1. Programme Specification
1. Awarding Institution/Body Teesside University
2. Teaching Institution Teesside University
3. Programme accredited by
Teesside University
4. Programme
Certificate in Education: Teaching in
the Lifelong Learning Sector
5. Final award
Certificate in Education: Teaching in
the Lifelong Learning Sector
6. UCAS code (or other coding system
if relevant).
7. Relevant QAA subject
benchmarking group(s)
8. Date of production/revision August 2011
9. Educational Aims of the Programme.
The overall aims of the programme are to:
• Provide students with the opportunity to explore the roles and responsibilities of teachers,
trainers and tutors practising in the learning and skills sector who are in the Full Teaching
Role, and to evaluate own position in this.
• Provide students with the foundation to more advanced skills in planning learning, teaching
and assessment strategies for groups of learners and individual learners.
• Develop the skills of reflective practice in order for students to continually improve own
learning and practice.
• Enable the students to assess own levels of key skills and plan for their future improvement
via the development of an individual progress file
• Enable the students to explore one of two key issues affecting teachers, tutors and trainers
practising in the learning and skills sector via the completion of an option module. These
issues are equality and diversity and classroom management.
• Enable students to explore and respond to issues associated with inclusive practice
• Provide students with the opportunities to explore the concept of continuing professional
development and to evaluate the importance of this for teachers, trainers and tutors who are
in the Full Teaching Role and who are practising in the Learning and Skills sector.
• Enable students to explore issues associated with wider professional practice, such as quality
assurance systems and procedures and quality improvement.
• Enable the students to explore one of three key issues affecting teachers, tutors and trainers
practising in the learning and skills sector via the completion of an option module. These
issues are effective team working, dealing with challenging behaviour or a negotiated essay
which focuses upon an area of relevant professional concern.

2. 10. Learning Outcomes
The programme will enable students to develop the knowledge and skills listed below. Intended
learning outcomes are identified for each category together with the key teaching and assessment
methods that will be used to achieve and assess the learning outcomes.
A. KNOWLEDGE AND UNDERSTANDING
Learning Outcomes
Identify and explain selected research methods used in education and apply them whilst
practising in Learning and Skills Sector educational contexts.
Describe, explain and use key elements of the foundation knowledge and key concepts of
learning, teaching and assessment activities whilst practising in Learning and Skills Sector
educational contexts.
Identify, where applicable, the role of ethics in the generation of knowledge whilst practising in
Learning and Skills Sector educational contexts.
Critically review and select from alternative research methods appropriate to research in
Learning and Skills Sector educational contexts/Apply the skills enquiry-based approaches
appropriate to research in Learning and Skills Sector educational contexts
Demonstrate a detailed knowledge and understanding of the roles and practices of
practitioners in Learning and Skills Sector educational contexts.
Consider the role of/importance of ethics whilst practising in Learning and Skills Sector
educational contexts.
Key Teaching Methods
Students will be taught through seminars, lectures, interactive workshops
Taught sessions from visiting specialist lectures will be provided where appropriate.
Tutors delivering the module will demonstrate models of good practice with regard to
teaching/learning to accommodate a range of individual learning needs and learning styles.
Students will access self-study resource materials- media and Internet usage.
Students will receive written and oral feedback to enable the improvement of future work.
Students will be encouraged to develop a progress file to help plan and monitor own
performance.
Observations of experienced practitioners
Reflection on practice
VLE, e-mail and on-line resources
Practice mentor
Teaching practice
Simulations/training classes
Training video/clips
Peer learning/feedback
Development of employability skills
Case studies
Working with Colleagues
Key Assessment Methods
Individual Learning Plan
Reflective Teaching Portfolio
Report
Behavioural Contract with evaluation
Reflective Teaching Journal
Continuing Professional Development Journal

3. Evaluative Report
8 assessments of teaching practice
Essay
Presentations (individual and group)
Case study
B. COGNITIVE/INTELLECTUAL SKILLS
Learning Outcomes
Gather, record and describe, with guidance, /evidence from a range of sources relevant to
own role whilst practising in Learning and Skills Sector educational contexts.
Justify opinions and conclusions in relation to learning, teaching and assessment activities
whilst practising in Learning and Skills Sector educational contexts.
Recognise the provisional and changing nature of knowledge whilst practising in Learning and
Skills Sector educational contexts.
Analyse, apply and interpret evidence from a variety of sources pertinent to aspects of
practice in Learning and Skills Sector educational contexts.
Justify conclusions when evaluating a range of issues associated with practising in Learning
and Skills Sector educational contexts.
Demonstrate intellectual flexibility and openness to new ideas whilst practising in Learning
and Skills Sector educational contexts.
Identify key areas of problems and choose appropriate tools/methods for their resolution in a
considered manner
Key Teaching Methods
Students will be taught through seminars, lectures, interactive workshops
Taught sessions from visiting specialist lectures will be provided where appropriate.
Tutors delivering the module will demonstrate models of good practice with regard to
teaching/learning to accommodate a range of individual learning needs and learning styles.
Students will access self-study resource materials- media and Internet usage.
Students will receive written and oral feedback to enable the improvement of future work.
Students will be encouraged to develop a progress file to help plan and monitor own
performance.
Observations of experienced practitioners
Reflection on practice
VLE, e-mail and on-line resources
Practice mentor
Teaching practice
Simulations/training classes
Training video/clips
Peer learning/feedback
Development of employability skills
Case studies
Working with Colleagues
Key Assessment Methods
Individual Learning Plan
Reflective Teaching Portfolio
Report
Behavioural Contract with evaluation
Reflective Teaching Journal

4. Continuing Professional Development Journal
Evaluative Report
8 assessments of teaching practice
Essay
Presentations (individual and group)
Case study
C. PRACTICAL/PROFESSIONAL SKILLS
Learning Outcomes
Operate ethically whilst practising in Learning and Skills Sector educational contexts.
Act with limited autonomy, under direction or supervision, within defined guidelines whilst
practising in Learning and Skills Sector educational contexts.
Demonstrate competence in teaching in a range of defined contexts
Work ethically at all times in situations of varying complexity and predictability whilst practising
in Learning and Skills Sector educational contexts.
Act with increasing autonomy, with reduced need for supervision and direction whilst
practising in Learning and Skills Sector educational contexts.
Key Teaching Methods
Students will be taught through seminars, lectures, interactive workshops
Taught sessions from visiting specialist lectures will be provided where appropriate.
Tutors delivering the module will demonstrate models of good practice with regard to
teaching/learning to accommodate a range of individual learning needs and learning styles.
Students will access self-study resource materials- media and Internet usage.
Students will receive written and oral feedback to enable the improvement of future work.
Students will be encouraged to develop a progress file to help plan and monitor own
performance.
Observations of experienced practitioners
Reflection on practice
VLE, e-mail and on-line resources
Practice mentor
Teaching practice
Simulations/training classes
Training video/clips
Peer learning/feedback
Development of employability skills
Case studies
Working with Colleagues
Key Assessment Methods
Individual Learning Plan
Reflective Teaching Portfolio
Report
Behavioural Contract with evaluation
Reflective Teaching Journal
Continuing Professional Development Journal
Evaluative Report
8 assessments of teaching practice
Essay
Presentations (individual and group)
Case study

5. D. KEY TRANSFERABLE SKILLS
Learning Outcomes
Develop and implement a personal development plan to improve own learning
Identify and articulate personal skills, abilities, interests and motivations and relate these to
career opportunities pertinent to practising in Learning and Skills Sector educational contexts.
Identify and use writing skills appropriate to the context
Consider equality and diversity issues throughout all aspects of practice while carrying out
own role in Learning and Skills Sector educational contexts.
Engage in team activities to enhance a co-operative approach to learning and working
Reflect systematically on performance to further develop learning
Demonstrate a realistic match between career aspirations and personal aptitudes, interests
and motivations pertinent to practising in Learning and Skills Sector educational contexts.
Select and use a range of communication methods appropriate to the contexts.
Apply numerical and statistical skills when accessing and utilising data pertinent to practising
in Learning and Skills Sector educational contexts.
Use a range of specialist software appropriate to the discipline
Adopt a range of roles within a team and contribute to the effective working of the team
Key Teaching Methods
Students will be taught through seminars, lectures, interactive workshops
Taught sessions from visiting specialist lectures will be provided where appropriate.
Tutors delivering the module will demonstrate models of good practice with regard to
teaching/learning to accommodate a range of individual learning needs and learning styles.
Students will access self-study resource materials- media and Internet usage.
Students will receive written and oral feedback to enable the improvement of future work.
Students will be encouraged to develop a progress file to help plan and monitor own
performance.
Observations of experienced practitioners
Reflection on practice
VLE, e-mail and on-line resources
Practice mentor
Teaching practice
Simulations/training classes
Training video/clips
Peer learning/feedback
Development of employability skills
Case studies
Working with Colleagues
Key Assessment methods
Individual Learning Plan
Reflective Teaching Portfolio
Report
Behavioural Contract with evaluation
Reflective Teaching Journal
Continuing Professional Development Journal
Evaluative Report

6. 8 assessments of teaching practice
Essay
Presentations (individual and group)
Case study
11. Programme Structure
Modules (provide the level of, and number of credits for, each module in the appropriate box at
each level)
Level (under-
graduate award
or Programme Core Pathway Core Elective Modules
Stage (post-
graduate award)
Level 4
Level 5
Preparing to Teach in the
Lifelong Learning Sector
EDU1059-N
15 credits
Equality and Diversity
EDU1039-N
10 credits
Classroom
Management
EDU1040-N
10 credits
Theories and Principles for
Planning and Enabling
Learning and Assessment
EDU1041-N
30 credits
Curriculum Development
for Inclusive Practice –
Level 5
EDU2089-N
20 credits
Individual Study
20 credits
Continuing Personal and
Professional Development
EDU2050-N
10 credits
Wider Professional Practice
EDU2087-N
10 credits
Foundation in Teaching in
the Lifelong Learning
Sector
EDU1060-N
10 credits
Individual Study
EDU2004-N
20 credits

7. 12. Support for Students and their learning
There will be induction experiences at the beginning of the programme. These will be
designed to acquaint the students with the goals of the programme and the type of
learning and assignment experience they will encounter in the coming modules.
Tutorial feedback will be geared to providing clear targets for future development
Students will be given the planned module content at the introductory sessions and an
overview of modules will be discussed at the first session.
Programme delivery, where possible, will take into account the needs of students in
timing and location.
Students will be able to access the Library and Information Service of the University and
can take advantage of borrowing facilities.
During the programme support will be provided by programme & module leaders.
Each student will be provided with a personal named tutor.
A student programme handbook will communicate the programme aims, objectives,
assessment criteria and module specification.
Students will develop an individual progress file, part of which is assessed within two of
the programme modules.
13. Distinctive Features
This programme has been designed to meet the needs of teachers, tutors and trainers
practising in post-compulsory education settings, including the 14 – 19 age range.
This programme is endorsed by the Learning and Skills Improvement Service (LSIS), the
national body for teaching and training qualifications in the post-compulsory education
sector, as meeting the national requirements of: The Full Teaching Role. (Incorporating
Preparing to Teach in the Lifelong Learning Sector and the Associate Teacher Role) as
defined by LSIS.
The programmes learning outcomes, assessment tasks and assessment criteria have
been designed using the LSIS National Units of Learning and Assessment as guidance.
This will enable the programme to be fully endorsed by LSIS as meeting the national
requirements of the sector. This requirement is also reflected in the credit size of the core
and option modules.
This programme of learning is for non-graduates.
Achievement of the ‘Preparing to Teach in the Lifelong Learning Sector’ 15 credit module
will enable students to apply to the Institute for Learning (IfL) for a Threshold License to
Practice.
On completion of the full Certificate in Education students will have met the national
requirements for the Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and
will be in a position to upgrade to Qualified Teacher Learning and Skills status (QTLS).
The Institute for Learning manage this process independently and will outline and
additional criteria to be achieved over and above the successful completion of the
Certificate in Education award in order for this status to be granted, e.g. the
successful completion of on-line literacy and numeracy tests. This is completed on an
individual basis by student application to the IfL.

8. Students who complete the Preparing to Teach in the Lifelong Learning Sector module,
the Foundations in Teaching in the Lifelong Learning Sector module and either the
Equality and Diversity module or Classroom Management module will be given the
UCPD in Post-compulsory Teacher Education as a fall back award.