Certificate in Education (Education and Training)

What will I study?

The course is comprised of 6 modules that will prepare you for a career in teaching in the very exciting and evolving Further Education and Skills Sector. The course will introduce you to planning and principles of learning together with methods of teaching, learning and assessment. You will also learn about the underpinning educational theory to support your teaching practice and professional development.

Year 1

TS1106 Preparation for Education and Training (Level 4)

This module is designed as an initial 'toolkit' for trainees wishing to commence a teaching career within the Further Education & Skills and Higher Education Sectors. All teaching strategies will aim to develop a confidence in trainees to undertake the role of teaching and develop informed reflection that will help to shape their own actions. Personal research and collection of data around teaching and learning is introduced through the observation of practitioners away from the classroom setting and production of observation reports. The keeping of a professional journal to capture critical learning moments and learning while on the module is an important part of the module process. Trainees prior knowledge and experience of teaching will be assessed in order to provide differentiated activities to promote learning for all.

TS1107 Teaching, Learning and Assessment (Level 4)

This module will prepare you for basic classroom management and delivery of learning through developing skills in a broad range of learning, teaching and assessment strategies. This module will also deal with the application of resources used by trainees in preparing and facilitating learning with their groups. Trainees will examine all aspects of the learning and teaching cycle in relation to their own practice. They will also focus on the importance of functional skills for their learners and be introduced to the appropriate embedding of support for these within their subject area.

TS2304 Curriculum Design and Assessment (Level 5)

Trainee teachers will discuss how learning, teaching and assessment can be aligned and designed to meet a range of needs.

Year 2

TS2301 Practitioner Research: An Action Research Approach (Level 5)

This module aims to build on an understanding of professional practice created in earlier modules Action Research as an approach is explored together with qualitative data collection methods. Understanding the need for, and effecting change is an important role for practitioner research and this module allows learners the opportunity to undertake a piece of small scale Action Research into their own practice and draw conclusions from the evaluation of data collected.

TS2306 Contemporary Issues in Education and Training (Level 5)

The aim of this module will be to address contemporary issues in education and training and the content will be expected to change and develop in response to current concerns. However, there will remain a constant core of themes central to the national debate and these will include the identification of significant aspects of government legislation, policy and control; management strategies and styles; funding and performance indicators; quality assurance and inspection; unemployed youth and vocationalism; innovations in curriculum, teaching, learning and assessment; access to education.

TS3301 Developing teaching, learning and assessment (Level 6)

The aim of the module is to continue to develop the link between educational theory and its practical application in teaching placements, in order to enable trainees to develop towards their full potential as successful teachers. There is a focus on the continued development of differentiation for meeting the needs of all learners and on inclusive practice, which will provide trainees with the skills to successfully promote learning for a range of learners with a variety of needs and backgrounds. The module also aims to enable trainees to broaden their view of the sector, by working with and observing their peers in other teaching settings and by reflecting on and evaluating practice in terms of its ability to facilitate inclusive learning for all students.