Preparation for Education and Training
This module is designed as an initial ‘toolkit’ for trainees wishing to commence a teaching career within the Further Education & Skills and Higher Education Sectors. All teaching strategies will aim to develop a confidence in trainees to undertake the role of teaching and develop informed reflection that will help to shape their own actions. Personal research and collection of data around teaching and learning is introduced through the observation of practitioners away from the classroom setting and production of observation reports. The keeping of a professional journal to capture critical learning moments and learning while on the module is an important part of the module process. Trainees’ prior knowledge and experience of teaching will be assessed in order to provide differentiated activities to promote learning for all.
- Entry requirements
- Learning and assessment
- Professional accreditations
- Special requirements
Admission to the Preparatory Certificate 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 Sector, who, at the time of starting the scheme meet the following entry requirements:
1. 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.
2. Five GCSEs at Grade C and above, or equivalent, to include English.
3. The ability to communicate fluently, accurately and effectively in professional spoken English.
Applicants also need to demonstrate at interview that they have a strong interest in teaching and the potential to become a good teacher. If you have non-standard qualifications please contact the college course leader to enquire about equivalences.
Learning and assessment
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 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.
This course makes the most of the new Higher Education accommodation, College library and 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.
The teaching, learning and assessment strategies used on the programme are varied and dependent upon active participation and interaction within groups. There are no examinations, so assessment is continuous and is based upon the completion of appropriate assignments, the observation of your teaching and the general gathering together of evidence to demonstrate that you are starting to work towards achieving the Professional Standards for Teachers and Trainers in Education and Training – England (ETF 2014).
There are three integrated aspects of assessment on the programme:
· Teaching practice – assessed through observation of your peer group teaching (micro/mini-teaching) and the development of a teaching portfolio.
· Coursework assignments – assessed by the course tutors. No assignments are graded: all are assessed on a pass or refer basis.
· Professionalism – assessed through your participation in classroom activities, performance in teaching and general attitude and approach to your role as a trainee teacher.
In addition to meeting the module learning outcomes, trainee teachers are required to meet the attendance requirements of the programme and part 2 of the Department for Education Teachers’ Standards, and to work towards the Professional Standards (ETF). Professionalism is assessed throughout the programme.
The Dearing Report defines personal development planning for each learner as ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and achievement, and to plan for their personal, educational and career development.’ (QAA 2004)
The professional development planning and the use of a reflective journal underpin the whole process from the Preparatory Certificate to the larger teaching awards and the Certificate in Education or PGCE, and planning for future CPD activity. Paperwork included within the Professional Development section of the portfolio covers the following areas:
• Entry requirements and diagnostic testing; action planning for further development
• Personal skills assessments against the minimum core in numeracy, literacy and ICT
• Identification of individual needs and how they will be met (the ILP)
• Tutorial records and action plans
Skills in reflection, self-evaluation, action planning for continuous development, and planning for future CPD activity are all evident in this qualification, being embedded within the theory base and also applied into assessment activities. The support given to trainees during this process comes initially from programme tutors in both taught sessions and tutorials and then expands into support from the students’ peers.
At the end of the programme each trainee will reflect on their learning from the module and make suggestions for further development.
What work experience can I get?
Micro and mini teach activities are integral to the course, with the focus on the trainee’s individual development in teaching.
Once you have completed the Preparatory Certificate, you may wish to progress to a second module by taking the Introductory Certificate, or to a full teaching qualification, either the Cert Ed or the PGCE. These lead to a full teaching qualification for the Further Education and Skills sector. Once you are qualified as a teacher you can apply for QTLS (Qualified Teacher Learning and Skills) status, through the Society for Education and Training.
In the UK alone there are around 220,000 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 – catering for around 4 million students. This course teaches you to plan, implement and evaluate teaching and learning within this ever growing post-compulsory education sector.
As a trainee teacher, you are preparing for a professional role and need to behave as a professional throughout your course. All course applicants are expected to sign a ‘Trainee Conduct and Professionalism Agreement’ at the start of the programme (See Appendix 3 of the application form). In addition, you are expected to adhere to the Department for Education Teachers’ Standards (part 2 personal and professional conduct) and may be subject to the University’s Fitness to Practise process if there are concerns regarding your professionalism or behaviour.
Additional Costs that are mandatory for this course:
DBS requirements: Your placement will require you to have an up to date DBS (Disclosure and Barring Service) certificate. The current cost of this is £44 for an enhanced check. If you are already employed as a teacher this will already have been done by your employer.
Travel to and from your placement and observations of peers and other teachers is at your own cost.
Teaching materials: If you are a pre-service trainee (on a voluntary placement) you may be allocated a photocopying allowance at your placement setting, but many trainees find that they need to supplement this themselves.