This programme aims to support your ability to operate as an effective teacher. All modules are underpinned by the NCTL Teachers’ Standards 2012 and are designed to provide you with an appropriate means of reflecting critically on your own development as a teacher and engaging in school-based research to improve your own practice. The curriculum will enable you to demonstrate that you are meeting the Teachers’ Standards at a level appropriate for your stage of experience.
This course is suitable for practising teachers who wish to gain an academic postgraduate award to enhance their QTS qualification, following an Assessment Only route or gaining a QTS award through a School Direct or GTP programme. It has also been designed for initial training teachers following an employment-based routes to QTS, either School Direct or a Postgraduate Teaching Apprenticeship. All the modules reflect engagement with the Teachers’ Standards and have been designed so that you can gain recognition and award for your professional practice as a school teacher.
This PGCert and the associated assignments have been designed as an integral part of your professional development and will enable you to develop as a reflective learner and teacher, with the additional benefit of academic credits, which can be carried forwards towards an MA degree.
This course has been designed with input from our Initial Teacher Education Partnership schools and will provide relevant and useful academic enhancement as well as a useful entry point to further postgraduate study if you wish to continue to Masters or doctoral level.
The following modules are delivered with a blended learning approach, which combines e-learning resources to support work-based practice. Two of the three modules provide an opportunity to study and gain credits at Level 7. They have been designed to complement and enhance your work in a school setting through relevant and useful assignments.
The other module recognises ongoing professional development and engagement with the Teachers’ Standards. For training teachers on a School Direct or apprenticeship programme, this module forms the backbone of your development towards QTS. For candidates on the Assessment Only route, this module could be achieved through use of the Assessment Only professional practice portfolio. For practising teachers, this module could be achieved through APEL or through demonstration of your continuing professional development against the Teachers’ Standards.
To gain the award of PGCert Teaching you must pass all assignments.
This module will enable you to develop and demonstrate your progress in the understanding and skills necessary to operate as an effective teacher. As such, it supports you in demonstrating that you are making progress within the framework of the current professional requirements described by the Teachers’ Standards. You will compile a professional development portfolio (PDP) which demonstrates ongoing review of professional development within the framework of the Teachers’ Standards.
Practising teachers may be able to use APEL for this module.
For this module you will undertake a small-scale research project where you will investigate a school or departmental priority through primary research. This will allow you to apply theory and practice through enquiry-based research to an individually negotiated educational area based on a school improvement priority.
This module will enable you to deepen your knowledge and understanding of the impact of teaching on pupils’ learning by producing a theoretical and critically reflective account of teaching and analysis of pupil progress, along with portfolio of supporting evidence (3000-word equivalent).
You can find more information about this course in the programme specification. Module and programme information is indicative and may be subject to change.
You will be taught through lectures, seminars and workshops. There will also be relevant online activities.
Since the programme is designed for employment-based training and practising teachers, self-directed and independent study is essential.
There will be bespoke arrangements with employing schools for practising teachers.
You will be assessed though assignments that combine portfolio evidence, research findings with 3000 word theoretical narratives.
Qualified teachers, middle and senior leaders.