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SCHOOL OF EDUCATION
Professional and Post Graduate Certificate in Education
(Further Education & Training)
2018-2019
Pre-Service Route
Introductory Handbook
University of Brighton Faculty of Education and Sport Further Education and Training
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Contents
1. Welcome
2. Who are we?
3. Course Structure
4. Course Calendar
5. FAQs
6. Reading List
University of Brighton Faculty of Education and Sport Further Education and Training
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Welcome to the Full Time Course in Further Education
and Training
The course team is delighted that you have decided to accept a place on
the course here at Brighton. This introductory booklet is designed to
answer some of your questions prior to the start of the course and will be
supplemented by full course handbooks in September.
The PGCE course is awarded by the University of Brighton and provides a
nationally recognised qualification for teaching in the further education
and training sector.
The course is delivered through attendance at taught sessions at Falmer
and through teaching practice on placement in local colleges. This delivery
model is viewed very much as a partnership between the University and
university tutors and our partner colleges and their experienced staff
who will act as your mentors/host teachers. We cannot learn to teach in a
vacuum and the mixture of gaining knowledge and understanding with
opportunities to put ideas into practice and then reflect critically on
their outcome is what helps make an effective teacher.
You will become a student in the School of Education and the course is
very much viewed as part of our professional development provision for
adults who wish to return to learning. This approach means that you are
required to take responsibility for your own learning throughout the
course and make effective use of feedback from tutors and mentors to
maximise your learning.
I look forward to working with you
Kerry Doyle
University of Brighton Faculty of Education and Sport Further Education and Training
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Who are we?
CONTACTS
ROLE NAME ROOM PHONE E MAIL Head of
School
John Smith A304 01273
643395
Programme
leader
Kerry Doyle A103 01273
643428
Assistant
Programme
Leader
Kate
Greenslate
A103 01273
QA and
observer
Carol Gray n/a
Programme
Assistant
Allie Fry A306 01273
643397
The two main contacts are Kerry who manages the course, and can be
found in room A103 Checkland Building, and Allie who manages
administrative aspects of the programme, and can be found in the School
of Education office A306 Checkland Building. These will usually be the
people to contact in the first instance.
Please note the following:
AN IMPORTANT WARNING RE PROFESSIONAL CONDUCT
The Sexual Offences (amendment) Act 2000 created a new criminal offence of
ABUSE OF POSITION OF TRUST. This applies where a person aged 18 years or
over has sexual intercourse or engages in any other sexual activity with or
directed towards a person who is under 18 years of age, if the person aged over
18 is in a position of trust in relation to the younger person.
Teachers who are aged 18 and over are therefore at risk under the terms of the
legislation if they engage in sexual intercourse or any other sexual activity with or
directed towards a person who has not attained the age of 18.
University of Brighton Faculty of Education and Sport Further Education and Training
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COURSE STRUCTURE
The course has been developed to meet the needs of people planning to
teach in the post compulsory sector. It is made up of six modules all
comprising 20 CATS (Credit Accumulation Transfer Scheme) points and
the final award provides 120 points at either professional or
postgraduate level.
The six modules are linked to knowledge and understanding as well as
practical teaching and a summary of these modules is provided below. You
will be provided with detailed information in the form of Module
Descriptors at the start of each module that will specify what you need
to do to successfully complete the module.
Course Overview
PGCE (FET) pre-service
Sept Oct Nov Dec Jan Feb Mar Apr May June
Key:
Module no. Module Code Module Title Credit rating Deadline
1 KL512 An Introduction to Teaching, Learning and Assessment in
Education and Training
20 16/11/18
2 KL622 Contemporary Issues in Education and Training
20 14/12/18
3 KL619 Teaching Practice in Education and Training
20 15/2/19
4 KL624/701 Applied learning theory and inclusive practice
20 29/3/19
5 KL625 Wider Professional practice in Education and Training
20 3/5/19
6 KL621/710 Practitioner Enquiry 20 24/5/19
Module 1
Module 2
Module 3
Module 5
Module 4
Module 6
University of Brighton Faculty of Education and Sport Further Education and Training
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Course Modules
Code
Title and Content
KL512
Module 1 (semester 1)
An introduction to teaching, learning and assessment in education and training
This module aims to provide an overview of some of the main issues associated
with the learning and teaching of young people and adults, specifically within the
further education sector. It provides a focus on planning and delivering teaching to
meet the needs of adult students. You will be required to plan and deliver teaching
to your peers (microteaching) as part of the assessment for this module. You will
also explore the various roles and responsibilities of a lecturer in post-compulsory
contexts, drawing on observations of experienced practitioners
KL622
Module 2 (semester 1)
Contemporary issues in education and training
This module is designed to facilitate understanding and evaluation of a number of
important issues that have come to define the post-compulsory landscape. Through
collaborative group work, presentation and individual reflection you will share
interpretations of these issues.
KL619
Module 3
(semester1&2)
Teaching practice in education and training
This module aims to enhance the development of practical teaching skills and is
based around the teaching placement. Evidence of longer term planning will be
required. You will be encouraged to reflect on and evaluate your own practice and
to plan and to participate in continuing professional development. You will study key
theories and principles of learning and curriculum design that impact on practice.
Four formal observations of your practice will be completed. A Professional
Development Tracker (PDT) will be completed to map your progress.
KL624/701
Module 4
(semester2)
Applied Learning Theory and Inclusive Practice
This module is designed to provide you with the opportunity to explore and
evaluate a range of learning theories. You will also be required to apply your
understanding to your own practice and appreciate the value of inclusion. This
module can be assessed at level 7 for the postgraduate award.
KL625
Module 5 (semester 2)
Wider Professional Practice
This module is another opportunity to capture evidence from your placement. It
also includes a PDT and, additionally, requires a deeper and wider understanding of
teaching in varied contexts. Four more formal observations of your practice will be
completed
KL621/710
Module 6
(semester 2)
Professional Research Study
This semester-long module is designed to provide you with the opportunity to
focus on an aspect of your subject teaching that you want to develop or improve.
It will be delivered through a combination of action learning and supervision.
Critical reflection on practice, commitment to improvement and a willingness to
share practice are key elements of this module.
University of Brighton Faculty of Education and Sport Further Education and Training
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AN IMPORTANT NOTE RE PLAGIARISM
At University, you are expected to develop your own voice and opinions, and to build on
other people’s work rather than sheltering behind it. Part of this process is respecting and
acknowledging those writers whose work has informed your own. Plagiarism is the word
given to a particular kind of academic dishonesty - passing off someone else’s work,
ideas or words as your own. It can sometimes be unintentional, but it is important to
understand that intention does not have a role to play in the definition of plagiarism.
The main reason to avoid plagiarism is for your own sake - you will be wasting your time
at university unless you learn to develop your own ideas. But there are additional
University sanctions which may include failure of your course and a requirement to leave
the University. You will receive further guidance from your course handbook and
lecturers and advice is also available in the library and on the internet to help you to
understand the principles of proper referencing and how to apply them. Providing that
you follow this guidance, there will be no problem.
Source: ‘ALL MY OWN WORK? PLAGIARISM AWARENESS PACK’, University of Brighton StudentCentral
University of Brighton Faculty of Education and Sport Further Education and Training
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Course Calendar (draft) 2018/19
Frequently Asked Questions
Teaching Week No.
Week beg. Monday
Activity
UoB Course Assessments PGCE modules
1 2 3 4 5 6
0 10.09.18 Induction (UoB)
8 0 17.09.18 Induction (UoB) Professional Standards – initial assess/Professional Profile
9 1 24.09.18 Teaching (Semester 1 UoB)
10 2 01.10.18 Teaching
11 3 08.10.18 Teaching
12 4 15.10.18 Teaching
13 5 22.10.18 (College/School half term week) Micro-teach
15 6 29.10.18 Teaching Micro-teach
16 7 05.11.18 Teaching
16 8 12.11.18 Teaching Module 1 submission 16/11/18
17 9 19.11.18 Teaching
18 10 26.11.18 Teaching Mod 2 presentations
19 11 03.12.18 Teaching
20 12 10.12.18 Teaching/tutorials Module 2 submission 14/12/18
21 17.12.18 Christmas and New Year vacation
22 24.12.18
23 31.12.18
24 13 07.01.19 Teaching
25 14 14.01.19 Teaching
26 15 21.01.19 Teaching
27 16 28.01.19 Inter-semester break (optional)
28 17 04.02.19 Teaching Semester 2 starts
29 18 11.02.19 Teaching Module 3 submission 15/2/19
30 19 18.02.19 (College/School half term week)
31 20 25.02.19 Teaching
32 21 04.03.19 Teaching
33 22 11.03.19 Teaching
34 23 18.03.19 Teaching
35 24 26.03.19 Teaching Module 4 submission 29/3/19
36 25 01.04.19 Teaching
37 08.04.19 (Easter vacation)
38 15.04.19 (Easter vacation)
39 26 22.04.19 Teaching (Easter Monday 22nd)
40 27 29.04.19 Teaching Module 5 submission 3/5/19
41 28 06.05.19 Teaching (Bank Holiday 6th May)
42 29 13.05.19 Teaching
43 30 20.05.19 Teaching Module 6 submission 24/5/19
44 31 27.05.19 (College/School half term week)
45 03.06.19 Assessment
46 10.06.19 Assessment
47 17.06.19 Assessment
48 July Exam Boards
University of Brighton Faculty of Education and Sport Further Education and Training
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How much study do I need to do?
Each module is worth 20 credits and in addition to the taught aspects of
the course you will need to undertake individual research and study plus
the work based experience aspect to support your development. It is
expected that you will be studying for 30 hours a week throughout the
course.
How much support will I get?
You will need to be self-directed and motivated throughout the course, as
adult learners you will be encouraged to take responsibility for your
development. Your university tutors and your college mentors, however,
will be able to advise and encourage you throughout the course. You will
also work closely with peers on the course and will learn from, and be a
source of support for each other.
What about planning and organisational skills?
These are central to the success of effective teaching. If they are not
strong aspects of your work currently you will develop them over the
course. It will also be helpful to structure study time into your week for
reading and research, using your time wisely is an important aspect of
overall success
I haven’t studied for some time, will this be a problem?
The course is designed to offer support early on and the Student
Handbook provides information designed to help you. Your progress will
be discussed with your tutors and additional help may be available
through Student Support. You will need access to a computer, ideally with
an internet connection. If you do not have one at home, you should plan
your time to allow attendance at the Falmer site where they can be
accessed in the Learning Resource Centre.
What if I think I need additional support?
This is not a problem and should be identified on your application form.
The Disability team will work with you to identify particular needs and a
Learning Support Officer is allocated to work with you. Recommendations
on the basis of their assessment are also made to the Course Leader, for
example: Modification of deadlines for assignments and projects, of between 3 and 14
days. There will be an opportunity during induction to access DSA funding
provided you have evidence of a Specific Learning Difficulty (SpLD).
University of Brighton Faculty of Education and Sport Further Education and Training
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Is there a reading list?
This is provided for each of the modules that you teach and a general
introductory list provided within this Introductory Handbook. Your
reading should include academic journals and educational newspapers such
as the Times Educational Supplement as these contain up to date
information, particularly in relation to policy initiatives.
How do I reference my work?
The University requires that all work is referenced according to the
Harvard convention. Full details are provided in the Student handbook
and it is important to use this information as a resource when writing in
order to meet all requirements.
How do I submit completed work?
All work is handed in on an agreed date by 4.30pm to the School of
Education Office or electronically via Turnitin. You will be given a receipt
for the work. The work should be word processed, with 1.5 spacing and
clearly labelled with your name and module title. It may be in a suitable
file or a folder with a contents page and dividers as appropriate but
should not be contained in separate plastic wallets.
How do I know if I have passed?
The work is returned to you with a recommended grade (pass or refer)
and feedback to enable you to improve future submissions. A formal Exam
Board meets twice a year, in February and July, to scrutinise grades
awarded and will then inform you of its decision
What about fail or refer?
If your workdoes not meet all of the criteria for a pass the tutor decides
if he/she believes that the work is redeemable. If it is, you are given
advice as to how to bring it up to pass standard. The Exam Board sets a
new date for completion and then you can resubmit.
Work that is referred twice, or of very poor standard in the first place,
or if you fail to meet an agreed deadline for assessment, will fail. In this
case you may be asked to retake the module next time it is offered in
order to pass; you will almost certainly be required to pay for this.
Very few students fail modules as regular support from your tutors is
designed to highlight and address issues before they become
irredeemable.
University of Brighton Faculty of Education and Sport Further Education and Training
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What if I cannot meet an assessment deadline?
Hand-in times are rigorously adhered to, but there are procedures by
which you can request an extension to a deadline through the Course
Leader. You must apply in advance of the deadline and must be able to
justify your reasons. Please note pressure of work and computer failure
are not considered appropriate reasons for extensions to deadlines.
Who marks the work?
The module tutor will mark the work, a percentage is double marked and
all work that is a borderline pass or refer will be moderated. A sample is
also seen by the External Examiner each year.
What if I cannot complete the course?
If you are unable to complete the course due to illness or a change in
personal circumstances, there are a number of options. You can bank the
credits already accumulated e.g. If you complete all the semester 1
modules you will have 60 credits. You can then put these towards this
same or alternative award at the same level within 5 years, or be awarded
an exit qualification.
Alternatively, you may be able to defer completion and return to the
course the following year picking up where you left off. Finally, it may be
possible to agree an extension so that you can complete the work into the
next academic year. Each case is viewed independently on merit but you
should always keep the Course Leader informed of any issues that may
affect your ability to complete the course.
What if I need extra help?
Student Services are a central department whose specific function is to
provide a range of services to support you through university and to make
sure you get the most from the student experience. They can help will all
kinds of academic and non-academic issues, but if you have an identified
learning difficulty such as Dyslexia it is important that you contact them
as soon as possible, prior to the start of the course. You can do this via
telephone or email:
Tel: 01273 643584 [email protected]
How is my Teaching Placement arranged?
The Course leader normally arranges this through our partner ot othert
host colleges. Details such as specific areas of interest and ease of travel
University of Brighton Faculty of Education and Sport Further Education and Training
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are considered, and although personal circumstances are taken into
account, we cannot guarantee a placement at your closest or preferred
college. Requests for placements are posted following interviews and your
CVs are forwarded to a potential placement during the summer. In
September when you have enrolled and colleges are aware of their
recruitment and staffing levels they begin to agree the placements. You
will be informed as soon as your placement is confirmed, but please be
patient as this may take time.
Please note it is not always possible to organise any placements prior to
September. Under no circumstances should you approach an institution
until requested to do so by university staff.
Can I change my placement?
It is important to develop effective working relationships with the staff
and students on your placement. Experience has shown us that this is
best achieved if you remain in the same place throughout the year. The
placement is reviewed in December and your progress discussed. In most
cases the placement for the year is confirmed. Occasionally however
changes are made in negotiation with yourself the university tutor and
the college mentor. Changes are made based on decisions around
availability of alternatives and identified advantages of this; the Course
Leader is the person who will usually decide whether a change is possible.
Will I be teaching all of the time on placement?
No, you will be expected to teach around 6 hours a week on your
placement. You will start by observing teachers, then with assisting and
team teaching before taking responsibility for planning, delivering and
assessing learning yourself. You will have additional time on placement to
find out about the extent of the work of the organisation, including areas
of specific interest such as Learning Support and Quality Assurance. Your
mentor and other teachers are likely to have full teaching timetables, so
you will need to fit around their availability if you need to meet. You
should also aim to observe teaching in other areas of the collegeto
broaden your knowledge of practice. You will need a significant amount of
planning time when you begin to teach.
How will I be assessed on teaching practice?
There are two modules focused on your teaching practice (although all
are directly related and should be regarded as such). In each module you
will deliver a number of hours of teaching and develop a file of materials
including lesson plans, resources and evaluations. You will also be
University of Brighton Faculty of Education and Sport Further Education and Training
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observed teaching by both your mentor, usually a subject specialist) and
the university tutor. By the end of the placement you must be able to
demonstrate effective teaching ability. It is not about being perfect
every time but more about being able to recognise areas of strength and
areas for development with identified strategies to address weaker
areas.
What about financial arrangement for the course
Financial support for the course will be either from your own funds or
through Student Finance England. This organisation can provide financial
support for both course fees and living allowances.
http://www.studentfinance.direct.gov.uk/portal/page?_pageid=153,46801
19&_dad=portal
What about attendance?
Full time attendance at the university is expected and also on placement.
You are expected to be available for the equivalent of about 2 days a
week (although this will vary from place to place) on placement in order
that you can meet with teachers and undertake additional activities as
appropriate. On occasion you may be asked to attend an evening where
this is appropriate and possible.
This is a professional training course and so professional conduct is
expected as regards punctuality, confidentiality, ethical behaviour at
the University and on placement, timely responses to requests from
the course team, mutual respect for your peers and integrity in all
your professional communication. You will be required to sign a course
agreement and a code of conduct.
Attendance linked to teaching is particularly important as your absence
may mean that a teacher needs to rearrange a lesson plan or even that a
class has no-one to teach them. You must establish procedures for
informing your placement of any absences as soon as you start. The
University should be made aware of all absences; Allie Fry is the usual
contact for this.
Continued absence from either the University or placement may result in
an enhanced support notice being issued. It is important to remember
that this is a professional training programme and your attendance is
considered a key part of the overall assessment process.
University of Brighton Faculty of Education and Sport Further Education and Training
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Can I book a holiday?
The course calendar outlines teaching weeks at the university but you
should also be aware that you will also be committed to teaching at the
college throughout their teaching year which is longer than that of the
university. Occasionally students continue their teaching practice into
June either to complete the required number of hours or because they
are committed to working with a particular group. It is therefore
advisable to book a holiday only within the standard college breaks at
Christmas, Easter or in July.
What about parking?
Parking at the university is limited and priority is given to those people
with limited access to public transport or care commitments. For further
information and parking applications you should use the following link:
https://staff.brighton.ac.uk/efm/Pages/Parking/Parking.aspx
What do I do if I change personal details (such as my address)?
You should inform Allie Fry and ensure that your mentor or subject
teachers from your placement have your contact details.
When do I get my Certificate?
If you successfully complete all of the modules the Course Exam Board
which meets in early July will award the PGCE Post Compulsory Education.
You will be told formally, through the post, your result. You can be handed
the Certificate at the Graduation ceremony later that month in the
Brighton Dome, or it can be posted to your home address.
What about jobs?
In the second semester advice and guidance will be provided about the
application process for teaching jobs in the sector. Students begin to
apply from April and May onwards. Availability is dependent on your
subject area and willingness to travel for the post you require. We will
also provide references as required. Part-time or temporary posts are
often more readily available and may provide a route in to full time work
if a permanent or full-time post is not immediately forthcoming.
University of Brighton Faculty of Education and Sport Further Education and Training
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Reading List
The following is an introductory list of some of the key texts used throughout
the course. You may also find the websites a useful source of information
Key texts Avis J, Fisher R & Thompson R (2010) Teaching in Lifelong Learning: A Guide to
Theory and Practice Maidenhead. OUP Gravells, A (2017) Principles and Practices of Teaching and Training: A guide for teachers and trainers in the FE and skills sector (Further Education and Skills). Exeter. Learning Matters Gray D, Griffin C & Nasta A (2005) Training to Teach in Further Education:
Diversity and Change (2nd edition) Cheltenham: Nelson Thornes Gregson, M & Hillier, Y (2015) Reflective Teaching in Further, Adult & Vocational
Education London: Bloomsbury Petty, G (2009) Teaching Today (4th edition) Cheltenham: Nelson Thornes Petty, G (2009) Evidence-Based Teaching: A Practical Approach (2nd Edition). Nelson Thornes Race,P (2014) Making Learning Happen. (3rd edn) London. Sage Reece, I and Walker, S. (2007)Teaching, Training and Learning, (6th edition rev.)
Sunderland: BEP Ltd
Other useful books Armitage, A, Bryant, R et al (2007) Teaching and Training in Post-Compulsory Education
(3rd edition) Berks: OU Press Coffield, F (2008) Just Suppose Teaching and Learning Became the First Priority… LSN Curzon, L. B. & Tummons J (2013) Teaching in Further Education: an outline of principles
and practice (7th edition) London: Bloomsbury Duckworth V & Tummons J (2010) Contemporary Issues in Lifelong Learning Maidenhead.
OUP Duckworth V, Wood, J, Dickinson J & Bostock J (2010) Successful Teaching Practice in the
Lifelong Learning Sector Exeter. Learning Matters Gravells, A & Simpson, S. (2008) Planning and Enabling Learning in the Lifelong Learning
Sector Exeter: Learning Matters
Hayes,D. Marshall, T. and Turner, A. Eds (2007) A lecturer's guide to further education Maidenhead : Open University Press
Hickey, J. (2008) Literacy for QTLS. Harlow. Pearson Longman Lucas, B & Claxton, G (2010) New Kinds of Smart. Maidenhead. OUP Rogers, A & Horrocks, N (2010) Teaching Adults (4th edition) London: OUP Wallace, S (2007) Teaching, tutoring and training in the lifelong learning sector (3rd
edition) Exeter: Learning Matters
Wolf, A (2002) Does Education Matter? London: Penguin
Electronic sources Department for Education https://www.gov.uk/government/organisations/department-for-
education/services-information (accessed Sept 2018)
Education and Training Foundation http://www.et-foundation.co.uk/ (accessed Sept 2018) Reflectiveteaching.co.uk Ofsted http://www.ofsted.gov.uk/ (accessed Sept 2018) http://www.bbc.co.uk/learning/subjects/adult_learning.shtml http://www.geoffpetty.com/ (accessed Sept 2018)