Post Graduate Certificate in Education (PGCE) (PT)

Post Graduate Certificate in Education (PGCE)

• Key Information
• Course Content
• Additional Information
• How to Apply

Award Type:

Post Graduate Certificate

Level:

Post Graduate

Study Modes available:

Part-time

Delivery Method:

Standard

Course length:

2 years

UCAS Code:

N/A

Venue:

Myerscough College, Preston

Start Month:

September

Entry Requirements:

Admission to the PGCE award within the nationally endorsed LSIS schemes will be open to both new applicants to teaching and in-service teachers, trainers and tutors in adult, community, work-based and further education and the wider Further Education and Skills Sector, who, at the time of starting the scheme meet the following entry requirements:

1. An honours degree or equivalent (sufficient credits at appropriate levels 4,5,6)

2. A Level 3 (QCF) qualification in their teaching subject specialism. Under exceptional circumstances some entrants may hold a relevant vocational qualification of at least the level above that of their learners.

3. Five GCSEs at Grade C and above, or equivalent, to include English. Applicants who do not have English as a GCSE will be required to successfully achieve the University’s diagnostic test prior to entry to the programme.

4. The ability to communicate fluently, accurately and effectively in professional spoken English (IELTS 7.5 or equivalent).

5. A teaching or training contract for a minimum of 75 hours of teaching per academic year for the part time programme, or 150 hours of teaching placement for the full time award. In some circumstances, a voluntary teaching placement may also be possible for part time trainees.

Teaching Hours

The scheme is extremely dependent upon trainee teachers being able to put into practice in their own classrooms the values, knowledge and professional skills they gain through their studies. It is a requirement of the programme that applicants should be employed or in a placement as teachers, trainers or tutors for a minimum of 150 hours during the programme. Whilst this is a benchmark, in cases where the quality, quantity or breadth of the teaching is not sufficient to meet the requirements of the programme, it may be necessary to arrange for trainees to carry out some additional teaching. Teaching practice must be carried out predominantly with groups of learners, although some individual teaching can be undertaken. Effective teaching practice experience should ideally include:

· different teaching practice locations/settings/contexts

· teaching across more than one level

· teaching a variety of learners

· experience of non-teaching roles

In order to qualify for Fellowship of the HE Academy, the trainee teacher must be in-service and teaching in Higher Education.

Course Description:

This qualification, awarded by the University of Central Lancashire, is open to all in-service, pre-service and pre-employment teachers, trainers and tutors in the Lifelong Learning Sector. The certificate is designed for those who are employed in a full teaching role; having responsibility for learners throughout the learning process and engaging in teaching on a range of academic levels within their subject specialism. Full award trainees would be expected to use resources they have designed and evaluated; deliver learning across a range of levels, subjects and learner types; and contribute to a range of programmes of varying lengths.

Preparation for Education and Training

The aim of the module is to cover the requirements for the Introductory Award in Education and Training as defined by LSIS. A second aim is to introduce the trainee teacher to the teaching, learning and assessment cycle and build the beginnings of reflective practice.

Teaching, Learning and Assessment

The aim of this module is to provide a link between educational theory and practical application into teaching through reflective observation of practice. The module also aims to develop confidence and skills in the trainee to meet the changing demands of teaching, learning and assessment and manage the behaviour of learners appropriately. A further aim is to help trainees explore the relationship between their choice of practice strategies and the external and internal influences on their classroom.

Curriculum Design and Assessment

This module aims to develop a holistic approach to planning, teaching, learning and assessment, building on prior knowledge of learning and teaching domains, lesson planning techniques and the development of intuitive practices with regard to learning strategies, group dynamics and student motivation. The study of external and internal influences on curriculum development and design aims to support trainee teachers in creating schemes of work, session plans and resources that provide high quality learning experiences. The module also aims to develop the trainees’ skills in the design and use of assessment as a means for checking, promoting and deepening learning, while stretching learners to meet their full potential.

Developing Teaching, Learning and Assessment

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.

Action Research: Deconstructing Practice

The aim of this module is to enable trainees to undertake a two-stage research activity:

The first stage is the submission of a research proposal which will have as its focus an issue around a small-scale piece of action research embedded in an area of personal practice. After trainees have received tutor feedback on the assessed research proposal the second stage is the implementation of the research and collection of data with a concluding research report.

Contemporary Issues in Education

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.

Assessment:

The assessment strategies are varied but have significant focus on developing knowledge and skills that will be useful in the classroom or workshop, in addition to 'academic' essays and reports.

Assessment of the qualification includes:

- Observations of teaching and training.

- Portfolio of teaching practice.

- Written assignments/ reports.

- Presentations.

- Academic posters (with poster conference).

- Collaborative Peer Project.

During the programme each trainee will be observed eight times.

Course Documents:

Student Handbook (2015 Entry)

Programme Specification and Handbook (2016 Entry)

Myerscough College Policies and Procedures

Links with Professional Body:

All in-service and trainee teachers are encouraged to become a member of the Institute for Learning (IFL)).

Trainees must have a current full DBS disclosure prior to commencing the course

Extra Costs:

Additional costs that are essential for the course include:

Printed Poster for Contemporary Issues Module - £10

Additional costs for opportunities and items that are optional for the course include:

Through the Looking Glass (Action Research) Published Articles - £7

The second year module TS4304 requires the professional printing of an academic poster: This generally costs between £10 and £15.

Books and Journals: A reading list will be issued by Module Tutors who will advise on books to buy. However, there is no mandatory requirement to purchase books.

Stationery and USB drives will be required and are readily available in the College shop.

Learning Environment:

Learning activities on the course are diverse, including lectures, seminars, tutorials and teaching practice. This course makes the most of the extensive College facilities on site allowing trainees to practice in an environment that is realistic for them. Trainees will also be expected to practice within their own declared teaching establishment. Trainees will be expected to undertake independent study and research to support lectures, seminars and assessments. Group work and teaching practice will form an important part of the course. Students will also have access to Myerscough's virtual learning environment.

Although you are undertaking the programme at a franchised centre, you are enrolled as a student at the University of Central Lancashire and have the same entitlements as a student attending the University's Preston Campus including access to the Library and Learning Resources Service, Student Services, Student Loans and membership of the Student Union, etc.

Other Opportunities:

Under the regulations of the Department for Education for the sector, teachers within Sixth Form and FE Colleges must begin an LLUK recognised teaching qualification within two years of commencing employment. A recognised teaching qualification is essential to confirm the original appointment and without it promotion and progress is unlikely and job tenure may not be guaranteed.

For those candidates who may be experienced, and even qualified, within their professional sector, eg police and NHS trainers, undertaking a nationally recognised qualification will provide wider employment opportunities.

What do students think about this course?

“Attending the PGCE course at Myerscough College has been an extremely valuable experience for my career as a teacher. I believe that throughout the course I have made a journey which has definitely helped me develop as a better teacher and has enriched my learning and teaching. As part of the PGCE I was required to work in a group with other trainee teachers in order to observe each other teach and record our experiences and findings in an academic journal. I thought that this particular assessment turned out to be very useful.” Lucia Quartarone

Work Experience:

Learning will be facilitated through a series of small and large group discussions and activities and tutor-led sessions, using focused reading material, hand-outs and materials from the trainees’ own practice. Trainee teachers will experience both didactic and inductive teaching approaches, experiential and enquiry based learning, reflective practice strategies and action research.

Progression:

Upon successful completion, Post Graduate Certificate Students will have 40 credits at Masters Level and can apply to progress onto the MA Educational Research and the MEd as well as the Post Graduate CPD Framework.

What careers can you follow:

In the UK alone there are extensive job opportunities in the Lifelong Learning Sector in FE colleges, adult and community education, work-based learning, the National Health Service and the Prison Service. This course teaches you to plan, implement and evaluate teaching and learning within this ever growing post-compulsory education sector.

How To Apply

To apply for this course please select the coloured tab, relating to the centre you wish to study at, on the right hand side of this screen. You can save your progress if you prefer to do it in stages but you must complete all sections of the form.

Myerscough College - general contact details Address: Myerscough College, St Michael's Road, Bilsborrow, Preston
Lancashire PR3 0RY
Telephone:01995 642222 Email: enquiries@myerscough.ac.uk Individual Learning Requirements Prospective students who have a learning difficulty or disability that may affect their studies should inform the College as soon as possible so that reasonable adjustments can be initiated, as appropriate. Where necessary students will be asked for evidence to help identify appropriate adjustments. If students wish to apply for a Disabled Student Allowance they need to seek advice from Student Finance England (or equivalent) which funds this provision for Higher Education Students. Please note that DSA funding is not available on all courses. Myerscough College is proud to be an Associate School of the University of Central Lancashire

Please note that the information provided in this fact sheet was accurate at the date of publication. However, courses are continually being modified and information is therefore subject to change.