University of Chester

Programme Specification
Coaching and Mentoring PGCert
2016 - 2017

Postgraduate Certificate

Coaching and Mentoring

Coaching and Mentoring

University of Chester

University of Chester

University of Chester campuses (Riverside campus and Parkgate Road campus);  educational and professional settings

Postgraduate (Taught)


Classroom / Laboratory, Distance,

1 Years

3 Years

Annual - January - September



17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

QAA (2015) Master's degree characteristics

Chartered Management Institute

Faculty of Education and Children's Services Academic and Professional Programmes Postgraduate Module Assessment Board

Friday 10th June 2016

Programme Aims  

  • To facilitate critical reflection and informed professional judgement on national policy initiatives and changing contexts related to coaching and mentoring in educational settings
  • To allow teachers, middle and senior leaders, headteachers and those involved in the delivery of education to critically understanding how coaching and mentoring, encompassing theories, concepts and practical applications, can support the creation of a culture of self-improvement.
  • To enable evidenced and effective responses to current challenges and to facilitate confidence and  innovation in coaching and mentoring   

At the end of the programme students will have:

  • Critically engaged with education policy and practice and demonstrated informed perspectives about coaching and mentoring in educational settings.
  • Interrogated, examined and applied a range of theoretical ideas and frameworks for thinking conceptually about the process of coaching and mentoring in different contexts.
  • Critically appraised concepts of change, continuity and effectiveness in coaching and mentoring in relation to the educational improvement agenda.
  • Developed key knowledge, understanding and skills in coaching and mentoring that are underpinned by increased self -awareness and an enhanced capacity for criticality and meaningful reflection.
  • Identified approaches to promote and evaluate leadership impact, influence and outcomes.



At the end of the programme students will have:

Knowledge and Understanding

  • Critically engaged with theoretical frameworks and literature;
  • Harnessed insights into subject knowledge;
  • Critically reflected on the ways in which research methodology supports professional enquiry;
  • Applied critical considerations when undertaking research;
  • Made effectual use of professional learning to assess impact on practice.

(CD7611, CD7612, CD7613, ED7109)

At the end of the programme students will have:

Thinking or Cognitive Skills

  • Made critical use of research evidence;
  • Formulated valid conclusions that link theory to practice;
  • Thought independently about essential issues, concepts and ideas.

(CD7611, CD7612, CD7613, ED7109)

At the end of the programme students will have:

Practical Skills

  • Critically reflected upon aspects of professional practice in the light of key theoretical perspectives;
  • Made effectual use of professional learning to assess impact on practice.

(CD7611, CD7612, CD7613, ED7109)

At the end of the programme students will have:

Key Skills

  • Written to academic standards required at level 7;
  • Engaged in meaningful debate and critical discussion;
  • Read critically;
  • Synthesised written and oral information;
  • Maintained a learning journal where appropriate.

Application of Number

  • Selected and used appropriate research methodology, methods and applications for data handling.

Information Literacy and Technology

  • Used the University's VLE to access information;
  • Used electronic research skills;
  • Accessed databases for research and information;
  • Used the University's e-Portfolio to maintain a professional learning journal where appropriate.

Improving Own Learning and Performance

  • Critically reflected on professional practice;
  • Developed new pedagogical and leadership skills;
  • Used initiative and managed own learning;
  • Made independent use of supervision.

Working with Others

  • Engaged in group presentations and dissemination;
  • Worked with professional colleagues to share ideas, research and good practice.

Problem Solving

  • Generated and applied new knowledge;
  • Analysed complex concepts.

Transferable Professional Skills
The qualities and transferable skills necessary for employment requiring:

  • The exercise of initiative and personal responsibility;
  • Decision-making in complex and unpredictable situations;
  • The independent learning ability required for continuing professional development.

(CD7611, CD7612, CD7613, ED7109)

The programme is designed to support, teachers, middle and senior leaders, head teachers and those working in education such as youth workers, school and university based ‘professional mentors’ (or equivalent) who support trainee teachers working a range of educational settings to develop the skills needed to become competent coaches. The programme is equally open to those who are not in a formal leadership or teaching role, such as teaching assistants, or those who want to deploy coaching and mentoring strategies within their work. For example, newly or recently qualified teachers, or trainers in training providers.

The programme seeks to support institutions develop a culture of coaching and mentoring which will support staff to become critical reflective practitioners who  can use coaching and mentoring to enable self-improvement, either individually or institutionally. This will ultimately benefit not only the staff and educational institution, but importantly the outcomes for children and young people those raised standards. 

The programme comprises a series of 20 credit modules allowing students to select modules that align to their own organisations context and their personal interests. Modules include:

An introduction to the skills , principles and practice of effective mentoring/coaching module which enables participants to review the role of coaching and mentoring within education.  

Developing client, knowledge, skills and expertise through effective dialogue provides the foundations for developing a deeper understanding of how key coaching and mentoring theories impact on the practical work of education. 

Co-ordinating Mentoring and Coaching Programmes supports individuals in acquiring the skills necessary to led effectively coach and mentor individuals within education.

All students throughout the programme gain an increased self-awareness derived from a critically reflective analysis of experience of coaching and mentoring and which supports the professional practice and helps to set goals for future professional development. 


Mod-Code Level Title Credit Single
CD7611 7 An introduction to the skills, principles and practice of effective mentoring/coaching 20 Comp
CD7612 7 Developing client, knowledge, skills and expertise through effective dialogue 20 Comp
CD7613 7 Co-ordinating Mentoring and Coaching Programmes. 20 Optional
ED7109 7 Negotiated Study 1 20 Optional

Postgraduate Certificate Coaching and Mentoring: 60 credits
Modules @ 20 credits (Optional)

The programme is designed to recognise former certificated and experiential learning through the Accreditation of Prior Learning process.


The Postgraduate Certificate in Coaching and Mentoring has been accredited by the Chartered Management Institute. Students successfully completing the PG Cert programme will also receive a CMI award in Coaching and Mentoring at Level 7. This award is fully embedded within the programme, so students will not have to undertake any additional work. Registration with the CMI will be done at the time of module registrations. In order to achieve the CMI award students must successfully complete modules CD7611, CD7612 and CD7613. Students undertaking ED7109 will need to, in discussion with the programme leader, ensure that the negotiated element of the module meet the learning outcomes of the CMI award to be eligible for the additional qualification. 

The Postgraduate Certificate in Coaching and Mentoring is open to both graduates and non-graduates with professional experience although applicants will normally be graduates. Non-graduates will be invited for interview.

Applicants will normally be in a teaching or leadership role in an educational setting (normally, but not always, a school) or be aspiring to one. It is possible for applicants who are not in work to undertake the Programme through a combination of university - based taught modules.

For individuals who do not have a role in which they can develop their coaching and mentoring skills, work shadowing and simulated coaching and mentoring will be undertaken.  

International students will need to evidence a recent IELTS score of no less than 6.5.

There are no QAA benchmark statements for postgraduate study specific to Education. The PG Certificate Coaching and Mentoring draws on and extends the QAA (2015) Master's degree characteristics at Level 7 assuring the achievements represented by the qualification are appropriate and represented consistently.

Master's degrees are awarded to students who have demonstrated:

  • A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of research around educational leadership
  • A comprehensive understanding of techniques applicable to their own research or advanced scholarship
  • Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge about leadership
  • Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship about leadership and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

  • Deal with complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
  • Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level
  • Continue to advance their knowledge and understanding, and to develop new skills to a high level.

The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:     

  • Promoting professional engagement and reflective practice;      
  • Encouraging independent and autonomous learning;         
  • Supporting continuing professional development;     
  • Valuing students' professional experience and prior learning;        
  • Supporting diversity and personalised learning;       
  • Encouraging dynamic and participative learning;
  • Promoting collaborative learning;
  • Encouraging Internet and Web-based approaches;         
  • Supporting reflective and Practitioner enquiry.

For further details, please access:

The programme includes a range of approaches to learning and teaching:

  • University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
  • Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
  • Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
  • Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime.  This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.

The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.



All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).

The module handbook includes:       

  • Module aims and learning outcomes;       
  • Outline content;       
  • Assessment method;       
  • Procedures for submission of work;        
  • Recommended reading;
  • Appropriate grading criteria;
  • Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.


All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements. All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked.  Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.

Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.


Holders of the qualification will have the qualities and transferable skills necessary for coaching and mentoring in educational organisations requiring the exercise of initiative and responsibility, decision-making in complex and unpredictable situations. Students will be independent learners with a commitment to their own  continuing professional development and that of others.

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.

All participants in and contributors to the Programme will be encouraged to become involved in the development, management, delivery and evaluation of the effectiveness of the Programme. Students are allocated a Personal Academic Tutor (PAT) who will:

  • Act as the student's contact with the University
  • Maintain an overview of a student's academic progress
  • Provide academic advice and guidance to students
  • Provide specific advice regarding module choice and review academic progress. This can be provided by face-to-face tutorial(s), email tutorial(s) or telephone tutorial(s)
  • Discuss academic strengths and areas which need development based on examples of work
  • Develop a relationship based on shared knowledge of the student's progress
  • Assist in completing the e-Portfolio
  • Provide a reference, if required, based on information provided by the student


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