Graduate and non-graduate entrants will follow the same learning pattern but, in compliance with the requirements of QAA, be assessed at the differentiated levels for undergraduate study in Year 2.
The Preparing to teach 10 week course is a teaching toolkit aimed at students with a Level 3 qualification who are considering teaching or who are currently teaching or training in post compulsory education environments. This is a stand-alone module and career progression onto the PGCE or PCE PCET is available on successful completion of Preparing to Teach. For further information about Prepare to Teach, please
The PCET programmes have been devised to introduce students to teaching in the post compulsory education and training (PCET) sector including tertiary, further and higher education, adult and community education, vocational and 14- 19 education as well as training in the private sector or work-based learning environments. These two-year part time programmes will engage you in both academic and practical assignments.
The programmes are based upon participative student-centred learning which requires the student to engage with a number of teaching methods including practical and simulated exercises, class based discussions, role play and experiential learning tasks and blended learning approaches to maximise effective learning and offer an inclusive learning experience for all students throughout the programme.
The general aim of these programmes is to produce teachers or trainers who can demonstrate competence across the range of roles and tasks related to the design, delivery, management and evaluation of learning. Students will leave the programme equipped with the necessary skills and knowledge that underpin the performance of those tasks expected of the professional educator or trainer in the post-compulsory sector.
The programme aims to provide a high quality and professionally appropriate experience that offers the opportunity for students to develop their abilities to plan and undertake projects related to practice and to link their practice to theory in a critical and evaluative way. It aims to equip students with the skills to engage with the concept of reflective practice and to select areas of professional relevance for their study.
The Post Compulsory Education and Training (PCET) sector is an area of growing importance in a world of rapidly evolving economic and social change. As individuals face the need to upgrade their skills in order to meet the requirements of the world of work, educators in the Post 16 sector have a key role to play in helping them to achieve their learning goals.
The overall aim is to create 'reflective practitioners'.
Level 4 Preparing to Teach
Level 5 Planning for Teaching in PCET
Level 5 Delivering Learning and Teaching in PCET
Level 5 Assessment and Evaluation of Learning in PCET
Level 5 Reflective Practice
The following modules are delivered on both programmes - the PCE PCET are delivered at Level 5 and the PGCE PCET at Level 6
The Context of PCET
Employability and Professional Development in PCET
Sustainable Teaching and Learning Strategies in PCET
Inclusive Curriculum Planning and Design in PCET
Subject Pedagogy and Reflective Practice
The Course Team reserves the right to amend the programme to ensure compliance with professional standards.
Learning & Teaching
The programme team recognises that adult learners bring with them experiences which can be used as a resource for learning. Consequently formal lectures are not a feature of this programme. We expect all sessions to involve students actively participating in their learning.
The overall emphasis will be on working together and effectively utilising the experiences and skills that the individual learners bring to the group. This student-centred approach allows students to take responsibility for their own learning. Tutors are seen as facilitators of learning, providing resources, supporting, stimulating and challenging where appropriate.
To this end the teaching methods on the programme will include:
Input from tutors. This can be useful in providing new or up-to-date information to larger groups provided there is an ongoing opportunity for questioning and participation. They will be used sparingly on the programme to generate interest in new subjects and provide information for future discussion, analysis and evaluation. The role of the programme team is to expose students to a full range of teaching and learning strategies and to model best practice in the way sessions are delivered to provide a high quality teaching and learning experience for students.
Small group work. This will be one of the key strategies utilised. The major aim of these activities will be to develop skills relating to thinking, discussion and the presentation of information. Students will be able to practise their communication skills, listen to other group members, support weaker peers and observe group dynamics in action. They will have extensive opportunities to develop their presentation skills in a safe environment and learn how to give encouraging and constructive feedback to their colleagues. Methods utilised will include:
• Ice-breaking exercises
• Team-building exercises
• Buzz groups and brainstorming
• Role plays
Seminars. These will be led by programme members and will allow them to further develop their presentation and delivery skills. They will be designed to allow group members to explore issues relating to their own institutional settings or their academic specialisms.
Individualised learning periods. Directed self-study activities will be used to allow students to learn at their own pace outside normal classroom environment. The number of hours of self-study varies for each student and it would be worth discussing this with your personal tutor at the start of the year.
Tutorials. Group members will meet with their individual tutors at regular intervals to reflect on their learning experiences, share concerns and problems and set learning targets. Previous students and external examiners have praised the level of tutorial support offered on the programmes.
Blended Learning. Moodle is Cardiff Met’s virtual learning environment and this is used as a means of promoting a blended approach to teaching and learning with programme material, lecture notes, presentations and website links being made available.
A variety of assessment methods appropriate to the PGCE and PCE programme levels will be used throughout the programme and may include:
· Written assessments (WRIT) such as reports, self-reflections, analytical documents, case studies, online blogs, peer assessments, essays;
· Presentations (PRES) and Microteaching sessions which may be individual and/or group; seminar; (non)-interactive; with audience;
· Practicals (PRAC) such as individual and/or group; coaching; mentoring;; performance;
· Portfolio (PORT) that includes a collection of evidence, frequently including a contextual statement; poster; website;
· Placements (PLAC) such as a fieldwork placement; school placement; experiencing the world of work.
The programme is formally assessed through module assignments and the supervised teaching experience to include 130 hours of direct teaching over the two years.
Students will undertake four observed teaching hours in Year 1 and four in Year 2. Each of these will require written preparation and also a self-evaluation report following the observation.
Employability & Careers
The PGCE and PCE PCET will qualify you to teach in Further and Higher Education, youth, adult and community education, 14- 19 sector, work-based education, training in HM Forces, prison education, industry and commercial training departments.
Students who have completed this course have gone on to part or full-time teaching in the post compulsory sector of education and training, usually teaching their subject and other subject related areas. All graduates leaving the course are signposted to Cardiff County Council and Cardiff Met's Widening Access department as potential adult education tutors for outreach and summer school activities. Some students are offered teaching opportunities by their mentor once they have graduated and networking with peers can also be useful in terms of future teaching opportunities.
Non-graduates successfully completing the PCE (PCET) will gain 120 credits at levels 4 and 5. Students would be able to progress on to a degree programme in their specific subject discipline or other related CPD qualifications.
Graduates completing the PGCE (PCET) will gain 120 credits at levels 4, 5 and 6. Students can then progress onto Masters programmes within their particular subject area e.g MA CPD Framework at Cardiff Met.
Entry Requirements & How to Apply
Applicants to the Professional Certificate in Education (PCET) should have:
· A qualification at Level 3, or above in the subject they intend to teach
Applicants to the PGCE (PCET) should have:
· A degree
· A qualification at Level 3, or above in the subject they intend to teach
Criminal Records Check:
Entry is also subject to a satisfactory criminal records check. More details about criminal records procedures can be found at www.cardiffmet.ac.uk/dbs.
Application forms can be found online
www.cardiffmet.ac.uk/preparetoteachpcet. Students will be required to attend an interview and submit a CV. Students will also need two references and submit copies of their highest qualifications. Students will be asked about possible teaching opportunities and finding a suitable mentor.
How to Apply:
Applications for this course should be made direct to the university via our self-service facility. For further information please visit our How to Apply pages at www.cardiffmet.ac.uk/howtoapply.
Tuition Fees and Financial Support:
For up to date information on tuition fees and the financial support that may be available please refer to www.cardiffmet.ac.uk/fees (see undergraduate part time per 10 credits on fee table). Students can also contact
Student Finance Wales for further information about financial support.