Lifelong Learning (Pre Service) ProfGCE

Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

ProfGCE Professional Graduate Certificate in Education

Teaching Institution

Wyke College, Bury College, Bedford College, Bishop Burton College, Calderdale College, Doncaster College, East Riding College, University of Huddersfield, Hull College Group, City of Liverpool College, Colchester Institute, Northern College, Nelson and Colne College Group, North Lindsey College, University Campus Oldham (The Oldham College), Rotherham College, Stockport College, Selby College, Scarborough Sixth Form College, Tameside College, Wakefield College, West Herts College, York College

School

School of Education and Professional Development

Department

Department of Initial Teacher Education

Subject Benchmark Statement

UG Education Studies (2019)

Date of Programme Specification Approval

2025-04-01

Version Number

2024.03

Educational Aims of the Course

The course aims to provide initial teacher education for the Lifelong Learning sector which develops excellent practical skills underpinned by an understanding of the theoretical basis for practice. The programme challenges and supports participants to become autonomous, self-regulating professionals with a comprehensive, critical understanding of developments in the sector. Teaching … For more content click the Read More button below. the knowledge and understanding required to plan, implement, assess and evaluate learning in own specialist area; practical skills in supporting and enabling learning; interpersonal skills associated with their intended or actual work role; inclusive approaches to teaching and learning, addressing issues of social justice commitment to, and critical understanding of, professional values, knowledge and skills. 11.1 To develop practitioners who are reflective and enquiring and who think critically and metacognitively about their practice and the contexts in which teaching and learning take place 11.2 To develop pedagogically informed practitioners who are able to facilitate and justify teaching and learning drawing on relevant research and theoretical frameworks 11.3 To develop practitioners who maintain and develop knowledge and expertise as both subject and/or vocational specialists and as specialists in teaching, learning and assessment 11.4 To develop professional practitioners with critical awareness of professional values, knowledge and practice who have high standards of integrity, ethics and professional behaviour 11.5 To develop knowledge and understanding of pedagogical issues relating to English, maths and digital technologies and the personal skills required to use and apply them effectively in learning situations. 11.6 To encourage inquisitive practitioners who actively engage with enquiry concerning the aims and values of lifelong learning and their relationship to social justice 11.7 To develop inclusive approaches to teaching and learning, addressing issues of inclusion and social justice including, but not limited to, disability, age, race, ethnicity, culture, sexual orientation, gender and class 11.8 To develop practitioners who work both autonomously and collaboratively with high levels of effective interpersonal and intrapersonal skills 11.9 To develop and manage learning environments and contexts in a way that promotes learning, progress and achievement and is conducive to safeguarding wellbeing 11.10 To develop the knowledge understanding and practical skills to plan, implement, assess and evaluate teaching and learning 11.11 To develop innovative, inspirational and responsive practitioners 11.12 For trainees to articulate how they are learning to teach and how that teachers’ know-how is contributing to their own students’ learning, progress and achievement, both academically and pastorally The course complies with disability legislation arising from the Equality Act 2010, the Disability Discrimination Act 2005, the Special Educational Needs and Disability Act 2001.

Teaching is a complex activity which depends on the ability to blend formal propositional knowledge with critical reflection and a range of personal attributes, skills and knowledge. The programme aims to provide a thorough grounding in all three of these elements, through learning and assessment activities which model good practice and support the development of trainee teachers. This includes achieving a critical understanding of learning, teaching and training in their social, political and philosophical contexts, but also specifically involves providing trainees with the opportunity to meet relevant professional standards, for example the standards for teachers in the Lifelong Learning sector and the UK Professional Standards Framework for Higher Education. These standards include areas such as:

the knowledge and understanding required to plan, implement, assess and evaluate learning in own specialist area;
practical skills in supporting and enabling learning; interpersonal skills associated with their intended or actual work role;
inclusive approaches to teaching and learning, addressing issues of social justice
commitment to, and critical understanding of, professional values, knowledge and skills.

11.1 To develop practitioners who are reflective and enquiring and who think critically and metacognitively about their practice and the contexts in which teaching and learning take place

11.2 To develop pedagogically informed practitioners who are able to facilitate and justify teaching and learning drawing on relevant research and theoretical frameworks

11.3 To develop practitioners who maintain and develop knowledge and expertise as both subject and/or vocational specialists and as specialists in teaching, learning and assessment

11.4 To develop professional practitioners with critical awareness of professional values, knowledge and practice who have high standards of integrity, ethics and professional behaviour

11.5 To develop knowledge and understanding of pedagogical issues relating to English, maths and digital technologies and the personal skills required to use and apply them effectively in learning situations.

11.6 To encourage inquisitive practitioners who actively engage with enquiry concerning the aims and values of lifelong learning and their relationship to social justice

11.7 To develop inclusive approaches to teaching and learning, addressing issues of inclusion and social justice including, but not limited to, disability, age, race, ethnicity, culture, sexual orientation, gender and class

11.8 To develop practitioners who work both autonomously and collaboratively with high levels of effective interpersonal and intrapersonal skills

11.9 To develop and manage learning environments and contexts in a way that promotes learning, progress and achievement and is conducive to safeguarding wellbeing

11.10 To develop the knowledge understanding and practical skills to plan, implement, assess and evaluate teaching and learning

11.11 To develop innovative, inspirational and responsive practitioners

11.12 For trainees to articulate how they are learning to teach and how that teachers’ know-how is contributing to their own students’ learning, progress and achievement, both academically and pastorally

The course complies with disability legislation arising from the Equality Act 2010, the Disability Discrimination Act 2005, the Special Educational Needs and Disability Act 2001.

Course Offering(s)

Full Time

Full Time - September

Full Time - January

Full Time - September

Full Time - January

Full Time - September

Full Time - January

Full Time - September

Full Time - January

Full Time - September

Part Time

Part Time - January

Part Time - September

Part Time - January

Part Time - September

Part Time - January

Part Time - September

Part Time - January

Part Time - September

Learning Outcomes

On successful completion you will be able to:

Analyse pedagogical issues and principles in own specialist area

Analyse principles underlying the planning and implementation of teaching and learning and assessment

Analyse issues of equality and diversity, inclusion and social justice in lifelong learning

Analyse pedagogical issues relating to the use of English, maths and digital technologies in teaching and learning

Analyse policy context and its impact on practice, curriculum design, delivery and evaluation

Analyse the nature of professionalism in education.

Integrate and learn from theory and practice by using appropriate literature to justify professional practice and development.

Critically analyse the concept of reflective practice and its contribution to teacher learning and development

Use concepts of reflective practice and reflexivity to critically reflect on own learning and development

10.

Critically analyse a range of professional and academic debates to accurately assess own professional development and identify realistic and demanding targets for own professional development.

11.

Analyse research findings and professional debates to design, plan, implement and evaluate appropriate learning programmes

12.

Critically analyse important issues both in the field of lifelong learning, the social, political and cultural landscape more widely

13.

Work effectively in a professional role consistent with appropriate standards of conduct for the sector and be a positive role model to students

14.

Design, plan, teach, assess and evaluate learning programmes, making appropriate use of English, maths and digital technologies.

15.

Demonstrate expertise and skill in inclusively facilitating and supporting learning, monitoring progress and providing guidance

16.

Demonstrate a suitable level of subject/vocational knowledge and engage in developmental activities to maintain expertise and currency

17.

Demonstrate a commitment to developing a wider range of skills which might be used in a wide variety of employment settings

18.

Demonstrate an inclusive approach which values equality and diversity in all written work, professional teaching and/or training experience and day to day involvement in the course.

19.

Demonstrate an appropriate level of personal skills and understanding and use and apply these skills in academic writing, English, maths and digital technologies

20.

Communicate effectively using a range of media

21.

Demonstrate appropriate skills in analysing information and numerical data gathered from a variety of sources.

22.

Draw on a range of sources including observation feedback, observing others teach, mentor and subject specialist feedback to evaluate own teaching effectiveness and establish own development targets

23.

Work effectively with other people.

24.

Demonstrate problem solving skills

25.

Investigate employment opportunities

Course Structure

Foundation Level

Intermediate Level

Honours Level

Honours Core

Honours Option

Interim Award

University Certificate

Teaching, Learning and Assessment

Pre-service programmes are delivered by the university and trainees are recruited, taught and assessed in a well-established network of partner institutions, which together with the University form the Education and Training Consortium. Consortium centres take part in the delivery of the course through formal arrangements, including procedures for validation and … For more content click the Read More button below. A representation of the learning journey of the trainees is set out in the diagram in Appendix NUMBER Teaching and learning activities within the course are based largely on group work and practical teaching experience, although lectures and private study play an important part. Groups may be tutor-led, resource-based or both. Trainees may find themselves working both with other specialists in their own particular field and as members of mixed-discipline groups. Individual and group initiatives are expected and self-directed learning is encouraged. Trainees are exposed to a variety of teaching and learning strategies and are required to reflect critically on these strategies in module assignments. Teaching, Learning and assessment strategies are underpinned by the aim of providing a student experience which enhances professional development and employability through the embedding of personal and professional skills. The teaching programme is supported by visiting lecturers and staff in teaching practice placement institutions with which the School has developed excellent working relationships over many years. The extensive involvement of the School with a network of FE colleges, HEIs and training organisations over a period of some seventy years has strengthened these links considerably. Integration of the taught elements of the course with practical teaching is enhanced by the support of a mentor for each trainee. The following are seen as essential parts of the professional repertoire and activity of a teacher or trainer. There is (intentionally) no separate module within the course dealing with this; instead, course members are expected in each module to develop appropriate skills, knowledge and understanding and to confront the associated pedagogical issues Behaviour Management Equality and Diversity and Social Justice English and Maths Digital Literacies Professional Development Access to the University Library is an entitlement of all trainees (whether University or partner based) and access to the full range of electronic resources is available to all trainees through the Computing and Library Resources website. Formative assessment is provided in the following ways: Each trainee has an e-portfolio which provides a record of the process of initial assessment and ongoing formative assessment throughout the period of the course. Within their portfolio, the trainee keeps records of formative feedback obtained from module tutors and from teaching observations (see below). In addition, the portfolio contains a record of tutorials, meetings with the mentor and of reflections on the trainee’s own progress. During the period of study for each module, trainees will be given feedback on their progress by means appropriate to the nature of the module. For example, this may include individual tutorials or written feedback on drafts of assignments. In the professional practice modules trainees will receive (in addition to the above) detailed written feedback arising from teaching observations. For each module, a detailed record of summative feedback is provided by the tutor. This record contains a section for comments on developmental points arising from the module, particularly where these have significance for future modules. Each trainee is required to have a subject specialist mentor. Mentors for pre-service trainees are provided through the placement institution. The mentor provides regular formative feedback in line with guidance in a Mentor Handbook produced by the University. Practical teaching is assessed by means of the e-portfolio, which brings together a range of evidence including teaching observation reports, planning documents and learning materials prepared by the trainee, and a reflective journal. Teaching observations are internally and externally moderated and moderation reports form part of the evidence required for reapproval events involving partners. Individual modules are assessed in accordance with the strategy identified in the module specification. As a general principle, the assessment strategies are designed to require intellectual rigour, the ability to integrate theory and practice, and the ability to communicate effectively using a variety of media – three key qualities for a teacher. Assessment requirements are normally closely related to the core activities of a teacher and involve a range of tasks including actual teaching, presentations and seminars, project work and scholarly assignments. For all trainees, the University attendance policy applies.

A representation of the learning journey of the trainees is set out in the diagram in Appendix NUMBER

Teaching and learning activities within the course are based largely on group work and practical teaching experience, although lectures and private study play an important part. Groups may be tutor-led, resource-based or both. Trainees may find themselves working both with other specialists in their own particular field and as members of mixed-discipline groups. Individual and group initiatives are expected and self-directed learning is encouraged. Trainees are exposed to a variety of teaching and learning strategies and are required to reflect critically on these strategies in module assignments. Teaching, Learning and assessment strategies are underpinned by the aim of providing a student experience which enhances professional development and employability through the embedding of personal and professional skills.

The teaching programme is supported by visiting lecturers and staff in teaching practice placement institutions with which the School has developed excellent working relationships over many years. The extensive involvement of the School with a network of FE colleges, HEIs and training organisations over a period of some seventy years has strengthened these links considerably. Integration of the taught elements of the course with practical teaching is enhanced by the support of a mentor for each trainee.

The following are seen as essential parts of the professional repertoire and activity of a teacher or trainer. There is (intentionally) no separate module within the course dealing with this; instead, course members are expected in each module to develop appropriate skills, knowledge and understanding and to confront the associated pedagogical issues

Behaviour Management
Equality and Diversity and Social Justice
English and Maths
Digital Literacies
Professional Development

Access to the University Library is an entitlement of all trainees (whether University or partner based) and access to the full range of electronic resources is available to all trainees through the Computing and Library Resources website.

Formative assessment is provided in the following ways:

Each trainee has an e-portfolio which provides a record of the process of initial assessment and ongoing formative assessment throughout the period of the course. Within their portfolio, the trainee keeps records of formative feedback obtained from module tutors and from teaching observations (see below). In addition, the portfolio contains a record of tutorials, meetings with the mentor and of reflections on the trainee’s own progress.
During the period of study for each module, trainees will be given feedback on their progress by means appropriate to the nature of the module. For example, this may include individual tutorials or written feedback on drafts of assignments.
In the professional practice modules trainees will receive (in addition to the above) detailed written feedback arising from teaching observations.
For each module, a detailed record of summative feedback is provided by the tutor. This record contains a section for comments on developmental points arising from the module, particularly where these have significance for future modules.
Each trainee is required to have a subject specialist mentor. Mentors for pre-service trainees are provided through the placement institution. The mentor provides regular formative feedback in line with guidance in a Mentor Handbook produced by the University.

Practical teaching is assessed by means of the e-portfolio, which brings together a range of evidence including teaching observation reports, planning documents and learning materials prepared by the trainee, and a reflective journal. Teaching observations are internally and externally moderated and moderation reports form part of the evidence required for reapproval events involving partners.

Individual modules are assessed in accordance with the strategy identified in the module specification. As a general principle, the assessment strategies are designed to require intellectual rigour, the ability to integrate theory and practice, and the ability to communicate effectively using a variety of media – three key qualities for a teacher. Assessment requirements are normally closely related to the core activities of a teacher and involve a range of tasks including actual teaching, presentations and seminars, project work and scholarly assignments.

For all trainees, the University attendance policy applies.

Study Plans

Support for Students and their Learning

The course begins with an induction programme. In particular, this will include an overview of the course; an introduction to teaching requirements and expectations regarding academic and professional conduct; an introduction to the University’s VLE and e-portfolio: For both the University and the Consortium centre, there will be a guide to Computing and Library Services; an introduction to study skills; an introduction to student services. It will also include an explanation of the Personal Development Planning process both at the University and within the Consortium centre

In order to ensure continuous support and guidance, each trainee has a Personal Academic Tutor (PAT) who will be an experienced teacher educator and practitioner in the field of Lifelong Learning. The PAT may make specific recommendations regarding the trainee's individual programme and will normally be a module tutor, either as a University member of staff or as a University accredited tutor employed by an institution within the Consortium.

The PAT will offer pastoral support, academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the trainee to other university support or Consortium centre based mechanisms as appropriate.

Trainees will be provided with a Student Handbook, which contains inter alia information on university and/or partner facilities, course organisation, assessment regulations, and advice on the presentation of assignments. Trainees will also be provided with relevant information relating to their consortium centre.

The Academic Skills Tutor within the School will be available to provide academic support for a range of purposes including: support for dyslexic students; support for mature students who are returning to study; tutorials for all students covering generic academic skills and academic writing skills workshops. Trainees will receive guidance on academic support within their Consortium centre and will have access to the provision of the University and equivalent services within their consortium centre.

In addition to both the module tutor and the Personal Academic Tutor, who is an academic and experienced in teacher education, every trainee will be required to have a mentor, who will normally be an experienced subject/vocational specialist practitioner within the institution employing or providing a placement for the trainee. The mentor and trainee will meet, normally on at least a fortnightly basis, to address issues arising from the trainee’s development as a teacher and progress on the course. Subject specialist pedagogy will be a key element of these discussions. The mentor will observe the trainee’s teaching on at least two occasions during the course, and provide developmental feedback. The mentor will also be involved in the formative assessment of the trainee’s work on subject specialist pedagogy. Training and support are provided for mentors to assist them in fulfilling their role.

The e-portfolio provides an important focus for identifying and addressing individual support needs. In particular, initial screening of English, maths and digital skills support needs is carried out in the early stages of the course and this leads, where appropriate, to specific support provided by the Academic Skills Tutor (for University-based trainees) or local specialist support (for trainees based in Consortium centres). This is based on further assessment of learning needs, including initial and diagnostic assessment as appropriate. The formal University student support mechanisms are available to all trainees. The course complies with disability legislation arising from the Equality Act 2010, the Disability Discrimination Act 2005, the Special Educational Needs and Disability Act 2001.

Criteria for Admission

Candidates for the Professional Graduate Certificate in Education course must possess, or expect to possess before the start of their programme, a UK first degree or Masters degree (not a foundation degree) or equivalent qualification from a recognised institution. Where the subject for which the degree was awarded is not in (or academically related to) the subject that is being taught, then the applicant will normally need to prove that they possess other qualifications (at NVQ Level 3 or above) that indicate that they may be a credible person to teach that subject.

All candidates will always be interviewed before entry. The interview will seek to establish the potential of the candidate with regard to the demands of the Lifelong Learning sector. Particular emphasis will be placed upon the ability of the candidate to demonstrate a facility to communicate both verbally and in writing to a level commensurate with the professional roles and obligations placed upon them as teachers and role models. All pre-service places are conditional upon the following:

A satisfactory enhanced Disclosure and Barring Service (DBS) check
A satisfactory self-completion health check, conducted by the University’s Occupational Health Officer (pre-service)
Two satisfactory references
Sight of the original qualification related to entry.

Pre-service candidates are not required to provide evidence of teaching placement on admission.

In addition to the above, all applicants must hold a Level 2 qualification in English and Mathematics. Applicants who do not have a Level 2 qualification in English and Mathematics will be asked to complete an equivalency test. 

Applicants who have not completed their education in an English-speaking country must satisfy the University’s language requirements before admission to a course (see http://www.hud.ac.uk/international/apply/). This requirement means that they must have a satisfactory command of the English language in terms of reading, writing, listening and speaking.

Methods for evaluating and improving the quality and standards of teaching and learning

Mechanisms for review and evaluation:

University validation processes, including the School Accreditation and Validation Panel, consider and approve amendments to the course, structure and module specifications
Regular University re-approval cycle for Centres delivering the course
Subject review/RCHE
Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee
External Examiners’ reports
External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.
Internal moderation at regional meetings attended by all Network Tutors in the region who are involved in the assessment process and chaired by a Designated Academic Liaison Officer (DALO)
Internal moderation of teaching observations carried out in each Centre by the relevant DALO in conjunction with the Centre Manager
External moderation of assessed work in conjunction with briefing meetings and discussions between the External Examiner team and University Staff, including Course Leader, Course Examinations Tutor and Network Manager
External Examiners meet in-service trainees during Specialist Module and when carrying out external moderation of teaching observations
Course evaluation by trainees
School Board
Annual staff appraisals
Peer observation of teaching
School Teaching and Learning Committee

Committees with responsibility for monitoring and evaluating quality and standards:

University Teaching and Learning Committee
Quality and Standards Advisory Group (QSAG)
SCCP
School Board
School Teaching and Learning Committee
School Accreditation and Validation Panel
Annual Evaluation Committee
Course Assessment Board
Course Committee
Student Panels
Consortium Centre Committees

Mechanisms for gaining student feedback on the quality of teaching and their learning experience:

Feedback is obtained from trainees through course and module evaluations at the end of each academic year. Student Panels provide another opportunity for trainee feedback. They are held twice during the academic year, and report to the Course Committee. In Consortium Centres, trainee representatives sit on Centre Committees and speak to formal agenda items on trainee feedback.

Staff Development:

Initial tutor and centre manager training for all new staff in Consortium Centres

Monthly development meetings run by the University for staff in Consortium Centres
Regular development meetings for staff in partner colleges supervising pre-service students
Mentor training
Annual staff appraisals
Peer observation of teaching
Staff encouraged to attain appropriate higher degrees
Updating professional and IT/Computing developments
All staff encouraged to attain HE Academy membership
Research and scholarly activity

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Indicators of Quality and Standards

This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

Equality and Diversity

The School of Education and Professional Development operates within, and has a commitment to, the University’s Disability Discrimination and Equal Opportunities policies. This is borne out by ensuring that teaching and learning is inclusive for all students by making appropriate adjustments to teaching delivery and liaising closely with Disability Services as required.

Environmental Sustainability

The Course operates within, and has a commitment to, the School ethos for sustainability. This is borne out by mindful use of resources, full utilisation of the University’s VLE and communicating sustainability agendas as appropriate in the context of teaching delivery.