Course Summary

The Certificate and Professional Graduate Certificate in Post-Compulsory Education is a recognised teaching qualification for staff in all areas of post-16 education, and can be taken at two levels - Certificate and PGCE.

The course is accredited by the Lifelong Learning UK Sector Skills Council, and provides core professional training for those involved in the post-compulsory education area, while addressing the national standards for teaching and learning in further education.

The course is based around a spiral curriculum, which demonstrates how the components are interlinked. This structure also allows topics to be revisited in greater depth as the course progresses. The course is designed to be directly relevant to your work, allowing you to develop your understanding of learning and teaching processes and management.

You will be required to attend classroom sessions for four to five hours per week; it is also expected that you will supplement this with self-directed study. Assessment is via a system of credits, which are awarded when you demonstrate that you have met the required learning outcomes. There are no assignments as students negotiate their evidence through the use of a learning contract. This enables a personalised approach to teaching, learning and assessment.

Why choose this course?

Students from this course have progressed to a wide range of teaching careers in Further, Higher or Adult Education and post-16 education.

During this course you will:

• Study a course relevant to your current professional development needs
• Have the opportunity to study for your CertEd or PGCE part-time
• Experience a recognised route to QTLS
• Attend study days which enable subject-specific development and professional networking

Areas of study you may cover on this course include:

• Planning and preparation for teaching and learning
• Theories and principles of teaching and learning
• Assessment and evaluation
• Curriculum design and organisation
• Action research
• Policy and organisations

CEPCE

Assessment

The assessment strategy is purely outcomes-based. There are no tutor-set assignments. Instead, students decide what evidence they will submit to address the specified module outcomes and assessment criteria, at the required academic level. They have the opportunity to use a submission proposal or learning contract to confirm at the planning stage that if they deliver what they promise, it will meet the requirements.

Marking is on a pass/fail basis only.

This approach has been adopted for the following reasons:

• It ensures the relevance of submitted work to the learning needs of the student, and encourages links between theory and practice


• Given the diversity of settings and subjects the students teach, it would be very difficult to devise assignments of any other than the vaguest specification which could be addressed by all the students


• The LLUK requirements now specify assessment criteria (which are no such thing, but sub-outcomes), all of which have to be met. It is not possible to devise assignments which cover them all in any sensible way


• The specification of academic level is achieved by explicit reference within the additional programme-specific outcomes


• The approach is student-centred and puts the student in the driving seat

The pass-fail marking is adopted as more suited to the negotiated, outcomes-based assessment regime. Marks or grades do not convey much information when the submitted items of work are not comparable other than with reference to the outcomes. Students receive detailed feedback on their submissions both on the text itself and on the marksheet.

In some cases, notably the Professional Practice modules, requirements are specified for documentation, such as the inclusion of teaching observation reports.

Assessment Differentiation (PGCE/Cert Ed)

The two different awards within the Programme (Cert Ed and PGCE) are taught together, and differentiated only through the level of assessment.

Each module shares with all the others several Outcomes, including one about academic level: Further develop skills in addressing outcomes at the appropriate academic level.

The determinant of appropriate academic level is the rubric appended A.

The Programme provides for students to step up or down between levels, subject to the approval of the Course Board sitting in Management mode.

Assessment Points:

There is one formal assessment and progression point, the deadline for which is the third Monday in August.

There are informal dates in January and May for which students are encouraged to produce and submit work; it is marked and moderated and samples sent to the external examiners; data is prepared and checked for the MIS but there is no formal meeting of the

Assessment Board until the second week in September.

Course Learning Outcomes

On completion of the course, you should in the context of your professional discipline.

1. Be able to demonstrate your understanding of the core elements of the professional teaching task, in respect of:

- Curriculum planning.

- Diagnosing and providing for the needs of students at a variety of levels in your discipline.

- Design of taught sessions using a variety of methods and media.

- Assessment and evaluation of teaching.

2. Have demonstrated your competence in:

- Planning, delivery and evaluation of taught sessions.

- Communicating effectively with students.

- Using a variety of resources and media to support teaching.

- Facilitating students active learning.

- Assessing student learning and performance.

- Evaluating and further developing your teaching.

3. Have understood and shown your ability to apply professional values appropriate to teaching in post-compulsory education, including those of:

- Respect for students and their potential and needs.

- Equal opportunities and inclusivity.

- Professional obligations for the delivery of high-quality services.

- Commitment to development of your proficiency in your original discipline.

- Effective working as a member of an organisation and of a team.

- Reviewing and revising practice in the light of increased understanding and of external change.

The following outcome is included for completeness and to facilitate compliance with the requirements of the curriculum structure grid below, it is implicit in the others above:

4. In accordance with university policy, have confirmed and / or further developed the already high standards students will already be capable of demonstrating by virtue of their existing jobs, in respect of skills in.

- Communication, over and above 2b and 3e above.

- Information literacy, over and above that implied in 1c and 2c above.

- Research and evaluation, over and above that implied in 1d, 2f and 3f above.

- Creativity and critical thinking, as embodied in the programmes generic assessment criteria.

External Benchmarking

LLUK (Sector Skills Council)

The academic level is determined with reference to the Higher Education Qualifications Framework at Certificate Level (QAA, 2001)

Educational Aims

• To provide a core professional training in teaching for staff working in the area of post compulsory education


• To provide opportunities for staff additionally to pursue relevant areas of professional educational interest in greater depth through Professional Practice modules


• To equip staff to understand and work with professional, organisational and policy change in this area of education


• To provide an effective base for further personal and professional development by the encouragement of reflective practice


• To enable participants to gain Qualified Teacher: Learning and Skills (QTLS) and associated awards

Subsidiary aims

To this end the programme will:

• Provide a sound base of research and theory to inform understanding and debate about the practice of teaching in this sector of education


• Provide a structure for tutor and mentor supported practice experiences, providing students with guidance and feedback to encourage learning from their concurrent teaching experience


• Encourage discussion and learning from each other; recognising that there are very few single correct ways of working in this diverse sector, and that each student needs to develop her or his own approach based on reflection, feedback, and critical analysis


• Enable students to explore in greater depth their own particular areas of practice (usually but not always, in the subjects they teach) through a network-wide series of study days

Incorporate the requirements for the demonstration of the minimum core of knowledge and skills to support learners in language, literacy, numeracy and ICT. (See section 7 of this document).

Student support

All students are allocated a personal tutor, and a work-based mentor.

Induction takes place in individual centres, supported by visits from university staff to ensure that all students are aware of university facilities and procedures.

Students can make use of student support services offered both by the University and by their college centre.

Team working

Throughout the course students work extensively in groups both in and out of class, face to face and on line.

They support and provide feedback for each other through a peer observation scheme.

Many modules include presentations by groups of students. Collaborative working on assessed work is encouraged as long as individual contributions are identifiable.

Every module has a generic outcome which reads:

Further develop skills in collaborative working and contributing to the learning of colleagues.

The Interest Groups constituted at the Study Days are based on shared subject interests or areas of practice, but are initially stranger groups which are charged with working together on line between the Study Days themselves, and producing specified material and a report.

Career Management Skills

All students undertaking the part-time version of the programme are required to be employed as teachers in a post 16 setting (sometimes that is an ancillary role to another, such as nurse in NHS settings) when they start the programme. Occasionally, students who undertake voluntary teaching are accepted, but special conditions need to be satisfied. Students are therefore on a career path and the course is taken in service.

However, the field is changing rapidly. As students share their experiences in all modules, career management is a constant topic of conversation. It is addressed more formally and systematically in Module 7, Policy, Settings and Practice which discusses policy initiatives and practical developments, and career issues for current students. The module is partly negotiated, as are others, but may include visiting speakers from inter alia the Institute for Learning, the local Learning and Skills council, and specialist practitioners such as prison educators, illustrating the available opportunities for completing students.

The peer observation scheme is also set up so that students are exposed to areas of practice they have not previously encountered, and this has on occasion led to changes of track for participating students.

It should be noted that a large proportion of students undertaking the course in college centres may well already be employees of that college; far from seeking opportunities to engage students with management for career purposes, the task of the programme management team is to maintain an appropriate and constructive boundary.

Career/Further study opportunities

Career:

QTLS is now required of all new teachers in state-funded further education. The programme leads both to the nationally-endorsed Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and also to the university award. It is available not only to new entrants to teaching, but also to established staff who do not hold a recognised teaching qualification, as a portal to promotion and advancement.

The Cert Ed, as it is universally known, is also accepted as the generic teaching qualification for staff in other more specialised areas of post-compulsory education and training, including public services (including uniformed services and the military), business training, and adult education.

Further study:

Teachers of adult basic skills (literacy, numeracy and ESOL) are required to possess additional accredited qualifications beyond the Cert Ed/QTLS; the university has a programme of dedicated Diplomas in these areas (and in mentoring and ICT) which are offered in the college centres as required.

It is possible to top up beyond these awards to a BA (Hons) degree.

Entry

Additional:

• Candidates must be able to communicate clearly in spoken and written standard English, and demonstrate appropriate skills in numeracy (NQF level 2)


• The simplest way of showing this is a pass at Grade C or above in GCSE English and Mathematics, but other forms of evidence are equally acceptable, providing that they can demonstrate their equivalence at interview


• Candidates need to bring documentary evidence to their interview. If documentary evidence is not available, they will be asked to undertake a skills test. (Such skills tests are standard practice in all partner college offering the programme, but they do not standardise on a particular version. In the interests of practicality, the programme is content to allow each college to use its own version)


• Students will be informed that they might in any case find it useful to do such a test if they have been out of formal education (in a student role, of course) for some time. They will have to undertake a similar test for QTLS (Qualified Teacher Learning and Skills Status), and we would not want anyone to be too distracted by having to work hard to meet the grade for that


• Candidates must not have been previously excluded from teaching or working with young people. (If they are planning or applying to work with young people under 16 [perhaps as part of a 14-19 curriculum] your employer will need to seek Criminal Records Bureau clearance, although under some circumstances you may be liable for the fee. See www.crb.gov.uk for details)


• They must be engaged in teaching in post-compulsory (i.e. Further, Higher or Adult) education for at least 75 hours per year


• For the Certificate in Education, they must have suitable qualifications (normally at NQF Level 3 or above) in the subject they teach

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

Modules 1-3 and 5-7 are more or less conventionally taught modules, subject to the policy outlined below. Each one represents 150 hours of study, of which only 24-30 hours will be classroom based (being two hours per week for a term). This means students have to be prepared to do a fair amount of studying on their own, although since that study is related to their ongoing practice as a teacher, it will not all be purely academic.

The Professional Practice modules are mentored and tutored, supported by group sessions, but closely integrated with students own teaching practice.

Taught Sessions and Personal Study:

An important working principle in the delivery of the Course is that taught sessions will be used for those activities for which they are most appropriate. This means:

• That they will not generally be used to pass on information which you can get as well or better from personal reading, or BREO etc. They will however provide students with guidance on that reading, and may be used for discussion and exchange of information about it (including such activities as book review circles)


• They will make full use of the fact that the students are gathered together in a group, and promote learning from each other as much as possible. This is why attendance at the sessions is important not only for the individual student, but also for everyone else, and why we insist on attendance for at least four out of every five sessions


• They do not pretend to cover all the Indicative Content of any module

So the taught sessions use a variety of teaching approaches, including seminar sessions, small-group work, action learning sets, practical and theoretical exercises, role play and student presentations and even the occasional formal lecture. Students are expected to undertake specific work between sessions in order to benefit from subsequent sessions. They are encouraged to draw on their own teaching experience and where relevant to present for discussion material they have prepared.

The details of each teaching sequence are negotiated with the group at the start, using a base-lining exercise to work out how the groups time together can most profitably be used. In general, as they progress through the course, more of the onus for learning passes to the students themselves as they increasingly teach each other.

The face to face teaching tries to embody the best practice in this kind of adult education, and in addition to formal evaluation and review procedures at the conclusion of each module, tutors encourage students to discuss the teaching methods being employed and their effectiveness as we go along.

Professional, Statutory and Regulatory Body Accreditation

Lifelong Learning UK (SVUK).

Students with disabilities

In practical terms, since this is a part time programme and requires that students demonstrate that they will be teaching for at least 75 hours per year, the requirement to address disabilities is more applicable to their employers. In particular, recruitment of students with disabilities depends on their representation in the PCE teaching workforce.

However, all centres have policies on addressing all forms of special educational need, and the programme has in the past demonstrated its ability to support students with for example, dyslexia, as well as sensory and physical disabilities, and to accommodate their needs within its assessment regime. The programme seeks to model good practice in this area.

Skills Development

Communication

To help with the development of this you will:

• Be continually engaged in group- and whole class-based discussions and exercises


• Prepare and deliver material for presentations


• Negotiate assessments


• And of course teach

Information Literacy

To help with the development of this you will:

• Use ICT for the preparation of assessments and teaching material


• Research assessments using the library and where appropriate the net


• Confer with others on Study Day material using the VLE


• Quite possibly use ICT to support empirical research into your teaching practice

Research and Evaluation

To help with the development of this you will:

• Use and critically assess the value of published research in developing practice


• Evaluate your own teaching practice from the very start of the course


• Provide formative feedback as a critical friend to colleagues on the course


• Undertake an action-research project as part of the Professional Development and Action Research module in Year 2

Creativity and Critical Thinking

To help with the development of this you will:

• Satisfy the following assessment requirement across all modules (according to the level of study)


• At Level 4, you need to review your own practice and performance and evaluate it with reference to standard criteria and work out ways of maintaining and improving its quality


• At Level 5, you will have a clearer view of your performance and practice, in relation to its context. You will be moving beyond the standard criteria to develop your own additional and focused approaches to reflection and evaluation.


• At Level 6, you will have a sophisticated approach to critical reflection, aware of the values and tensions implicit in educational practice, and capable of working systemically as well as personally to address them. (Handbook section 5.8.2)

Develop creativity through the creation of curricula, schemes of work, lesson plans, exercises, and presentation material, and spontaneity and ingenuity in teaching it all.

Improving learning and performance

Self-evidently, in a course which is explicitly addressed to helping its own students to develop their learners learning and study skills, and which moreover sets out its stall as seeking to embody best practice in adult education, this topic permeates all aspects of practice, among them:

• Every student has a personal tutor, based in the college centre, who supports them using the learning contracts associated with each module and more holistically through the Professional Practice learning contract, which provides explicitly for self-assessment against programme objectives and for personalised ojective setting and monitoring through a Personal Development Planning section


• Every student also has a work-place based mentor, who will be a specialist either in the subject or in the level at which the student teaches. Mentors are nominated by students, but appointed trained and paid an honorarium by the university. Students are encouraged to separate formative programme mentoring from any other more prescriptive form provided by their employers


• Feedback from assessments is detailed, and tutors are available to discuss it on its return. This facility is used quite extensively, particularly in respect of the dry-run assessments. Students are encouraged to negotiate and submit part of the assessment for the first module of the year about half-way through the Autumn Term in order to get formative feedback, and to identify any shortfall in academic practice which may be evident. If the work falls short there is no penalty for resubmission; if it is satisfactory, that part of the main assessment is deemed to be complete


• The Professional Practice 2 module at the end of the course, possibly linked to the Professional Development and Action Research module, enables students not only to negotiate the content of a final project, but also some of the assessment criteria to be adopted for it

Progress files

Within the course, Progress Files and PDP are particularly associated with the modules Professional Practice 1 and 2, which were explicitly designed as containers for this material, extracted from the standard modules. Their assessment requirements (which are not of course the whole story, see below) include:

• The Professional Practice learning contract, incorporating the continuing self-assessment instrument against programme objectives, and PDP. The PDP record is structured as an action-planning instrument


• Evidence of teaching practice, including plans and resources prepared, observation records by tutors, mentors and peers, and personal notes on practice. Tutor and mentor observations include action planning


• Edited excerpts from a reflective professional journal. Students are encouraged to keep this throughout the course, but not all of it has to be submitted


• And, a particular requirement for QTLS, evidence of consideration of factors affecting their learners capacities to learn in respect of language, literacy and numeracy

Professional standards

In the restricted sense of the term, the course conforms to the LLUK standards for QTLS, which include professional values.

More generally, the course design incorporates the following values which include expectations of staff and students:

• That you, the students on this Course, are competent adults, already acquainted with the field of work and study and having more or less clear ideas about what you need to learn to improve your knowledge and practice


• That those ideas will vary according to the nature of your experience, but need to be respected, even when it is necessary to show their limitations and to go beyond them


• That you will learn most effectively when you are both involved in and have appropriate control over your learning experiences


• That the accumulated experience of members of the student group is one of the most valuable resources available to the course and every effort should be made to utilise it


• That in view of the continuing change which characterises this area of practice, the ability and motivation to learn from continuing experience through disciplined reflection is a defining characteristic of a professional and should be fostered by the Course


• That the experience of being a learner in a formal educational setting is an important resource in itself, enabling you to appreciate anew the experience of your own students and their corresponding opportunities and difficulties


• That a course which purports to teach good educational practice must itself embody and model such practice and lay it open to scrutiny


• That this includes attention to inclusivity and the active mitigation of disadvantage experienced by minority groups


• And a commitment to the highest standards of scholarship in respect of the disciplines contributing to the course (Handbook 2.7)


• A footnote on the first page of the handbook draws attention to the strains the course can enegender in family life

The first learning outcome of the first module reads; "1. Understand own role, responsibilities and boundaries of role in relation to teaching

• Handbook 5.2 sets out attendance requirements and their rationale


• Handbook 5.3 sets out expectations in respect of inclusivity


• Handbook 5.7.8 sets out ethical considerations in respect of submitted work


• There is guidance on avoiding plagiarism in Handbook Appendix 2; and the Universitys required statement appears as Appendix 3

Strategy for developing and embedding the professional standards

As will be apparent; they are in the Handbook. All students participate in an induction at their local college centre, from their own centre leaders and from a university tutor, which introduces the standards among other items.

Students have input into the management of the programme through the Course Boards, to which each centre contributes both staff and student reports. Where there are concerns about student performance which cannot be resolved locally they are referred to the Programme Leader at the University. The complaints procedure is introduced briefly at Handbook 5.12.1.