About the course

This course is offered either as a qualification if you are already employed as a teacher or trainer in the post-compulsory education and training and wish to gain a recognised, national teaching qualification. It is a programme offered in partnership with the University of Greenwich.

The distance learning programme is suited to you if you do not live near the College, have irregular work hours or cannot attend a weekly class.

The advantage of such a qualification is that it has been developed collaboratively with employers, professionals and institutions. It is vocationally relevant and designed to meet the needs of a diverse workforce. It is a part time programme offered in partnership with Greenwich University.

How to Apply



Entry requirements 

  • GCSEs - grades A*-C in English and maths
  • A letter from your employer confirming your role and number of teaching hours
  • You must be teaching or training for a minimum of two hours per-week if already employed
  • Level 3/4 qualification and experience in your area of expertise
  • Enhanced DBS clearance 

Mature students without formal qualifications may be considered as a result of life and work experience following an entry test.

What you will study 

Over the course of your training you will plan, deliver, assess and evaluate teaching and learning strategies that generate enthusiasm for learners in your classroom.  You will explore assessment practices and differentiation as well as critically exploring issues in the wider sector that impact on teaching and learning.



    Year 1

    Professional Practice Portfolio 1 (0/15 credits awarded after summative assessment at the end of year 2) - This module will enable trainees to plan and deliver teaching and learning strategies, explore approaches to assessment, design and conduct formal and informal assessments, to embed the minimum core drawing on analysis of relevant literature and to evaluate own continuing personal and professional development. Trainees are assessed via a work-based learning model which includes 4 teaching observations.  

    Theories of Learning and Inclusion (15 credits) - This module will enable trainees to apply theories and principles of learning and communication to inclusive learning and teaching.  Trainees will evaluate own application of theories and principles and describe key features of an inclusive learning environment and situate these within a historical context. 

    Policy and Curriculum Issues (30 credits) - Trainees will be able to analyse the social, political and economic contexts of education and training and analyse contemporary issues/policies in E&T and their impact.   To discuss the concepts of professional, dual professionalism and underpinning values and give examples of the roles of external bodies and stakeholders in E&T.   To discuss the accountability of socially diverse E&T organisation and quality assurance and quality improvements.   Trainees will be able to explain theories and models of curriculum development and to reflect on the impact of social, political and economic context on curriculum development, analysing and assessing a curriculum related to their own subject area.

    Research & Scholarship for Development of Subject Specialist Expertise (30 credits) - This module will enable trainees to develop an awareness of the importance of research in their professional development and practice.  Trainees will develop knowledge and understanding of the role of research in their subject specialist area and engage with the use of different approaches to collecting and analysing data used in research in their specialist areas. 

    Professional Development Portfolio 2 (15 credits) - This module will enable trainees to develop their planning and delivery skills in teaching and learning, to use reflective practice to enhance their professional skills and to collate evidence of professional experience of teaching and learning. Trainees are assessed via a work-based learning model which includes 4 teaching observations.  


    There are formal or ‘summative’ assessments at the end of each module. These are mapped to the Professional Standards for teachers and academic outcomes for each module.  Assessment methods are varied and include assignments, essays, reports, and peer observations. 

    You will put together a portfolio of evidence (Professional Development Portfolio) in year 1 and year 2 and this will include records of direct observations of your practice in an education setting by programme tutors and your mentor, together with your written reflections and any targets set and the summative tasks. 

    You will receive feedback on all formal assessments, including observations of your teaching practice.    Feedback is intended to help you learn and you are encouraged to discuss it with your module tutor or in the case of teaching practice observations, the programme tutor who observes you. 

    To achieve the qualification you must achieve a grade of ‘Pass’ for each module in years 1 and 2 and have completed 8 teaching practice observations (4 in year 1 and 4 in year 2). You are required to submit your Professional Development Portfolio at the end of year 1 and again at the end of year 2. Your portfolio will be given a summative grade.  

    Students will need to be able to write at Level 3 (A level) standard.  Most assignments and reports have a word count of around 2000 words.



    You can apply for a student loan for this course.

    You will be required to cover the cost of:

    - Text books 

    - Travel to other sites - Where travel to other sites is required, this will be payable by the student 

    - Library Fees and Fines - Where students fail to return loaned items within the required time they will be responsible for the cost of any Library Fees and Fines applicable 

    - Printing and photocopying - The cost of printing and photocopying undertaken by students to support their individual learning are payable by the student  

    - Graduation ceremonies - It is free for the student to attend the ceremony itself. Guest tickets and robe hire / photography are additional costs payable by the student 



    The programme is delivered via a flexible, distance mode.   Trainees are not required to attend a weekly class.   The programme is delivered on study days in October and February half term holidays which trainees are encouraged to attend and evening sessions once every three weeks throughout the duration of the programme, which are optional.  Sessions are made up of taught workshops, independent study time and tutorials.     The tutors support and monitor the trainees face to face and using email communication.  

    Students will be introduced to key topics and concepts during the modules but are required to engage with additional wider reading and research to enhance their chance of success on the programme.


    Students will spend approximately 3-6  hours of study time per week and there will be tutorials when you will meet your tutor.


    When not attending study days, workshops or other timetabled sessions, trainees will continue learning through self-study.  Typically, this involves reading journal articles and books, undertaking research in the library, working on projects and presentations, preparing for module assignments and teaching observations, and observing peers as they teach. 

    Your module tutor will direct you towards specific readings or internet sources and/or activities to engage with before class.   

    Each module requires you to undertake independent research, linked to the focus for the module and your own teaching practice or the education setting you are based in.   

    Delivered via a distance flexible mode, if trainees attend study days and evening workshops, together with email communications, most trainees will spend approximately 3-6  hours of study time per week. 

    You must be teaching or training for a minimum of two hours per-week if already employed.  You will need 100 hours of solo teaching practice across the 2 years of the programme – 40-50 hours teaching practice in year 1.

    Teaching practice will require you to prepare for the lesson you plan to teach and to create appropriate lesson resources.   



    This is a work-based course so your placement means you are continuously linking theory to industry- based practice throughout.  Most assignments require you to specifically draw upon, and use, your experience in your work-setting.   During the course you will map your practice against the professional standards for teachers developed by the Education and Training Foundation which forms part of the formal assessment of the programme.


    The team consists of highly qualified academics.   They have a range of expertise and experience. 

    All our team members hold academic degrees and/or post-graduate academic qualifications, together with teaching qualifications.   They are research active.   They have experience in delivering research-informed teaching.  


    - Upon successful completion of the programme, students will be awarded the Professional Certificate in Education  (non-graduates) or Professional Graduate Certificate in Education ProfGCE ( graduates).

    - Non-graduates who complete the Diploma can progress onto the BA(Hons) Education and Training. 

    - Employment as a teacher or trainer in the Lifelong Learning Sector.   

    - Successful completion of the programme you will be able to apply for Qualified Teacher Learning and Skills (QTLS) status and be fully qualified to work in the sector.



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