PGCE - Further Education - University Of Worcester

What makes PGCE in Further Education (FE) at Worcester special?

The PGCE in Further Education at Worcester is a teaching qualification. It provides access to excellent learning and training opportunities across the FE sector: further education colleges, work-based learning and adult and community settings. The course is suitable for graduates who want to train to teach in the post 14 sector which is celebrated for the diversity of its learners, learning locations and subjects on offer.

Trainees who complete the course will be eligible to apply for QTLS (Qualified Teacher Training and Skills) with the Society for Education and Training. This is an additional qualification that is undertaken after the PGCE. It is equivalent to QTS and is suitable for those who may consider teaching post-14 learners in the schools sector. Please note that to apply for QTLS through SET (Society for Education and Training) you would need a recognised Level 3 or above qualification in the subject area you are teaching.

The course is designed to provide generic core content on teaching, learning and assessment. This is complemented by subject specialism training and development days which are delivered in smaller subject groups.

Collaborative working features across all aspects of course teaching and teaching practice; this approach is key to making the course successful, stimulating and enjoyable.

You may be eligible for a government bursary of £15,000 for the Special Educational Needs and Disabilities (SEND) specialist subject or £15,000 for the English specialist subject. Please see the for full details. Bursaries are awarded on a first-come, first-served basis

Overview

Key Features

Teaching placements in relevant settings to support effective subject specialism development
Focus on current National Occupational Standard Teacher Learning and Skills throughout the programme
Possible progression route to Qualified Teacher Learning and Skills (QTLS) - equivalent to Qualified Teacher Status (QTS). Please note that to apply for QTLS through SET (Society for Education and Training) you would need a recognised Level 3 or above qualification in the subject area you are teaching
Highly skilled and experienced tutors
A cohesive programme that successfully links theory and practice through carefully chosen teaching, learning and assessment activities
Collaborative, research-informed learning tasks
The course offers the following subject specialisms: Sports PE and related subjects; Special Educational Needs and Disabilities; Art and Design; English and ESOL; Performing Arts and Health and Social Care

Accreditation

The course is mapped to the which are sector standards promoted by the Education and Training Foundation (ETF)

Entry requirements

Academic requirements

Honours degree normally (2:2) or higher from a United Kingdom higher education institution or equivalent qualification, in a relevant subject area. Applicants with a 3rd class degree will be considered on an individual basis.
All entrants have achieved a standard equivalent to a grade 4 (formerly grade C) in the GCSE examinations in English Language or English Literature and Mathematics (applicants must have these qualifications by the start of the course). Alternatively, we offer an equivalency test if you don’t have the required GCSE grade to apply for our courses. Trainees who begin courses before providing evidence of the required GCSE standard (or equivalent) will not be eligible for financial incentives, such as bursaries or grants until they achieve the required standard.

Qualifications not listed? 成人B站 the Admissions Office for advice by email: AdmissionsB@worc.ac.uk

Additional requirements

You will be sent details of how to apply for your DBS in the summer term. You will need to pay for this. You may already be part of the DBS update service. Find out about the update service . As part of the DBS process you will be checked against the Children’s Barred List.
A check against the Prohibition List.
If you have lived, studied or worked overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. Further information and guidance associated with additional costs are available from the .
An online occupational health check. All those on a teacher training programme must be certified as meeting national requirements for physical and mental fitness to teach, as set by the Department for Education.
For International students: IELTS 6.5 or equivalent

Other information

To help you prepare for your interview you can expect questions covering the following:

subject knowledge for teaching the subject curriculum in an FE setting
your ability to critically reflect on prior experiences in relation to professional development
your understanding of the nature of the FE sector in the UK and the role of a teacher
examples of how you have overcome challenges and shown resilience
how you plan to meet the demands of the course/teaching.

In addition, we are looking for enthusiasm, commitment, and potential. Clear verbal and written communication skills are integral to this which you will have an opportunity to demonstrate throughout the interview.

Interviews will be conducted online. Applicants will be contacted directly with more details.

All applications for PGCE should be made via the .

Additional useful information is available on the .

Course content

You will complete core studies which covers an introduction to Further Education, learner characteristics, the curriculum and planning teaching and assessment. You will extend your knowledge and understanding through the study of research informed practice and subject pedagogy in the second module.

Semester 1

Mandatory module

Learning Teaching and Assessment in FE and Skills

Semester 2

Mandatory module

Curriculum, research-informed practice and professionalism in FE and Skills

Across semesters

Mandatory module

Teaching practice module

Subject Knowledge	You will: Explore subject knowledge from learning and teaching perspectives Build knowledge and expertise in working effectively and confidently with learners in your subject
Specialist Subject Opportunities	You will: Support to become an active member of your subject community Guidance to create a personal subject specialism knowledge and skills framework Experience 7 days of subject specialist development and training
Pedagogy	The FE and Skills sector offers a huge range of teaching subjects, levels, course designs and qualifications. To support your development as a subject expert we offer subject cluster training days which are tailored to individual aspirations and sector demands. Specialist pedagogy within your subject will be explored and examined in depth. You will also use and develop your subject specialism teaching skills in your teaching placement alongside your subject mentor and others. The course offers the following subject specialisms: Sports PE and related subjects; Special Educational Needs and Disabilities; Art and Design; English and ESOL; Performing Arts; and Health and Social Care.
Professional Studies	You will: Develop adaptive teaching strategies to respond to the unique needs in a range of contexts, leveraging the diversity inherent in colleges and other providers. Be informed by the research and evidence about effective teaching at a general level before applying this knowledge to subject-specific approaches Learn the expectations, standards and behaviours which are appropriate to the profession and the wider responsibilities of a teacher.
Teaching Experience	You will undertake at least 150 hours of practice in a Post 16 setting and Teaching Practice, this will take place in one setting You are also expected to show evidence of 100 hours of non-teaching experience (for example, training, mentoring, educational visits, marking, course development) Be supported and challenged by our blend of Mentors and Personal Academic Tutors
Your career	Your course will support you to: Become a reflective self-evaluating practitioner Enjoy great employment prospects; our support takes you from trainee to qualified teacher with possible opportunities to progress to Qualified Teacher Learning and Skills (QTLS) via the Society for Education and Training Prepare for progress with your Masters with 60 credits at Level 7 and experience of a research-active culture

Teaching and assessment

The PGCE in Further Education Programme enables you to become a research-informed, reflective and professionally confident practitioner. The course is designed to support trainees of varying experiences, needs and backgrounds. Teaching brings together the different strands of collaborative learning with peers, mentors and university tutors to support learning and development in professional studies and subject specialist contexts.

You are supported to reflect on your learning within theoretical frameworks and develop assignments and an electronic portfolio of evidence for assessment. This model enables you to effectively acquire the knowledge and skills needed to teach within your subject specialism and meet the National Occupational Standard Teacher Learning and Skills.

Approaches to learning are reflective, experiential and participatory. They include teaching and tutorial sessions, work-based learning including mentoring and observation.

Teaching

The majority of teaching sessions will be face to face. 6 days will be dedicated as multimodal learning or synchronous online learning. Typically contact hours for the centre-based training will be structured around:

Interactive small group seminars on campus
Practical skills sessions on campus
Scheduled online lecture/discussions.

In addition, you will be expected to engage in tutorials, online research, completing learning activities and accessing learning materials each week. This includes independent study preparing for assessments.

Meetings with Personal Academic Tutors (subject tutors) are scheduled usually once every month. Tutors also visit you in your settings to quality assure the process and offer tutorial support.

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The programme is designed to provide an average of three days a week on placement. In addition, you'll spend time in the University for taught classes and directed study. The course contact time meets the recommendations in the ETF guidance (2023).

Independent self-study

You are also expected to undertake independent study. Typically, this will involve completing tasks such as reading journal articles and books, working on teaching preparation and evaluation of teaching practice, undertaking research in the library and online, preparing coursework assignments, maintaining an e-portfolio, presentations and collaborative tasks.

Independent learning is supported by a range of learning facilities, including The Hive and library resources, online resources, the virtual learning environment and electronic portfolio access.

Duration

1 year full time – on average 2 days at university/self-study and 3 days on placement.

Timetables

Timetables are normally available one month before registration. Please note that whilst we try to be as student-friendly as possible, scheduled teaching can take place on any day of the week; and some classes can be scheduled in the evenings.

Teaching staff

You will be taught by a teaching team who have expertise and knowledge of teaching and learning in the Lifelong Learning Sector. All tutors are experienced teachers and many have worked in research and management roles within the sector and hold Fellowship of the HEA. The expertise of university tutors is extensive, and informed by recent and relevant pedagogical research. Many tutors have academic writing profiles having engaged in published research.

The team includes:

Course Leader
Professional Studies Tutor
Subject Studies Tutor (one per subject )
Personal Academic Tutors

You can learn more about the staff by visiting our staff profiles.

Assessment

The course provides opportunities to test understanding and learning informally through the submission of ‘formative’ submissions. The taught modules are assessed at Level 6 or 7 and have one or more formal or ‘summative’ assessments which are graded and counts towards the overall module outcome.

Assessment methods include:

1 x professional portfolio with 10 observations

1 x viva voce 1x annotated scheme of work

1 x reflective commentary

1 x Critical literature review

1 x digital presentation

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment,

Lucie Clewer

Lucie has a degree in outdoor education and environmental studies. She is also a highly trained and experienced Duke of Edinburgh expedition leader and has a range of work experience in sports and public services.

“The course works well because there are strong links between theory and practice – I was able to apply class-based learning on placement and learn from placement experience too. The subject specialism sessions gave me a good grounding in Sport curriculum, practice, and research. The biggest impact of the course has been the confidence I have gained – I know I am a great teacher and I can’t wait to start my career.”

Lucie is starting a full-time permanent post at her placement college in September. Her goal is to teach and continue to develop her leadership experience.

Gemma Wilkes

Gemma has a degree and work experience in marketing and decided to make a change and train to teach learners with Special Educational Needs and Disabilities (SEND).

Gemma applied to Worcester because it offers SEND as a subject specialism. Gemma was able to develop both teaching and academic knowledge and skills whilst on the course, “The course provided the support and challenge I wanted to progress my career – to start with I was out of my comfort zone with academic work but with feedback and support I have done well. The placement provides an extended period of practice and I felt part of a team. My biggest achievement was teaching my learners online – it was essential to keep learners engaged and active and I developed some great strategies to support this.”

Gemma is starting a tutoring role with a Birmingham FE College with a focus on working with the engagement of young learners. She has also applied for a Master’s course at Worcester.

Sian Hutchings

Sian has a strong academic background in Art and Design to Master’s level and a passion for sharing her subject with communities, young learners, and undergraduate students.

Sian applied to Worcester as the course design and Worcester’s location appealed to her. Sian has enjoyed the collaborative style of the taught and practice aspects of the course, “ The collaborative learning opportunities have been great – with peers, placement colleagues, and course tutors; my mentor was a fantastic support and went the extra mile to support me. The connection to reflective learning has been an important part of my learning too; it made such a difference to the quality of my learning at University and at placement.”

Sian is starting a part-time teaching role in her placement college in September and has a goal to develop a career teaching in FE.

Devan Crawford

Devan has a degree in Outdoor Education and Leadership. He has experience of teaching learners in SEND settings and this fuelled his interest in the course. Devan applied for the course so that he could progress in his ambition to embed outdoor education approaches in SEND.

The course provided a supportive and safe space for Devan to develop teaching skills and to further develop outdoor education philosophy and practice in SEND.

“ In a nutshell, the course transformed my perception of learners in SEND provision and allowed me to develop my practice staying true to my vision of outdoor education in SEND.”

Devan has secured a learning support tutor post at a local Specialist Sports College which has SEND provision.

Meet the team

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course.

You can learn more about the staff by visiting our staff profiles.

Jane Sisk

Jane is a Senior Lecturer in Education with a focus on Post Compulsory Education. Most recently she has worked in a large FE college in the role of Teaching and Learning Coordinator with a focus on the development and delivery of the new Diploma in Education and Training (DET) qualifications, delivering CPD and coaching programmes and coordinating the Colleges VLE development.

Mike Tyler

Mike is Course Coordinator for the Diploma in Education and Training taught at Halesowen College and a Course Tutor on the Further Education PGCE.

Mike qualified as a teacher in 2006 and has worked in both Secondary and Further Education. He was an FE Sport Lecturer in the West Midlands for 12 years (from 2010) where he taught Sport at Levels 1 through to 5, as well as having a host of other CPD roles. He has been a Learning Technology Champion, a Professional Development Manager, and a Quality Development Manager, working with teaching staff to improve their practice.

Simon Huson

Simon is the subject lead for the Secondary PGCE Art and Design; he also has responsibility for the Art and Design component of the Further Education PGCE programme. Prior to joining the University as a Senior Lecturer in 2021, Simon was Head of Art at Monmouth School for Girls.

Simon contributes over 30 years of teaching and middle management experience across all phases of education, including as a secondary Head of Art and Design, and 13 years as a Senior Lecturer on the PGCE Art and Design programme at UWE Bristol.

Kim Hibbert-Mayne

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Kim is the coordinator of the PGCE secondary professional studies programme and a member of the PGCE secondary physical education tutor team. She has worked in education for the last 14 years as a physical education teacher in secondary schools before embarking on a career in teacher education in 2015.

Kim has experience teaching on the PGCE primary route, has been the subject lead for Secondary PE and is now a sport-specialist for the PGCE in Further Education. Her studies towards an MA in Education and other research projects have predominantly focused on areas of social psychology. Kim is particularly interested in how an individual's identity affects their experiences within the teaching profession. She is a fellow of the HEA and an external examiner at the University of Chichester.

Julie Prentice

Julie joined the 成人B站 in Spring 2021. She teaches across a range of 成人B站 programmes including the BA Special Educational Needs, Disability and Inclusion, BA Education Studies, MA Education and the recently developed Higher Education Short Courses. Her teaching and course development contributions are mostly focussed on autism, SEND and Inclusion, and research methods. Julie has recently completed a PhD, which was focussed on education and autism. Her thesis has explored how children and young people with autism are told about and supported to understand an autism diagnosis.

Julie has a background in teaching in both mainstream and special school settings and has also been a SEND coordinator. Julie has taught children across the primary age range within mainstream and special education settings. She has also taught within secondary and post-16 education. Within special education, Julie has taught children with a range of complex and additional educational needs including children with speech, language and social communication needs, physical and sensory needs, autism and social, emotional and mental health needs.

She has also worked in a specialist advisory capacity within 3 different local authorities. While working as an advisory teacher, Julie provided specialist advice related to the provision, teaching, and learning needs of children and young people with autism. She also delivered training programmes for parents of children with autism and provided professional development training for schoolteachers and other local authority staff.

Careers

Career planning is a key focus of the course and is supported through tutorial activity, individual career planning, networking events and generic career sessions.

Course qualifications provide opportunities to gain teaching employment in a wide variety of settings, depending on your teaching subject and level. Additionally, you will be able to apply for Qualified Teacher Learning and Skills status through the Education and Training Foundation’s . Please note that to apply for QTLS through SET (Society for Education and Training) you would need a recognised Level 3 or above qualification in the subject area you are teaching.

You will be able to progress to further Level 7 qualifications depending on your aspirations. Our PGCE Further Education Course has achieved an employment rate of 100% (2020/21)

Fees and funding

Full-time tuition fees	UK The Government has announced that it will increase tuition fees and maintenance loans by 3.1% from the 2025/26 academic cycle. Subject to approval, the University intends to increase our tuition fees in line with this and as per our terms and conditions. This means that from September 2025 the standard tuition fee for full-time UK students enrolling on a PGCE will be £9,535 per year*. For more details on course fees, please visit our course fees page.	International and EU students The standard tuition fee for full-time international and EU students enrolling on a PGCE in the academic year 2025/26 will be £17,900 per year. Please note that for EU students who are not in receipt of a UK government bursary/scholarship package, the fee is £9,535 per year (subject to approval of the Government's announced fee increase). For more details on course fees, please visit our course fees page.
Additional costs	Every course has day-to-day costs for essential books, stationery, printing and photocopying. Travel costs for placements vary depending on the location of placements and your mode of transport, sometimes these may be reclaimed depending on your individual circumstances. We organise occasional visits to increase subject knowledge. Travel costs are at your own expense but we do encourage car sharing. In addition there is sometimes a fee but this is not normally more than £20 in total. You will also need to pay for an enhanced DBS check.
Accommodation	Finding the right accommodation is paramount to your university experience. Our halls of residence are home to friendly student communities, making them great places to live and study. We have over 1,000 rooms across our range of student halls. With rooms to suit every budget and need, from our 'Traditional Halls' at £131 per week to 'Ensuite Premium Halls' at £228 per week (2025/26 prices). For full details visit our accommodation page.
Teacher Training Funding	You may be able to get help with the costs of teacher training. A will include a Tuition Fee Loan and a Maintenance Loan. You may also be eligible for extra help if you have children or are disabled.
Bursaries	You may be eligible for a government bursary of £15,000 for the Special Educational Needs and Disabilities (SEND) specialist subject or £15,000 for the English specialist subject. Please see the for full details.

Register your interest

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How to apply

Apply now

Applications for PGCE courses should be made online through the government's website.

Visit the website for detailed information on how to apply for a PGCE.

Read our How to apply pages for more information on applying and to find out what happens to your application.

Course code - WR38

Get in touch

Admissions Office

admissions@worc.ac.uk

01905 855111

Jane Sisk

PGCE in FE Course Leader

j.sisk@worc.ac.uk

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