The Level 6 Professional Graduate Diploma in Education Training and Skills offers education, training and development to graduates who are aspiring to teach in the education, training and skills sector such as further education colleges, private sector training providers and offender education. It provides a route into teaching in the Further Education and Skills sector for graduates, and leads to a robust teaching qualification, which is recognised by the sector.
|Academic School:||School of Teacher Development|
|Mode of Study:||Full-time|
|Awarding Institution:||Bishop Grosseteste University|
- A bachelor’s degree
- Typically, minimum Level 3 in the subject the trainee intends to teach.
- For the Mathematics and English specialist routes: Typically, applicants will hold minimum Level 3 in Mathematics or English, as appropriate.
- Access to a minimum of 100 hours of teaching over the period of the programme, with suitable Disclosure Barring Service (DBS) documentation and a professional reference.
For a Level 5 qualification please see our Certificate in Education Training and Skills.
About The Course
Our Professional Graduate Diploma in Education, Training and Skills is part of an integrated programme for teachers in the education, training and skills sector such as further education colleges, private sector training providers and offender education. It will develop your knowledge and understanding of the theory and practice of teaching, learning and assessment, and teachers’ wider, professional engagement in the sector. It offers a challenging, supportive and rewarding experience to promote informed, reflective and effective teaching and professional development.
The course features three specialist routes, for teachers wishing to specialise either in a particular subject/vocational area, or in English or Mathematics. It combines teaching practice, academic learning, and personal, professional development. Teaching practice will be undertaken within an arranged placement. You will be allocated a work-based mentor, who will typically be a professional practitioner with expertise in your subject or a closely allied area.
Throughout the programme, modules are delivered concurrently to your teaching practice, allowing you to make robust connections between theory and practice and develop the habit of reflective evaluation. All modules re-enforce the concept of reflective practice as essential to effective teaching and learning, and personal, professional development.
The first two modules will introduce you to the learning and skills sector, associated policies and professional expectations. These modules contain tools for you to engage effectively with teaching practice from an early stage in the programme. These include, for example, approaches to and principles of effective planning for teaching and learning, underpinning theories of teaching and learning and the role of assessment in the teaching and learning cycle.
The second half of the programme offers opportunities for deeper exploration of philosophies of teaching, curriculum design and the subject-specific characteristics of teaching and learning in your chosen subject area, whether subject/vocational, Mathematics or English.
All modules contain elements of theory and practice, and require you to take responsibility for your progress by maintaining a personal development portfolio and teaching practice portfolio, tracking your progression. A named personal tutor, cohort learning sets and online learning materials are available to support you as you progress.
Your learning experience will be made up of directed learning, which typically involves class-contact time/ tutorials with the programme teaching team. In addition, you will complete 100 hours of teaching over the period of your studies. A placement will be arranged in order to undertake the required teaching hours. You will be expected to engage in personal study time, for example, lesson preparation. Self-managed study will also include, for example, reading, research, assessment preparation, portfolio building, group projects, action planning, CPD events and maintaining industry connections.
This course seeks to enable you to engage with and evaluate a range of assessment techniques. Each module carries three assessment components, typically including such tasks as essay, case study, reflective reports, individual and group presentations, peer review, action planning and evaluation of day-to-day teaching practice.
Teaching practice is integral to successful completion of the programme. You will undergo eight teaching observations, working with tutors and mentors to identify suitable opportunities for observation, dialogic review and feedback. The planning, evaluation and feedback for each of the observations will be compiled within your teaching portfolio. Observed teaching practice forms part of the assessment in three of the four modules.
You will also maintain a professional development portfolio, which promotes personal, professional development. The components of this portfolio are aligned to module assessments and include, for example, reflective accounts, peer observations and a structured, personal development plan.
Careers & Further Study
This course will ensure that you are prepared to teach in the Further Education and Skills sector. It has been written in direct consultation with further education colleges, considering their perspectives as employers. On successful completion of this programme, you will be eligible to apply for the professional status of Qualified Teacher Learning and Skills (QTLS) via the Society for Education and Training (SET). This will qualify you to teach in FE colleges, secondary schools, sixth form colleges, academies, training providers, offender learning/prison education, or in the voluntary sector.
Since April 2012, FE-trained teachers with QTLS have been recognised through an Act of Parliament as equivalent in status to teachers with Qualified Teacher Status (QTS) in schools, opening up opportunities for career development and wider employment. This course offers a robust professional development route to QTLS and further development of careers. Progression from this programme has many routes, whether that is onto further study at Masters’ level or into employment.
Year 1 Modules
This module allows you to focus on teaching and learning in your chosen specialist subject area of Mathematics. It enables you to apply knowledge of wider influences, stakeholder needs, theoretical perspectives and practical techniques in your chosen subject. The module promotes an approach to teaching, learning and assessment, which integrates effective pedagogy with developed knowledge and understanding of the subject area, and its relationship with vocational learning.
This module allows you to focus on teaching and learning in your chosen specialist subject area of English. It enables you to apply knowledge of wider influences, stakeholder needs, theoretical perspectives and practical techniques in your chosen subject. The module promotes an approach to teaching, learning and assessment, which integrates effective pedagogy with developed knowledge and understanding of the subject area, and its relationship with vocational learning.
In this module, you will have the opportunity to focus on teaching, learning and assessment in your chosen specialist subject area. It enables you to apply knowledge of wider influences, stakeholder needs, theoretical perspectives and practical techniques in your chosen subject. The module promotes an approach to teaching, learning and assessment, which integrates effective pedagogy with developed knowledge and understanding of the subject area, and its relationship with vocational learning.
This module offers you the opportunity to explore the wider political, philosophical, sociological and organisational influences surrounding your day-to-day work, and your wider professional relationships as a teacher in the education and training sector. It aims to develop your understanding of contemporary viewpoints on education, skills and the impact of lifelong learning on wider society.
The concepts of inclusivity and differentiated approaches to teaching and learning are fundamental to becoming a responsive teacher. This module will further developing your understanding of established and emerging theories and models of teaching and learning. It will include, for example, behaviourism, constructivism, cognitivism, humanism, social learning theory, praxis and the principles of motivation.
This module places the role of the teacher directly in context, with particular focus on the planning, teaching and learning cycle. You will consider how you regard yourself and others as a learner, and how to plan inclusively for the diverse learning needs of others. The module will enable you to evaluate a range of planning models and consider the role of short, medium and long term planning.
Studying at BGU is a student-centred experience. Staff and students work together in a friendly and supportive atmosphere as part of an intimate campus community. You will know every member of staff personally and feel confident approaching them for help and advice, and staff members will recognise you, not just by sight, but as an individual with unique talents and interests. We will be there to support you, personally and academically, from induction to graduation.
Fees & Finance
A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sort out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step. Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.