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PGCE Teachers of Adult Numeracy


Course Description

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.

This is a full-time pathway for graduates or applicants with an equivalent professional qualification. It is designed for applicants who wish to teach Adult Basic Skills, Numeracy. We expect you to have a relevant Level 3 qualification, e.g. ‘A’ level Maths. Some experience of Basic Skills teaching in further education, normally gained by visiting your local FE college and a relevant degree would also be ideal.

It 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.

Visit the PGCE Teachers of Adult Numeracy page on the University of Wolverhampton website for more details!

Entry Requirements

You must be sure that you wish to embark on a career of teaching in Post-Compulsory Education before applying for this course. You should normally possess a 2:1 degree or equivalent qualification in the subject you wish to teach. Vocational experience within the subject area is highly advantageous. You should normally possess a level 3 qualification (or above) in maths. We also expect you to research your subject area within the post-compulsory context, and to visit a further education establishment to make an informed decision about how your subject specialism fits into the national vocational framework

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Recipient: University of Wolverhampton

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