Ewch i’r prif gynnwys

Addysg a Hyfforddiant ôl-orfodol (PCET) (PGCE)

Mae'r rhaglen hon yn cynnig mynediad at addysgu mewn addysg uwch, oedolion neu nyrsio, a hyfforddiant galwedigaethol mewn diwydiant, masnach a phroffesiynau eraill.

The Post-Compulsory Education and Training (PCET)  full-time programme lasts one academic year and runs over two semesters – autumn and spring. The Programme starts September and ends in June.

The programme is organised into three distinct operational parts.

  • Part one: University based learning interspersed with workplace orientation - induction and initial teacher training in preparation for teaching practice.
  • Part two: College placement classroom based teaching practice.
  • Part three: Presentation and debrief of professional practice and your learning

Part one: University based learning interspersed with workplace orientation - induction and initial teacher training in preparation for teaching practice.  

From September to December you will predominantly be based at the University and undergo an intensive period of learning the theory surrounding teaching and learning and applying it to a variety of individual, pair and group tasks.

The modules explore a range of key themes and draw on expertise from the fields of psychology, sociology, policy and well-tested theories of how learners learn and how effective learning can be promoted.  Literacy, numeracy and digital literacy workshops are also integrated throughout the first semester to ensure you are competent in these key skill areas.

A challenging and stimulating programme of study has been developed to engage you in the learning experience by interrogating the theory surrounding teaching, learning and pedagogy in anticipation of application of the theory to their professional practice.  The first semester also integrates a period of exposure to the Further Education sector to locate your learning and make sense of the relevance of the theoretical perspectives covered as part of the programme of study, and their application to the learning context.

During the first semester, you will be taught how to teach generically and not ‘through’ your subject disciplines.  This is good preparation for the practicum element as it reflects the true demands of the profession and teaching in the lifelong learning sector. The subject specific support will be provided during the professional practice element by a Mentor who is a qualified teacher and a subject expert.

Part two: College placement classroom based teaching practice. 

From January to May you will undertake a placement at one of our partner colleges, Universities or Training Providers.  Supervised teaching practice takes place under the guidance of a subject-specific mentor at a college or other placement venue.

You are required to generate 120 contact hours of recorded teaching practice, be assessed formally, engage in reflective practice and conduct research.  This element gives you the opportunity to engage in research and enquiry which will develop professional practice.

A recall period is also arranged for you to return to Cardiff University.  This is mandatory and provides staff and students with an opportunity to ‘touch’ base, review progress so far and plan for the future.

Part three: Presentation and debrief of professional practice and your learning 

The final phase of the programme is the presentation of a paper/area of research at the PCET conference.

Attendance is fulltime and mandatory with respect to the course schedule and teaching placement requirements.

Nodweddion unigryw

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.

Ffeithiau allweddol

Nifer Myfyrwyr newydd nesafMedi 2019
Hyd1 blwyddyn
CymhwysterPGCE
FfurfAmser llawn
Cysylltu

Meini prawf derbyn

Suitable for graduates who are keen to teach and train in the post-16, further education and related training and education sectors.

Applicants should possess at least a 2:2 degree in a subject they wish to teach  and grade C GCSE Maths and English (or equivalent). Applicants with extensive work experience will be considered on an individual basis.

English Language Requirements

In line with Cardiff University’s English Language Policy all applicants whose first language is not English must obtain a British Council IELTS score of at least 6.5, with no sub score below 5.5 (or equivalent) prior to commencement of the course.

 

 

Rhagor o wybodaeth am ofynion Iaith Saesneg.

Mae'n rhaid i ymgeiswyr sydd angen fisa Haen 4 i astudio yn y DU gyflwyno cymhwyster iaith Saesneg derbyniol er mwyn bodloni gofynion UKVI (Fisâu a Mewnfudo y DU).

The Post-Compulsory Education and Training (PCET)  full-time programme lasts one academic year and runs over two semesters – autumn and spring. The Programme starts September and ends in June.

The programme is organised into three distinct operational parts.

  • Part one: University based learning interspersed with workplace orientation - induction and initial teacher training in preparation for teaching practice. 
  • Part two: College placement classroom based teaching practice. 
  • Part three: Presentation and debrief of professional practice and your learning

Mae'r modiwlau a ddangosir yn esiampl o'r cwricwlwm arferol. Byddant yn cael eu hadolygu cyn blwyddyn academaidd 2019/20. Bydd y modiwlau terfynol yn cael eu cyhoeddi erbyn mis Medi 2019.

Part one: University based learning interspersed with workplace orientation - induction and initial teacher training in preparation for teaching practice. 

From September to December you will predominantly be based at the University and undergo an intensive period of learning the theory surrounding teaching and learning and applying it to a variety of individual, pair and group tasks. 

The modules explore a range of key themes and draw on expertise from the fields of psychology, sociology, policy and well-tested theories of how learners learn and how effective learning can be promoted.  Literacy, numeracy and digital literacy workshops are also integrated throughout the first semester to ensure you are competent in these key skill areas.

A challenging and stimulating programme of study has been developed to engage you in the learning experience by interrogating the theory surrounding teaching, learning and pedagogy in anticipation of application of the theory to their professional practice.  The first semester also integrates a period of exposure to the Further Education sector to locate your learning and make sense of the relevance of the theoretical perspectives covered as part of the programme of study, and their application to the learning context.

During the first semester, you will be taught how to teach generically and not ‘through’ your subject disciplines.  This is good preparation for the practicum element as it reflects the true demands of the profession and teaching in the lifelong learning sector. The subject specific support will be provided during the professional practice element by a Mentor who is a qualified teacher and a subject expert.

Part two: College placement classroom based teaching practice. 

From January to May you will undertake a placement at one of our partner colleges, Universities or Training Providers.  Supervised teaching practice takes place under the guidance of a subject-specific mentor at a college or other placement venue. 

You are required to generate 120 contact hours of recorded teaching practice, be assessed formally, engage in reflective practice and conduct research.  This element gives you the opportunity to engage in research and enquiry which will develop professional practice.

A recall period is also arranged for you to return to Cardiff University.  This is mandatory and provides staff and students with an opportunity to ‘touch’ base, review progress so far and plan for the future.

Part three: Presentation and debrief of professional practice and your learning

The final phase of the programme is the presentation of a paper/area of research at the PCET conference.

Attendance is fulltime and mandatory with respect to the course schedule and teaching placement requirements.

Mae'r Brifysgol wedi ymrwymo i ddarparu amrywiaeth eang o opsiynau modiwl lle’n bosibl. Ond byddwch yn ymwybodol er y byddwn yn gwneud pob ymdrech i gynnig dewis, gall hyn gael ei gyfyngu mewn rhai amgylchiadau. Y rheswm am hyn yw'r ffaith mai dim ond nifer cyfyngedig o leoedd sydd ar gael ar rai modiwlau, a gaiff eu dyrannu ar sail y cyntaf i'r felin. Mae'n ofynnol i fodiwlau eraill sicrhau isafswm nifer o fyfyrwyr cyn gallu eu cynnal, er mwyn gwneud yn siŵr y gellir cyflwyno addysg o ansawdd priodol. Gall modiwlau gael eu cyfyngu oherwydd gwrthdaro yn yr amserlen hefyd, ac er bod y Brifysgol yn ymdrechu i amharu cyn lleied â phosibl ar eich dewis, byddai'n syniad da i chi ofyn am gyngor gan yr Ysgol berthnasol am y dewisiadau modiwl sydd ar gael.

Sut y caf fy addysgu?

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.

Sut y caf fy nghefnogi?

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.  Self and peer assessment is also utilised. Whilst on placement, you will be assessed by their Mentor/Assessor and University Visiting Tutor.

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 provided via Learning Central, our e-learning system.

Sut y caf fy asesu?

The assessment strategy and ethos on the programme is one of professional support and training.

There is a strong emphasis on formative assessment.  This will be provided primarily throughout small group seminar activities and individual tasks.  You will be required to complete a range of tasks for presentation in these seminars which do not contribute to the overall mark for the module but will allow you to assess progress, identify aspects of your work which needs strengthening and provide preparation for the summative assignments.

The summative aspect of the course comprises six modules. These reflect the overarching aims and outcomes of the programme.  Five modules are taught and assessed at Level 7 (60 credits) and one module is taught and assessed at Level 6 (60 credits)

Pa sgiliau y byddaf yn eu hymarfer a’u datblygu?

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 Professional Graduate Certificate in Education (PGCE) – Post-Compulsory Education and Training (PCET) programme is specifically designed for those wanting to teach in post-compulsory contexts such as higher, further, adult and community education, prison education, training and development, and vocational education and training.

Ffioedd dysgu

Myfyrwyr y DU ac UE (2019/20)

Ffioedd DysguBlaendalBlaendal
£9,000Dim

Rhagor o wybodaeth am ffioedd dysgu a blaendaliadau, gan gynnwys ar gyfer myfyrwyr rhan-amser a pharhaus.

Bydd myfyrwyr yr UE sy'n dechrau yn 2019/20 yn talu'r un ffioedd dysgu â myfyrwyr y DU drwy gydol eu cyrsiau. Gallai ffioedd godi'n flynyddol yn unol â chwyddiant. Nid oes penderfyniadau wedi’u gwneud eto ynglŷn â ffioedd a benthyciadau i fyfyrwyr yr UE sy'n dechrau yn 2020/21. Caiff y rhain eu gwneud yn rhan o drafodaethau'r DU ynglŷn â’' haelodaeth o'r UE, a byddwn yn rhoi rhagor o fanylion i chi cyn gynted ag y bo modd.

Myfyrwyr tu allan i'r UE (2019/20)

Ffioedd DysguBlaendalBlaendal
£16,650£1,000

Rhagor o wybodaeth am ffioedd dysgu a blaendaliadau, gan gynnwys ar gyfer myfyrwyr rhan-amser a pharhaus.

Costau ychwanegol

You will be responsible for arranging and paying for transport costs to and from your placement venue.

In part two of the programme, you will undertake a placement at one of our partner colleges, Universities or Training Providers.

You are required to generate 120 contact hours of recorded teaching practice, be assessed formally, engage in reflective practice and conduct research.