CERTIFICATE IN EDUCATION Entry Requirements
· An
interview is required prior to enrolment
· A minimum level 3
qualification in chosen subject specialism
· Teaching hours required by
the specific qualification
PTLLS (Preparation for Teaching in the
Lifelong Learning Sector) - no teaching hours
CTLLS (Certificate in
Teaching in the Lifelong Learning Sector) - minimum 30 teaching hours
DTLLS
(Diploma in Teaching in the Lifelong Learning Sector) - minimum 150
teaching hours
· Evidence of a satisfactory CRB check
·
Teaching on a publicly funded course
· Access to a subject specialist
mentor
· Registration with the Institute for Learning (IfL)
Description
The
Certificate in Education is a level 5 course validated by the University
of Winchester in July 2007. The course complies with the New Overarching
Professional Standards in Teaching, training and tutoring in the Lifelong
Learning Sector and required of all teachers entering the sector after
2001. The rationale for the programme is to equip teacher trainees with
the initial knowledge and practical skills required for teaching in the
Post compulsory sector.
Teacher trainees will be encouraged to
become reflective practitioners and develop their subject specialist
skills.
Who should study for the Certificate in Teaching in the
Lifelong Learning Sector?
· Everyone who is thinking about, or who has
started teaching in the Post compulsory sector
Who should study for
the Certificate in Teaching in the Lifelong Learning Sector?
· If you
are teaching students for a minimum of 30 hours either on a 1:1 basis or
groups over the course of two terms
· You may be developing your own
lesson plans or working from prepared packs
· You may be developing
your own resources
· You will be assessing your students and may be
developing assessment tasks
· This would give you the opportunity to
apply for Associate Teacher Learning and Skills (ATLS) with the Institute
for Learning
Who should study for the Diploma in Teaching in the
Lifelong Learning Sector?
In addition to the above requirements
·
you are teaching groups of students for a minimum of 150 hours over two
years
· you are required to develop schemes of work for programmes of
study
· you develop and construct resources
· you advise and
guide your students whilst they are on their course
· you provide
assessment links with awarding bodies
· this would give you the
opportunity to apply for Qualified Teacher Learning and Skills (QTLS) with
the Institute for Learning
Course Content
There are 9 modules
of study over the two years. There are two major themes in the programme.
Year one concentrates on practical skills, year two looks at teaching from
the wider perspective
1.1 Preparation for Teaching in the Lifelong
Learning Sector
This is an introduction to all the aspects of teaching
from the role of the practitioner to the development of lesson plans and
resources and the purpose and organisation of assessment.
1.2
Planning and Enabling Learning
This is an opportunity to examine and
develop lesson plans. The module also encourages the exploration of a
range of teaching methods for different purposes and in different contexts
(classroom, salon, workshop etc). Opportunities for teacher trainees to
develop the learning skills of their own students and opportunities to
recognise and capture learning are also considered
1.3 Managing and
Developing Resources
A range of resources is explored with the emphasis
on appropriate use as an aid to learning. Teacher trainees will be
encouraged to develop their proficiency in the use of a range of resources
including ICT
1.4 Enabling Learning and assessment
A range of
different assessment regimes will be investigated using practical
activities and discussion. The role of the Awarding Bodies and assessor/
verifiers will also be considered. Teacher trainees who are claiming the
CTLLS will undertake a different assessment regime for this, their final
module.
1.5 Theories and Principles of Planning and Enabling
Learning
This is an opportunity to consider the principles of how
people learn and communicate. Teacher trainees will be encouraged to
examine and apply these principles to their own practice and develop their
understanding of their own teaching practice through exploration of the
theory.
2.1 Continuing Personal and Professional Practice
This
is an opportunity to develop the skills of the reflective practitioner
through own practise and the examination of models of reflection. During
this module teacher trainees will be encouraged to identify and undertake
individual professional development and reflect upon the impact on their
own teaching.
2.2 Curriculum Development for Inclusive Practice
Teacher
trainees will be able to research a number of different curriculum models
and explore the purpose of curriculum design with particular reference to
their own work role and subject area. Implications of current principles
of inclusive and personalised learning programmes will be considered and a
range of formal, independent and WEB based learning will be offered.
2.3
Wider Professional Practice
This is an investigation into current and
emerging trends within the lifelong sector. National, European and
International initiatives will be considered. Learners will be encouraged
to make links between their own role and the wider context of lifelong
learning. This includes the desirability of high quality and Quality
Assurance within the sector.
2.4 Action Research
Teacher
trainees will further develop their skills of reflective practice in
undertaking an individual piece of action research that will be directly
linked to their own work situation. The development of research skills
will also be encouraged and teacher trainees will present their findings
to their colleagues as a presentation and report.
Where a course is
aimed towards an assessment/examination, it is expected that all students
will enter for the qualification.
Method of Assessment
Assessment
for the course is through a range of assignments, reports and the
completion of a teaching file of 150 with at least eight observations of
practice offer the two years of the course. Teacher Trainees leaving after
the PTLLS will undertake the module assessments for 1.1, including a micro
teach. Teacher Trainees leaving with the CTLLS will undertake module
assessments for 1.1, 1.2, and an alternative assessment for 1.4.
Additionally they will need to develop a teaching file for a minimum of 30
hours of teaching (either groups or 1:1) and have a minimum of 3
observations of their practice.
The Professional Body may require
teacher trainees to complete an external test for literacy and numeracy
during the first year of their training.
Progression
After
successfully completing their course Teacher trainees can apply to the
Institute for Learning for ATLS or QTLS status. It is anticipated that the
IfL will require a period of 'professional formation' before full status
will be conferred.
Teacher trainees may also wish to progress to
the BA (Hons) programme to further develop their professional, academic
development.
