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Gain the qualification you need to teach in the area of special educational needs in post-16 and further education, previously known as post-compulsory education and training (PCET), and including 14-19 provision. Read more
Gain the qualification you need to teach in the area of special educational needs in post-16 and further education, previously known as post-compulsory education and training (PCET), and including 14-19 provision.

It is suitable whether you are new to teaching and need us to find you a placement, or if you are already working as a teacher or trainer within the SEN context and want to become qualified.

The course maps to the national framework for teaching qualifications in post-16 and further education, the new Diploma in Education and Training for Disabled Learners (DET, previously DTLLS). The course is recognised by the professional body, currently the Institute for Learning (IfL) and sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for post-16 and further education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.

On the course, you:
-Develop as a teacher in special educational needs.
-Develop your knowledge and understanding of educational ideas and theories.
-Engage with the latest developments for special educational needs in the post-16 and further education context.

You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.

Key areas covered include:
-Planning and preparing to teach.
-Assessment for learning.
-Teaching methods.
-Behaviour for learning.
-Using technology in teaching and learning.
-Progression against the professional standards.
-Understanding your wider professional context.

Areas of post-16 and further education and training include:
-Further education colleges.
-School sixth forms.
-Higher education institutions.
-Adult and community learning providers.
-Private training companies.
-Public services.
-14-19 educational providers.

After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these 60 credits towards a masters course.

We have partnerships with a range of settings across the post-16 and further education sector, who provide you with a wide range of placement opportunities.

If you do not have an undergraduate degree or equivalent and need an initial teaching qualification, you can study our CertEd Post-16 Education and Training. This route is not available with the special educational needs specialism.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-pgce-post16-and-further-education-special-educational-needs

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site: http://www.shu.ac.uk/teach/

Professional recognition

The course is recognised by the Education and Training Foundation (EtF).

Course structure

Full time – typically 1 year. Starts September.

Modules
-Introduction to learning, teaching and assessment
-The learner experience (SEN)
-Professional practice 1 and 2 (SEN)
-Exploring your specialist context (SEN)
-Extending teaching for learning

Assessment: assessment of practical teaching; presentations; planning and evaluation exercises; preparation of teaching materials; written assignments.

Other admission requirements

If you already have a relevant qualification such as PTLLS or CTLLS you may be able to enter with prior credit, although you will need to complete all the specialist modules. We actively support widening participation and normally interview all applicants who demonstrate on application that they meet our entry criteria.
*GCSE mathematics and English equivalents are:
-Equivalency test from http://www.equivalencytesting.co.uk
-Functional skills English and functional skills maths.

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements: http://www.shu.ac.uk/international/english-language-entry.html

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Gain the qualification you need to teach in the area of post-16 and further education, previously known as post-compulsory education and training (PCET). Read more
Gain the qualification you need to teach in the area of post-16 and further education, previously known as post-compulsory education and training (PCET). It is suitable whether you are new to teaching and need us to find you a placement or if you are already working as a teacher or trainer and want to become qualified.

The course maps to the national framework for teaching qualifications in post-16 and further education, the new Diploma in Education and Training (DET, previously DTLLS). The course is recognised by the professional body (currently the Institute for Learning, IfL) and the sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for post-16 and further education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.

On the course, you:
-Develop as a teacher.
-Develop your knowledge and understanding of educational ideas and theories.
-Engage with the latest developments in the post-16 and further education context.

You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.

Key areas covered include: planning and preparing to teach; assessment for learning; teaching methods; behaviour for learning; using technology in teaching and learning; progression against the Teachers Standards; understanding your wider professional context.

Areas of post-16 and further education and training include: further education colleges; school sixth forms; higher education institutions; adult and community learning providers; private training companies; public services.

After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these credits towards a masters course.

We have partnerships with a range of settings across the post-16 and further education sector, who provide us with a wide range of placement opportunities.

For more information, visit the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-pgce-post16-and-further-education

Course structure

Full time – typically 1 year.
Part time – typically 2 years.
Starts September.
From 2015-16 the part-time route may be taught off-campus at a partner college.

Modules
-Introduction to learning, teaching and assessment
-The learner experience
-Professional practice 1 and 2
-Exploring your specialist context
-Extending teaching for learning

Assessment: assessment of practical teaching; presentations; planning and evaluation exercises; preparation of teaching materials; written assignments.

Other admission requirements

In-service students must have evidence that they are already working as a teacher or tutor and will teach a minimum of 60 hours in each year of the course, and that their employer will provide a specialist mentor to support them. If you already have a relevant qualification such as PTLLS or CTLLS you may be able to enter with prior credit. If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process: http://www.shu.ac.uk/selection-event/819

You must also complete a declaration of criminal convictions and health check forms.
*GCSE mathematics and English equivalents are:
-Equivalency test from http://www.equivalencytesting.co.uk
-Functional skills English and functional skills maths.

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page: http://www.shu.ac.uk/international/english-language-entry.html

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The aim of the course is to prepare you to be a qualified citizenship teacher who is passionately committed to the subject and able to progress to teach it confidently, meaningfully and creatively to 11-18 year olds in both secondary school and college settings. Read more
The aim of the course is to prepare you to be a qualified citizenship teacher who is passionately committed to the subject and able to progress to teach it confidently, meaningfully and creatively to 11-18 year olds in both secondary school and college settings. Your teaching and support is shared between the university its partner schools across the Yorkshire, Derbyshire and Humberside region.

You access a programme of university based subject training days focused on teaching citizenship, and led by specialist experienced citizenship practitioners. These are spread over the year, but 'front-loaded' to prepare you for your teaching placements. Most subject sessions take place on a Friday. Additionally, a smaller number of days will be focused on the teaching of subjects in the humanities - RE, Geography, and History - which help broaden your skills and knowledge, and prepare you for a wider range of teaching in schools.

Subject sessions in the university, and access to the university’s library resources, offer the necessary support for when you go onto produce the two required academic assignments for the award of QTS. During the course you can choose to complete either the PGCE or the professional graduate certificate in education (ProfGCE). Both qualifications achieve QTS but the PGCE also gives you 60 masters level credits, which you can use towards a full masters degree (180 credits).

Subject sessions are also very practically based – introducing you to a variety of resources, ideas and teaching techniques appropriate to the citizenship classroom in Key Stages 3, 4 and post 16. Working with other trainees in the university setting provides opportunities to share and explore other teaching ideas and strategies throughout the year. As a subject group we build a shared bank of ideas and resources for teaching pupils of different ages and abilities, which can be trialled in the classroom on placement and stored for future use.

School placements are central to the course. We have strong partnerships with secondary schools and colleges in the Yorkshire, Derbyshire and Humberside area. You complete two teaching placements, one in the autumn term between October and December and the second longer placement from January to June. During this time you are supported by a University-trained mentor in school, helping you develop your classroom pedagogy through advice on planning, regular classroom observation, and regular meetings to discuss progress and next steps.

School-based mentors also support you in completing a range of school-based tasks known as 'professional studies tasks', and an online tracking document known as the 'professional development portfolio' (PDP). By the end of the two placements you will be able to provide a range of evidence showing how you meet the qualified teacher status standards that are required by this course.

Your course tutor also visits you on both placements to observe you and discuss your progress, keeping in touch with your school-based mentor throughout.

In summary, on the PGCE Citizenship course you will learn how to:
-Plan and teach citizenship across Key Stages 3 and 4 in the active and creative ways needed to motivate pupils.
-Recognise and plan for progression in subject specific knowledge, skills and concepts - both in individual lessons and across sequences of lessons.
-Assess student learning and progress in individual lessons and over time.
-Appreciate and critically evaluate different approaches to teaching and learning, behaviour management, assessment, differentiation to meet the needs of different students, etc.
-Plan to meet the requirements of the current KS3 National Curriculum and current GCSE syllabi, with guidance on teaching post 16.
-Prepare to meet some of the wider aspects of the role of teachers in school.

If you are studying for a PGCE you may be entitled to a tax-free bursary. For further information about financial support see the funding pages on the National College for Teaching and Leadership website.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-secondary-citizenship

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. During School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the expectation that you will be employed by them once qualified. For more information visit: http://www.shu.ac.uk/schooldirect

Course structure

Full time – 1 year. Starts September.

Modules
-Developing and reflecting on professional practice in secondary citizenship
-Learning and teaching in context in citizenship
-Block placement 1
-Block placement 2

We support your work in schools with a programme of preparation and support. You experience various school placements, including at least two continuous blocks of time on teaching practice. These are in two different schools and usually require some travelling within the region.

Assessment: assessed assignments, preparing teaching materials and plans, teaching practice.

Other admission requirements

You are encouraged to gain experience of schools through direct observation of teaching and learning and/or by working with young people in educational activities.

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process: http://www.shu.ac.uk/selection-event/389

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page: http://www.shu.ac.uk/international/english-language-entry.html

We welcome applications from people seeking a career change, and we actively encourage applications from those groups under-represented in teacher education, in order to ensure that the teaching profession represents the diverse nature of contemporary UK society.

*GCSE mathematics and English equivalents are:
-12 level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

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Are you a maths teacher wanting to develop your subject knowledge alongside studying at level 7? This online programme builds on CPD provided by Mathematics, Education and Industry (MEI) to support your classroom teaching through a deep consideration of the educational issues surrounding A level and further level mathematics. Read more
Are you a maths teacher wanting to develop your subject knowledge alongside studying at level 7? This online programme builds on CPD provided by Mathematics, Education and Industry (MEI) to support your classroom teaching through a deep consideration of the educational issues surrounding A level and further level mathematics. Ideal for those wanting to take their post-16 mathematics teaching further.

Careers with this subject

This programme is for practising mathematics teachers (or those with experience of teaching) at post-16 level. It can be taken over 1 or 2 years part time and will support your career development by providing expertise in teaching at this level and a theoretical base which will make you more able and confident to manage educational decision making.

Key features

-Taught in collaboration with MEI.
-Taught online using a virtual learning environment, then supporting you individually through tutorial work by phone or video conference, the programme becomes open to anyone.
-Practice-focused assignments which help you to theorise practice and practise your theorisation.
-Based on the professional experience of MEI staff and the academic expertise of Plymouth University’s Institute of Education.
-Starting with MEI’s CPD course (not part of the programme) to support your mathematics and pedagogy, the programme builds on Plymouth Institute of Education’s extensive expertise in supporting teaching and learning through study at level 7.
-Focused on your interests and needs, the programme provides a well-tailored, professionally useful, but also academically rigorous experience for mathematics educators.
-Comprises two modules (30 credits each), on completion there is an option to continue studying towards a full masters award (180 credits).
-Introduced at a time when new curriculum provision is changing the requirements on post-16 mathematics teachers, particularly in terms of teaching mechanics and statistics.

Course details

The programme can be taken over one or two years part-time. You complete two modules from the following:
-Teaching Further Mathematics 1
-Teaching Further Mathematics 2
-Teaching Mechanics 1
-Teaching Mechanics 2
-Teaching Statistics 1
-Teaching Statistics 2
-Teaching Advanced Mathematics (TAM is a one year course and has special arrangements associated with it – ask for details).

Optional modules
-METM701 Teaching Advanced Mathematics 1
-METM702 Teaching Advanced Mathematics 2
-METM704 Teaching Further Mathematics 2
-METM706 Teaching A-level Mechanics 2
-METM708 Teaching Statistics 2
-METM703 Teaching Further Mathematics 1
-METM705 Teaching A-level Mechanics 1
-METM707 Teaching Statistics 1

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Ofsted rated Grade 2. Good in 2010, this nationally-recognised award is endorsed by Standards Verification UK (SVUK), and provides teacher education geared towards the post-compulsory sector (16+). Read more
Ofsted rated Grade 2: Good in 2010, this nationally-recognised award is endorsed by Standards Verification UK (SVUK), and provides teacher education geared towards the post-compulsory sector (16+).
It helps you develop the knowledge, skills and attributes identified within the LLUK Standards for Teaching and Supporting Learning.

You can take a generic route designed for a wide range of post-compulsory subjects, or an integrated route, which offers a Level 6 qualification for aspiring teachers of Skills for Life subjects: ESOL, Numeracy and Literacy.

Subjects taught in the Post-Compulsory sector are diverse. Find out how your degree relates to teaching in Further Education and sixth form colleges.

Generally we would be looking for applicants who have relevant degrees and would like to teach:

Accounting, Applied Science, Art and Design, Business Studies, Biology, Beauty and Complementary Therapies, Construction, Chemistry, Design, English, Engineering, Early Childhood Studies, Exercise Science, Forensic Science, Health and Social Care, Hospitality, ICT, Mathematics, Manufacturing, Media Production, Media studies, Music technology, Multimedia, Performing arts, Photography, Physics, Retail, logistics and distribution, Sports Studies, Special Needs, Travel and Tourism, Uniformed and Public Services.

The course offers initial teacher education for those who wish to be employed in a variety of post-16 educational and training establishments and will eventually enable the holder to submit evidence for Professional Formation and QTLS status once registered with the Institute For Learning (IfL). It is not therefore an appropriate training course for applicants who wish to teach in primary or secondary schools. It does not confer qualified teacher status (QTS) and does not provide the participant with a DFES number.

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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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The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status). Read more
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status).

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​The PGCE Secondary programme is taught from one of the largest centres of teacher training in Wales and the UK. ​It provides a professional training for graduates who wish to teach the following subject areas. Read more

Course Overview

​The PGCE Secondary programme is taught from one of the largest centres of teacher training in Wales and the UK. ​It provides a professional training for graduates who wish to teach the following subject areas:

•Art and Design
•Biology with Science
•Chemistry with Science
•Design & Technology (specialising in Resistant Materials & Systems or Food & Textiles)
•Drama
•English
•History
•ICT and Computing
•Mathematics
•Modern Foreign Languages (specialising in either French, French and Spanish, or French and German)
•Music
•Physical Education
•Physics with Science
•Wel​sh​​

Financial incentives and training grants are currently available for certain pathways depending on your undergraduate degree classification.

See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Secondary-PGCE.aspx

​Course Content​​

The programme is mainly school based in line with government requirements with 24 out of 36 weeks spent in partnership schools, where student teachers work with a subject specialist (the subject mentor) and a senior member of the school staff (the senior mentor). The university-based modules comprise of initial professional development and curriculum studies in the subject in which the student teacher is specialising.​

Welsh medium school placements are available within all subject pathways in Cardiff Met's PGCE Secondary programme. Apart from the PGCE Welsh programme, all subject areas are taught through the medium of English, but all school placements and a significant element of the professional development on the programme can be undertaken through the medium of Welsh.

Welsh language support is given to students wishing to teach through the medium of Welsh to enhance their language skills.

Learning & Teaching​

​A wide variety of learning and teaching strategies is used within the Programme including directed study. The latter encourages students to make use of Cardiff Met library and ICT facilities to support their own learning.
School Experience

Students will participate in the following teaching and learning situations:
- Observation of mentors, other teachers and pupils at work and the recording of findings.
- Collaboration with peers, with mentors, with other teachers and with tutors, in delivering parts of a lesson or a whole lesson.
- Teaching whole-classes and groups of pupils by taking the sole responsibility for them in various formal settings.
- Reflection and Evaluation individually, with peers, with mentors, other teachers and tutors.
- The University-based Programme
- Students will participate in the following learning and teaching situations:
- Lead Lectures or Presentations
- Seminars
- Tutorials
- Directed Study
- Practical/Workshop Sessions
- Blended Study
- Much of the work in University-based sessions will be of this nature and may involve tutors and students in:
- Adapting theory to practice
- Engagement in the use of a variety of teaching materials;
- Participation in a variety of teaching approaches and techniques;
- Familiarisation with the National Curriculum and the post 16 curriculum;
- Working individually, collaboratively and in groups;
- Assessment and monitoring of performance;
- Observation and recording;
- Developing lesson and wider planning skills;
- Individual study;
- Use of libraries and other information systems;
- Role play;
- Visits to various sites.

- Contact Hours
Contact time will vary during school experience placements. Trainees will be expected in to be in school 4 days a week and many of these days will extend beyond the pupils’ timetabled teaching day. All trainees will be in university on a Monday and will have 4 hours contact time with a tutor either in subject groups or IPD groups.

- Work Placements / Work Related Experience
Placement/Work-based learning forms a planned and intended part of an academic programme. It typically takes place outside the university with the support of a placement provider. Please note: all students who opt to complete a placement with children or vulnerable adults will need to hold a current DBS disclosure from Cardiff Metropolitan University. If you have a placement/work-based element to your programme, you will normally be provided with a Placement Handbook.

- Programme Specific Work Placements / Work Related Experience
Student teachers gain experience in three schools. All students will visit at least one primary school. Students from all subject areas will gain substantial experience in two secondary schools.

Details concerning school experience regarding roles and responsibilities (mentors, tutors, students) and how it is structured can be found in the SEWCTET Partnership Handbook, which is also available on the university virtual learning portal.

Assessment

Student teachers will be assessed both on practical teaching and academic assignments. The latter is assessed at Masters level and affords student teachers 60 credits at 'M' level. A pass is required for both school and university based modules. Progress is monitored by continuous assessment of student teachers' competence against statutory standards.

There is no formal end of programme examination.

Employability & Careers​

The PGCE Secondary programme provides student teachers with a Post Graduate Certificate in Education (PGCE), 60 credits at Masters level and recommendation for Qualified Teacher Status (QTS). It provides opportunities for employment at the secondary level.

What can I expect to earn when I start teaching?
Information can be obtained from the Training and Development Agency for Schools website: http://www.education.gov.uk/get-into-teaching/salary.aspx and from the Teacher Training and Education in Wales website at: teachertrainingcymru.org/node/10.​

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Pathways. - Professional Graduate Certificate of Education (PGCE) PCET. - Professional Certificate of Education (PCE) PCET.​. Read more

Course Overview

Pathways:
- Professional Graduate Certificate of Education (PGCE) PCET
- Professional Certificate of Education (PCE) PCET.​

The PGCE PCET is aimed at graduates who want to teach in their degree subject or graduates with a further qualification in the subject area in which they aim to teach. They will also be teaching or actively seeking teaching in the post-compulsory sector of education and training. Students do not need GCSE Maths or English to apply for this course.

The PCE PCET is aimed at students with a Level 3 qualification (NVQ3, OCN 3, A Level equivalence) preferably in the subject they are teaching or want to teach. The programme is for students who have experience in their subject areas and who wish to further their experience by teaching in the PCET or lifelong learning sector. Students do not need GCSE Maths or English to apply for this course.

Graduate and non-graduate entrants will follow the same learning pattern but, in compliance with the requirements of QAA, be taught at the differentiated levels for undergraduate study in Year 2.

- Prepare to Teach
The Preparing to teach 10 week taster course is for students with a Level 3 qualification who do not wish to undertake a two-year programme of study but who want to teach. This is an equivalence of Module 1 of the PGCE or PCE. Students would then be exempt from this module should they decide to apply for the PGCE or PCE at a later date.

See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Post-Compulsory-Education-and-Training-(PCET)-PGCE-PCE.aspx

Course Content

The Post Compulsory Education and Training (PCET) sector is an area of growing importance in a world of rapidly evolving economic and social change. As individuals face the need to upgrade their skills in order to meet the requires on the world of work, educators in the Post 16 sector have a key role to play in helping them to achieve their learning goals

The Cardiff Met PCET programmes have been devised to introduce you to teaching in the post compulsory education and training (PCET) sector including tertiary, further and higher education, adult and community education, vocational and 14- 19 education as well as training in the private sector or work-based learning environments. These two-year part time programmes will engage you in both academic and practical assignments.

The ethos of the programme is predicated upon student-centred learning which includes the interchange ability of staff/student roles, the pooling of intellectual resources and experiences and the structured opportunities for skills-sharing.

The general aim of the programmes is to produce teachers or trainers who can demonstrate competence across the range of roles and tasks related to the design, delivery, management and evaluation of learning. Students will leave the programme equipped with the necessary skills and knowledge that underpin the performance of those tasks expected of the professional educator or trainer in the post-compulsory sector.

The programme aims to provide a high quality and professionally appropriate experience that offers the opportunity for students to develop their abilities to plan and undertake projects related to practice; further to link their practice to theory in a critical and evaluative way. It aims to equip students with the skills to engage with the concept of reflective practice and to select areas of professional relevance for their study.

The overall aim is to create 'reflective practitioners'.
Modules:
Year 1
- Level 4 Preparing to Teach
- Level 5 Delivering Learning and Teaching
- Level 5 Reflective Practice 1

Year 2
The following modules are delivered on both programmes - the PCE PCET are delivered at Level 5 and the PGCE PCET at Level 6
- Context of PCET
- Professional Development in PCET
- Teaching and Learning Strategies in PCET
- Curriculum Planning and Design in PCET
- Subject Pedagogy and Reflective Practice 2

The Course Team reserve the right to amend the programme to ensure compliance with professional standards.

Learning & Teaching

The programme team recognises that adult learners bring with them experiences which can be used as a resource for learning. Consequently formal lectures are not a feature of this programme. We expect all sessions to involve students actively participating in their learning.

The overall emphasis will be on working together and effectively utilising the experiences and skills that the individual learners bring to the group. This student-centred approach allows students to take responsibility for their own learning. Tutors are seen as facilitators of learning, providing resources, supporting, stimulating and challenging where appropriate.

To this end the teaching methods on the programme will include:

Input from tutors. These can be useful in providing new or up-to-date information to larger groups provided there is an ongoing opportunity for questioning and participation. They will be used sparingly on the programme to generate interest in new subjects and provide information for future discussion, analysis and evaluation.

Small group work. This will be one of the key strategies utilised. The major aim of these activities will be to develop skills relating to thinking, discussion and the presentation of information. Students will be able to practise their communication skills, listen to other group members, support weaker peers and observe group dynamics in action. They will have extensive opportunities to develop their presentation skills in a safe environment and learn how to give encouraging and constructive feedback to their colleagues. Methods utilised will include:
- Ice-breaking exercises
- Team-building exercises
- Workshops
- Buzz groups and brainstorming
- Simulations
- Case-studies
- Role plays

Seminars. These will be led by programme members and will allow them to further develop their presentation and delivery skills. They will be designed to allow group members to explore issues relating to their own institutional settings or their academic specialisms.

Individualised learning periods. Directed self-study allowing programme members to learn at their own pace outside the framework of class activities. The number of hours of self-study varies for each student and it would be worth discussing this with your personal tutor at the start of the year.

Tutorials. Group members will meet with their individual tutors at regular intervals to reflect on their learning experiences, share concerns and problems and set learning targets.

Moodle is Cardiff Met’s virtual learning environment and you will be able to use this to access materials/information relating to the programme from a networked PC. Moodle will also be used for academic and social online discussion forum, blog discussions and for online learning resources.

Assessment

You may be assessed by a combination of assessment methods appropriate to the PGCE and PCE programme levels and may include:
- Written assessments (WRIT) such as reports, self-reflections, analytical documents, case studies, online blogs, peer assessments, essays;

- Presentations (PRES) and Microteaching sessions which may be individual and/or group; seminar; (non)-interactive; with audience;

- Practicals (PRAC) such as individual and/or group; coaching; mentoring;; performance;

- Portfolio (PORT) that includes a collection of evidence, frequently including a contextual statement; poster; website;

- Placements (PLAC) such as a fieldwork placement; school placement; experiencing the world of work.

The programme is continually assessed through module assignments and two hundred hours of supervised teaching experience to include 130 hours of direct teaching over the two years.

Students will undertake four observed teaching hours in Year 1 and four in Year 2. Each of these will require written preparation and also a self-evaluation report following the observation.

Employability & Careers

The PGCE and PCE PCET will qualify you to teach in Further and Higher Education, youth, adult and community education, 14- 19 sector, work-based education, training in HMForces, prison, industry and commercial training departments.

Students who have completed this course have gone on to part or full-time teaching in the post compulsory sector of education and training, usually teaching their subject and other subject related areas. All graduates leaving the course are signposted to Cardiff County Council and Cardiff Met’s Widening Access department as potential adult education tutors for outreach and summer school activities. .Some students are offered teaching opportunities by their mentor once they have graduated.

​Progression Routes:
Non-graduates successfully completing the PCE (PCET) will gain 120 credits at levels 4 and 5. Students would be able to progress on to a degree programme in their specific subject discipline.

Graduates completing the PGCE (PCET) will gain 120 credits at levels 4, 5 and 6. Students can then progress onto Masters programmes within their particular subject area.

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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The MA Education is designed so that you may enter with or without qualified teacher status and also study full or part-time. All students follow the same modules but over a different time scale. Read more
The MA Education is designed so that you may enter with or without qualified teacher status and also study full or part-time. All students follow the same modules but over a different time scale.

This course offers you flexible professional and personal development opportunities. It is ideal if you are a teacher, either experienced or recently qualified, or another educational practitioner working in:
-An educational setting.
-A role supporting some aspect of learning.
-An education care role.

The course is practice-oriented so your work is focused on your workplace or community setting. You develop a reflective and critical approach to issues arising from your practice. You draw on your professional experience and link this to research, policy and new approaches to develop your knowledge base and critical evaluation skills. Through this learning you are able to develop and influence practice in your current and/or future context.

The course helps you to develop your:
-Professional knowledge and understanding of practice in your context.
-Enquiry and practitioner research skills.
-Academic skills.
-Employability skills that link closely to your education specialism and career aims.

You can focus your studies on:
-Any age phase of education – early years, primary, secondary, post 16, higher education.
-Professions allied to education such as learning mentor, arts education officer or those responsible for professional development.

You develop knowledge and skills in
-Building a knowledge base to enable critique of policy and practice.
-Professional work-based learning.
-Professional reflection.
-Practitioner enquiry.
-Developing practice and innovation.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/mapgdippgcert-education

Course structure

Full time – 1 year.
Part time – typically 1 year to certificate, 2 years to diploma and 3 years to masters.
Starts September.

Core modules
-Curriculum design and innovation
-Comparative studies of professional practice
-Contemporary issues
-Reflecting on professional practice
-Educational enquiry

Assessment: assessment is by 100% coursework and includes presentations, reflective accounts, individual and group activities, essays, research reports.

Other admission requirements

Accreditation of Prior Credit and Learning (APCL)
-If you have existing masters level credit from previous postgraduate study, you may be eligible for exemption from some elements of the early stages of this course. In order to be considered for possible exemptions which, if approved, would also reduce your overall course fee, you would need to provide a full transcript of your postgraduate credits with your application form by the end of July.

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The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status). Read more
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status).

Read less
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status). Read more
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status).

Read less
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status). Read more
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status).

Read less
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status). Read more
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status).

Read less
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status). Read more
The one-year PGCE is, by necessity, an intensive and highly demanding course and prepares you to teach children designated 11-16 with the option of receiving enhancement at post 16 level; successful completion of the programme enables the University to recommend QTS (Qualified Teacher Status).

Read less

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