PGCE Post Compulsory Education and Training (PcET)
21 Sep 2026 - 31 Aug 2028
| Course Leader | Jodie Rees |
|---|---|
| Course Team | Janet Best, Melanie Smith, Alison Straker, Jodene Jenkinson, Amanda Symons, Sophie Meace |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 2 |
|---|---|
| Valid From | 21 Sep 2026 |
| Valid To | 31 Aug 2028 |
QAA Benchmarks
Educational Aim
• To develop critically reflective, principled and research-informed practitioners to meet the needs of learners in the PcET sector
• To develop critical thinking, sustained analysis and systematic evaluation to support professional and vocational development and practice
• To develop and extend highly focused communication, collaborative and interpersonal skills to support professional and vocational development and practice
• To prepare student teachers to be creative, responsive and resilient in a dynamic and changing professional, social and technological environment evidencing a high level of professional engagement with elements suitable for dissemination.
The course aims to develop PcET professionals who:
• Are highly skilled and creative practitioners subject specialist knowledge and the ability to inspire and facilitate learning
• Are reflective and research-informed and engaged practitioners, committed to their own and their learners’ development and well-being
• Are confident dual professionals, experts in both their own specialist subject as a field, and in subject-related pedagogy
• Are sensitive to, and understand, the complexities of the PcET sector, including the range of people, learners, environments, organisations and other factors that come together, or compete, to form the context in which we work
• Are adept at establishing, developing and maintaining collaborative working relationships with a diverse range of learners and colleagues
Learning Outcomes
| A1 | The complex range of social, individual, policy and ideological factors affecting learning and teaching in the PcET sector |
| A2 | A range of research-informed theory, principles and practice to inform critical consideration and development of their own pedagogic practice as teachers in the PcET sector |
| A3 | The diversity of learners in the PcET sector, and the centrality of learners’ own prior experiences, learning processes and future aspirations to pedagogy and practice |
| A4 | The recognised values of the PcET sector, including facilitating equitable access to intellectual, personal and social resources for learning, promoting active meaning-making and knowledge construction, and supporting learner independence and autonomy |
| B1 | Critically analyse and evaluate educational concepts, theories and policies for own and wider use in designing, delivering and assessing learning and teaching |
| B2 | Work collaboratively and effectively with a wide range of learners and colleagues, building positive and productive working relationships |
| B3 | Develop critical and principled approaches to scaffolding learning to ensure that activities and structures support the intellectual, social and emotional needs of learners |
| B4 | Critically engage with a convincing range of research literature to extend professional knowledge and understanding, and use primary data gathering critically to extend professional insights through practice-based inquiry |
| C1 | Responsibility for their own personal and professional development through critical self-reflection, responding to feedback from others, and through a commitment to their own on-going professional learning and academic study |
| C2 | A dialogic, reflective and critical approach to planning, assessing and supporting learning, engaging with learners, colleagues, tutors and wider professional and social networks to develop practice |
Course Structure
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| ED3S008 | MOD011571 | Extending Professional Practice | Running | 20 | core |
| ED3S017 | MOD011583 | Developing Professional Practice | Running | 20 | core |
| ED3S033 | MOD011591 | Planning for Learning | Running | 20 | core |
Level 7 Modules
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Visiting Speakers
Guest speakers from the PcET sector, such as those with specialist professional expertise or representing sector bodies, are invited to contribute to support the student experience from time to time.
Fieldwork
Learning and observation visits to educational sites (including placements) are planned for the induction phase of the course.
Work Placements
Teaching practice placements are an integral part of any teacher education course, providing the opportunity for students to develop professionally in a structured, supported and authentic environment. The expectations for teaching practice, and details of the placement mentor role, are outlined above.
Work-based Learning
The course is designed with work-based learning at its heart. This operates in two directions. Students are encouraged to bring their placement learning into taught sessions and group tutorials to share with peers and tutors, and to enrich their learning. Conversely, module assignments require students to apply principles, concepts and theories from the taught course to their practice-based activities, so students take their university learning into their teaching placement. The reflective journal is a key artefact that integrates placement and university experiences, facilitating work-based learning in the form of reflective practice.
Employer Forums
Placement providers are invariably the current and future employers of our students (additionally, mentors themselves are regularly our former students). Relationships that are established and maintained through the teaching practice placements are key to the course and to students’ development. The course team further benefit from the current and specialist expertise and experience of mentors. So rather than a formal employer forum, we aim to sustain a community of practice of employers, placement providers, mentors, students and course staff.
Other
Through the design and implementation of module activities, the course places great value on students developing as confident and autonomous professionals, and by the end of the course, students are leading sessions such as seminars and discussions of teaching practice experiences.
Means of Assessment
Learning Support
Induction
Induction will take place in accordance with University and Faculty expectations.
Personal Academic Coach
Students will be allocated a personal tutor who will be part of the core teaching staff for their year group. This support will work within the Personal Academic Coaching (PAC) programme at USW.
Office hours
Course tutors have a shared open plan office space where formal office hours are not possible. When student teachers require additional academic or pastoral support from tutors, tutors generally make themselves available on an ad hoc basis (i.e. they see the student teacher the same day) or they may suggest making an appointment. Student teachers understand early on in the course that staff are very willing to make themselves available, and are conscientious regarding email correspondence.
Tutorials
Small group tutorials are scheduled once a week as part of the Professional Practice modules. Individual tutorials take place once per term, and are also an integral part of some modules (e.g. Practice-based Research).
Seminars
Smaller groups of seminar group size are used for project discussion and personal development work
Formative Assessment
Formative assessment is built into each module and will be used to support the development of student skills and knowledge.
Progress meetings
Progress meetings are scheduled whenever concerns arise.
Research Supervision
Individual supervisors are allocated and provide each student with scheduled support throughout the Practice-based Research module.
Online Resources
In terms of course admin: learning materials are available via Blackboard, and this is where information and announcements are posted.
In terms of learning resources: Blackboard is utilised, but there is a wealth of open access and commercial resources that student teachers are encouraged to use to enhance their digital literacy and their practice in using learning technology for pedagogic purposes.
Advice Centres
An advice zone is available at Newport City Campus.
DDS Service
DDS Service is available at Newport City Campus
IT/Library
IT support and library facilities are available at Newport City Campus
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Post-Graduate Certificate in Education | 120 credits of which at least 20 credits must be at Level 6 and at least 100 credits at Level 7(Note: The Regulations Committee has authorised that this course can run on a different structure – 60 credits at level 6 and 60 credits at level 7. Confirmation of this decision will be available to view at the validation event) | Final |
Progression Route
The following progression routes are available:• Level 7 study• Employment within the PcET sectorIf the award is a progression route for other courses, please specify which and where they are delivered:Course (examples include)MA Education (Innovation in Learning and Teaching) - University of South WalesMA Leadership and Management (Education) - University of South Wales
Entry Requirements
Admission to the course is typically through the following qualifications:
For entry to the Professional Graduate Certificate in Education (PcET), successful applicants will need to hold a level 6 qualification in their teaching subject area, along with one or more year’s vocational experience in their teaching subject (where relevant). Entry criteria detail typical offers, but USW considers all applications on an individual basis, which means that we could make offers based on qualifications, personal profile and experience. Combinations of qualifications are acceptable and other qualifications not listed may also be acceptable. This will be discussed and negotiated at interview. In some circumstances, the RPL (Recognition of Prior Learning) process may be available to applicants.
An enhanced DBS check and registration with the updating service is also required for this course – details will be sent to applicants at the appropriate time.
All applicants who meet the entry requirements for this course will be requested to attend an interview..
International Entry Requirements
We also welcome international applications with equivalent qualifications. Please visit the country specific pages on our international website for exact details. However, the primary purpose of this qualification is to prepare candidates to teach in the UK post-compulsory sector. International applicants, like all other applicants, will normally need to demonstrate some awareness of the sector, in terms of its typical range of learners and curriculum areas.
English Requirements
In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component. However, if you have previously studied through the medium of English IELTS might not be required, but please visit the country specific page on our international website for exact details. If your country is not featured, please contact us.
Additional Requirements
We assess oral communication and interpersonal skills as an integral part of the interview process. Applicants are also asked to bring an example of assessed academic/formal writing wherever possible, so that we can ensure the course is right for them.
Fitness to Practise
The University has a responsibility to ensure that students studying on professional courses are fit to qualify in their respective professions, regardless of performing well in assessments. A student’s fitness to practise may be assessed for a number of reasons, for example a drug/alcohol related problem, criminal conduct or disciplinary offences, mental ill health or any condition or disorder which would adversely affect the student’s performance. If it is believed that a student has breached professional standards or conduct, a Cause for Concern form should be completed and forwarded to the appropriate course leader, who will discuss the issue with the Head of School.
The course is subject to Fitness to Practise Procedures within the USW regulations available on the Hub
https://thehub.southwales.ac.uk/Interact/Pages/Content/Document.aspx?id=9173
Will students be required to undergo a DBS check? Yes
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
N/A