Prepare to Teach

Unit Information

This short course, lasting 10–12 weeks, gives you an introduction to the basic principles of learning and teaching. You will look at the roles and responsibilities of practitioners in the lifelong learning sector, including promoting good practice to ensure equality of opportunity for all.

In the sessions, you will be introduced to the principles and practices that underpin the main methods used to manage learning in normal situations and contexts; use of learning aids (with emphasis on learning technologies); and assessment and evaluation methods.

Topics covered will include awareness of teaching and learning in a bilingual setting; view and experience learning events and the learning climate; and communication skills and teaching styles.

Module Information

Level 4:

Prepare to Teach (10 credits, Core)

This module will introduce students to effective teaching and learning strategies and prepare candidates to become a teacher or trainer. Aims to focus on understanding the basic teaching, learning and assessment theories and how these impact planning and delivery. (Peer teach with lesson plan 60%, Reflection 40%)

Level 5:

Planning Teaching Learning and Assessment (20 credits, Core)

This module aims to explore the theoretical ideas that underpin planning for teaching, learning and assessment. This will comprise reflective practice around the theories of planning, teaching, learning and assessment. Participants will be able to apply theoretical principles to the design, delivery, management and assessment of teaching and learning events. Course participants will work collaboratively to demonstrate a teaching, learning and assessment tool. (Rationale 50%, SOL 50%)

Pedagogical Principles and Practice (10 credits, Core)

This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events. (Rationale 40%, Peer Teach 60%)

Professional Reflective Practice 1 (20 credits, Core)

The module will explore reflection as a tool of professional practice. Students will develop an understanding on the cycle of plan, deliver, assess, review and evaluate to enable them to become self-reflective practitioners. This will be applied by putting theory into practice through a practical context of planning, delivering, assessing and reflecting on teaching sessions. (Observation 60%, Presentation 20%, Reflection 20%

Enriching Learning Teaching and Assessment (20 credits, Core)

The module aims to enrich the students’ skills, knowledge and understanding of a collaborative and blended approach to planning and delivering. It also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages students critical reflection and evaluation of a wide variety of innovative strategies. (Rationale 60%, Group Presentation 40%)

Action Research (20 Credits, Core)

This module aims to encourage learners to undertake research into an area of interest within the PcET sector. Such research will utilise an Action Research framework for the gathering of primary and secondary data relating to some aspect of the candidate’s own teaching environment. Through examination and then reflection on the candidate’s own teaching practice, the research design will ensure generation of evidence to inform reflection and practice. The action research process can be communicative and collaborative, including sharing ideas and gaining critical feedback from learners, peers and tutors. The process will support candidates to become effective independent learners with the ability to devise strategies, construct timescales and present relevant data in a professional manner. (Rationale 70%, Presentation 30%)

Professional Reflective Practice 2 (20 credits, Core)

This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice. Essentially the module aims to prompt the students to integrate professional experience with current developments in research. This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area. (Observation 60%, Presentation 20%, Reflection 20%)

Level 6:

Enriching Learning, Teaching and Assessment (20 Credits, Core)

This module aims to encourage learners to undertake research into an area of interest within the PCET sector. Such research will utilise an Action Research framework for the gathering of primary and secondary data relating to some aspect of the candidate’s own teaching environment. Through examination and then critical reflection on the candidate’s own teaching practice, the research design will ensure generation of evidence to inform reflection and practice. The process will support candidates to become effective, critical, independent learners with the ability to devise strategies, construct timescales and present relevant data in a professional manner. (Presentation 30%, Report 70%)

Unit Information

This short course, lasting 10–12 weeks, gives you an introduction to the basic principles of learning and teaching. You will look at the roles and responsibilities of practitioners in the lifelong learning sector, including promoting good practice to ensure equality of opportunity for all.

In the sessions, you will be introduced to the principles and practices that underpin the main methods used to manage learning in normal situations and contexts; use of learning aids (with emphasis on learning technologies); and assessment and evaluation methods.

Topics covered will include awareness of teaching and learning in a bilingual setting; view and experience learning events and the learning climate; and communication skills and teaching styles.

Module Information

Level 4:

Prepare to Teach (10 credits, Core)

This module will introduce students to effective teaching and learning strategies and prepare candidates to become a teacher or trainer. Aims to focus on understanding the basic teaching, learning and assessment theories and how these impact planning and delivery. (Peer teach with lesson plan 60%, Reflection 40%)

Level 5:

Planning Teaching Learning and Assessment (20 credits, Core)

This module aims to explore the theoretical ideas that underpin planning for teaching, learning and assessment. This will comprise reflective practice around the theories of planning, teaching, learning and assessment. Participants will be able to apply theoretical principles to the design, delivery, management and assessment of teaching and learning events. Course participants will work collaboratively to demonstrate a teaching, learning and assessment tool. (Rationale 50%, SOL 50%)

Pedagogical Principles and Practice (10 credits, Core)

This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events. (Rationale 40%, Peer Teach 60%)

Professional Reflective Practice 1 (20 credits, Core)

The module will explore reflection as a tool of professional practice. Students will develop an understanding on the cycle of plan, deliver, assess, review and evaluate to enable them to become self-reflective practitioners. This will be applied by putting theory into practice through a practical context of planning, delivering, assessing and reflecting on teaching sessions. (Observation 60%, Presentation 20%, Reflection 20%

Enriching Learning Teaching and Assessment (20 credits, Core)

The module aims to enrich the students’ skills, knowledge and understanding of a collaborative and blended approach to planning and delivering. It also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages students critical reflection and evaluation of a wide variety of innovative strategies. (Rationale 60%, Group Presentation 40%)

Action Research (20 Credits, Core)

This module aims to encourage learners to undertake research into an area of interest within the PcET sector. Such research will utilise an Action Research framework for the gathering of primary and secondary data relating to some aspect of the candidate’s own teaching environment. Through examination and then reflection on the candidate’s own teaching practice, the research design will ensure generation of evidence to inform reflection and practice. The action research process can be communicative and collaborative, including sharing ideas and gaining critical feedback from learners, peers and tutors. The process will support candidates to become effective independent learners with the ability to devise strategies, construct timescales and present relevant data in a professional manner. (Rationale 70%, Presentation 30%)

Professional Reflective Practice 2 (20 credits, Core)

This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice. Essentially the module aims to prompt the students to integrate professional experience with current developments in research. This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area. (Observation 60%, Presentation 20%, Reflection 20%)

Level 6:

Enriching Learning, Teaching and Assessment (20 Credits, Core)

This module aims to encourage learners to undertake research into an area of interest within the PCET sector. Such research will utilise an Action Research framework for the gathering of primary and secondary data relating to some aspect of the candidate’s own teaching environment. Through examination and then critical reflection on the candidate’s own teaching practice, the research design will ensure generation of evidence to inform reflection and practice. The process will support candidates to become effective, critical, independent learners with the ability to devise strategies, construct timescales and present relevant data in a professional manner. (Presentation 30%, Report 70%)

Unit Information

This short course, lasting 10–12 weeks, gives you an introduction to the basic principles of learning and teaching. You will look at the roles and responsibilities of practitioners in the lifelong learning sector, including promoting good practice to ensure equality of opportunity for all.

In the sessions, you will be introduced to the principles and practices that underpin the main methods used to manage learning in normal situations and contexts; use of learning aids (with emphasis on learning technologies); and assessment and evaluation methods.

Topics covered will include awareness of teaching and learning in a bilingual setting; view and experience learning events and the learning climate; and communication skills and teaching styles.

Module Information

Level 4:

Prepare to Teach (10 credits, Core)

This module will introduce students to effective teaching and learning strategies and prepare candidates to become a teacher or trainer. Aims to focus on understanding the basic teaching, learning and assessment theories and how these impact planning and delivery. (Peer teach with lesson plan 60%, Reflection 40%)

Level 5:

Planning Teaching Learning and Assessment (20 credits, Core)

This module aims to explore the theoretical ideas that underpin planning for teaching, learning and assessment. This will comprise reflective practice around the theories of planning, teaching, learning and assessment. Participants will be able to apply theoretical principles to the design, delivery, management and assessment of teaching and learning events. Course participants will work collaboratively to demonstrate a teaching, learning and assessment tool. (Rationale 50%, SOL 50%)

Pedagogical Principles and Practice (10 credits, Core)

This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events. (Rationale 40%, Peer Teach 60%)

Professional Reflective Practice 1 (20 credits, Core)

The module will explore reflection as a tool of professional practice. Students will develop an understanding on the cycle of plan, deliver, assess, review and evaluate to enable them to become self-reflective practitioners. This will be applied by putting theory into practice through a practical context of planning, delivering, assessing and reflecting on teaching sessions. (Observation 60%, Presentation 20%, Reflection 20%

Enriching Learning Teaching and Assessment (20 credits, Core)

The module aims to enrich the students’ skills, knowledge and understanding of a collaborative and blended approach to planning and delivering. It also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages students critical reflection and evaluation of a wide variety of innovative strategies. (Rationale 60%, Group Presentation 40%)

Action Research (20 Credits, Core)

This module aims to encourage learners to undertake research into an area of interest within the PcET sector. Such research will utilise an Action Research framework for the gathering of primary and secondary data relating to some aspect of the candidate’s own teaching environment. Through examination and then reflection on the candidate’s own teaching practice, the research design will ensure generation of evidence to inform reflection and practice. The action research process can be communicative and collaborative, including sharing ideas and gaining critical feedback from learners, peers and tutors. The process will support candidates to become effective independent learners with the ability to devise strategies, construct timescales and present relevant data in a professional manner. (Rationale 70%, Presentation 30%)

Professional Reflective Practice 2 (20 credits, Core)

This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice. Essentially the module aims to prompt the students to integrate professional experience with current developments in research. This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area. (Observation 60%, Presentation 20%, Reflection 20%)

Level 6:

Enriching Learning, Teaching and Assessment (20 Credits, Core)

This module aims to encourage learners to undertake research into an area of interest within the PCET sector. Such research will utilise an Action Research framework for the gathering of primary and secondary data relating to some aspect of the candidate’s own teaching environment. Through examination and then critical reflection on the candidate’s own teaching practice, the research design will ensure generation of evidence to inform reflection and practice. The process will support candidates to become effective, critical, independent learners with the ability to devise strategies, construct timescales and present relevant data in a professional manner. (Presentation 30%, Report 70%)