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PGCE Post-compulsory

PGCE

Key facts


Start dates

September 2020 / September 2021

Course length

Full time: 12 months – Harcourt Hill Campus only

Part time: 24 months (in-service) – Partner College only

Department

School of Education

Overview


The PGCE Post-Compulsory Education is the professional qualification for those who wish to teach in the education and training sector, including further education colleges and adult education. Successful completion of the course allows you to apply for QTLS (Qualified Teacher Learning and Skills).

The full-time course is for students who wish to enter the profession and can only be studied at our Harcourt Hill Campus. The part-time course can only be studied at one of our partner colleges and is for those employed as teachers and trainers in the education and training sector - this might be in further education:

  • higher education
  • the health service
  • adult and community education
  • the prison service
  • the armed forces
  • private training providers.

QTLS is equivalent to, but distinct from, QTS. QTLS is administered by the Society for Education and Training (SET), and it can only be conferred following the successful completion of their professional formation process. For more information about how to apply for QTLS please see the Society for Education and Training's website.

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How to apply


Entry requirements

Specific entry requirements

GCSE: GCSE English and Maths grade 4-5 are required prior to entry. 

Entry requirements for full-time course (one year)

Applicants are welcome from any academic discipline that is taught in FE or post-compulsory education and training. 

Admission is open to those with a good undergraduate honours degree (or equivalent) or other professional / vocational qualification relevant to the subject you wish to teach. 

We also accept those with relevant vocational qualifications and experience who do not necessarily possess a degree.

Entry requirements for part-time course (two years)

You will need to be teaching for at least 50 hours during each of the academic years in which you undertake the course (100 hours in total).  A degree is not necessary for admission to the course but you are required to have a Level 3 qualification which may be a vocational qualification in your subject. The course requires attendance of one day per week for two academic years.

Please also see the University's general entry requirements.

Screening

All applicants will be screened for fitness to practise and a Disclosure and Barring Service (DBS) check will be made.

English language requirements

Please see the University's standard English language requirements.

International qualifications and equivalences

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English requirements for visas

If you need a student visa to enter the UK you will need to meet the UK Visas and Immigration minimum language requirements as well as the University's requirements. Find out more about English language requirements.

International applications

International students requiring a Tier 4 visa can study this course at our other partners.

Pathways courses for international and EU students

We offer a range of courses to help you meet the entry requirements for your postgraduate course and also familiarise you with university life in the UK.

Take a Pre-Master's course to develop your subject knowledge, study skills and academic language level in preparation for your master's course.

If you need to improve your English language, we offer pre-sessional English language courses to help you meet the English language requirements of your chosen master’s course.

Terms and Conditions of Enrolment

When you accept our offer, you agree to the Terms and Conditions of Enrolment. You should therefore read those conditions before accepting the offer.

Application process

Applications close on 17 July 2020, for September 2020 entry.

Postgraduate Certificate in Education - full-time course

Graduates should apply to:

UCAS for Teacher Training
Rose Hill, New Barn Lane, Cheltenham GL52 3LZ
Tel: 0371 334 4447
Website: www.ucas.com/apply/teacher-training

Postgraduate Certificate in Education - part-time course

Applications for the part-time course should be made directly to Oxford Brookes University.

Apply for this course

Apply now

Tuition fees


Please see the fees note
Home/EU full time
£9,250

Home/EU part time
£3,785

International full time
£13,900

Home (UK) full time
£9,250

Home (UK) part time
£4,625

International / EU full time
£14,900

Questions about fees?

Contact Student Finance on:

Tuition fees


2020 / 21
Home/EU full time
£9,250

Home/EU part time
£3,785

International full time
£13,900

2021 / 22
Home (UK) full time
£9,250

Home (UK) part time
£4,625

International / EU full time
£14,900

Questions about fees?

Contact Student Finance on:
+44 (0)1865 483088

Fees quoted are for the first year only. If you are studying a course that lasts longer than one year your fees will increase each year.

Financial support and scholarships

Department of Education bursaries are now available for the PGCE Post Compulsory.

They're available if you wish to teach in STEM (Computing, Science, Engineering and Maths), SEND (Special Educational Needs and Disability) and English.

Bursaries are available on a first come first serve basis and are subject to meeting conditions for eligibility.

If you are eligible, we'll discuss all details with you at your interview.

For general sources of financial support, see our Fees and funding pages.

Additional costs

Please be aware that some courses will involve some additional costs that are not covered by your fees. Specific additional costs for this course, if any, are detailed below.

On this course you’ll be going on placements in schools. This means you’ll need a Disclosure Barring Service (DBS) check. This costs about £50. You may also need to pay an extra fee of about £15 to keep your DBS up-to-date. 

You'll also need your Fitness for Practice certificate, this costs about £55.

The published course and module descriptions were accurate when first published and remain the basis of the course, but the University has had to modify some course and module content in response to government restrictions and social distancing requirements. In the event of changes made to the government advice and social distancing rules by national or local government, the University may need to make further alterations to the published course content. Detailed information on the changes will be sent to every student on confirmation in August to ensure you have all the information before you come to Oxford Brookes.

Learning and assessment


Your personal tutor will support and guide you through the course using a tailored, individual learner plan. You'll develop your skills as a reflective practitioner in all your teacher training and roles.

If you take the full-time course, you will undertake teaching practice in a post-16 institution. All students will be observed teaching in their setting or institution.

The course covers the following aspects of teaching and learning in the post-compulsory sector:

  • assessing learners’ needs
  • planning and preparing teaching and learning programmes for groups and individuals
  • developing and using a range of teaching and learning techniques
  • managing the learning process
  • providing learners with support
  • assessing the outcomes of learning and learners’ achievements
  • reflecting on and evaluating your own performance, and planning for future practice
  • working within a professional value base and conforming to agreed codes of professional practice.

The part-time course can only be studied at one of our partner colleges:

Female student looking through documents

Study modules

Taught modules

Compulsory modules

Introduction to Teaching (15 credits)

This is a basic introduction to teaching, which prepares you for your teaching placement. You’ll learn about the roles and responsibilities of teachers, how to plan lessons, how to teach them and assess students’ learning. Following on from this introduction, you’ll examine these topics in more depth, looking closely at:

  • different aspects of planning learning
  • initial and diagnostic assessment of learners
  • using resources effectively
  • successful delivery of inclusive learning and teaching.

The complete module gives you an introduction to the knowledge, skills and qualities required of teachers and allows you to begin to develop some basic teaching skills.

 

Educational Theories in Learning and Teaching (15 credits)

You’ll examine the principles and theories of learning that underpin recommended good practice in the sector. You’ll engage with theories and principles of learning and communication, and use them to support your planning, management and evaluation of learning. Through your teaching experiences, you’ll have a context in which to critically examine the theories and principles you’re studying.

Digital Literacies (15 credits)

This module explores the role of digital skills in teaching and learning and the importance of developing digital literacies in the post compulsory sector. The module considers policy, theory, frameworks and research to explore the effective use of technology for learning. 

Hands on activities will build your practical digital skills to become an effective teacher in the post compulsory sector. The development of digital resources for independent learning will help you embed these skills in your professional practice.

 

Developing Practice Through Research (20 credits)

You’ll have the opportunity to investigate key issues related to your own practice in the Post Compulsory sector. You’ll identify an issue and explore its wider context through the study of the relevant academic literature and policy. 

  • You’ll gain a deep understanding of the theory and pedagogy of your area of concern.
  • You will develop a rationale for a proposed intervention that may address the issues identified. 
  • You’ll reflect on the potential impact of the intervention and identify specific areas for your own professional development.

Curriculum Design for Diversity (20 credits)

This module is an opportunity to explore a range of contexts within the Post Compulsory sector. You’ll use theory, principles and models of curriculum design, to examine the requirements of an inclusive curriculum. 

You will:

  • analyse the significance of equality and diversity for curriculum design
  • identify ways to promote equality within practice. 

The emphasis will be on innovative curriculum design that considers the evolving nature of the sector. You will re/design a scheme of work within your subject specialism using your experience and the content of the module to inform this process.  

 

Contextualising Policy within a Subject Specialism (20 credits)

You’ll learn about the history and wider context of your subject specialism within  the post-compulsory sector. You’ll look at the sector within local, national and international contexts, and you’ll explore concepts of professionalism and accountability. You may also look at other topics, such as:

  • organisational culture and structure 
  • funding mechanisms and resource allocation
  • education markets, choice and competition within the post-compulsory sector.

Developing Professional Practice (15 credits)

You will critically engage with:

  • the content of the programme
  • your experiences on placement
  • the Post Compulsory sector
  • the Professional Standards.

You’ll provide evidence of your continuing development as a practitioner. Focussing on the planning and assessment processes while you’re in practice, documenting the dialogue between yourself, your tutor and placement mentor. While developing your professional practice throughout the programme, meeting the required Professional Standards.

 

School based training

Compulsory modules

School-based training

For your teaching practice you'll be placed with a suitable provider who will coordinate your teaching experience and provide you with a mentor. You will begin by observing experienced teachers and working alongside them. You'll build working relationships and gain a deep understanding of the professional requirements to become an effective teacher.

You'll gradually move towards teaching up to nine hours a week by the end of your first term.

Please note: As our courses are reviewed regularly as part of our quality assurance framework, the modules you can choose from may vary from that shown here. The structure of the course may also mean some modules are not available to you.

Learning and teaching

Part-time students

You will study for one day at the local college over two years.

Full-time students

You will take an introductory module for the first three weeks of your course. This covers working in the classroom or other learning environments. You will be based at Harcourt Hill Campus.

After the introductory module, you will be placed with a suitable provider. They will coordinate your teaching experience and provide you with a mentor. You will:

  • begin by observing experienced teachers
  • work alongside experienced teachers
  • gradually move towards teaching up to nine hours a week by the end of the first term.

You will attend the university on Thursdays and Fridays.

Your teaching placements will be on Mondays, Tuesdays and Wednesdays.

Assessment on this part of the course is by regular written assignments and observations by your placement mentor and a member of Oxford Brookes teaching staff.

Assessment

Assessment methods used on this course

The most important aspect of your assessment will be the development of your teaching skills with individuals and groups. 

Your teaching will be observed by:

  • your mentor
  • a placement coordinator
  • a university tutor.

In order to pass the course you must demonstrate:

  • your competence as a teacher
  • your development as a reflective practitioner.

In addition you will be required to undertake assignments relating to the course modules.

There are no examinations.

Please note there is no guarantee of employment with your placement college when you have completed the course.

Research


The School of Education is a thriving centre for educational research and teacher professional development. So students on master's level programmes join a large research community comprising researchers at all levels of higher education study. During your time with us (either full or part time) you'll have opportunities to present your own research and network professionally.

We hold two major research conferences each year - the School of Education Research Conference and the EdD Colloquium. All students are invited to attend our annual Research Seminar Series (which attracts both internal and external speakers). We also organise a number of conferences, lectures, seminars and debates, some of which have an international reach.

The School’s six research groups exist to encourage engagement in research, publication, conference presentations, seminars and workshops:

  • Inclusion and Wellbeing
  • Policy, Partnership and Leadership
  • STEAM pedagogy and learning
  • Humanistic Perspectives on Education
  • Early Years
  • Applied Linguistics

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After you graduate


Career prospects

We have strong links with local partner colleges offering excellent employment prospects for students.

Programme Changes: On rare occasions we may need to make changes to our course programmes after they have been published on the website.

For more information, please visit our Changes to programmes page.