Professional and Post Graduate Certificate in Education ...€¦ · Certificate in Education (Further Education & Training) 2018-2019 Pre-Service Route Introductory Handbook . University

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SCHOOL OF EDUCATION

Professional and Post Graduate Certificate in Education

(Further Education & Training)

2018-2019

Pre-Service Route

Introductory Handbook

University of Brighton Faculty of Education and Sport Further Education and Training

2

Contents

1. Welcome

2. Who are we?

3. Course Structure

4. Course Calendar

5. FAQs

6. Reading List


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Welcome to the Full Time Course in Further Education

and Training

The course team is delighted that you have decided to accept a place on

the course here at Brighton. This introductory booklet is designed to

answer some of your questions prior to the start of the course and will be

supplemented by full course handbooks in September.

The PGCE course is awarded by the University of Brighton and provides a

nationally recognised qualification for teaching in the further education

and training sector.

The course is delivered through attendance at taught sessions at Falmer

and through teaching practice on placement in local colleges. This delivery

model is viewed very much as a partnership between the University and

university tutors and our partner colleges and their experienced staff

who will act as your mentors/host teachers. We cannot learn to teach in a

vacuum and the mixture of gaining knowledge and understanding with

opportunities to put ideas into practice and then reflect critically on

their outcome is what helps make an effective teacher.

You will become a student in the School of Education and the course is

very much viewed as part of our professional development provision for

adults who wish to return to learning. This approach means that you are

required to take responsibility for your own learning throughout the

course and make effective use of feedback from tutors and mentors to

maximise your learning.

I look forward to working with you

Kerry Doyle


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Who are we?

CONTACTS

ROLE NAME ROOM PHONE E MAIL Head of

School

John Smith A304 01273

643395

[email protected]

Programme

leader

Kerry Doyle A103 01273

643428

[email protected]

Assistant

Programme

Leader

Kate

Greenslate

A103 01273

[email protected]

QA and

observer

Carol Gray n/a

Programme

Assistant

Allie Fry A306 01273

643397

[email protected]

The two main contacts are Kerry who manages the course, and can be

found in room A103 Checkland Building, and Allie who manages

administrative aspects of the programme, and can be found in the School

of Education office A306 Checkland Building. These will usually be the

people to contact in the first instance.

Please note the following:

AN IMPORTANT WARNING RE PROFESSIONAL CONDUCT

The Sexual Offences (amendment) Act 2000 created a new criminal offence of

ABUSE OF POSITION OF TRUST. This applies where a person aged 18 years or

over has sexual intercourse or engages in any other sexual activity with or

directed towards a person who is under 18 years of age, if the person aged over

18 is in a position of trust in relation to the younger person.

Teachers who are aged 18 and over are therefore at risk under the terms of the

legislation if they engage in sexual intercourse or any other sexual activity with or

directed towards a person who has not attained the age of 18.


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COURSE STRUCTURE

The course has been developed to meet the needs of people planning to

teach in the post compulsory sector. It is made up of six modules all

comprising 20 CATS (Credit Accumulation Transfer Scheme) points and

the final award provides 120 points at either professional or

postgraduate level.

The six modules are linked to knowledge and understanding as well as

practical teaching and a summary of these modules is provided below. You

will be provided with detailed information in the form of Module

Descriptors at the start of each module that will specify what you need

to do to successfully complete the module.

Course Overview

PGCE (FET) pre-service

Sept Oct Nov Dec Jan Feb Mar Apr May June

Key:

Module no. Module Code Module Title Credit rating Deadline

1 KL512 An Introduction to Teaching, Learning and Assessment in

Education and Training

20 16/11/18

2 KL622 Contemporary Issues in Education and Training

20 14/12/18

3 KL619 Teaching Practice in Education and Training

20 15/2/19

4 KL624/701 Applied learning theory and inclusive practice

20 29/3/19

5 KL625 Wider Professional practice in Education and Training

20 3/5/19

6 KL621/710 Practitioner Enquiry 20 24/5/19

Module 1

Module 2

Module 3

Module 5

Module 4

Module 6


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Course Modules

Code

Title and Content

KL512

Module 1 (semester 1)

An introduction to teaching, learning and assessment in education and training

This module aims to provide an overview of some of the main issues associated

with the learning and teaching of young people and adults, specifically within the

further education sector. It provides a focus on planning and delivering teaching to

meet the needs of adult students. You will be required to plan and deliver teaching

to your peers (microteaching) as part of the assessment for this module. You will

also explore the various roles and responsibilities of a lecturer in post-compulsory

contexts, drawing on observations of experienced practitioners

KL622


Contemporary issues in education and training

This module is designed to facilitate understanding and evaluation of a number of

important issues that have come to define the post-compulsory landscape. Through

collaborative group work, presentation and individual reflection you will share

interpretations of these issues.

KL619

Module 3

(semester1&2)

Teaching practice in education and training

This module aims to enhance the development of practical teaching skills and is

based around the teaching placement. Evidence of longer term planning will be

required. You will be encouraged to reflect on and evaluate your own practice and

to plan and to participate in continuing professional development. You will study key

theories and principles of learning and curriculum design that impact on practice.

Four formal observations of your practice will be completed. A Professional

Development Tracker (PDT) will be completed to map your progress.

KL624/701

Module 4

(semester2)

Applied Learning Theory and Inclusive Practice

This module is designed to provide you with the opportunity to explore and

evaluate a range of learning theories. You will also be required to apply your

understanding to your own practice and appreciate the value of inclusion. This

module can be assessed at level 7 for the postgraduate award.

KL625


Wider Professional Practice

This module is another opportunity to capture evidence from your placement. It

also includes a PDT and, additionally, requires a deeper and wider understanding of

teaching in varied contexts. Four more formal observations of your practice will be

completed

KL621/710

Module 6

(semester 2)

Professional Research Study

This semester-long module is designed to provide you with the opportunity to

focus on an aspect of your subject teaching that you want to develop or improve.

It will be delivered through a combination of action learning and supervision.

Critical reflection on practice, commitment to improvement and a willingness to

share practice are key elements of this module.


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AN IMPORTANT NOTE RE PLAGIARISM

At University, you are expected to develop your own voice and opinions, and to build on

other people’s work rather than sheltering behind it. Part of this process is respecting and

acknowledging those writers whose work has informed your own. Plagiarism is the word

given to a particular kind of academic dishonesty - passing off someone else’s work,

ideas or words as your own. It can sometimes be unintentional, but it is important to

understand that intention does not have a role to play in the definition of plagiarism.

The main reason to avoid plagiarism is for your own sake - you will be wasting your time

at university unless you learn to develop your own ideas. But there are additional

University sanctions which may include failure of your course and a requirement to leave

the University. You will receive further guidance from your course handbook and

lecturers and advice is also available in the library and on the internet to help you to

understand the principles of proper referencing and how to apply them. Providing that

you follow this guidance, there will be no problem.

Source: ‘ALL MY OWN WORK? PLAGIARISM AWARENESS PACK’, University of Brighton StudentCentral


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Course Calendar (draft) 2018/19

Frequently Asked Questions

Teaching Week No.

Week beg. Monday

Activity

UoB Course Assessments PGCE modules

1 2 3 4 5 6

0 10.09.18 Induction (UoB)

8 0 17.09.18 Induction (UoB) Professional Standards – initial assess/Professional Profile

9 1 24.09.18 Teaching (Semester 1 UoB)

10 2 01.10.18 Teaching

11 3 08.10.18 Teaching

12 4 15.10.18 Teaching

13 5 22.10.18 (College/School half term week) Micro-teach

15 6 29.10.18 Teaching Micro-teach

16 7 05.11.18 Teaching

16 8 12.11.18 Teaching Module 1 submission 16/11/18

17 9 19.11.18 Teaching

18 10 26.11.18 Teaching Mod 2 presentations

19 11 03.12.18 Teaching

20 12 10.12.18 Teaching/tutorials Module 2 submission 14/12/18

21 17.12.18 Christmas and New Year vacation

22 24.12.18

23 31.12.18

24 13 07.01.19 Teaching

25 14 14.01.19 Teaching

26 15 21.01.19 Teaching

27 16 28.01.19 Inter-semester break (optional)

28 17 04.02.19 Teaching Semester 2 starts


30 19 18.02.19 (College/School half term week)

31 20 25.02.19 Teaching

32 21 04.03.19 Teaching

33 22 11.03.19 Teaching

34 23 18.03.19 Teaching


36 25 01.04.19 Teaching

37 08.04.19 (Easter vacation)

38 15.04.19 (Easter vacation)

39 26 22.04.19 Teaching (Easter Monday 22nd)


41 28 06.05.19 Teaching (Bank Holiday 6th May)

42 29 13.05.19 Teaching


44 31 27.05.19 (College/School half term week)

45 03.06.19 Assessment



48 July Exam Boards


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How much study do I need to do?

Each module is worth 20 credits and in addition to the taught aspects of

the course you will need to undertake individual research and study plus

the work based experience aspect to support your development. It is

expected that you will be studying for 30 hours a week throughout the

course.

How much support will I get?

You will need to be self-directed and motivated throughout the course, as

adult learners you will be encouraged to take responsibility for your

development. Your university tutors and your college mentors, however,

will be able to advise and encourage you throughout the course. You will

also work closely with peers on the course and will learn from, and be a

source of support for each other.

What about planning and organisational skills?

These are central to the success of effective teaching. If they are not

strong aspects of your work currently you will develop them over the

course. It will also be helpful to structure study time into your week for

reading and research, using your time wisely is an important aspect of

overall success

I haven’t studied for some time, will this be a problem?

The course is designed to offer support early on and the Student

Handbook provides information designed to help you. Your progress will

be discussed with your tutors and additional help may be available

through Student Support. You will need access to a computer, ideally with

an internet connection. If you do not have one at home, you should plan

your time to allow attendance at the Falmer site where they can be

accessed in the Learning Resource Centre.

What if I think I need additional support?

This is not a problem and should be identified on your application form.

The Disability team will work with you to identify particular needs and a

Learning Support Officer is allocated to work with you. Recommendations

on the basis of their assessment are also made to the Course Leader, for

example: Modification of deadlines for assignments and projects, of between 3 and 14

days. There will be an opportunity during induction to access DSA funding

provided you have evidence of a Specific Learning Difficulty (SpLD).


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Is there a reading list?

This is provided for each of the modules that you teach and a general

introductory list provided within this Introductory Handbook. Your

reading should include academic journals and educational newspapers such

as the Times Educational Supplement as these contain up to date

information, particularly in relation to policy initiatives.

How do I reference my work?

The University requires that all work is referenced according to the

Harvard convention. Full details are provided in the Student handbook

and it is important to use this information as a resource when writing in

order to meet all requirements.

How do I submit completed work?

All work is handed in on an agreed date by 4.30pm to the School of

Education Office or electronically via Turnitin. You will be given a receipt

for the work. The work should be word processed, with 1.5 spacing and

clearly labelled with your name and module title. It may be in a suitable

file or a folder with a contents page and dividers as appropriate but

should not be contained in separate plastic wallets.

How do I know if I have passed?

The work is returned to you with a recommended grade (pass or refer)

and feedback to enable you to improve future submissions. A formal Exam

Board meets twice a year, in February and July, to scrutinise grades

awarded and will then inform you of its decision

What about fail or refer?

If your workdoes not meet all of the criteria for a pass the tutor decides

if he/she believes that the work is redeemable. If it is, you are given

advice as to how to bring it up to pass standard. The Exam Board sets a

new date for completion and then you can resubmit.

Work that is referred twice, or of very poor standard in the first place,

or if you fail to meet an agreed deadline for assessment, will fail. In this

case you may be asked to retake the module next time it is offered in

order to pass; you will almost certainly be required to pay for this.

Very few students fail modules as regular support from your tutors is

designed to highlight and address issues before they become

irredeemable.


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What if I cannot meet an assessment deadline?

Hand-in times are rigorously adhered to, but there are procedures by

which you can request an extension to a deadline through the Course

Leader. You must apply in advance of the deadline and must be able to

justify your reasons. Please note pressure of work and computer failure

are not considered appropriate reasons for extensions to deadlines.

Who marks the work?

The module tutor will mark the work, a percentage is double marked and

all work that is a borderline pass or refer will be moderated. A sample is

also seen by the External Examiner each year.

What if I cannot complete the course?

If you are unable to complete the course due to illness or a change in

personal circumstances, there are a number of options. You can bank the

credits already accumulated e.g. If you complete all the semester 1

modules you will have 60 credits. You can then put these towards this

same or alternative award at the same level within 5 years, or be awarded

an exit qualification.

Alternatively, you may be able to defer completion and return to the

course the following year picking up where you left off. Finally, it may be

possible to agree an extension so that you can complete the work into the

next academic year. Each case is viewed independently on merit but you

should always keep the Course Leader informed of any issues that may

affect your ability to complete the course.

What if I need extra help?

Student Services are a central department whose specific function is to

provide a range of services to support you through university and to make

sure you get the most from the student experience. They can help will all

kinds of academic and non-academic issues, but if you have an identified

learning difficulty such as Dyslexia it is important that you contact them

as soon as possible, prior to the start of the course. You can do this via

telephone or email:

Tel: 01273 643584 [email protected]

How is my Teaching Placement arranged?

The Course leader normally arranges this through our partner ot othert

host colleges. Details such as specific areas of interest and ease of travel

mailto:[email protected]


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are considered, and although personal circumstances are taken into

account, we cannot guarantee a placement at your closest or preferred

college. Requests for placements are posted following interviews and your

CVs are forwarded to a potential placement during the summer. In

September when you have enrolled and colleges are aware of their

recruitment and staffing levels they begin to agree the placements. You

will be informed as soon as your placement is confirmed, but please be

patient as this may take time.

Please note it is not always possible to organise any placements prior to

September. Under no circumstances should you approach an institution

until requested to do so by university staff.

Can I change my placement?

It is important to develop effective working relationships with the staff

and students on your placement. Experience has shown us that this is

best achieved if you remain in the same place throughout the year. The

placement is reviewed in December and your progress discussed. In most

cases the placement for the year is confirmed. Occasionally however

changes are made in negotiation with yourself the university tutor and

the college mentor. Changes are made based on decisions around

availability of alternatives and identified advantages of this; the Course

Leader is the person who will usually decide whether a change is possible.

Will I be teaching all of the time on placement?

No, you will be expected to teach around 6 hours a week on your

placement. You will start by observing teachers, then with assisting and

team teaching before taking responsibility for planning, delivering and

assessing learning yourself. You will have additional time on placement to

find out about the extent of the work of the organisation, including areas

of specific interest such as Learning Support and Quality Assurance. Your

mentor and other teachers are likely to have full teaching timetables, so

you will need to fit around their availability if you need to meet. You

should also aim to observe teaching in other areas of the collegeto

broaden your knowledge of practice. You will need a significant amount of

planning time when you begin to teach.

How will I be assessed on teaching practice?

There are two modules focused on your teaching practice (although all

are directly related and should be regarded as such). In each module you

will deliver a number of hours of teaching and develop a file of materials

including lesson plans, resources and evaluations. You will also be


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observed teaching by both your mentor, usually a subject specialist) and

the university tutor. By the end of the placement you must be able to

demonstrate effective teaching ability. It is not about being perfect

every time but more about being able to recognise areas of strength and

areas for development with identified strategies to address weaker

areas.

What about financial arrangement for the course

Financial support for the course will be either from your own funds or

through Student Finance England. This organisation can provide financial

support for both course fees and living allowances.

http://www.studentfinance.direct.gov.uk/portal/page?_pageid=153,46801

19&_dad=portal

What about attendance?

Full time attendance at the university is expected and also on placement.

You are expected to be available for the equivalent of about 2 days a

week (although this will vary from place to place) on placement in order

that you can meet with teachers and undertake additional activities as

appropriate. On occasion you may be asked to attend an evening where

this is appropriate and possible.

This is a professional training course and so professional conduct is

expected as regards punctuality, confidentiality, ethical behaviour at

the University and on placement, timely responses to requests from

the course team, mutual respect for your peers and integrity in all

your professional communication. You will be required to sign a course

agreement and a code of conduct.

Attendance linked to teaching is particularly important as your absence

may mean that a teacher needs to rearrange a lesson plan or even that a

class has no-one to teach them. You must establish procedures for

informing your placement of any absences as soon as you start. The

University should be made aware of all absences; Allie Fry is the usual

contact for this.

Continued absence from either the University or placement may result in

an enhanced support notice being issued. It is important to remember

that this is a professional training programme and your attendance is

considered a key part of the overall assessment process.

http://www.studentfinance.direct.gov.uk/portal/page?_pageid=153,4680119&_dad=portal

http://www.studentfinance.direct.gov.uk/portal/page?_pageid=153,4680119&_dad=portal


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Can I book a holiday?

The course calendar outlines teaching weeks at the university but you

should also be aware that you will also be committed to teaching at the

college throughout their teaching year which is longer than that of the

university. Occasionally students continue their teaching practice into

June either to complete the required number of hours or because they

are committed to working with a particular group. It is therefore

advisable to book a holiday only within the standard college breaks at

Christmas, Easter or in July.

What about parking?

Parking at the university is limited and priority is given to those people

with limited access to public transport or care commitments. For further

information and parking applications you should use the following link:

https://staff.brighton.ac.uk/efm/Pages/Parking/Parking.aspx

What do I do if I change personal details (such as my address)?

You should inform Allie Fry and ensure that your mentor or subject

teachers from your placement have your contact details.

When do I get my Certificate?

If you successfully complete all of the modules the Course Exam Board

which meets in early July will award the PGCE Post Compulsory Education.

You will be told formally, through the post, your result. You can be handed

the Certificate at the Graduation ceremony later that month in the

Brighton Dome, or it can be posted to your home address.

What about jobs?

In the second semester advice and guidance will be provided about the

application process for teaching jobs in the sector. Students begin to

apply from April and May onwards. Availability is dependent on your

subject area and willingness to travel for the post you require. We will

also provide references as required. Part-time or temporary posts are

often more readily available and may provide a route in to full time work

if a permanent or full-time post is not immediately forthcoming.

https://staff.brighton.ac.uk/efm/Pages/Parking/Parking.aspx


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Reading List

The following is an introductory list of some of the key texts used throughout

the course. You may also find the websites a useful source of information

Key texts Avis J, Fisher R & Thompson R (2010) Teaching in Lifelong Learning: A Guide to

Theory and Practice Maidenhead. OUP Gravells, A (2017) Principles and Practices of Teaching and Training: A guide for teachers and trainers in the FE and skills sector (Further Education and Skills). Exeter. Learning Matters Gray D, Griffin C & Nasta A (2005) Training to Teach in Further Education:

Diversity and Change (2nd edition) Cheltenham: Nelson Thornes Gregson, M & Hillier, Y (2015) Reflective Teaching in Further, Adult & Vocational

Education London: Bloomsbury Petty, G (2009) Teaching Today (4th edition) Cheltenham: Nelson Thornes Petty, G (2009) Evidence-Based Teaching: A Practical Approach (2nd Edition). Nelson Thornes Race,P (2014) Making Learning Happen. (3rd edn) London. Sage Reece, I and Walker, S. (2007)Teaching, Training and Learning, (6th edition rev.)

Sunderland: BEP Ltd

Other useful books Armitage, A, Bryant, R et al (2007) Teaching and Training in Post-Compulsory Education

(3rd edition) Berks: OU Press Coffield, F (2008) Just Suppose Teaching and Learning Became the First Priority… LSN Curzon, L. B. & Tummons J (2013) Teaching in Further Education: an outline of principles

and practice (7th edition) London: Bloomsbury Duckworth V & Tummons J (2010) Contemporary Issues in Lifelong Learning Maidenhead.

OUP Duckworth V, Wood, J, Dickinson J & Bostock J (2010) Successful Teaching Practice in the

Lifelong Learning Sector Exeter. Learning Matters Gravells, A & Simpson, S. (2008) Planning and Enabling Learning in the Lifelong Learning

Sector Exeter: Learning Matters

Hayes,D. Marshall, T. and Turner, A. Eds (2007) A lecturer's guide to further education Maidenhead : Open University Press

Hickey, J. (2008) Literacy for QTLS. Harlow. Pearson Longman Lucas, B & Claxton, G (2010) New Kinds of Smart. Maidenhead. OUP Rogers, A & Horrocks, N (2010) Teaching Adults (4th edition) London: OUP Wallace, S (2007) Teaching, tutoring and training in the lifelong learning sector (3rd

edition) Exeter: Learning Matters

Wolf, A (2002) Does Education Matter? London: Penguin

Electronic sources Department for Education https://www.gov.uk/government/organisations/department-for-

education/services-information (accessed Sept 2018)

Education and Training Foundation http://www.et-foundation.co.uk/ (accessed Sept 2018) Reflectiveteaching.co.uk Ofsted http://www.ofsted.gov.uk/ (accessed Sept 2018) http://www.bbc.co.uk/learning/subjects/adult_learning.shtml http://www.geoffpetty.com/ (accessed Sept 2018)

https://www.gov.uk/government/organisations/department-for-education/services-information

https://www.gov.uk/government/organisations/department-for-education/services-information

http://www.et-foundation.co.uk/

http://www.ofsted.gov.uk/

http://www.bbc.co.uk/learning/subjects/adult_learning.shtml

http://www.geoffpetty.com/

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