University of Chester

Programme Specification
Teaching in the Post-14 Sector CertEd
2015 - 2016

Certificate of Education in Teaching in the Learning and Skills Sector

Teaching in the Post-14 Sector

Teaching in the Post-14 Sector (Isle of Man College)

University of Chester

Isle of Man College of Further and Higher Education

 

 

Isle of Man College of Further and Higher Education, Homefield Road, Isle of Man  IM2 6RB

None

Part-time

Classroom / Laboratory, Work-Based inc.(practice / placement)

2 Years part time

3 Years

Annual - September

N/A

X141

Yes

17a. Faculty

17b. Department

Education & Children's Services Initial Teacher Education

QAA Descriptors for HE qualifications at levels 4 and 5

The Professional Standards for Teacher and Trainers in Education and Training - England (May 2014) are embedded into the programme and trainees are expected to have fulfilled all areas on completion of the programme.

Progression to Professional Recognition

On completion of the full award, candidates may apply to complete Qualified Teacher Learning and Skills (QTLS) status, a professional status that can be gained by successfully completing professional formation. Professional formation is a process that enables you to demonstrate the effective use of skills and knowledge in your professional practice that is required to achieve QTLS status. This process is undertaken by the Education and Training Foundation as the only organisation that confers QTLS status.

PcET MAB

Thursday 2nd July 2015

  • To provide opportunities to evidence the Professional Standards as determined by the Education and Training Foundation.
  • To develop knowledge and understanding of the diversity of teaching within Post-14 education and training.
  • To facilitate the professional and academic development of trainees within their own subject specialist area.
  • To facilitate the professional and academic development of trainees within a supportive environment.
  • To ensure that trainees 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 trainees' 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 trainees.
  • 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 trainees, employing institutions 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 trainees with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts.
  • To encourage trainees to engage with fundamental questions concerning the aims and values of education and its relationship to society.
  • To provide opportunities for trainees 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 trainees' 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 trainees including intellectual independence and critical engagement with evidence.

Trainees should be able to :

FHEQ Level 4

  • Acknowledge the importance of initial assessment and the consideration of learners’ needs in planning for teaching and learning. (IM4101)
  • Develop a systematic approach to planning, organising and managing teaching and learning. (IM4101)
  • Select methods and resources to meet the needs of learners, the subject and the environment. (IM4101)
  • Identify appropriate methods to assess learning and achievement (IM4101, IM4104)
  • Review and evaluate own role in the teaching/learning process (IM4101, IM4104)
  • To examine ways in which to promote learner independence e.g. e-learning. (IM4101)
  • Recognise how the contributions of theories, models and concepts can provide greater insights into teaching-learning process within own specialist area. (IM4102)
  • Identify ways in which to create a positive learning environment within own specialist area. (IM4102)
  • Develop and evaluate the skills of collaborative working. (IM4102)
  • Utilise reflection skills. (all modules)
  • Apply IT skills. (all modules)

FHEQ Level 5

  • Utilise enhanced reflection skills. (IM5101, IM5102, IM5104 )
  • Work within a professional value base. (IM5101)
  • Manage personal learning. (IM5101, IM5102, IM5104)
  • Record, monitor and evaluate teaching-learning sessions (IM5104)
  • Evaluate and reflect upon own personal progress and practice, as a teacher in own specialist area. (IM5101, IM5104)
  • Plan for future practice. (IM5101)
  • Develop personal skills further in critical reading, writing and research. (IM5101, IM5102, IM5104)
  • Appraise awareness of the development of own subject specific pedagogy and to plan for its extension and improvement. (IM5104)
  • Select and justify a relevant area of interest, using appropriate research methodology, reviewing current relevant literature and evaluating other subject specialists. (IM5102)
  • Engaging with peers, evaluating strengths and areas for development in own practice, and presenting findings clearly and objectively. (IM5102)

Thinking and cognitive skills are expected to develop across the two years of study, with progression from an emphasis on clear description and understanding, to demonstration of analytical and critical skills by the end of the studies. The ability to reason and to synthesise information and data from various sources, to analyse, evaluate and interpret theories, will be shown.

Trainees should be able to :

FHEQ Level 4

  • Reflect, evaluate, and feedback on own classroom practice and use this to develop own good practices in future. (IM4101, IM4104)
  • Reflect and evaluate own assessment practice, and make suggestions for improvement. (IM4101, IM4104)
  • Evaluate and improve own wider professional practice.  (IM4104)
  • Critically discuss how to apply theories, principles and models to curriculum development and practice. (IM4102)
  • Assess the significance of equality and diversity for curriculum design and identify opportunities to promote equality within practice. (IM4102)

FHEQ Level 5

  • Evaluate the range of services and resources available to support students with learning difficulties and/or disabilities in own specialist area/organisation. (IM5104)
  • Critically analyse the theories, principles and models of curriculum design and implementation and their impact upon teaching and learning. (IM5101)
  • Engage effectively in action research to inform and develop own practice. (IM5102)

 

The programme is designed to support and develop teaching and learning within a professional context. The ability to reflect upon their own learning and performance and enhance their abilities in the light of that reflection and feedback is critical to development of their professional and academic practice. Trainees will demonstrate the ability to manage their time, and to plan, conduct and report research based on their subject specialist area in a variety of formats.

Trainees should be able to:

FHEQ Level 4

  • Plan, prepare, implement, assess, evaluate and review teaching and learning for individuals and groups. (all modules)
  • Develop own subject specialism. (all modules)
  • Recognise and analyse issues in relation to professional conduct and accountability in the Learning and Skills Sector.(all modules)

FHEQ Level 5

  • Critically evaluate the concept of professionalism and core professional values for teachers in the Learning and Skills Sector (all modules)
  • Meet and evidence all Professional Standards (2014) to at least a good standard by the end of the programme. (all modules)

Trainees should be able to:

FHEQ Level 4

  • Communicate effectively, creating a climate conducive to learning using a range of appropriate resources and materials. (all modules)
  • Develop approaches and methods to enhance effective communication with learners. (IM4102)
  • Communicate effectively with peers, colleagues, learners and other sector professionals. (all modules)
  • Effectively use written, verbal and non-verbal means and visual aids to support teaching and learning. (all modules)
  • Describe and discuss educational issues clearly and accurately both orally (IM4101)and in written work (all modules)
  • Present knowledge in a way that is comprehensible to others and appropriate to the given task. (all modules)
  • Use technology enhanced communication to support teaching and learning (all modules)

FHEQ Level 5

  • Engage in meaningful debate and critical discussion.(all modules)
  • Work effectively and co-operatively in group tasks.(IM5102)
  • Synthesise written and oral information (all modules)
  • Develop coherent and evidence-based arguments (all modules)
  • Communicate fluently with members of a team (IM5102)

 

 

 

 

 

 

Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Post-14 Sector

The Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Post-14 Sector is a nationally recognised qualification for teachers in that Sector. The Isle of Man College team is highly experienced, will provide you with first-rate teaching and support your development throughout the course. In addition to the excellent support from the College team you are also supported on the programme by a Subject Specialist Mentor who will work with you to develop your subject specialist teaching and your overall teaching practice performance.

The Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Post-14 Sector is a two year, part time programme. Students are usually, though not exclusively, employed in schools in a full teaching capacity (minimum 50 hours per year for two years across Key Stages 4 and 5).  A full teaching role is one with wider responsibilities, that includes the design, development and evaluation of teaching resources across a range of programmes and levels in the Post-14 Sector.

There is provision for up to 3 years to complete from the date of entry. The programme is modular and is designed for those who are, or aspire to be, in a full teaching role, and it embeds the Professional Standards for Teachers and Trainers in Education and Training - England (May 2014).

The Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Post-14 Sector consists of 120 credits (Level 4 60 credits and Level 5 60 credits).

  • All students who complete the 20-credit level 4 module IM4101 (Introduction to Education and Training) will receive a Certificate of Credit. This module is particularly suitable for those interested in teaching and want a short qualification that does not have a minimum teaching requirement, or for those who have just started a teaching role. It is the first module of the Certificate of Education and so allows for progression onto a full teaching qualification at a later date if the required number of teaching practice hours are gained.
  • (Final award) Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Post-14 Sector (120 credits).

 

Mod-Code Level Title Credit Single
IM4101 4 Introduction to Education and Training 20 Comp
IM4102 4 Theories, Principles and Models in Education and Training 20 Comp
IM4104 4 Developing Teaching, Learning and Assessment in education and training in the Post-14 sector 20 Comp
IM5101 5 The Teacher as Professional 20 Comp
IM5102 5 The Teacher as Investigator 20 Comp
IM5104 5 The Teacher as Creative Specialist in the Post-14 Sector 20 Comp

 The final award is Certificate of Education in Teaching in the Post-14 Sector (120 credits).

Trainees must pass all modules, and all components in all modules, to pass the programme

 

Progression to Professional Recognition

On completion of the full award, candidates may apply to complete Qualified Teacher Learning and Skills (QTLS) status, a professional status that can be gained by successfully completing professional formation. Professional formation is a process that enables you to demonstrate the effective use of skills and knowledge in your professional practice that is required to achieve QTLS status. This process is undertaken through the Society for Education and Training, as the only organisation that confers QTLS status.

 

Admissions will be processed directly by the College.

Enquiries will be forwarded to the Programme Leader by the employing school 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. Experience, aspirations, motivation, work history etc. will be discussed at interview. All applicants will be required to undertake diagnostic tests in literacy, numeracy and ICT skills prior to entry to the course. Potential need for learning support may be identified at this stage and, if found, will be discussed with the applicant. 

In order to satisfy the minimum general requirements for admission, applicants must: 

  • Hold a degree level 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.]
  • Provide evidence of having achieved GCSE Grade C and above, (or equivalent) in English and Maths.
  • Demonstrate the ability to communicate fluently, accurately and effectively in professional spoken English (IELTS 6+ or equivalent).
  • Have a teaching or training contract for a minimum of 100 hours of teaching in the Post-14 sector over the period of the course, which includes a minimum of 50 hours in each of the 2 years.
  • Provide two references and demonstrate support from employer and mentor 
  • Have a subject mentor to offer subject specific support and guidance. Subject mentors must be prepared to attend an initial mentor training session.

As the programme involves working with young people, applicants will be required to disclose any previous criminal convictions, cautions or bindovers irrespective of when they occurred. All successful applicants who receive an offer of a place will be required to apply for and be in receipt of an enhanced DBS Disclosure before taking up their place. Only on the receipt of successful clearance from the DBS will the place on the programme be confirmed.

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. Each applicant for APL will be required to submit evidence of the outcomes of their previous learning, whether experiential or certified.

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, ie planning, delivering and assessing learning, that the applicant has in place. 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.

Direct entry to Year 2 of the Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Post-14 Sector will be considered and be guided by the ‘AP(E)L' Policy and Procedures' of the University of Chester.

 

There are no published QAA benchmark statements which are directly applicable to professional Teacher Education courses; however there are key external documents which inform all aspects of provision. The Professional Standards outline in detail the teaching standards that must be met and the Personal and Professional Conduct which must be adhered to.

The programme is designed to allow candidates the best opportunity to fulfil all of the 2014 Professional Standards by the end of the programme. Each module is aligned to particular standards that can be evidenced based on its content and outcomes. In addition, trainees will complete the required Professional Standards documentation to demonstrate their proficiency in each standard, and outline targets for improvement and development.

All trainee teachers entering the programme will have a teaching or training contract with a secondary school and currently teaching, or aspiring to teach, within the Post-14 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 trainees to develop their subject specific knowledge and experience of subject specific teaching.

Through their professional links with the island's secondary schools, the programme team is familiar with the settings in which the teaching placements will occur. 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 trainees' academic and personal development and to guide and advise them in aspects of professional practice. In addition, the specialist experience of mentors will help trainees to develop expertise within their subject specific area(s).

The trainees' 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 trainees to review and evaluate a range of teaching/learning settings and practices, but also offer insights into different curricula and learner characteristics.  The College guarantees completion of the teaching placement element if a trainee's circumstances change due to factors which are out of their control.

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 trainee'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 group activities, tasks, Case Studies.
  • Observation of an experienced teacher.
  • Teaching Log.
  • Completion of Personal and Professional Progress (Year 1) and Professional and Academic (Year 2) Profiles.
  • Learning Journal.
  • Lectures and discussion.
  • Individual and group tutorials.
  • Individual Mentoring sessions.
  • Trainee-led individual and group presentations.
  • Self-directed learning/independent study.
  • Reflective Accounts.
  • Independent research/investigation.
  • Action learning sets (centred around curriculum specialisms).

The assessment strategies adopted within the Programme 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.

Assessment of learning  is continuous, formative and summative. Informal assessment takes place during every taught session via questioning, observation and feedback from trainee tasks, etc. Formal assessment is exemplified through observed teaching practice, teaching log, trainee presentations, Continuing Personal and Professional Development Profiles, reflective accounts written assignments and reports.

Each module will have specific assessment criteria for each assignment. These will be set out in the Module Handbook and communicated to trainees by the tutor responsible for the module, who will undertake the assessment of written assignments, reflective accounts and presentations. Trainees will be required to submit their written assignments on the date determined by the Module tutor which will normally be two weeks after the completion of the Module. It is a requirement of the programme that trainees upload all their written assignments electronically through Turnitin. Prior to formal submission, trainees will have  the facility to discuss an assignment plan/introduction with their tutor. Trainees 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 through the Teaching File in IM4104 in Year 1 and the Continuing Personal and Professional Development Profile file in IM5104 in Year 2. Programme tutors will undertake tutorials and observations of teaching practice.  Mentors will, wherever possible, be required to be specialists in the subject area of the trainee, and will be issued with a full mentor pack prior to commencement of study and offered a range of mentor training opportunities at an early stage in the Programme. Mentors will focus upon subject specialist issues, and undertake four observations in total, 2 in Year 1 and 2 in Year 2.

Assignments will be returned to the trainees when the first, second and third stages of the assessment procedure are completed. However, trainees will receive provisional, written feedback from the first internal assessment only. Second marking and moderation will be conducted in accordance with the policies and procedures of the University of Chester.

Trainees have the right to one re-assessment in each failed assessment component. As this is a programme of professional preparation, trainees must pass all module assessment components. Trainees will be required to pass all modules at Level 4 before progression to Level 5.

 

An emphasis on employability is fundamental to the award, and all trainees will be employed as unqualified teachers in one of the Island's secondary schools. In order to meet the teaching practice requirements of the award, this is a necessity.  Settings for employment on completion of the award are intended to be in teaching students in the Post-14 age group in schools, sixth form colleges, school/college link programmes, vocational programmes and/or special education programmes in schools/colleges or other agencies. Teaching and learning approaches, assessment methods and strategies, and tutor support take account of employment and career progression, with each module emphasising practice-based and subject specific issues. Reflective practice is integral to the programme and enables trainees to develop their generic and subject specific teaching skills with the help of supportive, developmental teaching observations and constructive tutor, mentor and peer feedback. 

The programme is designed with the needs of the Post-14 sector in mind and is guided by the Isle of Man Department of Education and Children's Service Delivery Plan in conjunction with staff at the Isle of Man College of Further and Higher Education to help to ensure the programme meets current local market needs and trends in relation to the Post-14 Sector. 

The supported teaching placements provide the opportunity for trainees to show what they are capable of, and for secondary schools as employers, or potential employers, to observe this at first hand.  The Cert Ed TLSS programme delivered by the Isle of Man College of F&HE enjoys a very good reputation locally, both for the quality of its provision and that of its graduates.  In recent years, the growth in confidence in the quality of the Cert Ed TLSS programme among local secondary Head Teachers and across the secondary schools in general has led to the Isle of Man Department of Education and Children supporting local secondary schools in placing newly recruited, but unqualified, trainee teachers on the Cert Ed TLSS programme, with a view to obtaining QTLS after graduating, to obtain the acknowledged equivalent of Manx QTS status and subsequent progression into employment as NQTs.  The College provision of the Programme is supported by complementary school-based training by experienced mentors within the schools' CPD systems. 

Having a Cert Ed TLSS qualification that is designated for, and tailored to, the Post-14 Sector will address a specific training and development need in the Isle of Man, and build on the success of the previous Cert Ed TLSS in having fulfilled this need to date through its flexibility and appropriateness to that teaching context, among other contexts in the lifelong learning sector.

 

The College has an Equal Opportunities policy and strategy which has been refined and developed though consultation with staff, trainees and representatives from external organisations. The strategy has been particularly successful in enabling access for non-traditional trainees. Data is regularly gathered to monitor the recruitment, retention and progress of all trainees, with particular attention paid to issues arising through gender, ethnicity, disability, and economic disadvantage as potential barriers to trainee 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. Trainees entering the Programme will be required to respect and uphold  the College's 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.

This programme will be delivered jointly with the Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Lifelong Learning Sector, with trainees from both programmes forming the cohort. 

All trainees will undertake modules IM4101, IM4102, IM5101 and IM5102. 

In addition, trainees following the Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Lifelong Learning Sector programme will undertake modules IM4103 and IM5103, while those following the Certificate of Education in Teaching in the Learning and Skills Sector: Teaching in the Post-14 Sector programme will undertake modules IM4104 and IM5104.  The difference between these pairs of modules is the location of the teaching practice context and setting, which for the latter programme will be based in local secondary schools at Key Stages 4 and 5, compared to the diverse post-compulsory education settings for trainees on the Lifelong Learning Programme.

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