Welcome to the Pathway.

1. Welcome to the Pathway. The in-services version of the pathway is available through a consortium of colleges located throughout the North of England. This consortium is known as the Consortium for Post-Compulsory Education and Training CPCET. The University of Huddersfield awards of Certificate and Postgraduate Certificate in Education (PCET) are accredited by professional bodies in Further and Higher Education. Further Education FENTOHigher Education Higher Education Academy PCET POST COMPULSARY EDUCATION AND TRAINING

2. Terminology Trainee (that is you the trainee teacher) Your own students as students or learners Your teachers on the pathway as your tutors Your centre is Yorkshire Coast College and John Aston is the tutor in overall charge and is known as the Centre Manager. Pathway Aims. Aspirations of the pathway to provide you with certain learning or professional opportunities. Pathway Outcome. Something you will be expected to know, to understand or to do by the end of the pathway.

3. Structure of the Pathway 7 Modules Each module carries a credit rating of 10 or 20credits 120credits is required to gain the award Year OnePlanning and Designing for learning (20) (F) DFA5120Professional Practice and Assessment (20) (F) DFD5320Developing Personal Skills (10) (F) DFG8110Teaching a Specialist Subject Summer School(10) (F) DFF5010 Year 2 Certificate in EducationStudies in Curriculum Development (20) (F) DFE6220Further Professional Practice (20) (F) DFD6520Professionalism in Education/Training (20) (F) DFK6220 Year 2 PGCE (60 CREDITS at Honours level)Advanced Studies in Curriculum Development (20) (H) DHE6220 Advanced Professional Practice (20) (F) DHD6520 Advanced Studies in Professionalism in Education/Training (20) (H) DHK6220

4. Individual Learning Plan • In each of the following modules, trainees are required to maintain a Teaching Practitioner File, which records their development as a practitioner in teaching or training through each year of the course: • DFD5320 Professional Practice and AssessmentDFD6520Further Professional PracticeDHD6520 Advanced Professional Practice • The ILP contains the following elements: • A short introduction to your current teaching or training role (use form ILP1) • Your CV (use the European CV format, available at http://europass.cedefop.eu.int • A log of your teaching or training hours (use form ILP2) • Record of Achievement (use form ILP3) • Your General Development Progress Record (form ILP4) • Your Teaching Observation Progress Record (form ILP5) • Records of discussions with your mentor (form ILP6)http://europass.cedefop.eu.int/img/dynamic/c98/cv166_en_US_Europass_CV_Template_EN.doc

5. In Service Pathway Handbook Module Packs Planning and Designing for learning (20) (F) DFA5120Professional Practice and Assessment (20) (F) DFD5320Developing Personal Skills (10) (F) DFG8110Teaching a Specialist Subject Summer School(10) (F) DFF5010 Year 2 Certificate in EducationStudies in Curriculum Development (20) (F) DFE6220Further Professional Practice (20) (F) DFD6520Professionalism in Education/Training (20) (F) DFK6220 Year 2 PGCE (60 CREDITS at Honours level)Advanced Studies in Curriculum Development (20) (H) DHE6220 Advanced Professional Practice (20) (F) DHD6520 Advanced Studies in Professionalism in Education/Training (20) (H) DHK6220 Generic Teaching Observation FormSpecialist Teaching Observation FormSkills Audit (Communication, Numeracy & ICT)Tutorial Record FormAvailable on the VLE

6. E-Learning There is an extensive range of facilities and services available Yorkshire Coast college Virtual Learning Environment (VLE) University of Huddersfield Main web site of the University University Library Range of information Blackboard VLE Consortium Gateway to many other websites and links E-Vision Access to pour student record IntraLibrary Contains readily searchable collection of items for CPCET teachers

7. Teaching, Learning and Assessment The in service pathway will expose trainees to different models of teaching and learning. You will reflect critically on the different approaches. You are required to reflect critically on the relevance and validity of different approaches and to engage in what has come to be called ‘meta-cognition’. Meta-cognition-‘thinking about knowing (or learning)’, in which you reflect on the processes that help you to learn, or that provide barriers to learning. You will Work in small groups and on your own Attend lectures and seminars Assessment strategies Essays Projects Teaching Observations Peer assessment

8. How much work? 10 Credit modules Recommended 100 hours study Learning outcomesKnowledge and understandingAbility outcomes The assessment strategy for a module will typically provide the opportunity for you to demonstrate achievement of both categories of outcome, by asking you to reflect, to analyse, to criticise and to synthesise and also to actually do or produce something. You will also be asked to show that you can relate together the two types of outcome, in other words to show that you can integrate theory with practice. You will frequently be asked to show how the theoretical knowledge you have gained in the module can be applied to your practical teachingand training or to your other professional duties, or alternatively to show how your practice can illustrate or suggest general principles and theories.

9. Assignments Deadlines. An extension of one week may be given by the module tutor at his/her discretion An extension of up to four weeks may be given on application to the University. There must be strong reasons Your assignment may be deferred. Exceptional extenuating circumstances (serious illness). If you cannot foresee when your work might be completed, then as well as applying for a deferral, you should consider suspending your studies for an appropriate period. Pass. Assignments are of sufficiently high standard. The tutor will recommend a pass to the Pathway Assessment Board (PAB). Refer. Not of Pass standard,but a limited amount of further work would bring it up the required standard. If after IV and EV referral confirmed you are entitled to one tutor re-assessment. If still Refer after amending assignments referral confirmed and fail confirmed you will fail the module and will need to take it the next time it is offered. There is a charge fee for retaking failed modules.

10. Harvard Referencing System • A book • A journal article • A report produced by an organisation • A web-site The examples show how you should deal with the references most often required in this pathway. Some cases may not fall neatly into any of these categories, however. If you are unsure, ask your module tutor or apply the common-sense test: could the reader find my reference in order to check what I am saying?

11. Author Date of Publication Title (Italics) Place of Publication Publisher • (a) A book • Reece, I. & Walker, S. (2003) Teaching, Training and Learning; a practical guide. 5th ed. Sunderland: Business Education Publishers. • This would be referred to in your text as Reece & Walker (2003) or, if you need to give a specific page reference, as Reece & Walker (2003, p.189). Note that the title is given in italics.

12. Date of Publication Author Title of Article Journal (Italics) Page numbers Volume and No • (b) A journal article • Gleeson, D. & Hodkinson, P. (1995) Ideology and curriculum policy: GNVQ and mass post-compulsory education in England and Wales, British Journal of Education and Work, 8 (3), pp. 5-19. • Refer to this as you would to a book, thus: Gleeson & Hodkinson (1995). Note that the title of the article is in normal sentence case; it is the title of the journal that is given italic title case. Quotation marks may be used around the title of the article.

13. (c) A report produced by an organisation • DfEE (1997a) Requirements for Courses of Initial Teacher Training. London: DfEE. • DfEE (1997b) Minister acts to strengthen vocational qualifications (press release, 5 August). London: DfEE. • This example also shows what to do if you are referring to more than one publication by a given author in a single year.

14. (d) A web-site DfES (2004) What help is available in 2004/05 for students with disabilities, http://www.dfes.gov.uk/studentsupport/students/stu students_with_d.shtml , date accessed July 2, 2004.

15. Lesson Observations Frequency Formally observed on 3 occasions in each of the modules DFD5320 and DFD6520/DHD6520Professional Practice and AssessmentFurther Professional PracticeAdvanced Professional Practice (PGCE) So a total of 6 Observations for the 2 year course. Teaching observations should be spaced fairly evenly Remember it is your responsibility to organise teaching observations at appropriate times and that you do not run out of teaching with observations still in place.If you have not been observed teaching, you cannot pass the professional practice modules One of the three observations will be by a tutor whose teaching subject is the same as yours (or close to) your own. Make sure you have copies of lesson plans and teaching materials to give to your observing tutor. Complete the first part of ILP8 to give background information , etc. You will receive feedback on form ILP10

16. Summer SchoolIs the expected way for trainees to achieve DFF5010 (Teaching A specialist subject. Trainees attend summer school at the end of the first year Week A 3 – 6 July 2006Week B 10 – 13 July 2006 You will:present a portfolio to your specialist tutor Present a seminar to your tutor and peers in your specialist group Attend and reflect on seminars presented by your peers Take part in tutor-led workshops. In January 2006 the University will provide you with a booklet giving full details of summer school Much of the above needs to be prepared well in advance of summer school. You will receive guidance on this in March/April 2006 SUMMER SCHOOL SPECIALIST GROUPS (2006) WILL BE CIRCULATED IN SEPT 2005

17. FAQ (Frequently Asked Questions) What is the difference between the Certificate and Postgraduate Certificate in Education? How long will it take? Does the Pathway confer Qualified Teacher Status (QTS) for work in Schools? What do I do if I change personal details (such as my address)? What times do I need to attend? What do I do if I am ill and unable to attend? What work do I have to do to pass a module and gain the credit points? How much time will I need to devote to studies? How much reading do I need to do? Is there a reading list?

18. How do I reference my reading? Must I use a computer in my work for the pathway? May I use email?How am I assessed on my teaching?What is "reflection"?

19. What is the difference between the Certificate and Postgraduate Certificate in Education?Any trainee enrolled on the pathway is entitled to work for a Certificate in Education. In order to gain a Postgraduate Certificate in Education (PGCE) you need to be a graduate or equivalent of a recognised university (at the beginning of the pathway or, exceptionally, at the beginning of year two) and have gained 60 credit points at honours level. How long will it take? In-service trainees will normally take two years to complete the pathway Does the Pathway confer Qualified Teacher Status (QTS) for work in Schools? No. The awards are specifically for the post-compulsory sector and do not lead to QTS. What do I do if I change personal details (such as my address)?You should inform your centre and also send the change of personal details form (at the end of this handbook) to the pathway Administrative Assistant, Julie Gledhill (School of Education and Professional Development, University of Huddersfield, Lockside, Queensgate, Huddersfield, West Yorkshire, HD1 3DH). Julie can also be contacted on email at j.a.gledhill@hud.ac.uk.

20. What times do I need to attend?Thursday 1pm to 5pmWhat do I do if I am ill and unable to attend?Keep your tutors informed at all times when you are unable to attend through ill health or personal difficulty. It is vital that you do keep tutors informed especially where your progress and rate of achieving credit is hampered by illness or personal difficulty. Please note that if you do not attend for three weeks without contacting your Centre Manager you may be withdrawn from the pathwayWhat work do I have to do to pass a module and gain the credit points?Each module specification tells you exactly what learning outcomes you must achieve. Standard assignments are available for use by In-Service trainees. How much time will I need to devote to studies?All our modules are based on the assumption that trainees will spend around 100 hours on their studies, for each 10 credit module. Some modules are 10 and some 20 credit points and therefore around 200 hours of investment will be required for the 20 point modules. These average study times include the tutor inputs and group meetings

21. Must I use a computer in my work for the course? Teachers in all sectors of education and training need to utilise Information & Communications Technology (ICT) to enhance learning as well as in preparation and administration. For this reason, ICT is a key transferable skill within the course. You will be expected to use ICT (where appropriate) in your teaching and also in your own learning on the course. Your assessed written work should always be word-processed unless there is good reason for it to be presented in some other form. If you are not confident, or lack ICT skills, there will be provision in your centre to undertake development activities. May I use email? You will have access to the University email system once you are registered and enrolled at the University (see the section on E-learning). If you prefer to use your own email address, you should arrange for email to be forwarded from your University account as the University may send important communications by email. You will find that email is an effective way of contacting tutors at the University and is becoming more reliable than the telephone as tutors spend a large amount of time away from their desks.

22. How much reading do I need to do? Reading is an essential part of the learning process and therefore you will be expected to read widely in the discipline of education and training. Although much of this reading could be in the form of books and journal articles, remember that the educational newspapers, such as the Times Educational Supplement, or Higher Education Supplement (published on Fridays) and the Guardian (published on Tuesday) are a rich source of articles and features, particularly in relation to national policy. Is there a reading list? There are two sources for reading lists. Each module specification includes a reading list for that module. There is also an indicative reading list for post-compulsory education and training, which is circulated to all tutors and centres operating the course. The reading list is combined with a course reader, which contains a number of significant recent articles dealing with post-compulsory education and training. Copies are available through your Centre at a nominal charge to cover printing and binding. How am I assessed on my teaching? There are two modules (totalling 40 credit points) dealing with the practice of teaching, which will be assessed in part by your tutors in teaching observations. A tutor will visit you during each module and you will log a total of at least 12 hours of teaching for each of these modules.

23. John.aston@ycoastco.ac.uk Phone 01723 356134