Post-Compulsory Education and Training (PCET) (PGCE)

The Professional Graduate Certificate in Education (PGCE) – Post-Compulsory Education and Training (PCET) offers access to teaching in further, adult and nursing education, and vocational training in industry, commerce and other professions.

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.

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 2018
Duration1 year
QualificationPGCE
ModeFull-time
Contact

Admissions criteria

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.

English Language Requirements

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.  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.

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.

In addition: It is desirable that all applicants should have Maths at GCSE grade C and above or equivalent access qualifications at level 2 on entry to the programmes.

Find out more about English language requirements.

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

The modules shown are an example of the typical curriculum and will be reviewed prior to the 2018/19 academic year. The final modules will be published by September 2018.

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.

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.  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.

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.  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)

What skills will I practise and develop?

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.

This one year programme is specifically designed for those wanting to teach in post-compulsory contexts and 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. 

This 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.

 

Tuition fees

UK and EU students (2018/19)

Tuition feeDepositNotes
£9,000None

More information about tuition fees and deposits, including for part-time and continuing students.

EU students entering in 2018/19 will pay the same tuition fee as UK students for the duration of their course. Please be aware that fees may increase annually in line with inflation. No decisions regarding fees and loans for EU students starting in 2019/20 have been made yet. These will be determined as part of the UK's discussions on its membership of the EU and we will provide further details as soon as we can.

Students from outside the EU (2018/19)

Tuition feeDepositNotes
£15,250£1,000

More information about tuition fees and deposits, including for part-time and continuing students.

Additional costs

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.