Head of Division Lifelong Learning

Admissions Tutor Lifelong Learning

 Lifelong Learning (Pre Service) PGDip - UH-000866

Candidates for the Postgraduate Diploma in Education Applicants must possess, before the start of their programme, a first degree (not a foundation degree) from a British university, or another award regarded as equivalent by the University of Huddersfield. Candidates will normally be expected to have achieved at least 2(ii) honours and to have potential for postgraduate level study in the field of education. All first and second year modules are assessed at Master’s Level. As a secondary requirement, if this degree is not in the candidate’s main teaching area, they will normally be required to hold a National Vocational qualification (NVQ) level 3 or 4 (or an equivalent qualification), in the subject area forming their main teaching base. Exceptionally, candidates not meeting this requirement who are recommended by their employer following a sustained period of teaching and/or training may be offered a place on the in-service programme. Please refer all such cases to the University Course Admissions Tutor.  Candidates who successfully achieve this Master’s level teaching qualification in lifelong learning may, subject to successful interview, progress to the full MA Education.
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:
<ul>
<li>A satisfactory enhanced Disclosure and Barring Service (DBS) check</li>
<li>A satisfactory self-completion health check, conducted by the University’s Occupational Health Officer (pre-service)</li>
<li>Two satisfactory references</li>
<li>Sight of the original qualification related to entry.</li>
</ul>
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.

UH-000866 -  Lifelong Learning (Pre Service) PGDip

Masters Core

Masters Option

Masters Level

Structure

University Certificate

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

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

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

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

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

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

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

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

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

Critically analyse the nature of educational research and its methodological issues.

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.

Critically evaluate principles underlying the planning and implementation of teaching, learning and assessment

Critically analyse the nature of professionalism in education

Communicate effectively using a range of media

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

Integrate and learn from theory and practice by critically reviewing and evaluating a range of appropriate literature to justify professional practice and development. 

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

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

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

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

Critically evaluate pedagogical issues and principles in own specialist area.

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

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

Mechanisms for review and evaluation:
<ul>
<li>University validation processes, including the School Accreditation and Validation Panel, consider and approve amendments to the course, structure and module specifications</li>
<li>Regular University re-approval cycle for Centres delivering the course</li>
<li>Subject review/RCHE</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>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)</li>
<li>Internal moderation of teaching observations carried out in each Centre by the relevant DALO in conjunction with the Centre Manager</li>
<li>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</li>
<li>External Examiners meet in-service trainees during Specialist Module and when carrying out external moderation of teaching observations</li>
<li>Course evaluation by trainees</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>School Teaching and Learning Committee</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>University Teaching and Learning Committee</li>
<li>Quality and Standards Advisory Group (QSAG)</li>
<li>SCCP</li>
<li>School Board</li>
<li>School Teaching and Learning Committee</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
<li>Course Assessment Board</li>
<li>Course Committee</li>
<li>Student Panels</li>
<li>Consortium Centre Committees</li>
</ul>
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
<ul>
<li>Monthly development meetings run by the University for staff in Consortium Centres</li>
<li>Regular development meetings for staff in partner colleges supervising pre-service students</li>
<li>Mentor training</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>Staff encouraged to attain appropriate higher degrees</li>
<li>Updating professional and IT/Computing developments</li>
<li>All staff encouraged to attain HE Academy membership</li>
<li>Research and scholarly activity</li>
</ul>

UH-000866

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.

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.