Course modules
Year 1
Preparation for Education and Training
Entry requirements & additional information
- Entry requirements
- Learning and assessment
- Progression
- Careers
- Professional accreditations
- Special requirements
Entry requirements
- A minimum of a Level 3 qualification in all the specialist subjects¹ they will be/wish to teach.
- GCSE English at grade C/4 or above (or OfQual approved equivalent).
- Where English is not the applicant’s first language: The ability to communicate fluently, accurately, and effectively in professional spoken English A current (IELTS 7.5 with no element lower than 7.0 (or equivalent) ².
- Completion of a satisfactory course interview³.
- Where the trainee is studying the in-service route: Provide confirmation of an Enhanced Disclosure and Barring Service (DBS) check.
- ¹ Specialist subject: Where the subject is regarded as SEND, the applicant must have a L3 SEND qualification.
- ² IELTS certification date must be within two years of the point of application.
- ³Applicants also need to demonstrate at interview and through references that they have the potential to become a good teacher.
If applicants have non-standard qualifications, they should contact the college course leader to enquire about equivalences. Applicants for placements in vocational subjects will need to demonstrate suitable industrial/employment experience. Applicants for placements in academic subjects are usually expected to have a degree in the subject.
Please note that if you continue your teacher education onto a course with a placement requirement, (Intermediate Certificate, Certificate in Education or PGCE) you will be required to show evidence that you have achieved GCSE mathematics at grade C/4 or above (or OfQual approved equivalent).
Learning and assessment
Learning Environment:
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 validated partner, 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.
Assessment:
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 your competence and knowledge.
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 Teacher's Standards, and to work towards the Professional Standards. Professionalism is assessed throughout the programme.
Additional Information:
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.
Progression
- Introductory Certificate in Further Education and Skills
- Intermediate Certificate in Teaching, Learning and Assessment (Further Education and Skills)
- Post Graduate/ Certificate in Further Education and Skills
Careers
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.
Professional accreditations
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 Teacher's 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.
Special requirements
Through the Looking Glass: The Partnership produces an annual professional journal of trainees’ Action Research reports. This is a valuable opportunity for trainees to have their work published and copies cost approx. £10. It is also a useful learning resource for you when you carry out your own research.
Teaching materials: The provision of your own laptop/computer and stationery is essential for this course.
Are you interested in teaching?
Train to Teach in Further Education and Skills
An enormous number of teaching opportunities exist across the Further Education (FE) and Skills sector, in organisations including further education colleges, alternative provision (PRU), sixth forms, adult and community learning, the National Health Service, the prison service, the police force and in private sector training organisations.
UCLan programmes are designed for those wishing to pursue a teaching career in these organisations.
Our courses offer a sound introduction to teaching, giving you an integrated overview of the theory and practice of teaching.
The choice of 3 courses offers a starting point for everyone, whether you want to get into teaching or if you already work as a teacher but do not have a teaching qualification.
All course work is related to the actual teaching practice situation and aims to help you develop effective teaching strategies.
Your teaching placement (paid or voluntary) is a central feature of the introductory and intermediate programmes. The requirements for each programme are listed below as each programme varies.