is an ideal qualification if you want to increase your knowledge and skills in this sector.

This course is suitable for lecturers teaching in FE, Adult Education or for those training adults in industry or the public sector. Once you have completed the Postgraduate Certificate you can continue your studies to complete a master's degree in Education.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-further-education/

Why choose this course?

You will:
- Gain further knowledge and skills that will enable you to progress in your career.

- Examine in depth the context of professional practice and will have the opportunity to relate it to your own values and experiences.

- Explore key issues and challenges raised by the complex and fast changing environment of FE.

- Have the opportunity to develop an inquiry related to your own practice.

- Be able to network and study with other practitioners in the FE and lifelong learning sector.

- Be joining a university which is widely regarded as a major contributor to the improvement of education and learning, locally and nationally. The School of Education is a focal point for lively, informed debate on education through its seminar and lecture programmes.

- Be working with highly regarded academics who are at the forefront of their subjects.

This course in detail

This course consists of three modules:

- Professionalism in the Lifelong Learning Sector
You will have the opportunity to examine in depth the context of professional practice in the Lifelong Learning Sector and to relate it to your own values and experience. You will consider the historical backgrounds of the sector and how these, along with recent initiatives, have shaped current understandings of professional identity and practice. You will examine the pressures for professional status and recognition for teachers in the sector, the drives for regulation and subsequent deregulation.

You will be encouraged to engage with a range of critical theoretical perspectives which will enable you to interrogate ideologies which operate through the discourse of 'professionalism' and to develop your own viewpoint.

The module comes together around two interlinked questions:
1. What is a professional identity?
2. How is this related to practice and the disciplinary regimes which shape the activity and subjectivity of the practitioner?

- Pedagogy in the Lifelong Learning Sector
You will focus on pedagogy in the FE context with the aim of expanding the repertoire of approaches to teaching and learning for FE professionals. This is informed by a range of theories of learning and models of teaching. You will explore key issues and challenges raised by the complex and fast changing environment of FE.

For example:
- Definitions of pedagogy and its role in effective teaching and learning with comparisons of different international approaches to pedagogical approaches.
- The importance of 'knowledge' in pedagogical practice
- A critical analysis of the way that theories of learning - behaviorist, cognitivist, constructivist and humanist inform pedagogical choice and practice.
- A critical analysis of a range of models of learning and their appropriateness to the FE context including experiential, inductive and problem based.
- Consideration of the theory of analogy and its place in FE teaching and learning.
- The role of technology in changing pedagogical approaches.
- The academic divide, vocational pedagogy and communities of practice and changing localities for pedagogy.

- Investigating practice
You will have an opportunity to develop an inquiry related to your own practice which can be assessed through either a report or a portfolio of work. This might include the development of pedagogical approaches or curriculum materials, or investigations into the achievement levels or opportunities provided for particular groups of learners. It could also include the development of professional practice through shadowing others or engaging in collaborative work across organisations. The syllabus will be determined by the focus of the inquiries selected by yourself adopting a 'learning set' approach.

How this course helps you develop

The PG Certificate aims to develop reflective practitioners at master's level. You will learn from other students with a wide range of experience working in various careers in the FE and lifelong learning sector.

Careers

Your learning on the course may lead to better prospects for career advancement. Completion of the course shows a commitment to professional development and can be used as a credit to build towards a full MA Education.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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Looking for a qualification to teach in FE colleges, sixth forms, prisons, adult education or work-based settings?. Read more

About the PGDE

Looking for a qualification to teach in FE colleges, sixth forms, prisons, adult education or work-based settings?
The Postgraduate Diploma in Education - Teaching and Learning (FE and Skills) is a qualification similar to the PGCE but which offers you the chance to study entirely at Level 7 with the additional benefit of studying a specialist module in English, maths, SEND or Learning Technologies.

Who is the course for?

The Postgraduate Diploma in Education - Teaching and Learning is for anyone teaching or interested in teaching in a lifelong learning setting and in all subject areas including engineering, science, construction, sport science, maths, English, social sciences, languages, SEND, retail, hospitality and catering, leisure and tourism, business, IT, learning technologies, childcare, healthcare and art and design.

Key features of the course (2016/17)

Nationally recognised Initial Teacher Training course at a top university
Excellent value - same price as PGCE but all at Level 7 and an additional 30 credits
Bursaries may be available for teachers of maths, English and SEND (Special Educational Needs and Disabilities)
Specialist modules available for those wishing to teach: Maths, English and SEND
Support with changing careers
Teacher Training placements across the midlands
Awarded outstanding by Ofsted in Leadership and Management in November 2015
2 days in University, 2 days in placement and 1 study day per week

Funding Information

Funding information about be found on the government funding guidance page: https://www.gov.uk/guidance/funding-initial-teacher-training-itt-academic-year-2016-to-17

How to apply

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/howtoapply/

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This programme involves three main phases. The first emphasises the teaching of key concepts and learning about planning, behaviour management, use of ICT and the development of literacy and numeracy. Read more

Summary

This programme involves three main phases. The first emphasises the teaching of key concepts and learning about planning, behaviour management, use of ICT and the development of literacy and numeracy. The second explores issues such as teaching diversity, inclusion, and the wider 16 to 19 curriculum. The third phase links the feedback from mentors, tutors and self-reflection to create a rounded practitioner. Much time will be spent on placement learning in the classroom environment.

Visit our website for further information...



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Our Postgraduate Certificate in Creative Arts Education is for staff in Further Education (FE) and Higher Education (HE) institutions who have either completed the Graduate Certificate in Creative Arts Education, or who have more than three years' full-time or equivalent teaching experience. Read more
Our Postgraduate Certificate in Creative Arts Education is for staff in Further Education (FE) and Higher Education (HE) institutions who have either completed the Graduate Certificate in Creative Arts Education, or who have more than three years' full-time or equivalent teaching experience.

The course is registered at our Epsom campus but sessions take place alternately at UCA Epsom and UCA Rochester.

To apply for this course you must be working in a teaching or supporting learning context for a minimum of one day a week across the year. However, if you've successfully completed the Graduate Certificate in Creative Arts Education while undertaking a one day per week voluntary (unpaid) teaching placement with an appropriate course, you may be able to continue on this basis - subject to the approval of the Postgraduate Certificate in Creative Arts Education course leader and relevant subject course leader or department manager.

The course is delivered between September and April on alternate Wednesdays (10am - 5pm) at our Epsom and Rochester campuses in rotation.

Key study topics you'll explore include:

- Issues of learning and teaching (pedagogy) in creative arts disciplines
- An opportunity to enquire into the pedagogy of creative arts disciplines through conducting a small scale research project
- The opportunity to reflect on professional teaching or supporting learning practice, through the development of a portfolio of evidence.

Facilities

As a UCA student, you'll have access to excellent facilities at all campuses including library and student development services for support with dyslexia, a disability or with learning in general.

Industry Partners

Our course provides the opportunity to focus on developing teaching practice, at the same time as professional art and design practice. This dual professionalism is highly valued in FE and HE contexts.

And developing a small-scale research project provides experience of producing, writing and disseminating research. Past participants have found this valuable when applying for practice-based research funding or writing PhD proposals.

Careers

A successful career in teaching or supporting learning in FE and HE contexts requires three key ingredients. These include: a subject discipline qualification (preferably at Masters level), significant professional art and design or professional support practice, and a teaching qualification.

The Postgraduate Certificate in Education is the generally accepted teacher or supporter of learning qualification in the FE and HE sectors.

For those working in the FE sector - together with the Graduate Certificate, the Postgraduate Certificate in Creative Arts Education covers the FE and skills sector mandatory content of the Diploma in Education and Training.

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‌The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who wish to pursue a career in the sector. Read more

Introduction

‌The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who wish to pursue a career in the sector. It gives you the recognised teaching qualification for the FE sector and provides opportunities to progress onto further qualifications.

If you are considering a lecturing career in Scottish Further Education, this course provides you with college-based placement experience and a highly relevant and marketable postgraduate qualification.

Accreditation

‌This course is accredited by the General Teaching Council for Scotland.

Course objectives

The Stirling TQFE programme has been offered for 15 years and is a well respected programme. The programme was commended in June 2012 when reviewed by the GTCs. The Stirling TQFE programme (at both UG and PG levels) integrates a range of pedagogic techniques which aim to encourage students to engage with academic and policy literature and to communicate with their peers as part of a ‘professional learning community’. Both face-to-face (on campus or on college based sites) sessions and a variety of online technologies are used to achieve the overall aims of the programme.

The Teaching Qualification in Further Education (TQFE) is designed to meet the needs of the contemporary Scottish Further Education (FE) sector. The content is based on the professional standards for FE staff as laid down by the Scottish Government, and is fully accredited by the General Teaching Council for Scotland (GTCS). The course is suitable for individuals who wish to pursue a career in Further Education.

Structure and content

You will complete three of the following modules:

Learner Diversity

This is a core module within the postgraduate pre-service TQFE programme. The module provides an essential foundation for the TQFE course with its emphasis on a critical understanding of the diverse groups of students and the implications of this diversity for pedagogic and professional practice. Having studied this module students will have developed a clear appreciation of concepts such as ‘learner identity’, learner biography’, ‘cultural diversity’, ‘differentiated provision’ and the relationship between these concepts and their practice as professional educators.

The broad purpose of the module is that pre-service students of the TQFE programme (PG) develop capacity to respond positively to student diversity in giving support and guidance to learners and for their learning. This aim is supported throughout the module with a focus on the lecturer role in relation to diverse learner identities, students and groups. The module develops student capacity to identify and critically assess their role as a lecturer in relation to current institutional and wider practices, policies and research regarding support and guidance and learning support.

Teaching and Assessment 1

The module aims to provide students with an active learning space for professional enquiry into teaching and learning processes, skills and awareness, and the assessment of learning in post-compulsory contexts. Teaching and Assessment 1 focuses on broad theories of learning, pedagogic strategies and assessment for/of learning. This module focuses on the planning of a research-informed innovation in practice. The module relates to the Professional Standards for Lecturers in Scotland’s Colleges (Scottish Government, 2012) particularly the sections:

Planning and Preparing the Learning Experience.
Teaching / Facilitating Learning.
Assessment


Link Practice

This module provides the work-related element of the TQFE course for pre-service students. Within this module students will undertake a variety of activities that require them to make links between their experiences in the work-place, at the university and their development as FE teachers. The first element of Link Practice is the microteaching week on campus. During the microteaching week the students will gain experience in planning, teaching and evaluating lessons in a non-threatening environment.
As they progress through Link Practice students will be given the opportunity to focus on particular aspects of professional practice enabling them to better deal with the complexity of working in FE and addressing the work-based assignments associated with selected modules. Moreover, Link Practice provides the opportunity for students to test out and reflect further on the professional learning that occurs in college and university and through their reading.

Teaching and Assessment 2

In this postgraduate module students encounter and critically examine some of the main theories of learning, teaching and assessment. Key to the work is the idea that practice can be informed by reflection, engagement with colleagues, with the practice setting and, importantly, through relating theory to the practice to teaching and assessing learners. This module focuses on the enactment of a research-informed innovation in practice.

Professional Development

The module encourages students to examine their own professional practice in a critical manner and to relate their practice to wider processes of quality assurance at the college, department and individual level. After an initial face-to-face induction session the module is taught online using SUCCEED. A key pedagogic principle underpinning the module is that of developing a sense of a professional learning community whereby all participants are encouraged to learn with and from each other.

Students will be encouraged to examine various debates about professionalism within further education and the implications of these debates for their own professional practice. The module will also introduce students to different frameworks of quality enhancement within further education and students will be supported in critically examining how these frameworks can enhance or hinder their professional practice.

Delivery and assessment

Core modules are assessed through academic assignments that require students to make links between theory/concepts and aspects of their professional practice. Placements are assessed as part of the Link Practice module – the assessment requires students to maintain an online journal, write reports on their placement and have reports written about them by their college mentors.

Career opportunities

The course provides students with a ‘career change’ opportunity enabling them, on successful completion, to confidently seek employment as a further education lecturer. In the past some PG Diploma students have been offered employment by their placement college before completion of the course.

http://www.stir.ac.uk/postgraduate/programme-information/prospectus/education/tqfe-pre/

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The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills. Read more
The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills.

This distance learning masters level programme is essential for practitioners seeking to become specialist practitioners, employable to assess and teach learners with dyslexia and literacy difficulties of school age or in further/higher education. Successful completion of modules 1-3 which meet the British Dyslexia Association (BDA) criteria in practical assessments, allows students to apply for the BDA professional qualification.

The University of Birmingham offers three awards at masters level.

Postgraduate Certificate (3 modules, 12 months of part-time study, Sept – end of August)
Postgraduate Diploma (6 modules, 24 months part-time study, Sept – August)
MEd (6 modules+ dissertation, 36 months part-time study, Sept – August)
You can register for the first year’s study and half way through the year you will be invited to consider if you to wish extend your registration to a further award.

The programme provides a broad and critical perspective of language literacies and literacy difficulties/dyslexia through sociocultural and cognitive research, as well as education policies. It embraces school and further educational demands of literacy skills, the demands of family and social literacy practices, and peer demands of new literacies, such as digital literacies. The programme establishes the fundamental relationship between language and literacy in typical and atypical development. Students study literacy difficulties/dyslexia in contexts of monolingual, multilingual and multimodal (eg digital literacies).

Studying at a distance means you can work from anywhere, such as in your home or workplace in the UK or overseas. All your studies will be in English and it is a requirement that you practice in an educational context of monolingual or additional English (EAL/ESL/EFL). Reference would be made to contexts that are multilingual and multimodal.

Specialist professional practice in dyslexia/specific learning difficulties

All students follow the same programme and module requirements for study and assessment that develop knowledge and practice in specialist assessment and teaching for learners with literacy needs and difficulties.

Successful completion of the Postgraduate Certificate (PGCert) award, meets the specialist professional practice competencies required by the Joint Qualifications Council UK, and the British Dyslexia Association’s AMBDA accreditation, in diagnostic assessment, and intervention/ specialist teaching with learners with literacy difficulties/ specific learning difficulties at school and FE/HE levels of provision.

The PGCert award allows practitioners, who wish, to apply for the BDA’s accreditation (ATS/APS, AMBDA, AMBDA FE/HE) depending on their professional qualification – please visit the BDA website http://www.bdadyslexia.org.uk for further information.

The Department of Disability Inclusion and Special Needs (DISN) in the School of Education, has a very strong profile in professional development, regionally, nationally and internationally. The tutors who run this programme have strong national and international profiles in the field of research and practice in language and literacy difficulties and dyslexia. The department also runs a number of other courses in special education which may interest you.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This PGCE will equip you with the range of academic, professional and vocational knowledge, understanding, skills and values necessary to become a high quality and skilled teacher of Business related subjects, including Economics. Read more
This PGCE will equip you with the range of academic, professional and vocational knowledge, understanding, skills and values necessary to become a high quality and skilled teacher of Business related subjects, including Economics. You will experience professional training, delivered to the highest of standards, which immerses you in the very latest teaching and learning pedagogies.

The programme aims to develop reflective and analytical skills as well as providing practical experience in planning effective lessons and learning strategies, hands-on classroom experience, and opportunities to further your own subject knowledge. It will equip you to teach across the 14-19 age range, covering vocational programmes such as BTEC Business as well as traditional GCSE, AS and A2 courses.

If you have a degree in or one which incorporates Business and want to develop the business knowledge and skills of secondary school pupils aged 14 to 19, this is the programme for you.

What will I study?

You will start with an extensive subject knowledge and understanding audit. This will identify your main strengths and weaknesses and enable your tutor to focus on your individual development needs. During 12 weeks of study on campus, you will develop:

- Knowledge of essential educational theory;
- Awareness of appropriate and innovative teaching and assessment methods, managing both individual students and larger groups;
- Strategies to encourage students’ practical skills development, including organising outside fieldwork in the business environment and researching using the internet;
- Ability to plan lessons effectively;
- Excellent working knowledge of the latest ICT tools and software used in schools;
- Enhanced subject knowledge and professional and academic skills;
- Wider awareness of your role within the teaching profession through study of professional values.

How will I study?

A combination of academic study, group discussion and reflection, and practical, work-based learning in the classroom will give you all the knowledge and skills you need to become a creative and innovative teacher. The programme aims to develop a reflective and a critically analytical approach to education.

You will spend 26 weeks on placement in schools and colleges, putting your training into practice through assisting in and taking responsibility for classes, and working alongside mentors and peers to further your professional development. The focus initially is on observation and supporting teaching and learning. Your teaching timetable will increase as your training progresses and you become more confident and competent in the classroom.

The programme also utilises FE and sixth form colleges for placements, although these cannot be guaranteed for every trainee.

How will I be assessed?

A balanced combination of coursework and observed classroom experience will be assessed against academic criteria at Level 7 and the QTS Standards. Various other tasks will enable you to show your competence in ICT as well as Business Education, Enterprise and Economics.

Before the end of your PGCE you will need to complete a Career Entry and Development Profile (CEDP) which acts as a useful bridge between your initial teacher training programme and your Induction Year as a Newly Qualified Teacher.

Who will be teaching me?

You will be taught by knowledgeable, approachable and supportive tutors who have experience of working both in schools and the FE sector, based in one of the top departments at the forefront of Business Education teacher training in England and Wales.

What are my career prospects?

Successful completion of this programme will allow you to gain QTS and progress onto employment as a Newly Qualified Teacher (NQT) at secondary school level in Business Education. A number of trainees have also found employment in FE and sixth form colleges.

Our proactive careers advisory service can help you to find job vacancies and offers in-depth advice on teacher job applications and interviews, to help you secure work.

You will discover excellent career prospects in this exciting and innovative subject area. Teaching is a rewarding job and there are many ways in which you could progress in your career, either in the classroom or in a leadership role.

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‌The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who currently work as lecturers in Further Education. Read more

Introduction

‌The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who currently work as lecturers in Further Education. It gives you the recognised teaching qualification for the FE sector, allows you to take the course at your own pace and provides opportunities to progress onto further qualifications.

If you are considering a lecturing career in Scottish Further Education, this course provides you with college-based placement experience and a highly relevant and marketable postgraduate qualification.

Accreditation

‌This course is accredited by the General Teaching Council for Scotland.

Course objectives

The Stirling TQFE programme has been offered for 15 years and is a well respected programme. The programme was commended in June 2012 when reviewed by the GTCs. The Stirling TQFE programme (at both UG and PG levels) integrates a range of pedagogic techniques which aim to encourage students to engage with academic and policy literature and to communicate with their peers as part of a ‘professional learning community’. Both face-to-face (on campus or on college based sites) sessions and a variety of online technologies are used to achieve the overall aims of the programme.

The Teaching Qualification in Further Education (TQFE) is designed to meet the needs of the contemporary Scottish Further Education (FE) sector. The content is based on the professional standards for FE staff as laid down by the Scottish Government and is fully accredited by the General Teaching Council for Scotland (GTCS). The course is suitable for:

In-service: Lecturers currently working in Further Education colleges
Individuals who work in other education and training contexts in post-compulsory education

Structure and content

You will complete three of the following modules:

Learner Identity and Diversity - Core module
The broad purpose of the module is that the students, employed as lecturers in Further Education colleges in Scotland (PG), will gain deeper and more critical understanding of their role and practices in the support and guidance of their students and in learning support. To this end the module aims to develop student understanding of the significance of learner identity in engagement in learning, to identify and critically assess the lecturers’ role and practices in support and guidance and learning support to particular students and groups, and to research and critically evaluate current institutional and wider practices, policies and research regarding support and guidance and learning support.

Teaching and Assessment - Core module
In this postgraduate module students encounter and critically examine some of the main theories of learning, teaching and assessment. Key to the work is the idea that practice can be informed by reflection, engagement with colleagues, with the practice setting and, importantly, through relating theory to the practice to teaching and assessing learners. This module focuses on the planning and enactment of a research-informed innovation in practice.

Professional Practice - Optional module
The module aims to enable students to critically examine their role as a vocational educator in further education and to identify areas of their practice that could be changed to improve the learning experiences of their students. Students will be encouraged to examine various debates about professionalism within further education and the implications of these debates for their own professional practice. The module will also introduce students to different frameworks of quality enhancement within further education and students will be supported in critically examining how these frameworks can enhance or hinder their professional practice. The final part of the module will focus on different approaches to professional learning with a particular emphasis on networked professional learning communities.

Professional Experiential Learning - Optional module
Those students who successfully complete the module will be expected to be able to undertake a self-directed study of a chosen aspect of their professional context/practice in a scholarly manner informed by appropriate literature. The outcomes from the study will be of benefit to the local institution, TQFE peers and the student themselves. As a consequence of completing this module students will have developed independent thinking skills, the ability to identify and frame in an appropriate way issues within their professional context/practice that are of particular relevance to them and to communicate with peers and tutors clearly and effectively about their study.

Delivery and assessment

The course is taught using a combination of lectures, seminars and materials made available via Succeed, the University of Stirling's chosen online learning environment.

The attendance requirement for most modules is two days per module, with all course materials available online in advance. Pre-service students are required to do additional work both on campus and in their college placement.

Three formal assignments are required (where a student has not been granted any exemptions) each of 3,000 words. Where the first submission is graded as a fail one resubmission attempt is allowed. Where the resubmission is graded as a fail the student must retake the module. The pass mark for postgraduate work is: 50%

A student is permitted a maximum of five assessment attempts (3 module registrations to include assessment only) per module.

In addition to the formal written assignments students are required to be observed teaching on two separate occasions and to complete a written reflective review of the observed lesson. One of the observations may be undertaken by suitably qualified college based staff.

http://www.stir.ac.uk/postgraduate/programme-information/prospectus/education/tqfe-in/

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The MA Professional Studies (English Literature) has been developed in response to new developments within further education (FE) and higher education (HE). Read more
The MA Professional Studies (English Literature) has been developed in response to new developments within further education (FE) and higher education (HE). In particular, the course focuses on challenges facing practitioners in FE institutions which are also emerging HE providers. The programme has been developed to meet the needs of practitioners who want to make the transition from FE to HE delivery and research.

Students will be actively involved in rigorous and intellectually challenging research projects in order to develop a critical appreciation of the nature of HE research and delivery. The aim is to enable practitioners to reflect critically on their professional transition and dual role. It’s anticipated that the resulting research project will form the basis of one or more publishable papers in the subject of English literature and/or educational practice.

Modules

Each stage of the programme (PG Cert, PG Dip, MA) is based on a 60 credit module which is delivered through a project.

1st Year
Stage 1: PG Cert - Conceptual and Theoretical Discourses

2nd Year
Stage 2: PG Dip - Contemporary Contextual Issues

3rd Year
Stage 3: MA Masters Project - Developmental Considerations

More Information

Delivery
Delivery of the programme is based on the allocation of a project supervisor for each stage. The supervisor will have expertise in the chosen area and will provide guidance throughout the process. In addition to project supervision, research workshops/seminars with other students will be offered to supplement individual project work.

Assessment
Assessment of each stage is by completed project coursework. Formative feedback will be provided at appropriate points to give students an indication of their progress.

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This Professional Graduate Certificate in Education is a nationally recognised and established teaching qualification for the sector. Read more

About the course

This Professional Graduate Certificate in Education is a nationally recognised and established teaching qualification for the sector. It will equip you to teach in a variety of environments such as FE colleges, academies and schools (post-14), adult and community education, work based learning, training providers, prisons, and public services.

The course is designed to develop your teaching skills. We’ll help you to reflect on your practice and develop as a teacher. You will also have the opportunity to complete an optional module that suits your own needs and preferences.

In April 2012, Ofsted awarded our initial teacher training FE and skills provision a grade 1 (‘outstanding’) for training and assessment of its trainees. The inspectors reported on our: ‘outstanding training and assessment which results in trainees being highly reflective of their practice and possessing a good understanding of their own professional development needs.’ You will also be taught by an experienced team who have published books and articles relating to teaching in the sector.

What you'll study

During the first semester, you will study two full days a week at the University and will be on teaching placement for two days. This early integration into teaching will help you to apply the theory and skills you’re acquiring in practice. It will also give you a sound grounding in the ethos of working within the sector. You will be assigned a subject mentor on your placement and a teacher training mentor from the University who will guide and advise you throughout the course.

During the second semester you will undertake a six-week block placement to experience the wider role of the teacher and establish and enhance your knowledge and skills from the initial placement. You will also complete a week in a different setting. This is a popular activity and was recognised by Ofsted: ‘A particularly successful and productive feature of the provision is the alternative placement during which trainees visit and observe in an unfamiliar setting.’

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This course is a follow-on programme for those who have successfully completed the Certificate in Teaching. Read more
This course is a follow-on programme for those who have successfully completed the Certificate in Teaching. For acceptance onto the course students must meet the entry requirements as set out and must liaise with their employer in order to provide evidence that they are employed in an FE College or in the work based learning sector. This course is offered at the Jordanstown and Magee campuses.

Visit the website: https://www.ulster.ac.uk/course/pgce-further-education-pt-m Magee campus; https://www.ulster.ac.uk/course/pgce-further-education-pt-j Jordanstown campus

Course description

Advanced teaching skills will be covered on the course. Your classroom practice will be observed and you will be required to draw upon reaserch and academic literature to complete your assignments.

This course is aimed at individuals already working in the FE or adult teaching sectors.

Advanced teaching skills will be covered on the course. Your classroom practice will be observed and you will be required to draw upon research and academic literature to complete your assignments.

How to apply: https://www.ulster.ac.uk/apply/how-to-apply#pg

Why Choose Ulster University ?

1. Over 92% of our graduates are in work or further study six months after graduation.
2. We are a top UK university for providing courses with a period of work placement.
3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.
4. We recruit international students from more than 100 different countries.
5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five* or ten* equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting https://www.ulster.ac.uk/apply/fees-and-finance/postgraduate

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: https://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support

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This Postgraduate Certificate in Education (Education and Training previously Post-Compulsory Education) is the professional qualification for those who wish to teach in the post-compulsory sector, which includes further education colleges and adult education. Read more
This Postgraduate Certificate in Education (Education and Training previously Post-Compulsory Education) is the professional qualification for those who wish to teach in the post-compulsory sector, which includes further education colleges and adult education. This course leads to QTLS, now equivalent to QTS.

The full-time course is designed for students who wish to enter the profession and can only be studied at our Harcourt Hill Campus.

The part-time course is designed for those already employed as teachers and trainers in the education and training sector - this might be in further education, higher education, the health service, adult and community education, the prison service, the armed forces or private training providers. The part-time course can only be studied at one of our partner colleges:
- City of Oxford College
- Reading College
- Swindon College

Leads towards the status of Qualified Teacher Learning and Skills (QTLS)

See the website http://www.brookes.ac.uk/courses/postgraduate/pgce-education-post-compulsory/

Why choose this course?

- The major part of the course is based on skills development, with exploration of theories covering learning and teaching, assessment and human interaction.

- The emphasis of the course is on the development of skills related to teaching groups and individuals. This includes planning, delivering, and assessing groups, and participation in course teams in terms of working with colleagues and peers. A critical analysis of the wider context is expected.

- You will develop your skills as a reflective practitioner in all your teaching / training roles and be supported through a process of individual learning planning.

- Currently there are teacher shortages in construction, maths and numeracy, information technology, and health and social care - but students from other disciplines are welcome.

- The courses and students at further education (FE) colleges are diverse and the key requirements for teachers are enthusiasm, and the ability and motivation to teach and assess across a wide range of courses.

- Graduate students on both part-time and full-time courses may elect to study at master's level for part of the course, this gives an exemption of three modules from an MA in Education. This will lead to the award of Postgraduate Certificate in Education.

Professional accreditation

QTLS is equivalent to Qualified Teacher Status (QTS)

This course in detail

You will develop your skills as a reflective practitioner in all your teaching / training roles and be supported through a process of individual learning planning.

The courses and students at further education (FE) colleges are diverse and the key requirements for teachers are enthusiasm, and the ability and motivation to teach and assess across a wide range of courses.

You will cover the following aspects of teaching and learning in the post-compulsory sector:
- assessing learners' needs
- planning and preparing teaching and learning programmes for groups and individuals
- developing and using a range of teaching and learning techniques
- managing the learning process
- providing learners with support
- assessing the outcomes of learning and learners' achievements
- reflecting on and evaluating your own performance, and planning for future practice
- working within a professional value base and conforming to agreed codes of professional practice.

Students on the full-time course will undertake teaching practice in a post-16 institution. All students will be observed teaching in their setting or institution.

As our courses are reviewed regularly, course content may change from the details given here.

Teaching and learning

All tutors demonstrate good practice in delivery and assessment tasks and are role models for participants. Sessions will include lectures, group work, role plays, case studies, syndicate groups and one-to-one tutorials.

Approach to assessment

Assessment is by a variety of methods, including presentations, assignments, practical projects and group work.

Several different people will observe you in your professional context. You will be required to present individually to your peer group, work collaboratively with your peers and participate in group presentations. Other methods used are:
- completing a portfolio of evidence
-a case study
- analysis of audio and video recordings
- reports and essays.

Careers

We have strong links with local partner colleges offering excellent employment prospects for students.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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Ranked number one in Wales for student satisfaction (Complete University Guide 2017), Education at Wrexham Glyndwr University is one of the institution's most successful courses, working closely with organisations in a wide group of sectors, notably FE, health and training. Read more
Ranked number one in Wales for student satisfaction (Complete University Guide 2017), Education at Wrexham Glyndwr University is one of the institution's most successful courses, working closely with organisations in a wide group of sectors, notably FE, health and training.

The department has had a successful period which included strong performances in the Sunday Times and Guardian league tables.

Our MA Education has been designed to provide content and context that relates directly to the work of educational professionals in their settings including schools, colleges, universities and public sector organisations. All content and assignments are work-related, enabling you to consider the latest theoretical underpinning for the subject area selected relating to your work.

You can select from the following named routes:
-MA Education (Learning & Teaching)
-MA Education (Leadership)
-MA Education (Additional Learning Needs)
-MA Education (Youth and Community Work)
-MA Education (Counselling Skills for Education)
-or make their own selection of modules to achieve the generic MA Education award.

The MA Education (Additional Learning Needs) has two pathways. There are generic SEN/ALN modules or, candidates may elect to study the specific British Dyslexia Association accredited modules to achieve the Approved Teacher Status (ATS) and then the Associate Member of the British Dyslexia Association (AMBDA) awards.

The MA Education has been designed to meet the requirements of the Welsh Government’s priorities for education and caters for a wide range of professionals who are involved in delivering education in a variety of organisations and related settings. Partners involved in the design of this programme included: local authorities; FE colleges; voluntary and community organisations, nurse educators; headteachers; teachers and current students.

Whatever setting you come from, you will be challenged to extend your thinking about the subjects you select, deepen your understanding of the content and theoretical foundations of the area and, be encouraged to reflect critically upon how this will impact on your practice. All assignments will be context related to enable you to implement many of the ideas discussed and to evaluate their success.

Key Course Features

-The course is designed in partnership with LEAs, local further and higher education and training providers, professional agencies and leading consultants.
-The MA provides Continuing Professional Development for professionals working in schools, further education and training, higher education and community and voluntary sectors.
-The course provides progression opportunities from undergraduate level by offering a number of exit points: single module, postgraduate certificate, postgraduate diploma and MA Education.
-The programme is accredited by the British Dyslexia Association (BDA).

What Will You Study?

The programme is structured to develop your skills and concepts incrementally through the following stages:
-Postgraduate Certificate stage: 1 core module: Mastering Professional Learning, and 1 option module.
-Postgraduate Diploma stage: 1 core module: Research Methodology and Enquiry in Education, and 1 option module.
-MA Education stage: A dissertation on an aspect of interest that you wish to explore.

A selection of the option modules available include (subject to numbers):
-Overview of behaviour management
-Supporting mathematical learning: pupils with specific learning difficulties
-Supporting pupils with literacy difficulties and dyslexia
-Inclusion
-Poverty, Attainment and Education
-Learning from Teaching
-Promoting Positive Behaviour
-Recognising, Respecting and Developing Individuality
-Curriculum Design and Development
-Learning and Assessment
-Language and Literacy in Learning and Teaching
-Effective Professional Learning Communities (60 credits)
-Teaching Critical Thinking, Reasoning and Argument Skills
-Teaching and Learning with Technology
-Mentoring to Develop and Improve Professional Practice
-Negotiated Learning
-Leadership and Management in Education
-Leading and Managing Professionals
-Accountability, Evaluation and School Improvement
-Strategic and Developmental Planning for School Improvement
-Impact of Developmental Ages and Stages on the Counselling Relationship
-Using Creative Resources in Counselling
-Relationships in Schools: How to Use Counselling Skills to Support Pupils’ Well-being and Achievement
-Therapeutic Play Skills

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment and Teaching

Assessments will reflect the professional context in which you work and reflect an enquiry-led approach to learning that comprises portfolios, presentations, reports, research projects, reports to seminar groups and essays.

Career Prospects

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.

This course provides a career-enhancing, internationally-recognised award that is valued by many professions.

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Taught at our Riverside Campus in Chester, this course will provide you with the professional attributes to make a real difference to children, young people and adults with dyslexia and literacy difficulties. Read more
Taught at our Riverside Campus in Chester, this course will provide you with the professional attributes to make a real difference to children, young people and adults with dyslexia and literacy difficulties.

This course aims to provide you with the professional attributes to make a real difference to children, young people and adults with specific learning differences (dyslexia). You will have the opportunity to develop the skills, knowledge and confidence to act as a specialist teacher and/or assessor for dyslexia in line with British Dyslexia Association (BDA) requirements.

Why Study Dyslexia Research and Practice with us?

Our courses allow study for the ATS/APS or AMBDA for either Schools or FE/HE, making it suitable for those who need the relevant qualifications to be Non-Medical Helpers in HE, plus those working in FE. We have also introduced the ATS/APS Dyscalculia/Numeracy course for those who wish to specialise in dyslexia/SpLD and maths difficulties.

When learning to assess for the Postgraduate Diploma, we have copies of the main standardised tests which our students can borrow.

The Postgraduate Certificate and Postgraduate Diploma are both at Level 7, giving the successful candidate 120 CAT points of the 180 needed for an MA, therefore putting an MA within reach alongside the BDA accreditation.

What will I learn?

The Postgraduate Certificate will introduce you to the skills of screening learners and developing a bespoke programme to support them. It also covers the causal theories of dyslexia, implications of working memory deficit and use of assistive technologies.

The Postgraduate Diploma covers the skills necessary to assess for dyslexia, plus Access Arrangements.

The MA will then allow you to research an area of interest within dyslexia or other SpLDs.

How will I be taught?

You will attend six face-to-face weekend schools each year, comprising lectures, group sessions and tutorial support.

Teaching presentations and course materials are downloadable from the University’s website. You will be expected to independently follow up reading and commit to individual study (about six hours per week – though this will vary).
Attendance is 5-7pm on Fridays and 9.30am-4pm on Saturdays.

How will I be assessed?

Assessment is through case studies, essays and a portfolio related to your practice.

Postgraduate Visit Opportunities

If you are interested in this courses we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please go to: https://www1.chester.ac.uk/study/postgraduate/postgraduate-visit-opportunities

Request a Prospectus

If you would like to know more about the University please request a prospectus at: http://prospectus.chester.ac.uk/form.php

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The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level. Read more
The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level.

This course is for you if you have at least two years experience of working with students with SpLD and are looking to gain a qualification to enable you to apply to the British Dyslexia Association (BDA) for either Approved Teacher Status (ATS or ATS HE/FE) or an Associate Membership of the BDA (AMBDA or AMBDA FE/HE).

The course may also be of interest to other approved professionals, such as speech and language or occupational therapists and educational psychologists.

The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is recognised by the British Dyslexia Association for the award of Associate Member of the British Dyslexia Association (AMBDA). It is also recognised by the Joint Council for Qualifications as the appropriate training for completing Access Arrangements in Secondary Schools.

Those who have obtained the PG Diploma in Spld (AMBDA) are eligible to assess and diagnose dyslexia.

See the website http://courses.southwales.ac.uk/courses/1280-postgraduate-diploma-sen-specific-learning-difficulties

What you study

To gain a Postgraduate Diploma SEN in SpLD you must pass four taught modules:

• Understanding Learning Difficulties and Disabilities which is taught on the campus or can be accessed via e-learning
• Specific Learning Difficulties
• Managing and Supporting Children and Young People with Specific Learning Difficulties
• Research Methodology

Both SpLD modules focus not only upon specific difficulties in literacy and numeracy, but address the wider spectrum of potentially associated conditions eg. Dyspraxia, Attention Deficit Disorder and Asperger’s Syndrome.

The course enables participants to gain knowledge of:

• The vast range of differences within the SpLD continuum
• Current research on the identification of learners experiencing problems with literacy and numeracy
• Assessing individual learning needs, using both standardised and non-standardised methods
• Planning programmes of work for individual pupils based on initial and on-going assessment
• The effects on learning, self esteem and behaviour of SpLD
• Monitoring the progress of learners who may show uneven or intermittent standards of achievement
• A variety of strategies and resources, including ICT and technical aids, for assisting pupil organisation, drafting and presentation of work
• The monitoring, evaluation and auditing responsibilities within school or service, in respect of the quality of provision for pupils with SpLD.

Learning and teaching methods

Students undertake two modules in year one, and two modules in year two. Both SpLD modules are taught on Monday evenings for three hours on campus over a period of 12 consecutive weeks.

Assessment methods

The first module is assessed on the basis of a written assignment of 5,000 words (or equivalent).

The second module is assessed in two ways:
- For students seeking a professional award, the successful completion of 30 hours of teaching experience and assessment of relevant files (equivalent to 5,000 words)

- For other participants, one 5,000 word assignment, or the equivalent

Employment Prospects

Most students proceed to the MA dissertation, in order to achieve the award of MA SEN.

Following successful completion of the course, some students have gained posts as school and college SENCOs, specialist tutors in SPLD services, set up their own SpLD consultancies, or become LEA Advisors. Others have published books and papers on the subject and gained doctorate awards.

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