With options to work in further education colleges, adult and community education, work-based training, offender learning and public sector organisations, our programme helps you develop the required skills, knowledge and professional values. With a large proportion of your time spent on placement, you have the chance to gain real-world experience, preparing you for a fulfilling and rewarding career.
| Programme code | X341 |
| Duration | 1 year (with placements) |
| Course type | Full-time |
| Location | Plymouth |
You are expected to complete four 30-credit modules and eight teaching observations. As a full-time trainee you are committed to a Monday-to-Friday week of academic and professional study, consisting of two full days per week of on-campus study, two days per week of professional practice placement (arranged by the University) and one day per week of independent study and research. You work closely with your colleagues on the programme, learning together and from one another, with peer support an important part of the programme organisation and learning. Your teaching observations are carried out by University tutors and subject-specialist mentors in an atmosphere of professional evaluation and support.
Learning, Teaching and Assessment (DLLS690)
This module addresses processes, principles and theories of planning, preparing and enabling learning. It critically examines theories, principles and processes of assessment including inclusive assessment practices. It critically investigates key aspects of the roles and responsibilities of teachers, trainers and tutors in this Sector.
Curriculum and Society (DLLS779)
This module critically explores curriculum theories, principles and ideologies and social, economic, political and cultural differences affecting inclusive curriculum design, equality and diversity and education for sustainable development. It enables reflexive evaluation of individual subject specialisms in relation to inclusive curriculum design.
Wider Practice and Professional Development (DLLS780)
This module focuses upon notions of professionalism and wider professional practice enabling critical examination of professional conduct, accountability, quality assurance and improvement, and the wider context of teaching. Participants reflexively evaluate their professional and personal development and plan future development.
Theories and Principles of Managing Learning Environments (DLLS784)
Through reflexive practice and study, this module critically evaluates theories, policies and principles for enabling inclusive learning, focusing on learning environments e.g. classroom, virtual, restricted, work-based learning, field trips and out-doors. It examines communication, resources, teaching/learning strategies and organisation policies
Curriculum and Society (DLLS679)
This module critically explores curriculum theories, principles and ideologies and social, economic, political and cultural differences affecting inclusive curriculum design, equality and diversity and education for sustainable development. It enables critical evaluation of individual subject specialisms in relation to inclusive curriculum design.
Wider Practice and Professional Development (DLLS680)
Theories and Principles of Managing Learning Environments (DLLS684)
Through reflective practice and study, this module critically evaluates theories, policies and principles for enabling inclusive learning, focusing on learning environments e.g. classroom, virtual, restricted, work-based learning, field trips and out-doors. It examines communication, resources, teaching/learning strategies and organisation policies.
Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.
The following programme specification represents the latest programme structure and may be subject to change:
The modules shown for this course or programme are those being studied by current students, or expected new modules. Modules are subject to change depending on year of entry.
Applicants with overseas qualifications can check their compatibility with the UK equivalent through UK ECCTIS, who provide an advisory service. We welcome applicants with international qualifications. To view other accepted qualifications please refer to our tariff glossary.
English language requirements
You’ll normally be pre-service and your entry onto the programme will be conditional upon the University identifying a suitable placement and mentor in the subject specialism.
All appropriately qualified candidates will be given equal consideration
during the selection process. The University does not tolerate discrimination
on the grounds of gender, ethnicity, colour, disability, religion, nationality,
age, sexual orientation or any other irrelevant distinction.
Entry onto these programmes is conditional on the
University identifying a suitable placement and mentor.
There is a two-stage interview process for this course. The first stage is conducted by a member of the teaching team. If successful there will be a second interview with a subject specialist tutor from the placement college. This interview is to ascertain your level of subject knowledge in the areas that you might reasonably be expected to deliver whilst on your teaching placement. Find more information about interviews in the Institute's interview pages.
The UK is no longer part of the European Union. EU applicants should refer to our Brexit information to understand the implications.
| New Student | 2021-2022 | 2022-2023 |
|---|---|---|
| Home | £9,250 | £9,250 |
| International | £14,200 | £14,600 |
| Part time (Home) | N/A | N/A |
We offer several scholarships for international students who wish to study postgraduate taught (PGT) degree programmes.Find out about the postgraduate scholarships available to you as an international student
This course is delivered by the Faculty of Arts, Humanities and Business and more details of any additional costs associated with the faculty's courses are listed on the following page: Faculty of Arts, Humanities and Business additional costs.
Applications for this programme are made via DfE Apply.
Please ensure when submitting your application form that you are available for interview during the 40 day turnaround time following the submission of your application form. DfE stipulate for all training providers to make a decision on applications within 40 working days. If you are not able to attend your interview during this period we will be unable to make a decision and therefore DfE will reject your application by default. If you are unable to attend interview until after the 40 day period, and your application is rejected by default, you will need to re-apply. If you have any concerns about this process email us at interviewtostudy@plymouth.ac.uk.
For any further information and support to help you become a teacher, please visit getintoteaching.education.gov.uk.
Interview guidance
There is a two-stage interview process for this course. The first is conducted by a member of the teaching team, which includes a short presentation that you prepare and deliver and follows the format described below. If successful there will be a second interview with a subject specialist tutor from the placement college. This interview is to ascertain your level of subject knowledge in the areas that you might reasonably be expected to teach whilst on your teaching placement. Find more information about interviews in the Institute's interview pages.
I found the period changed and developed my outlook on life tremendously. This was an opportunity to explore experiences from our teaching placements and reflect on developments. The quality of teaching from the tutors on this course was outstanding.
James Whitbread is currently Interim Assistant Vice Principal and Head of Department at North Somerset Enterprise and Technology CollegeStudying with Plymouth gave me access to a wealth of experienced staff and lecturers that supported me in finding out about the variety of career options available to me. This helped me shape my career plans.
From the Royal Navy to working for Sonardyne International as a technical trainer, Tom Rooney tells us what it takes to make it after graduationStudying at Plymouth made me a better trainer, taught me a great deal about myself, and improved my work by allowing me to access a much deeper understanding of adult learning and the principles of teaching.
