Post-Compulsory Education and Training (PCET) (In-Service) (GDip) Part-time

Our well-established part-time programmes are specifically designed to accommodate the training requirements for occupational settings. These include industry, commerce and other professions as well as higher, further, community and nurse education. This course is concerned with teaching and learning in post-compulsory contexts of education and training.

Our well-established part-time programmes are specifically designed to accommodate the training requirements for occupational settings. These include industry, commerce and other professions as well as higher, further, community and nurse education.

This course is concerned with teaching and learning in post-compulsory contexts of education and training. It has been specifically designed for those engaged in teaching/training activities in post-compulsory contexts. It has been designed to accommodate the learning and development requirements of teachers, lecturers, vocational trainers in industry, commerce or other professions such as higher, further, adult, community and nurse education, school sixth forms and for those delivering the 14-19 curriculum within a school or other setting. 

The programme addresses a range of teaching subjects and vocational areas and is suitable for those wishing to teach in the post-compulsory or the lifelong learning sector.

This course marks the beginning of a period of professional development which aims to enhance your role. The aim of the course is to prepare you as an autonomous professional, who views learning as a co-operative enterprise and recognises the need for continuing professional development.

Distinctive features

 This programme provides the opportunity to:

  • Interrogate the literature surrounding teaching and learning and establish the theory-practice connection.
  • Explore the ways in which policy imperatives, awarding body requirements, quality regimes, institutional and individual factors shape provision and practice.
  • Examine the complexities of the psychological and sociological foundations of teaching and learning and apply to professional practice.
  • Critically analyse the impact of traditional ideologies on the development of teaching/training practice and the political drivers affecting classroom practice and provision
  • Systematically examine the need for planning and demonstrate comprehensive understanding of the techniques involved in the design, development, delivery, assessment and evaluation of learning.
  • Critically evaluate the effects of policy imperatives on teaching and learning.

Key facts

Next intakeSeptember 2017
Duration2 years
QualificationGDip
ModePart-time
Admission Tutor contact(s)

Admissions criteria

Candidates must be actively involved in training or education as a work role or in a voluntary capacity. Applicants should possess a professional qualification together with professional experience.

In line with Cardiff University’s English Language Policy, all UK applicants are required to hold GCSE English (or equivalent) at grade C or above.

Please note: it is desirable that all applicants should have Maths at GCSE grade C or above, or equivalent access qualifications at Level 2 on entry to the programmes.

Note: International students pursuing part-time programmes of study are not eligible for Tier 4 (General student) visas and must have alternative leave to remain in the UK if they intend to study at the University in person.

English Language Requirements for non-UK applicants

Applicants whose first language is not English must obtain a British Council IELTS score of at least 6.5, with no subscore below 5.5, or the equivalent prior to commencement of the course.

The part-time Graduate Diploma in Post-Compulsory Education and Training (PCET) programme of study is two academic years in duration.

Attendance at University will normally be required on Wednesdays 3-8pm during term time, with the occasional reading week per semester.

It is mandatory that you attend all elements of the programme.

Year one

Year two

The University is committed to providing a wide range of module options where possible, but please be aware that whilst every effort is made to offer choice this may be limited in certain circumstances. This is due to the fact that some modules have limited numbers of places available, which are allocated on a first-come, first-served basis, while others have minimum student numbers required before they will run, to ensure that an appropriate quality of education can be delivered; some modules require students to have already taken particular subjects, and others are core or required on the programme you are taking. Modules may also be limited due to timetable clashes, and although the University works to minimise disruption to choice, we advise you to seek advice from the relevant School on the module choices available.

How will I be taught?

You will be exposed to a diverse and exciting range of teaching and learning approaches in order to maximise learning potential, engage you in the learning experience and promoting a conducive learning setting. 

Lectures, seminars, workshops, practical application of the theory and practical ‘micro teach’ sessions, debates, simulation and role play are some of the approaches used.

You will also undertake independent study, self-directed learning and engage in research and enquiry in order to develop research literacy and capacity and promote evidence informed practice.  Reflection forms a key part of initial teacher training.

You will be required to complete a range of tasks for presentation in classes. These will not contribute to your overall grade but will allow you to assess your progress and strengthen aspects of your work in preparation for future developments and the summative assessments.

How will I be supported?

During the course you will be supervised and guided by a Personal Tutor and a Visiting Tutor.

You will be assigned a Personal Tutor who will provide pastoral support throughout the programme of study. You will also be assigned a Visiting Tutor who will visit you at your workplace to provide support, help and guidance, as well as assess your classroom practice. 

Feedback

Constructive feedback will be provided both orally and in writing.  Feedback for the three summative assignments is provided in written form using either Grademark or the Teaching Observation Form.  All written feedback is typed.  An opportunity for further feedback in verbal form is also available.  Generic feedback is also provided via Learning Central, our e-learning system.

How will I be assessed?

The assessment strategy and ethos on the programme is one of professional support and training.  There is a strong emphasis on formative assessment, provided primarily throughout small group seminar activities and individual tasks.  You are required to complete a range of tasks for presentation in these seminars.  These do not contribute to the overall mark for the module but will allow you to assess progress, identify aspects of your work which need strengthening and act as preparation for the summative assignments.

The summative aspect of the course comprises of six modules which have module aims and outcomes which reflect the overarching programme aims and outcomes.  All six modules are taught and assessed at Level 6 and equal 120 credits.

What are the learning outcomes of this course/programme?

Knowledge and understanding

On successful completion of the Programme you will be able to demonstrate:

  • Confidence in exploring the ways in which policy imperatives, awarding body requirements, inspection and quality regimes, institutional and individual factors shape provision and practice.
  • The ability to examine the complexities of the psychological and sociological foundations of teaching and learning and apply to professional practice.
  • Confidence in critically analysing the impact of traditional ideologies on the development of teaching/training practice.
  • Critical awareness of teaching and learning methodologies, strategies and approaches.
  • Conceptual understanding of the principles and processes involved in evaluation of learning.
  • The ability to critically review a range of teaching/learning strategies in diverse occupational settings.
  • The skills to systematically examine the need for planning and demonstrate comprehensive understanding of the techniques involved.
  • Criticality in analysing political drivers affecting classroom practice and the quality of provision.
  • Confidence in evaluating the effects of policy imperatives on teaching and learning.

Intellectual skills

On successful completion of the Programme you will be able to demonstrate:

  • The ability to interrogate the literature surrounding teaching and learning and establish the theory-practice connection.
  • Conceptual understanding of the principles and processes involved in assessment of and for learning.
  • A thorough understanding of the sociological and psychological principles that impact on teaching and learning.
  • A critical awareness of the various factors that can impact upon student participation and achievement in post compulsory education and training.
  • The skills, science, art and craft of teaching in an authentic post-compulsory education/training context.

Professional practical skills:

On successful completion of the Programme you will be able to demonstrate:

  • The professional skills, set of competencies, knowledge and understanding needed for successful teaching and training in the post compulsory education and training sector.
  • A systematic understanding of the multidisciplinary nature of education and training and the need for teachers and trainers to integrate knowledge from a range of disciplines.
  • Comprehensive knowledge of the core principles and policies underpinning and informing contemporary post compulsory education and training.
  • The confidence to evaluate teaching practices and reflect productively upon own teaching and assessment strategies.
  • Knowledge and evidence based methods in the assessment of solutions to challenges in the classroom and other institutional contexts.
  • Originality in planning and creating effective lessons and learning experiences for students.
  • The ability to collect and analyse both quantitative and qualitative evaluation data on teaching in a variety of ways and identify means to gather new data where needed that informs professional practice.
  • Recognition of the need for continuing professional development.

Transferable/key skills

On successful completion of the Programme you will be able to demonstrate:

  • Interpersonal and communication skills, gained through collaboration with peers and placement colleagues and by preparing and making presentations
  • Problem-solving and time management skills.
  • Digital literacy skills.
  • The ability to recognise and assess the impact of changes in the learning environment.
  • Criticality and reflective practice
  • Strong communication skills, honed by preparing and making presentations and through teaching practice at placement.
  • The ability to identify the contribution the individual can make to the development of learners’ core and key skills.
  • The skills to evaluate your own work in conjunction with professional expectations.

The programme has been designed to provide you with knowledge, understanding and skills relevant for employment in this crucially important sector of education.

It offers a balanced combination of theory and practice which aims to prepare individuals as autonomous professionals who understand the various complex factors that can promote or inhibit learning, and who also view learning as a co-operative enterprise.

Tuition fees

UK and EU students (2017/18)

Get the latest information on postgraduate fees.

Students from outside the EU (2017/18)

Get the latest information on postgraduate fees.

Workplace assessment of teaching competence. You should have access to and be able to arrange 120 teaching hours over a period of two years.