Admissions Tutor Lifelong Learning

Lifelong Learning (In Service) PGDip PT - UH-000812

Candidates for the Postgraduate Diploma in Education 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.
In-service candidates are required to provide the University with a written statement from their employer, confirming that a minimum of 100 hours teaching will be undertaken during the course.  The teaching engaged in by in-service candidates for the purpose of fulfilling the above requirements is required to be responsible, paid employment; voluntary teaching is normally acceptable. There are two considerations (applied at the discretion of the Course Admissions Tutor):
<ul>
<li>A candidate undertaking voluntary teaching for a registered charity may be admitted to the course;</li>
<li>A trainee undertaking voluntary teaching in an organisation which has given a written undertaking to support the trainee according to conditions specified by the University.</li>
</ul>
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-000812 - Lifelong Learning (In Service) PGDip PT

Masters Optional

Masters Core

Masters Level

Structure

In line with sector practice, this PGDip is unclassified

University Certificate

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

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

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

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

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

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

Communicate effectively using a range of media

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

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

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

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

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 analyse the nature of educational research and its methodological issues.

Critically analyse the nature of professionalism in education

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

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

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

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

Critically evaluate pedagogical issues and principles in own specialist area.

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

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

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

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation events (for Consortium courses only the following needs to be included: at the University centre attended by all Network Tutors involved in the assessment process)</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee.</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</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>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
Staff Development:
Annual Staff Appraisals
Peer observation of teaching
Staff required to attain appropriate higher degrees
Updating professional and IT/computing developments
All staff encouraged to attain HE Academy membership
Research and scholarly activity
Network Meetings
Annual Consortium Conference

UH-000812

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 monthly 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.