Pcet Programmes and Progression Interactive Sep 2013

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Part-time/Short Course

Post Compulsory Education and TrainingProgrammES and ProgrESSionThere are a variety of entry points and progression routes available dependent upon your existing qualifications and needs.

Public ServicesWe can tailor our courses to suit individual needs as well as work with other academic departments at the University to offer specialist training.

More details: [email protected]

in-SErViCE TEaCHing aWardS - introductory award in Education and Training

This course prepares students to teach in the further education and skills sector. The aim of this course is to develop the knowledge, skills and understanding of teachers in the further education and skills sector which includes those who teach in Further Education Colleges (FE), Adult and Community Learning (ACL), 14-19 units in Schools/Academies, Public Services (eg Police Trainers and Private Training Organisations). It is delivered via FE and ACL providers in the South East and London in partnership with Canterbury Christ Church University.

Who is this course suitable for?New and unqualified teachers who want to teach in the further education and skills sector who need to gain an initial teacher training qualification to start or continue their teaching career.

The course is primarily for pre-service teachers and trainees who may not have access to teaching hours. It is an introductory, knowledge-based teaching qualification and has no minimum teaching practice requirement; therefore it can be studied by individuals who are not in a teaching role. There is, however, a minimum requirement to take part in a microteaching activity.

Public ServiceFor Public Services the department can tailor to individual needs i.e. times, sessions and direct provision. The department is able to accredit Police and Fire Services training programmes with University credits. We also provide expert academic input to the Police National Firearms Instructor Course (NFIC). We work with other academic departments across the University to offer specialist training. For more information contact us:

Email [email protected] | Phone 01227 863459

What will I study?20 credits, 200 guided learning hours

For the Introductory Award in Education and Training route you can choose to study one of the following pathways:

Generic pathway | HE Level 4This pathway aims to provide thorough preparation for teachers and trainers in terms of their knowledge, skills and professional attributes. The course will focus on competent delivery in a range of learning environments, emphasising the facilitation of learning and the generic skills which have been identified as appropriate for the sector. This course will encourage you to explore the nature and diversity of learners and concentrate on the key principles of planning and organisation for the effective delivery and facilitation of learning.

English pathway | HE Level 5The aims of this course are to provide you with several of the key analytical tools needed for the analysis of language as a background to the development of effective and informed subject pedagogy in ESOL and Literacy teaching. The course will also seek to explore and develop a critical understanding of the relationship between language, literacy and social processes. Finally, the course will explore both the linguistic and social factors that contribute to the development of literacy and language skills.

Maths pathway | HE Level 5This pathway aims to provide you with an understanding of key issues relating to numeracy and numeracy learners. You will consider the links between popular perceptions of mathematics and their roles within numeracy learning. Through your studies you will consider how numeracy skills can impact on different contexts and subjects and explain how to liaise with others to promote the inclusion of numeracy skills in learning programmes. You will also look at formative assessment processes that enable you to identify common errors and misconceptions in mathematics and consider possible reasons why they occur.

Teachers of Disabled Learners pathway | HE Level 5The aims of this course are to prepare you for a teaching role by developing your knowledge, skills and professional attributes related to the needs of disabled learners. The course will focus on competent planning, delivery and assessment techniques, emphasising the facilitation of inclusive learning and understanding of specific impairments and the related support needs of disabled learners. Approaches to communication and language development and planning for personalised learning are key aims of this short course.

Entry requirementsYou should possess at least a minimum Level 3 qualification in your specialist subject, a good level of literacy and numeracy skills. At the interview, you must demonstrate your ability to benefit from the course.

In addition, if you choose the English pathway you must be able to evidence Level 3 English language processing skills which will be assessed prior to entry. Likewise, if you choose the Maths pathway, you must be able to evidence Level 3 Maths processing skills.

Introductory Award in Education and Training

durationVariable to suit partner colleges but usually over 1 term

Start dateDates available throughout the year

LocationRange of venues across Kent and Medway,Bexhill and many colleges in the Londonarea

assessmentCompletion of a progress log, practical teaching task and written assignment

FeesVisit www.canterbury.ac.uk/tuitionfees for up-to-date information on fees.

Find out more onlinewww.canterbury.ac.uk/courses/award-cert-dip

Contact details | applyEmail: [email protected]: 01227 863459

ProgrESSion oPPorTuniTiES

in-SErViCE TEaCHing aWardS - university Certificate in Education and Training

This course focuses on the key skills and attributes required to be an effective teacher as well as identifying the roles of a practitioner.

Who is this course suitable for?New and unqualified teachers in the further education and skills sector who need to gain an initial teacher training qualification to start or continue their teaching career. To join the course you will need to be in a teaching role with either individual learners 1-1 or groups of learners aged 14+.

The Generic pathway is primarily for pre-service teachers and trainers who may not have access to many teaching hours whereas the English and Maths pathways are aimed at in-service teachers and trainers.

Public ServiceFor Public Services the department can tailor to individual needs i.e. times, sessions and direct provision. The department is able to accredit Police and Fire Services training programmes with University credits. We also provide expert academic input to the Police National Firearms Instructor Course (NFIC). We work with other academic departments across the University to offer specialist training. For more information contact us: Email [email protected] | Phone 01227 863459

What will I study?40 credits, 400 guided learning hours

This qualification develops practical teaching skills and, through the optional units, prepares teachers to work in a wide range of contexts. For the University Certificate in Education and Training route you can choose to study one of the following pathways:

Generic pathway | HE Level 4This pathway focuses on competent delivery in a range of learning environments, emphasising the facilitation of learning and the generic skills which have been identified as appropriate for the sector. The course will encourage you to explore the nature and diversity of learners and concentrate on the key principles of planning and organisation for the effective delivery and facilitation of learning. It aims to develop an awareness of some of the main assessment methods and strategies that can be employed flexibly to support individual students. Implications for funding and management of learning through evidencing, recording and reporting of assessment data, will also be a central theme.

English pathway | HE Level 5The aims of this course are to provide you with several of the key analytical tools needed for the analysis of language as a background to the development of effective and informed subject pedagogy in ESOL and Literacy teaching. You will develop a critical understanding of the relationship between language, literacy and social processes and explore the linguistic and social factors that contribute to the development of literacy and language skills. Some key theories of first and second language acquisition will be studied and you will draw critical conclusions as to the differences between acquisition and learning. The course also aims to give you an in depth understanding of linguistics features of texts. Through this understanding, you will be able to plan and teach lessons that develop their learners reading, listening, speaking and writing skills and critically evaluate the effectiveness of their activities.

Maths pathway | HE Level 5This course aims to provide you with an understanding of key issues relating to numeracy and numeracy learners. You will consider the links between popular perceptions of mathematics and their roles within numeracy learning. You will consider how numeracy skills can impact different contexts and subjects and explain how to liaise with others to promote the inclusion of numeracy skills in learning programmes. You will consider formative assessment processes that enable you to identify common errors and misconceptions in mathematics and consider possible reasons why they occur. The course aims to enable you to improve your teaching, considering how the origins and status of mathematics impact on numeracy teaching.

Entry requirementsYou should possess at least a minimum Level 3 qualification in your specialist subject, a good level of literacy and numeracy skills and sufficient teaching hours at least 1-1 to complete the course. At the interview, you must demonstrate your ability to benefit from the course and we will discuss the teaching requirements with you.

In addition, if you choose the English pathway you must be able to evidence Level 3 English language processing skills which will be assessed prior to entry. Likewise, if you choose the Maths pathway, you must be able to evidence Level 3 Maths processing skills.

University Certificate in Education and Training

durationVariable but generally between 2 and 3 terms

Start dateDates available throughout the year


assessmentCompletion of a progress log, teaching practice, written assignments and reflections





in-SErViCE TEaCHing aWardS - diploma in Education and Training

The Diploma in Education and Training has specialist pathways for ESOL, Literacy, Maths and Teachers of Disabled Learners. The course will qualify you to teach in the Further Education (FE) and Skills Sector.

The course aims to develop the knowledge, skills and understanding of teachers in Colleges (FE), Adult and Community Learning (ACL), 14-19 units in Schools/Academies, Public Services (eg Police Trainers and Private Training Organisations). It is delivered via FE and ACL providers in the South East and London in partnership with Canterbury Christ Church University.

The course will enable you to become an effective critical professional teacher and trainer for the lifelong learning/FE and Skills sector, whilst providing you with a broad understanding of teaching and learning with a strong emphasis on professional reflection for individual development.

Teaching awards that meet the needs of new and existing professionals for initial teacher training and continuing professional development are incorporated in this course.

Who is this course suitable for?New and unqualified teachers in the further education and skills sector who need to gain an initial teacher training qualification to start or continue their teaching career. To join the course you will need to be in a teaching role with groups of learners aged 14+.

Public ServiceFor Public Services the department can tailor to individual needs i.e. times, sessions and direct provision. The department is able to accredit Police and Fire Services training programmes with University credits. We also provide expert academic input to the Police National Firearms Instructor Course (NFIC). We work with other academic departments across the University to offer specialist training. For more information contact us: Email [email protected] | Phone 01227 863459

What will I study?All students will study the following modules: Assessment Applying Theory to Practice Reflecting on Practice Policy and Professional Practice.

There are two other modules to make up the Diploma which will be dependent on the pathway you choose to follow:

Generic pathway Introduction to Teaching and Learning Curriculum

Maths specialist pathway Numeracy and the Learners Mathematics: Improving Numeracy Knowledge, Understanding and Practice

Teaching Disabled Learners specialist pathway Introduction to Teaching Disabled Learners Developing Practice in Teaching Disabled Learners

English specialist pathway ESOL, Literacy and the Learners ESOL or Literacy Theories and Frameworks

The English (ESOL and Literacy) Integrated pathway fully integrates the subject knowledge with specialist pedagogy. This integrated pathway is currently offered at Kensington and Chelsea College and Lambeth College.

The modules for this pathway are:

ESOL, Literacy and the learners Assessment for ESOL and Literacy Theory and Practice for ESOL and Literacy Reflecting on ESOL and Literacy Practice ESOL or Literacy Theories and Frameworks Wider Professional Practice for ESOL and Literacy.

Entry requirementsYou should possess at least a minimum Level 3 qualification in your specialist subject, a good level of literacy and numeracy skills and sufficient teaching hours to complete the course (as a guide this is usually a minimum of 40 hours in year 1 and 60 hours in year 2). At the interview, you must demonstrate your ability to benefit from the course and meet the requirements for 100 hours teaching across the duration of the course. Guidance on DBS checks, ICT, literacy and numeracy skills requirements is available on request. For the PGCE route you will need to provide evidence of achievement at degree standard.

Diploma in Education and Training

duration1 year full/part-time or 2 years part-time

Start dateUsually September but other dates may be available throughout the year


assessmentRange of written assignments and practical teaching observations linked to professional standards and Ofsteds criteria for trainee teachers





Foundation degree in Education and Training

This Foundation Degree programme aims to enable you to become effective, critical and thoughtful members of the wider workforce across the learning and skills sector. The programme offers 240 credits: 120 at level 4 and 120 at level 5. Successful completion of the course can lead to progression to the BA Lifelong Learning/BA Education Professional Learning and Community Engagement

Who is the course for?The course is open to those who work with learners in the Lifelong Learning Sector, for example teachers, trainers, learning support assistants, personal and pastoral tutors, managers, advice and guidance staff who want to engage in a higher level of study to gain a broader and deeper perspective on their work and their learners.

What will I gain? On this programme, you will develop: An awareness of professional issues and the creative thinking and critical awareness to

analyse and address these The range of professional attributes and theoretical perspectives, necessary to provide

an effective learning environment for learners in the lifelong learning sector Knowledge and understanding of a range of social, political, pedagogical, economic

and curriculum issues affecting lifelong learning in the learning and skills sector The ability to develop and evaluate professional initiatives relating to lifelong learning

in the learning and skills sector The academic and key, transferable skills necessary to successfully complete a

programme of HE level study Knowledge and understanding of specialist areas of professional expertise in the

learning and skills sector Competence and confidence in the application of appropriate strategies in specialist

areas in order to enhance the learning experience for students in the learning and skills sector.

What will I study? You will study the following modules:

YEar 1 Compulsory module: Study Skills for HE (20 level 4 credits)

You will also study five more Work Based Learning modules (20 credit level 4) from the following list: Working with 14-19 learners Innovation in learning, teaching and assessment: inclusion and widening participation Centre devised module eg: LSA best practice Supporting learners: guidance and tutoring Embedding Functional Skills: Maths Embedding Functional Skills: English

YEar 2 Compulsory module: Research Methods for HE (20 level 5 credits)

Plus five more Work Based Learning modules (20 credit level 5) from the following list: Introduction to working with SEND Subject specialist development for STEM subjects Using ICT in the Classroom Mentoring and coaching in the Lifelong Learning sector Behaviour for Learning Centre devised module 2 CPD short course route towards a Foundation Degree

You may opt to take a number of Foundation Degree modules as CPD short courses where you can earn 20 credits at level 4 or 5 depending on which modules you select.

Entry requirements Applicants will normally hold a level 3 qualification and have an involvement in Lifelong Learning sector work. APEL is available for suitably qualified candidates up to 50% of the programmes credit. Guidance on DBS checks, ICT, literacy and numeracy skills requirements is available on request.

Foundation Degree in Education and Training

duration2 years part-time or optional modular route

Start dateUsually September but other dates may be available throughout the year

LocationContact us for details.

assessmentRange of written assignments and practical teaching observations linked to professional standards and Ofsteds criteria for trainee teachers.


Find out more onlinewww.canterbury.ac.uk/prospectus/fd-education-training



Post Compulsory

The PGCE Post Compulsory is a professional course that will qualify you to teach in the lifelong learning sector. This sector offers you a wide range of potential employment routes in Further Education colleges, sixth form colleges, adult and community learning, work-based learning and prison education.

Subject areasThe PGCE accommodates all subject specialisms. However an on offer of a place on the course is subject to CCCU securing a placement for you in your subject specialism area within one of our Partnership Colleges.

What will I study? The modules you will cover in your studies are designed to complement your professional practice and the academic study you undertake will inform and be informed by your practice. You will study the following 6 modules: Introduction to teaching and learning Planning, teaching, learning and assessment Wider professional development Professional sector skills Curriculum design for inclusive practice Enhanced studies.

You will develop the generic skills required for teaching and learning, as well as honing your subject specific teaching skills. In addition, you will develop your knowledge and understanding of the functional skills of literacy, numeracy and ICT and will be able to integrate these into your teaching.

Masters level creditsDuring the course you will be given the opportunity to obtain Masters level credits. You will be given the option to study three of the modules at level 7, obtaining 120 credits towards out Masters in Professional Learning and Education (MaPLE).

Professional placementsFull-time students will spend the first 4 weeks of the course at University (Canterbury Campus) to develop the generic skills required for teaching and learning. Following this, you will spend 4 days a week on placement focussing on the practical elements of teaching, developing your skills in the delivery of your subject specialism as well as being thoroughly prepared for employment in the sector. The remaining 1 day a week is spent at University allowing full integration of theory and practice, and an opportunity to reflect and debate upon the diverse range of experiences with which you have engaged.

Whilst on placement you will be supported by a curriculum mentor as well as a personal tutor from the University. The placement is fully supported by the placement institution and the University you will be offered guidance, advice and tips to support your professional development and practice. For further information regarding the part-time route, please contact us.

Entry requirementsYou should have a good honours degree and demonstrate competence regarding communication, literacy and numeracy. In your personal statement you will need to indicate sound reasons for wanting to teach in post compulsory education and have a clear awareness and experience of the sector. You should also have academic and/or industrial and commercial experience to demonstrate involvement with young people or adults in the community. Offers of a place are made after an interview and in order to be selected for interview you should meet the entry requirements mentioned.

PGCE

duration1 year full-time or 2 years part-time

Start dateSeptember

LocationCanterbury Campus: Full-timeLocation TBC: Part-time

assessmentWritten assignments and work-related assessment tasks including supervised teaching observations during the course.

FeesUniversity tuition fees apply. For up-to-date information on tuition fees, go to: www.canterbury.ac.uk/PGCEfinance

Find out more onlinewww.canterbury.ac.uk/courses/pgce-postcompulsory



This is a full BA course for people working in the lifelong learning sector. This degree will allow you to develop your ability to evaluate and investigate the ideas and practices of lifelong learning. Towards the end of the course you will be able to choose which particular aspects of lifelong learning to examine in greater depth.

Who is this course suitable for?This course has been designed for professionals working in lifelong learning in a range of contexts who want to explore and understand the history, the present and the possible futures of lifelong learning at degree level. Students on this course a given significant levels of support.

Entry pointsYou can begin this course at the correct point depending on the qualifications you already possess or are embarking on. You may enter the BA already in possession of the DTLLS, Foundation Degree, or other equivalent qualification.

What will I study?The following selection of course titles provides an indication of the areas you will cover: Lifelong learning: a critical opening Really useful knowledge: 1850 present Learning from experience Lifelong learning: widening views Learning and sustainable development The reflective practitioner Orientation and research Approaches to research and professional development individual study.Note: depending on your entry point, not all of these courses will be applicable or available.

Entry requirementsIn order to be selected for interview, you will need to demonstrate that you are able to cope with the academic demands of the course and be in a position to evaluate and explore lifelong learning first hand (teaching or supporting learning). In addition you should have the suitable qualifications to gain entry to a teaching qualification, or have already obtained an initial teaching qualification (eg Cert.Ed, Diploma in Education & Training (DET), Foundation Degree or other equivalent qualification).

Lifelong LearningBA (Hons)

durationVariable, depending on entry point.

Start dateSeptember (attendance required 3 hours one evening per week)

LocationCanterbury Campus (other locations also available)

assessmentWritten essay assignments at regular intervals throughout the course. You will receive strong tutorial support.

FeesUniversity tuition fees apply. For up-to-date information on tuition fees, go to: www.canterbury.ac.uk/tuitionfees

Find out more onlinewww.canterbury.ac.uk/courses/lifelonglearning



This one year part-time course is for teachers of literacy/ESOL/functional skills working in the Lifelong Learning Sector (Further Education, Adult and Community Education, Prison Education, Workplace Based Training).

It has been designed to cover the statutory teaching qualification requirements for literacy and ESOL teachers.

What will I study?You will study the following modules:

ESOL, literacy and the learners Literacy and ESOL theories and frameworks Literacy and ESOL teaching and learning.The course will cover both theoretical and practical aspects of teaching literacy and ESOL.

Entry requirementsYou will need to have an initial teaching qualification (eg PGCE, CERT Ed, DTLLS) or be working towards one. You should have good personal literacy skills. There will be an initial assessment of literacy skills at interview.

You must have an existing teaching placement or the possibility of arranging at least 50 hours of literacy or ESOL teaching at two curriculum levels in an appropriate context

Find out more online www.canterbury.ac.uk/courses/dip-english

Teaching English (Literacy/ESoL) Teaching mathematics (numeracy)

This one year part-time course is for teachers of numeracy/functional skills working in the Lifelong Learning Sector (Further Education, Adult and Community Education, Prison Education, Workplace Based Training).

It has been designed to cover the statutory teaching qualification requirements for numeracy teachers.

What will I study?You will study the following modules:

Numeracy and the learners Developing numeracy knowledge and understanding Numeracy teaching and learning.The course will cover both theoretical and practical aspects of teaching numeracy.

Entry requirementsYou will need to have an initial teaching qualification (eg PGCE, CERT Ed, DTLLS) or be working towards one. You should have good personal numeracy and literacy skills. There will be an initial assessment of numeracy and literacy skills at interview.

You must have an existing teaching placement or the possibility of arranging at least 50 hours of numeracy teaching at two curriculum levels in an appropriate context.

Find out more onlinewww.canterbury.ac.uk/courses/dip-numeracy

Diploma

duration1 year part-time

Start dateOctober (attendance required 3 hours one evening per week)

LocationCanterbury Campus and some London colleges

assessmentWritten tasks and observed teaching in the workplace.

FeesContact us for current fee information.



This exciting programme gives you to opportunity to explore your role at Masters level with like-minded professionals across the sector. Specifically the course aims to be: flexible, innovative and challenging; informative, inspiring and stimulating. It aims to encourage you to become autonomous, a critical thinker and creative practitioner; create an inclusive community in which research interests are encouraged to develop and flourish, and which fosters a commitment to participation in genuine professional learning and education.

Who is this course suitable for?This MA is for you if you are interested in developing your understanding of the impact that current educational and political agendas are having on your professional and personal development within the wider educational arena.

If you are working in the field of Lifelong Learning, including health, community and adult learning, this course will enable you to broaden your knowledge and awareness of some of the ideological and structural underpinnings to your daily professional practice.

What will I study?There are 3 stages to completion of the MA. Each stage is worth 60 credits and has an exit point:

Stage 1 | Postgraduate Certificate (PgCert)

Stage 2 | Postgraduate Diploma (PgDip)

Stage 3 | MA

The course comprises 6 modules covering areas such as: Research Culture and policies Critical pedagogy Narrative and auto/biographical perspectives.After successfully completing the modules you will progress to the dissertation which concludes the course.

Entry requirementsYou will need to have a relevant good first degree or significant experience, and a genuine interest in the subject of lifelong education. The interview and selection will be based on your willingness and ability to engage at Masters level in rigorous and critical reflection in order to work towards reviewing the relationship between research, theory and professional practice

Professional Learning and EducationMA / PgDip / PgCert

duration3 years part-time

Start dateSeptember

LocationCanterbury Campus (and extensive online blended learning materials).

assessmentWritten assignments and a final dissertation.


Find out more onlinewww.canterbury.ac.uk/courses/maple



This interdisciplinary Masters programme draws on studies in psychology, anthropology, theology, esoteric philosophy, a range of wisdom traditions and the arts. It offers a discerning investigation into seemingly non-rational modes of knowing, exploring the cosmological sense of the sacred, the widespread practices of symbol-interpretation and the cultural role of the creative imagination.

Who is the programme suitable for?The programme will appeal to all those seeking to enrich their lives through the study of the history, philosophy and rituals of Western sacred and esoteric traditions, and will be of particular interest to teachers, practitioners and therapists in the fields of contemporary spirituality and well-being who would like to engage more deeply with the foundations of their work.

What will I study?The four taught modules, comprising seminars, Learning Journal groups and workshops take place at alternate weekends, in term time, from January to June, with two supervised research modules in the second half of the year. Weekends will include an open lecture by a visiting speaker. Full-time students will also attend one extra morning per week.

The four taught modules will address the following topics:

Theories and Methods Methodological and holistic approaches The nature of mythopoeic thought: symbol and metaphor Ways of knowing from reason to revelation The sacred in post-Enlightenment discourse

Symbol and Imagination What is imagination? Platonic and Hermetic perspectives on the soul Renaissance art and theurgic magic Jung, Corbin and Hillman on active imagination

Oracular and Divinatory Traditions Divination in the ancient world Classical and Medieval cosmology The Pagan/Christian debate Contemporary divinatory practices

Spirit and Psyche What is a deity? Mystery rituals in the ancient world The return to the gods in transpersonal psychology Subliminal mind and the unconscious

Entry requirementsYou will need a relevant good first degree or equivalent - subject to programme directors discretion. Applicants without a first degree will be expected to submit a piece of written work.

maSTErS - myth, Cosmology and the SacredMA

duration1 year full-time or 2 years part-time

Start dateOctober

LocationCanterbury Campus

assessmentWritten assignments and a final dissertation


Find out more onlinewww.canterbury.ac.uk/courses/ma-myth



a flexible and bespoke offerWe are able to offer the opportunity to create a flexible learning programme which may be tailored to a particular learner group or work context. The courses that follow are merely samples of the types of courses we can provide. Venues and dates are therefore not specified in the following listing as we will respond appropriately to your requirements.Contact us to discuss your individual needs and interests.

accreditationSome of these courses offer optional non-accredited or accredited opportunities within the same course. You can select if you wish to be assessed and gain credits. Many professionals may be happy to engage in on-going CPD with a high level of commitment but may choose not to do the assessments due to time/need for further credit, whilst others may enjoy the challenge/need further qualifications. We therefore aim to meet the needs of a diverse learner group. There is a mix of HE level courses that offer progression routes and stimulating learning opportunities for all.

Continuing Professional development

1 day courses

Practitioner research workshopThis course will enable you to identify some basic principles involved in practitioner research and gain advice and guidance for starting a research project.

The course will provide an introduction to the terminology, methodologies and methods for beginner researchers. You will explore examples of research approaches used in educational research, such as Action Research. You will have the opportunity to share your ideas in a supportive environment and work towards a basic research plan.

resources workshopThis course is your opportunity to develop skills in producing good quality basic resources.

You will engage in practical workshops with equipment such as flip video cameras, digital cameras, IWB, PowerPoint, scanners and laminators. There will be discussions on design ideas, quality, quantity, cost, time, production, common errors and success stories. The intention is to share best practice so please bring along your examples for others to see and pick up new ideas from others.

return to study in higher education (HE): preparation and supportAttend this course to find out how to identify and use some of the principles of effective study skills in preparation for studying at levels 4, 5 or 6 (i.e. Diploma, Degree or Masters level).

You will gain study skills support for getting started on essay writing at level 4; develop your referencing skills and learn IT shortcuts to help manage your work. By analysing assessment guidelines, you will gain tips on how to reach that pass standard and beyond.

Optional progression: accredited study skills module (20 credits at level 4).

Also available: workshops for level 5 and 6 (differentiated to suit the level and type of study).

Equality and diversity: in practiceThis course will provide you with an increased awareness of how equality and diversity may impact on your teaching practice. You will discuss what is meant by equality and diversity; consider whose values we are talking about and how we might change our current teaching practices to embrace all of our learners.

You will take away practical suggestions to support you in the lifelong learning sector. This course promises not to be a policy review but a thought provoking, creative course and an opportunity to come and share your ideas.

We offer a suite of courses for professionals in the Lifelong Learning sector, including Further Education (FE), Adult and Community Learning (ACL), 14-19 units in schools and academies, public services and private training providers.

3 day courses

aspiring to be a teacher educator?If you are aspiring to be a teacher educator, this non-accredited, three day course will prepare you for a role in teacher training. This course provides good preparation for the Associate Tutor programme which is also delivered by Canterbury Christ Church University.

You will look at the qualities and skills of effective teacher educators, identify models of best practice and consider what makes an effective communicator. Assessment is a key role so you will explore how to grade practical teaching and written assignments, consider assessment standards and levels of competence. You will also explore how to manage effective feedback, moderation, standardisation and working with external examiners/verifiers.

Bridging the gap: 14-19 vocational and applied learning in schools and FE colleges This is an ideal opportunity to develop your own skills and work towards enhancing the relationships you have with learners and colleagues. You will identify with the needs of 14-19 learners, focusing on managing individual needs and differentiation.

On this course you will have the opportunity to consider your role and responsibilities, liaison with other staff, effective learning and teaching strategies, behaviour management, group dynamics, building self-confidence/self-esteem, effective communication, appropriate assessment and evaluation strategies. This course provides good preparation for the Teaching the 14-19 Curriculum 20 credit module.

observer trainingThis course provides an opportunity to prepare for a role in observing teaching and learning in the Lifelong Learning Sector (there is also a 5 day option with 20 credits available). This course will be of use if you are a programme manager, mentor or teacher educator who may need to undertake observations of teaching and learning in FE colleges, adult and community learning or private/public training organisations for quality assurance/improvement purposes or teacher development.

You will consider a range of observation models and critically evaluate their effect on the quality of teaching and learning. Also, review current practice and observation processes for making evidence based judgements, recording judgements, grading (where appropriate) and proving feedback that impacts positively on teaching and learning.

introduction to topics from the ma in Professional Learning and EducationThis course provides the opportunity for academically stimulating CPD discussions that may lead towards Masters study in the future or purely for interest and personal development.

You will engage in professional discussion, research and developments that form an introduction to three key topics from the Masters programme:

Research and teacher education Education management for Further Education Higher Education in Further EducationProgression opportunity: MA in Professional Learning and Education (20 credit modules at level 7).

innovation in learning, teaching and assessment: inclusion and widening participation The focus throughout this course will be on ensuring that you effectively provide for a wide and diverse range of learners in your practice. Come and explore your current learning, teaching and assessment strategies and identify ways to enhance the learner experience to promote inclusive learning.

You will: take a critical look at new developments in learning, teaching and assessment in lifelong learning; review Government strategies of inclusive learning and widening participation; research the various ways in which lifelong learning providers have sought to rise to the challenges set by these agendas.

mentoring in the Lifelong Learning SectorThe overall aim is to develop participants mentoring skills and practice by introducing mentoring concepts and a range of mentoring practices and strategies used within the lifelong learning contexts. The course supports mentoring skills acquisition in the workplace and enables participants to evaluate and to develop the effectiveness of their current practice.

Learning and teaching key and functioning skills This course focuses on the skills and attributes necessary to become effective as a lifelong learning teacher of any one, or more, of the key/functional skills. Take a look at the background and history of the development of key/functional skills and the various ways in which lifelong learning providers currently deliver their provisions.

You will compare and contrast current developments in the field and identify effective strategies for embedding learning, teaching and assessment of key/functional skills into your own practice.

Study skills for Higher Education This course will prepare you for further study by developing a range of skills required to work effectively at Higher Education (HE) levels. The focus is mainly on the skills required to work at levels 1 and 2 (i.e. year 2 of Diploma in Teaching in the Lifelong Learning Sector, DTLLS, or year 1 and 2 of degree level study).

You will engage in exercises in building confidence in self-supported study as well as developing the necessary critical academic skills. Exercises will centre on helping you to produce reflective and analytical assignments as well as conforming to academic conventions.

Learning from experience 1 - Biographical reflections This course focuses on the sense you can make of your educational experiences; what has/does learning and lifelong learning mean to you? It introduces the notion of educational biography as a means of pursuing this and aims to ground students within a sound appreciation of their personal educational experience. The idea that we need to understand, or at least appreciate critically, the factors affecting our own learning biography is fundamental to developing as informed and reflective practitioners.

really useful knowledge: 1850-present This course examines the historical, political and social context in which lifelong learning has developed seeking to provide you with a firm analytical basis on which to build your understanding of the past, current and planned educational initiatives.

Starting with an exploration of the concept of really useful knowledge you will examine how education, the economy and the notion of citizenship have been interlinked. You will then look at how policies and practices over the last fifty years have developed, taking in 60s idealism, the great debate, Britains economic decline, the changing organisation of work and the increased emphasis of vocational training. The course concludes by exploring the impact of current neo-liberal agendas, particularly the moves towards enhanced management and increasing privatisation within the educational arena.

5 day courses (with optional 20 HE level 4 credits)


additional educational needs This course focuses on the skills and attributes necessary to become effective as a lifelong learning teacher of learners with additional needs. You will take a critical look at the ways in which lifelong learning has developed provision aimed at students identified as having special needs and the ways in which language and practice has changed and developed.

The focus will be on building the necessary teaching, learning and assessment skills and attributes in lifelong learning practitioners who wish to spend more of their time working with students with special educational needs.

mentoring and Coaching in the Lifelong Learning SectorThe broad aim of this short course is to develop an understanding of a range of mentoring and/or coaching theories and models in order to develop participants practice. Participants will gain knowledge of the range of mentoring and/or coaching strategies within lifelong learning and an understanding of how they might be appropriately used in their own practice.

Behaviour for learning As a lifelong learning teacher you will identify some problem solving strategies for dealing with difficult/unwanted behaviour. The focus throughout this course is on developing strategies to help you deal effectively with difficult and unwanted behaviour.

You will: look critically at the notion of difficult behaviour and discuss the types of behaviour that normally concern lifelong learning practitioners; consider the differences between difficult and unwanted behaviour, and the extent to which both forms of behaviour are social constructs; identify ways in which teachers might contain or exacerbate these forms of behaviour.

Leadership and management in the lifelong learning sector This course provides a historical and current overview of the Further Education sector within the UK, taking into account the socio-economic and political aspects that impact upon it. There will be a broad introduction to organisational theory, culture, strategic and operational management and their application to the FE environment.

You will explore the key challenges and the implications for FE leaders, managers and their organisations. The course also covers an introduction to leadership styles and communication with an embedded self-assessment process.

You have the opportunity to link this course with other modules which constitute the Diploma in Leadership and Management in the Lifelong Learning Sector, or simply study for self-development.

Learning from experience 2 The reflective PractitionerPractitioners in the lifelong learning sector are more effective if they are able to understand the broader curricular contexts in which they work. Drawing on the work of Schon, Dewey and Brookfield, this course will explore what it means to be a professional within the lifelong learning sector against and ever-changing backdrop of new initiatives, policy interventions and increasing anxieties about our roles and purposes.

You will be encouraged to reflect upon, examine and define your own base in relation to the broader discourses which inform your professional life.

14-19 developing active research skills This course will enable you to develop active research skills to conduct a small scale action research project. You will: examine active research methods as tools for developing and evaluating the effectiveness of teaching and learning; develop a research topic chosen from selected topics relating to 14-19 curriculum development; gain an understanding of research methodology and of how research conclusions may be presented; evaluate the potential impact of the research both in a wider context and in your own practice.

You have the opportunity to link this course with other 14-19 modules for a flexible learning package or simply study for self-development.

Higher Education Teaching in Further Education Students will firstly examine background policies which have led to HE provision in FE and its potential development. The sessions will then introduce issues of values, culture(s) and identity (ies) and debate similarities and differences in ethos and teaching practice attached to both sectors. The module will also study HE in FE students profiles and discuss various pedagogical approaches to meeting the learning needs of this specific cohort. Finally students will consider a range of strategies to enhance their own HE in FE professional development. Throughout the module, students will be encouraged to refer to their own professional background, experience and practice. The founding principles and latest research in this area will be presented to support concepts, practices and current debates concerning this crucial area of education.


approaches to research and professional development This course aims to provide a set of concepts and approaches about research and development into professional practice in the lifelong learning sector. It begins with an overview underpinning research concepts, including an introduction to the problematic nature of research within different contexts in the lifelong learning sector.

You will develop new knowledge and critical understanding about your practice through a process of research, investigation and sound data analysis. You can choose to be assessed by undertaking further contact and assessment or simply study for self-development.


Leadership and management: project planning and action This course provides an introduction to project planning strategies and tools with some specialist input on specific areas of interest. You will be able to identify key issues in your own context which will lead to an individual project.

You will be given on-going support through learning sets and tutorials. At the end of the project, you will reflect on the process you have undertaken and present the key aspects of your learning to the group.


introduction to teaching 14-19 This course focuses on the historical, political, social and economic background and contexts for teaching 14-19. You will consider the current and future impact of 14-19 qualifications within the learning and employment environments, and examine the challenges faced by organisations, teachers and learners, as well as the opportunities they present.

Specifications and structures will be considered as well as the breadth, depth, specialised resources and teaching approaches required by the most recent 14-19 qualifications. In the context of your own developing practice, you will also explore: curriculum planning; personalised learning; the role of relevant aspects of assessment; initial advice and guidance.

You have the opportunity to link this course with other 14-19 modules for a flexible learning package or simply study for self-development.

managing performance and achieving high standards On this course, you will focus on the concepts and skills that are essential for effective leaders and managers with regards to developing people (staff) and the development of learners and their courses of study.

You will identify topical themes and issues which are of concern across the sector, including: motivating people in times of great change and uncertainty; engaging learners and other key stakeholders; building systems to track the progress and performance of learners; measuring the effectiveness of organisations; managing change; shifting cultures; promoting innovation.



research and teacher education During this course, you will use a theoretical framework to evaluate teacher training models and processes. Perceptions of teacher knowledge will be analysed using a framework of knowledge theory with specific reference to communities of practice and the teachers development from novice to expert.

You will consider existing models of teacher education to critically examine issues such as the skills/knowledge dichotomy and the concept of theorising practice as opposed to theory into practice.

You can be assessed at Masters level (20 credits) or simply study for self-development.

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Community Arts & Education

Adult Education Courses

20132014

Autumn

toSummer

adult Education Courses

In conjunction with other departments in the University, the Department of Post Compulsory Education and Training delivers a growing range of Community, Arts and Education programmes which have been developed for you to discover, learn and enjoy.Courses range from day schools and short courses through to residential programmes. Our day schools are usually run on Saturdays for up to 6 hours. The short courses are run during the week on a weekly basis, at two hours per week, for between 5-10 weeks. These courses are non-accredited and are to be enjoyed for their own sake.We are proud of the collaborative and inclusive nature of our programmes, and our friendly and expert tutors will help you to make the most of the course you have selected. For full details and to book your place online, go to:www.canterbury.ac.uk/community-arts-education

adult Education Courses

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Pcet Programmes and Progression Interactive Sep 2013