Teaching in the Learning and Skills Sector CertEd
2014 - 2015
Certificate of Education in Teaching in the Learning and Skills Sector
Teaching in the Learning and Skills Sector
Teaching in the Learning and Skills Sector - 15 credit version
University of Chester
Warrington Collegiate, West Cheshire College, Tameside College and Isle of Man College
Warrington Collegiate, Winwick Road; West Cheshire College, Off Regent Street Ellesmere Port; Isle of Man, Homefield Road, Isle of Man; Tameside College off Beauford Road site Ashton under Lyne
Classroom / Laboratory,
2 years part time
Annual - September
Education & Children's Services
Initial Teacher Education
The Programme has embedded the Education and Training Foundation Professional Standards for Teachers and Trainers in Education and Training -England (May 2014) and the assessment conforms to the SVUK Units of Assessment as specified in Developing Qualifications for teachers, tutors and trainers in the Lifelong Learning Sector in England (2007) In 2011/2012 LSIS will work on teaching and learning standards and qualifications with and through the Institute for Learning as the professional body for teachers and trainers across the Further Education and Skills Sector.
Addressing the Minimum Core for language, literacy and numeracy within the Programme: The Minimum Core for language, literacy and numeracy has been embedded throughout the Programme, and is a theme that is present in all sessions. In addition students are provided with two discrete sessions that address coverage and aid evidence acquisition. To ensure effective tracking of the coverage of the Standards is achieved, each student is asked to map individual coverage of the Standards via the production of a cross-referenced grid submitted as part of their course work. It is intended that coverage will involve a combination of taught modules, subject specific mentoring and possibly some independent supported study.
The Programme was formerly endorsed by Standards Verification UK (SVUK). From April 2011 the
Institute for Learning (IfL) and LSIS will be overseeing the revision of these Standards.
Certificate of Education Programme Assessment Board
Friday 1st June 2007
Overall Aims of the Programme
To provide opportunities to evidence the Professional Standards determined by the Education and Training Foundation.
To develop knowledge and understanding of the diversity of teaching within further and adult education and training.
To facilitate the professional and academic development of students within their own subject specialist area.
To facilitate the professional and academic development of students within a supportive environment.
To ensure that students are committed to meeting the highest professional standards in their own work.
To provide a structured and developmental programme of study which responds flexibly to students’ needs and interests.
To ensure that prior learning, experience and expertise is valued and disseminated.
To provide an intellectually stimulating yet practical and relevant experience for students.
To promote reflective, self-analytical and self-evaluative skills.
To encourage a holistic view of the learning-teaching process.
To maximise the concept of ownership by involving students, employing institutions, Partnership Colleges and the University of Chester in appropriate decision-making processes.
To draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate education and the contexts within which it takes place.
To provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts.
To encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to society.
To provide opportunities for students to appreciate the problematic nature of educational theory and processes in a wide variety of contexts.
To encourage the integration of educational processes in a wide variety of contexts.
To develop students’ ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner.
To promote a range of qualities in students including intellectual independence and critical engagement with evidence.
Knowledge and Understanding Students will have a knowledge and understanding of:
The characteristics and needs of a broad range of learners.
The theories of learning, motivation and how they may be applied to facilitating learning and supporting learners.
Own role, responsibility and boundaries of role in relation to teaching in the Lifelong Learning Sector.
The delivery of inclusive sessions which motivate learners.
The use of different assessment methods and the need for record keeping.
Ways to negotiate appropriate individual goals with learners.
How to use teaching and learning strategies and resources inclusively to meet curriculum requirements.
The use of Minimum Core in own practice.
The theories ofprinciples and applications of formal and informal assessment and their roles in learning and evaluation.
The significance of equality and diversity issues for the assessment of learning.
The theories and principles of reflective practice, and models of continuing personal and professional development.
The principles of evaluation, quality assurance and quality improvement.
The applications of the Skills for Life Strategy.
Strategies for effective time management.
Different leadership styles and teambuilding skills.
The impact of the role of Informationand Communication Technologies in the promotion of classroom learning.
The practitioner research process, and evaluate the efficacy of different research methodologies and strategies.
Thinking or Cognitive Skills Students should be able to :
Reflect, evaluate, and feedback on own classroom practice and use this to develop own good practices in future.
Reflect and evaluate own assessment practice, and make suggestions for improvement.
Discuss and critically evaluate the concept of professionalism and core professional values for teachers in the Lifelong Learning Sector.
Recognise and analyse issues in relation to professional conduct and accountability in the Lifelong Learning Sector.
Contribute to QA and QI systems and procedures, and critically discuss the efficacy of systems in own specialist area.
Evaluate and improve own wider professional practice.
Critically analyse the theories, principles and models of curriculum design and implementation and their impact upon teaching and learning.
Assess the significance of equality and diversity for curriculum design and identify opportunities to promote equality within practice.
Critically discuss how to apply theories, principles and models to curriculum development and practice.
Reflect upon, and evaluate own practice in inclusive curriculum design and development, and identify improvements.
Evaluate the range of services and resources available to support students with learning difficulties and/or disabilities in own specialist area/organisation.
Practical Skills Students should be able to:
Plan, prepare, implement, assess, evaluate and review teaching and learning for individuals and groups.
Communicate effectively, create a climate conducive to learning using a range of appropriate resources and materials.
Develop their curriculum area.
Engage in small scale practitioner research.
Identify and retrieve information using paper and electronic sources.
Use primary and secondary sources relevant to their area of study.
Use quantitative and qualitative data relevant to their own area of study.
Collate information and materials from a variety of sources in a coherent way.
Plan and properly attribute the work of others.
Transferable Professional Skills
Production of a Teaching Log demonstrating good practice, evaluation and reflection.
Continuing Personal and Professional Development Profile (CPPDP) displaying professional development aptitude.
Continual interaction with tutors in specialist areas and across the establishment, and observation of a subject specialist provides opportunities for students to increase their personal effectiveness in their current position and in any future role.
Key Skills Communication: Students should be able to:
Effectively and proficiently use written, verbal and non-verbal means and visual aids.
Present knowledge in a way that is comprehensible to others and appropriate to the given task.
Application of Number: Students should be able to:
Present and analyse relevant statistical or other numerical data in line with module requirements.
Information Literacy and Technology: Students should be able to:
Word process work in an appropriate format.
Use e mail, and VLE discussion boards.
Create a threaded discussion.
Use presentational software.
Improving own Learning and Performance: Students should be able to:
Reflect upon learning and practice.
Suggest appropriate improvements.
Make good use of feedback.
Manage time effectively.
Working with Others: Students should be able to:
Work, contribute to group tasks.
Work effectively and co-operatively with peers, teachers, students.
Problem Solving: Students should be able to:
Engage in problem solving activities using work based/curriculum based scenarios.
Engage in critical session evaluation outlining problems, and possible solutions.
Certificate of Education in Teaching in the Learning and Skills Sector (Cert Ed)
The Certificate of Education in Teaching in the Learning and Skills Sector is a two year, part time Programme. Part time students will generally be on the in-service Programme. There is provision of up to 3 years to complete from the date of entry in line with SVUK recommendations. These recommendations will be superseded by any new LSIS requirements. The Programme is modular and is designed for those who are, or aspire to be in a full teaching role and it embeds the SVUK's highest award of the Diploma in Teaching in the Lifelong Learning Sector(DTTLS) which is achieved at the end of the full two years. In order to meet SVUK requirements, the Programme also embeds the Award in Preparing to Teach in the Lifelong Learning Sector (PTTLS) in the first module (ED4401). All candidates are required to be in a full teaching role and have access to the required 100 teaching practice hours. A full teaching role is one with wider responsibilities, including teaching using materials trainees' have designed themselves and evaluated across a range of programmes and levels in the Lifelong Learning Sector
There is technically, an exit point at the end of the first module, where candidates can exit with 15 credits which include the 12 credits needed by the Institute for Learning (IfL) to confer the recognition of Preparing to Teach in the Lifelong Learning Sector (PTTLS). It is unlikely that any candidates enrolled on this Programme will exit at this stage as the admissions and interview procedure requires candidates to commit to the full Programme leading to the SVUK Diploma embedded within the full Certificate of Education awarded by the University of Chester.
There is no exit point on this Programme for the award of Certificate in Teaching in the Lifelong Learning Sector as defined by the SVUK at 24 credits. However, students wishing to terminate their study after the successful completion of ED4401, ED4402 and ED4404 would have covered all the expected Standards necessary to apply to the Institute for Learning for CTLLS recognition. Trainees can receive a letter of equivalency on completion of the first year. Trainees who only want to gain the SVUK's Certificate in Teaching in the Lifelong Learning Sector, designed for those in the role of assessors, will be referred to the Awarding Body programmes (CTTLS) also running in the Colleges. This is subject to changes to qualifications expected in 2012/2013.
The expected exit point is at the end of year 2 for the full Certificate of Education in Teaching in the Learning and Skills Sector (60 credits at Level 4 + 60 credits at Level 5) to meet the SVUK's requirements for those in a full teaching role and at which point the IfL may award Qualified Teacher Learning and Skills (QTLS) status, subject to completion of the formation process. The Sector is awaiting confirmation that these awards will stand after 2012.
Progression from Licence to Practice, to Certificate, to Diploma
Candidates on Awarding Body programmes at the Colleges who have achieved the Licence to Practice and SVUK's Certificate in Teaching in the Lifelong Learning Sector, may progress to the SVUK Diploma and, at the same time, gain the University of Chester's Certificate of Education in Teaching in the Learning and Skills Sector, by joining this Programme through the process of articulation part way through the Programme. Arrangements are in place to accommodate this progression.
The Programme is designed to accommodate learning and assessment in both the classroom and the workplace and through personal, professional and academic development. At enrolment all students will be made aware of the structure of the Programme and how the Programme facilitates and progresses learning through the related subject material and a range of developmental assessable requirements. Teaching practice is an integral part of the whole Programme and is crucial for work-based assessment via the construction of a Teaching Log and teaching observations.
The Programme will provide students with a foundation for transferring and integrating existing skills, knowledge and abilities within the context of teaching and learning. The focus of the first part of the Programme will be the micro-environment of the ‘classroom’ and the processes of planning, managing and assessing will be underpinned by principles of learning. Development of practice will be promoted by: ‘concrete experience and reflective observation’ (Kolb,1984).
ED4401: Preparing to Teach in the Lifelong Learning Sector/Planning and Enabling Learning is a 15 credit module comprises the 12 credits assessment unit needed for the award of PTLLS and the 9 nominal credits for assessment unit Planning and Enabling Learning. It introduces students to some of the key elements of the teaching-learning process in the Lifelong Learning Sector. These will include assessing learners' initial needs, providing support, planning for teaching and learning to take into account different learning styles and the varied characteristics of learners. Teaching methods and learning resources will be explored including strategies to promote interest and group/individual learning, ways in which to promote learner autonomy and responsibility and approaches to the assessment of learning and achievement. Attention will also be given to practice within specialist area and the impact of the environment on learning. Students will have the opportunity to become familiar with a range of personal skills related to academic study. The methods of assessment for this module are:
Written assignment. Review the role, responsibilities of the teacher and boundaries of that role. (50%) 1,500 word eq
Produce a Scheme of Work and rationale for a 30 hour programme. The rationale should include a selection of resources. (30%)
Deliver a 15 minute micro-teaching session, justify your approaches to the learning and teaching and using feedback reflect on your approaches identifying areas for improvement. (20%)
Whilst it may be considered that this represents a large amount of work it represents the underpinning Preparing to Teach in the Lifelong Learning Sector (PTTLS).
ED4402: Theories and Principles for Planning and Enabling Learning. This module has a value of 15 Credits at Level 4. It re-visits and builds on some of the material discussed during the previous module. Particular emphasis will be placed upon learners, how their needs and characteristics may impact on teaching and learning and the development of learning groups. Principles, models and theories of learning will be introduced and the concepts of Equal Opportunities, inclusive learning and differentiation explored within the context of the student's own specialist area. The roles of motivation and communication (including ICT) in learning processes will also be addressed. The creation of a positive and effective learning environment is a focal theme of the module. Assessment of learning will focus on the outcomes of learning and learners' achievements and the application of a variety of approaches and methods to establish whether learning has taken place. Assessment will be in two parts. Part one by a group or individual presentation, using software, of a Learning Theory which is particularly relevant to the trainee's own specialist area (1500 words) plus a (500 word) report for peers (75%) and Part 2 a reflective account in which the relevant learning theories are explored with reference to the student's specialist area (25%).
ED4404: Enabling Learning and Assessment. This module has a value of 15 credits at Level 4. Particular emphasis will be placed upon assessment, and how it impacts on teaching and learning and the development of classroom practice. Models and strategies of assessment will be introduced and the concepts of validity and reliability will be explored within the context of the student's specialist area. Assessment of ED4404 is in three parts:
Review the range of methods of assessment planned, and demonstrate how these meet the needs of individuals and Awarding Bodies. Select a specific piece of assessment and outline the assessment procedures. Explain how marks/grades are awarded and how feedback is given to learners (1000 words ) (35%)
Collect and analyse related statistical data from own specialist area and produce a short report (500 words) (15%)
Discuss the key principles of effective assessment and suggest areas for improvement (1500 words ) (50%)
ED4405: Continuing Personal and Professional Development I. This module has a value of 15 credits at Level 4. It is important for each student to develop skills appropriate to their subject specialism and to monitor, review and evaluate progress, achievement and development both as a learner and as a practitioner. To this end this module allows the student, personal tutor and mentor to establish base lines from which progress can be discussed and reflected on via the tutorial and mentor systems. Included in this module are a log of teaching practice, observed teaching practice, observation of a Subject Specialist and the completion of a Learning Journal which captures issues relevant to the individual practitioner's subject area. The module also provides an effective bridge between theory and best practice. Assessment will be by production of CPPD file (100%) with the following assessable elements: a 50 hour Teaching Log, including 4 assessed teaching sessions, Continuing Personal and Professional Development Profile (CPPDP) , Learning Journal , and observation of a Subject Specialist .
Year 2: The emphasis of the second part of the Programme will be the macro-environment by exploring a range of theoretical contributions, influences and constraints, which impact upon the diverse opportunities for education in the Learning and Skills Sector. Students will have opportunities to progress and consolidate their skills, knowledge and abilities through ‘abstract conceptualisation and active experimentation’ (Kolb 1984). Best practice will be promoted through ongoing, personal and professional reflection and evaluation of the teaching-learning process.
ED5401: Wider Professional Practice. This module has a value of 15 credits at Level 5. It aims to raise students' awareness of how personal, professional, social, economic, political and organisational factors may influence the learning and teaching process in which they are involved. There will be four main themes: personal and professional values and beliefs about teaching, learning and education. Implicit in this will be an exploration of key issues in relation to professional conduct and accountability. Relevant theories and concepts linked to teaching and learning and wider influences on the Lifelong Learning and Skills Sector. Organisational quality systems and procedures will also be examined (self-assessment processes and external inspection systems). These will provide students with opportunities to explore their own values and beliefs about learning and teaching, professionalism, the concepts of education and training and the impact of external factors, e.g. Governmental influences. An observational placement allows students to compare and contrast their own teaching/learning environment with that of another provider within the Learning and Skills Sector. The module will also explore the concept of the Learning Organisation including exploring the strategies, structures and cultures. Students will be encouraged to examine the structure of their own organisation in relation to its learning function and compare and contrast within the wider Learning and Skills Sector. The module requires students to develop a critical awareness and understanding of the sector in which they operate. The assessment will be in two parts:
A group or individual practitioner research and presentation to peers (2000 words) which investigates a relevant issue in the Lifelong Learning Sector. To accompany this students will produce a report of key findings of their research to peers (500 words) (80%)
A reflective evaluation of the impact this research may have on the student's own specialist provision. This will be located in the CPPD file. (500 words) (20%)
ED5402: Curriculum Development for Inclusive Practice. This module has a value of 15 credits at Level 5. The major theme of this module is curriculum development for inclusive practice which will entail the consideration of curriculum planning, design, implementation and development. Study will begin with definitions of curriculum, the principles and models of curriculum design and implementation and their impact on learning and teaching. Through examination of related influences such as equality and diversity, and acknowledging influences and constraints, the module will encourage students to evaluate and improve their own practice in inclusive curriculum design and development. The assessment will be a 3000 word written assignment. (100%)
ED5403: Contemporary Issues in the Lifelong Learning Sector. This module has a value of 15 credits at Level 5. It aims to raise awareness of current issues and developments in the Lifelong Learning Sector. These could include recent developments in the 14-19 curriculum, emerging e-learning strategies or other relevant developments in teaching and learning. The assessment is a 3000 word individual research assignment in relation to issues surrounding wider professional practice (100%)
ED5404: Continuing Personal and Professional Development II. This module has a value of 15 credits at Level 5. It is important for each student to develop skills appropriate to subject specialism and to monitor, review and evaluate progress, achievement and development both as a learner and as a practitioner. To this end, Continuing Personal and Professional Development Profile II (CPPDP) allows the student, personal tutor and mentor to establish base lines from which progress can be discussed and reflected on via the tutorial and mentor systems. Included in this module are a log of teaching practice, observed teaching practice, observation of a ‘Subject Specialist' and the completion of a Learning Journal which captures issues relevant to the individual practitioner's subject area. The module also provides an effective bridge between theory and best practice. Assessment will be by the production of a CPPD file (100%) with the following assessable elements: 50 hour Teaching Log undertaken during part 2 of the Programme, including 4 assessed teaching sessions- evidence to include session plans, Schemes of Work and reflective evaluations; a Continuing Personal and Professional Development Profile (CPPDP); a Learning Journal and observation of a Subject Specialist .
Continuing Personal and Professional Development II
This pattern of provision conforms to the three desired exit points for professional training in the Learning and Skills Sector. The threshold award for teaching in this sector known as Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6 credits) is achieved through the successful completion of ED4401. Students who successfully complete the whole Programme will accumulate 60 credits at Level 4 and 60 credits at Level 5 which will confer the award of Certificate of Education in Teaching in the Learning and Skills Sector. Appropriate APEL are in place to support those entering the Programme from Associate Teaching status (CTLLS)and from other appropriate qualifications recognised by the SVUK tariff.
Admissions will be processed directly by the Colleges.
Enquiries will be forwarded to the Programme Leader and those considered eligible will be sent an application form and an interview will be arranged with the Programme Leader or a member of the teacher education team prior to the applicant being offered a place. The applicant's experience, aspirations, motivation, work history, etc will be discussed at the interview and his/her teaching commitment established to meet the minimum entry requirement of 50 hours per year in a full teaching role for the part time Programme over a two year period . A 'full' teaching role is one with wider responsibilities, teaching using materials they have designed themselves and evaluated across a range of programmes and levels in the Lifelong Learning Sector
In order to satisfy the minimum general requirements for admission, applicants must
Have a good command of written and spoken English, sufficient to be able to produce assignments at Level 5
Have 100 teaching practice hours in a 'full' teaching role within the Lifelong Learning Sector
200 UCAS tariff points, of which 180 must be achieved at Further Education (FE) Level 3.
Possess at least a minimum level 3 qualification in his/her own area of specialism
Evidence of achieved or working towards GCSE Grade C in English and Mathematics (or equivalent)
A current Disclosure and Barring Service (DBS).
Ideally, applicants should be able to show evidence of academic study during the previous five years, to at least FE Level 3.
Certificates/confirmation of awards at FE Level 3 or above must be presented.
Provide 2 references and demonstrate support from employer and mentor
It is a mandatory requirement that trainee teachers have a subject mentor to offer subject specific support and guidance. Subject mentors must be prepared to attend an initial mentor training session
As part of the commitment to widening access to under-represented groups, non-standard qualifications (including those achieved in the workplace and work experience) will be considered on an individual basis. A similar approach will be adopted for those who have considerable teaching experience but only ‘historical\' qualifications. Accreditation of prior learning will be considered in line with the current policy at the University of Chester. This permits a maximum accreditation of 50% of the award. Each candidate for APL will be required to submit evidence of the outcomes of their previous learning, whether experiential or certified.
Included in the application form is a written personal statement (500 words) which will be used to make an initial assessment of the applicant\'s literacy skills. Potential need for learning support may be identified at this stage and, if found, will be discussed with the applicant.
As teaching practice is an integral part of the Programme, discussion regarding the context, the learners and the nature of the learning-teaching process will take place at interview. This will establish the appropriateness of the teaching, i.e. planning, delivering and assessing learning. Applicants will be required to provide written confirmation, from their employer/line manager, that the necessary teaching practice requirement will be concurrent with his/her attendance on the Programme.
The Programme conforms to the requirements of LLUK as stipulated in Developing Qualifications for Teachers, Tutors and Trainers in the Lifelong Learning Sector in England (2007) and consequently students will have attained the Professional Standards for Teachers and Trainers in Education and Training (ETF,2014). The Sector is currently awaiting guidance following recommendations in the Interim Report on Professionalism in Further Education. (Lingfield March 2012)
The Sector is currently awaiting guidance on evidencing the Minimum Core (likely to be replaced by Functional Skills)requirements in English, Mathematics and ICT. However, initial assessment and support for Minimum Core are already built into the Programme.
A student profile of Minimum Core skills is included in CPPD file and progress is monitored via individual tutorials.
All students entering the Programme will be adults who are either pre-service or in-service and who either are currently teaching, or aspire to teach within the Learning and Skills Sector. This rich mix of experience, knowledge and skills will be a powerful learning resource and generate exchanges of information and best practice. The specialist experience of mentors will help students to develop experience within their specific subject areas.
Through their professional links with other employers and organisations, the Programme team are familiar with many of the settings from which the student body will be drawn. All members of the education team are experienced practitioners, each having particular specialisms and expertise which they bring to the Programme. This combination can be used very effectively to facilitate students' academic and personal development and to guide and advise them in aspects of professional practice. In addition, the specialist experience of mentors will help students to develop expertise within their subject specific area(s).
The students' own teaching practice, work context and experiences, within the teaching/learning process, will contribute significantly to the whole Programme. These will not only provide opportunities for all students to review and evaluate a range of teaching/learning settings and practices but also offer insights into different curricula and learner characteristics.
A range of teaching methods and learning resources will be utilised to respond to individual learning styles and to ensure that differentiated delivery takes place. The ethos of the Programme centres upon the promotion of professional practice and the development of evaluative and reflective skills, with particular reference to the student's own specialist area.
The Professional Standards for Teachers and Trainers in Education and Training (2014) are evidenced through the following:
Practice-based learning; planning for teaching and learning, observation of teaching practice, evaluation and reflection of practice.
Individual and groups activities, tasks, Case Studies.
Observation of an experienced teacher.
Completion of Personal and Professional Progress (Year 1) and Professional and Academic (Year 2) Profiles.
Lectures and discussion.
Individual and group tutorials.
Individual Mentoring sessions.
Student-led individual and group presentations.
Self-directed learning/independent study.
Action learning sets (centred around curriculum specialisms).
The assessment strategy adopted within the Programme will conform to the regulations established by the University of Chester and detailed in the Partnership guidelines. An External Examiner will be nominated in accordance with the University of Chester regulations and will be subject to approval by the University. The Chair of the Awards Assessment Board will be the Dean of the Faculty of Education and Children's Services (or her nominee) and the Chair of the Subject Assessment Board will be the University Link Tutor.
Assessment of learning, is continuous, formative and summative. Informal assessment takes place during every taught session via questioning, observation and feedback from student tasks, etc. Formal assessment is exemplified through observed teaching practice, Teaching Log, student presentations, Continuing Personal and Professional Development Profiles, reflective accounts and written assignments.
Each module will have specific assessment criteria for each assignment. These will be set out in the student handbook and communicated to students by the tutor responsible for the module, who will undertake the assessment of written Assignments, Reflective accounts and presentations. Students will be required to submit their written assignments on the date determined by the Module tutor or tutor which will normally be two weeks after the completion of the Module. It is a requirement of the programme that students upload all their written assignments onto the VLE in addition to providing a paper copy. Prior to formal submission, students will have the facility to discuss an assignment plan/introduction with their tutor. Students will not be allowed to submit a full draft of the assignment prior to the official hand-in date.
A personal development record will be maintained throughout each year of the Programme. Personal Tutors will be responsible for Continuing Personal and Professional Development Profile , tutorials and observed teaching practice. Personal tutors will be aligned to the curriculum specialisms of the student. Mentors will, wherever possible, be required to be specialists in the subject area of the student, and will be issued with a full mentor pack prior to commencement of study. Mentors will focus upon subject specialist issues, and undertake four observations in total.
Assignments will be returned to the students when the first, second and third stages of the assessment procedure are completed. However, students will receive provisional, written feedback from the first internal assessment. Second marking and moderation will be conducted in accordance with the policies and procedures of the University of Chester.
Students have the right to one re-assessment in each failed assessment component. As this is a programme of professional preparation students must pass all module assessment components. Students will be required to pass all modules at Level 4 before progression to Level 5.
A graduate who leaves the Programme with a Certificate in Education in Teaching in the Lifelong Learning Sector will be fully equipped to conduct themselves in a competent and professional way as outlined by their role requirements. They will have met the Professional Standards required by teachers in the Sector. Those exiting at full Certificate in Education (SVUK Diploma) stage will have the opportunity to apply to the IfL for QTLS status. Full QTLS will also be dependent on a Level 2 NQF qualification in English and Mathematics and, when implemented, the successful completion of on-line tests.
All students demonstrate and communicate subject knowledge in their chosen field up to and beyond Level 3 (NQF). Those who achieve QTLS will be able to confidently demonstrate both subject specific and generic pedagogical skills. They will also have an informed understanding of the relationship between learning and teaching theory and classroom practice.
All graduates will be able to engage in the reflective practice required to plan and participate in, continuing professional development.
All Colleges have an Equal Opportunities policy and strategy which has been refined and developed though consultation with staff, students and representatives from external organisations. The strategy has been particularly successful in enabling access for non-traditional students. Data is regularly gathered to monitor the recruitment, retention and progress of all students, with particular attention paid to issues arising through gender, ethnicity, disability, and economic disadvantage as potential barriers to student progress. A series of Equal Opportunities staff development events are held and these prove extremely effective in developing staff knowledge and understanding of Equal Opportunities issues. Students, entering the Programme will be required to respect and uphold the relevant College Equal Opportunities policy. More importantly, they will be expected to promote and demonstrate Equal Opportunities within their own practice, for example evidence of differentiation in planning learning.
The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
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