The document provides an overview of the 2-year part-time PGCE/Certificate in Education course for post-compulsory education. It describes the spiral curriculum approach with eight units covered over two years, including six taught modules and two practice-based modules. It outlines the requirements for observed teaching practice, assessment approaches, and the content covered in some of the first year units.

1. Welcome to the Course: Introduction Tracey Burrows, Peter Hadfield and James Atherton 2 October 2010 Faculty of Education and Sport PGCE/Certificate in Education (Post-Compulsory Education)

2. Welcome to the Course: Introduction Tracey Burrows, Peter Hadfield and James Atherton 2 October 2010 Faculty of Education and Sport PGCE/Certificate in Education (Post-Compulsory Education) A brief introduction to this 2-year part-time course

3. The spiral curriculum 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (Module X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

4. The spiral curriculum The whole thing is based on a spiral curriculum, organised in eight units. Six of them are conventionally taught, and two more practice-based 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (Module X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

5. The spiral curriculum We start with an overview to put everything into context and to act as a foundation.... 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (Module X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

6. The spiral curriculum And then go into greater depth and detail... 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (Module X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

7. The spiral curriculum With the taught modules complemented by practice—in your own workplace 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (Module X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

8. The course mantra: “ It’s in the Handbook!” Also see volume 2 (Working Papers) available to download from the website at: http://www.bedspce.org.uk

9. The course mantra: “ It’s in the Handbook!” Also see volume 2 (Working Papers) available to download from the website at: http://www.bedspce.org.uk The handbook (available for download from the site) goes into considerable detail because this is not just about adult education; it’s also a case-study of it

10. The PCE Learning Community Grantham College Castle College Oxford & Cherwell Tresham Leicester College Bedford College Barnfield College Central Beds NHC UoB

11. The PCE Learning Community Grantham College Castle College Oxford & Cherwell Tresham Leicester College Bedford College Barnfield College Central Beds NHC UoB There are some 600 students on the course, in ten centres around the Midlands

12. The PCE Learning Community Grantham College Castle College Oxford & Cherwell Tresham Leicester College Bedford College Barnfield College Central Beds NHC UoB ...teaching a wide range of disciplines, subjects and students in many different settings and at many levels. We try to make use of this diversity as a strength to promote learning from each other.

13. Qualified Teacher (Learning and Skills) status (QTLS) The PGCE/Cert Ed course is endorsed by the Sector Skills Council for Lifelong Learning ( LLUK ) and incorporates the outcomes of PTLLS, CTLLS and DTLLS, as well as being a University award In order to be awarded QTLS you must satisfactorily meet the PGCE/Cert Ed course outcomes … and be registered with the Institute for Learning … and complete a period of professional formation www.ifl.ac.uk

14. Qualified Teacher (Learning and Skills) status (QTLS) The PGCE/Cert Ed course is endorsed by the Sector Skills Council for Lifelong Learning ( LLUK ) and incorporates the outcomes of PTLLS, CTLLS and DTLLS, as well as being a University award In order to be awarded QTLS you must satisfactorily meet the PGCE/Cert Ed course outcomes … and be registered with the Institute for Learning … and complete a period of professional formation www.ifl.ac.uk The course carries professional accreditation, leading to the standard awards for teachers in this sector of education. The university affiliation adds extra value.

15. Finance Fees for 2010-11: £755 Means-tested student grant available Grant of £400 available from IfL, paid via employers, for this year only.

16. Finance Fees for 2010-11: £755 Means-tested student grant available Grant of £400 available from IfL, paid via employers, for this year only. This has changed again recently, and some details are still in a state of flux: it will be managed through the college centres.

17. The spiral curriculum 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (Module X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

18. Module assessment is based on Learning Outcomes, which specify … what students should know or be able to do when they have done the module They are not “objectives” because they are set out for the student , rather than the tutor They are not “competences” ( à la NVQ) because they go beyond simple performance and include underpinning knowledge reflection and critical discussion. Competences and Outcomes

19. Module assessment is based on Learning Outcomes, which specify … what students should know or be able to do when they have done the module They are not “objectives” because they are set out for the student , rather than the tutor They are not “competences” ( à la NVQ) because they go beyond simple performance and include underpinning knowledge reflection and critical discussion. Competences and Outcomes We set out in some detail where you have to get to, to gain the award. ...but we are much more flexible about how you get there, because of the diversity of the student intake we have mentioned...

20. Wot? No assignments? Tutors do not set assignment titles Instead, students decide what to submit as evidence that they have: met the outcomes at the appropriate level They should confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract.

21. Wot? No assignments? Tutors do not set assignment titles Instead, students decide what to submit as evidence that they have: met the outcomes at the appropriate level They should confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract. ... and this is clearest in the approach to assessment. Students are seen as experts in their own fields of practice, and therefore able to negotiate how they will show they have reached the required standards. (There are no grades, either for the academic or the practical components of the programme.)

22. Differential Assessment Cert Ed PGCE Year One HE 1 (NQF 4) HE 3 (NQF 6) Year Two HE 2 (NQF 5) HE 3 (NQF 6)

23. Differential Assessment Academically, practically all qualifications in the UK can be located on the scale of the National Qualifications Framework (it’s currently changing its name for some reason, but without practical consequences). HE1/NQF4/QCF4 is equivalent to first-year undergraduate study, HE3/NQF6/ QCF6 to 3 rd /final year—you get the picture? Cert Ed PGCE Year One HE 1 (NQF 4) HE 3 (NQF 6) Year Two HE 2 (NQF 5) HE 3 (NQF 6)

24. Differential Assessment These are the levels the various stages of the programme have to hit. We manage it by specifying additional outcomes for the higher PGCE levels—but there are also ways to move up and down the levels. Cert Ed PGCE Year One HE 1 (NQF 4) HE 3 (NQF 6) Year Two HE 2 (NQF 5) HE 3 (NQF 6)

25. Observed Teaching Practice Runs throughout the Programme Requires at least 75 hours of teaching per year Observed twice a year by a tutor and twice by your Mentor With formative observations by and of each other.

26. The spiral curriculum 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (Module X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

27. Observed Teaching Practice Runs throughout the Programme Requires at least 75 hours of teaching per year Observed twice a year by a tutor and twice by your Mentor With formative observations by and of each other.

28. Observed Teaching Practice Runs throughout the Programme Requires at least 75 hours of teaching per year Observed twice a year by a tutor and twice by your Mentor With formative observations by and of each other. Now to the requirements for the demonstration of actual practice!

29. Observed Teaching Practice Runs throughout the Programme Requires at least 75 hours of teaching per year Observed twice a year by a tutor and twice by your Mentor With formative observations by and of each other. That’s a national requirement.

30. Observed Teaching Practice Runs throughout the Programme Requires at least 75 hours of teaching per year Observed twice a year by a tutor and twice by your Mentor With formative observations by and of each other. Tutors can address generic skills, and meeting national standards, because we do a lot of observation. Mentors (whom you select) can address discipline-specific issues, but may not be so familiar with the overall standards.

31. Observed Teaching Practice Runs throughout the Programme Requires at least 75 hours of teaching per year Observed twice a year by a tutor and twice by your Mentor With formative observations by and of each other. No “pass/fail” implications, but these peer observations just yield vast amounts of learning, about how fellow-students work in different settings and subjects, and inform class discussions enormously. Often voted the most effective learning experience of the course. (So much for tutors!)

32. Scheduling At least one before Christmas Mentor (4 ) of Peers (2x2) by peers Submission Professional Practice 1 Submission Professional Practice 2 Tutor (4) Year 1 Year 2 Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

33. Scheduling At least one before Christmas Here’s a notional and vague indication of how observations might be distributed across the course. In one way or another, you will be observing or being observed around once every three weeks (and that’s apart from any employer-initiated stuff). But it is all in a spirit of constructive feedback and encouragement! Mentor (4 ) of Peers (2x2) by peers Submission Professional Practice 1 Submission Professional Practice 2 Tutor (4) Year 1 Year 2 Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

34. The spiral curriculum OK. But so far there’s not much about what we actually teach you! Concentrating on the first year, this is what the units cover... (More detail in the Handbook! Of course.) 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (Module X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

35. Planning and Preparing to Teach Year One Term 1

36. Planning and Preparing to Teach PTLLS The nature of “education” Role Matching students and courses Initial assessment Curriculum design Aims/Objectives Course & session planning Monitoring & evaluation Assessment Feedback Year One Term 1

37. Planning and Preparing to Teach PTLLS The nature of “education” Role Matching students and courses Initial assessment Curriculum design Aims/Objectives Course & session planning Monitoring & evaluation Assessment Feedback Professional Practice 1 Year One Term 1

38. Planning and Preparing to Teach PTLLS The nature of “education” Role Matching students and,courses Initial assessment Curriculum design Aims/Objectives Course & session planning Monitoring & evaluation Assessment Feedback Professional Practice 1 Micro-teaching 75 hours of teaching Observations Session plans Critical reflection Reflective Journal Peer Observations Study day(s) Minimum Core Year One Term 1 The overlap is intentional: after all the only point of the theory is its impact on your practice and student learning.

39. Bases of L&T Year One: Term 2 Student motivation Memory Theories/models of learning Teaching methods Questioning & Feedback Presentation skills Visual aids Designing exercises/worksheets ICT Classroom management Negotiated learning Assessing Learners Evaluating Teaching Principles of assessment Competing models Formative & Summative approaches Competence-based models Reliability and validity Assessment & teaching Planning assessment Processing & interpreting data Feedback

40. Bases of L&T Year One: Term 2 Student motivation Memory Theories/models of learning Teaching methods Questioning & Feedback Presentation skills Visual aids Designing exercises/worksheets ICT Classroom management Negotiated learning Assessing Learners Evaluating Teaching Principles of assessment Competing models Formative & Summative approaches Competence-based models Reliability and validity Assessment & teaching Planning assessment Processing & interpreting data Feedback And so we begin to dig down into the detail.

41. Any Questions?

42. Any Questions? The answers are in the Handbook! Or you can ask a tutor, I suppose...  !