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Diploma in Education and Training (DET) with PGCE (ProfGCE) Canterbury Christ Church University Part-time attending (Level 5) Year 1 of 2

Diploma in Education and Training (DET) with PGCE (ProfGCE) Canterbury Christ Church University Part-time attending (Level 5) Year 1 of 2

Different course options

Study mode

Part time evening


2 years

Start date


Key information

Qualification type

Professional Certificate

Subject areas

Religion: History Christian Religious Studies Teaching (General) Flexible Learning Design Primary Schools (General)

Course type


Course Summary

Who is the course for

This is a University validated DET with a PGCE (Professional Graduate Certificate in Education) pathway available in Year 2 for graduates. It is a part-time, two-year in-service course with one attendance every week which aims to develop the knowledge, skills and understanding of teachers and trainers working in Further Education Colleges, Adult and Community Learning, 14-19 units in Schools and Academies, Private Training Organisations, Prison Education and the Public services (Police, Paramedics, Fire Service). CCCU (Canterbury Christ Church University) DET (Level 5) with ProfGCE (Professional Graduate Certificate in Education Level 6) This is a University validated DET. Year 1 is at Level 4 and Year 2 is at Level 5, but for those with degrees who have the capability of working at Level 6 or above, the ProfGCE pathway will be available.

Study Methods

The course team has selected educational methods that are designed to meet the aims and objectives of the course and to support the development of participants intellectual, professional and personal abilities as they progress through the course. A variety of teaching and active learning methods are used, reflecting a commitment to student-centred learning. Although teaching is often in a tutor-led framework, there are opportunities for participants to lead presentations and seminars and to focus on areas of particular interest through microteaching. Oral presentations based on participants own research, enable them to share their findings with other course participants and improve their communication skills. Participants are expected to read appropriate texts and to prepare in advance for discussions. There are workshops and other group activities such as role plays and case studies that help clarify concepts and issues. All these methods also foster co-operation and collaboration leading to good teamwork that the course team hopes will be incorporated into participants teaching and workplace as appropriate. All modules are intended to develop and extend study skills so that in turn participants will be able to establish effective study skills in their own learners.

How is the course assessed

Assessment is through a portfolio of evidence which includes observations, presentations and written work. The assessment consists of a number of assignments for each module. These assignments aim to explore key issues and concepts for practitioners who are teaching in the Lifelong Learning Sector. Evidence is designed to be process-orientated in that they facilitate opportunities for participants to digest, reflect on, evaluate and re-define ideas and practices. Participants are expected to write in a reflective style using the first person. Discussions and guidance on writing style will be embedded within the course. Participants are also expected to cite appropriate sources and to attach to each draft a bibliography of all the sources they have consulted. We strongly suggest that participants cite from two books/journals for every web reference. The Harvard system of referencing must be used. Participants will be given formative feedback consisting of written comments on one draft of each assignments and they will be assessed on whether they have demonstrated the learning outcomes. Participants will present a portfolio of evidence on completion of each module to demonstrate that they have achieved the relevant learning outcomes. Evidence may include written work, annotated documents, teaching materials, case studies, handouts, posters, audio/video recordings, notes and commentary on presentations, self-assessment, peer assessment and the results of small-scale research. Participants must also show an awareness of the educational possibilities of electronic resources.


Planning and Assessing
Introduction to Teaching and Learning
Applying Theory to Practice
Reflecting on Practice
Professional Practice.

Tuition fees

UK fees
Course fees for UK students

For this course (per year)


Average for all Postgrad courses (per year)


International fees
Course fees for non-UK/ international students

To be confirmed

Average for all Postgrad courses (per year)


Entry requirements

A qualification in your subject area (minimum Level 3 for skills subjects or a degree for academic subjects); A regular class or classes that you can teach during the programme in your qualified subject area amounting to minimum of 100 independent teaching hours over 2 years (usually split into 40 hours in Year 1 and 60 in Year 2). Arrangement of this is the applicant’s responsibility. A subject mentor in your institution; A good command of spoken and written English.