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Undergraduate study
Education & Youth

Learning and Skills Teacher, Higher Degree Apprenticeship
Certificate in Education (CertEd)


Course overview

This course is designed for trainers within industry/business who need to complete a teaching/training qualification to support learners within the workplace.

The significant features include:

  • developing an understanding of effective learning, teaching and assessment in a range of contexts
  • developing approaches to classroom management, curriculum design, the subject specialism and teaching learners with SEND
  • demonstrating competence against The Professional Standards
  • extensive practical and assessed practice within the classroom/workplace
  • developing an understanding of learning theories, the role of education, reflective practice
  • demonstrating the ability to link theory to practice
  • preparation for the externally-assessed end point assessment.

Delivered part-time over two years with block delivery and workplace practice. On completion of the taught modules you enter the end point assessment which must be completed within eight weeks of the programme.


Course details

Course structure

Core modules

Developing Learning and Teaching

You gain a comprehensive and practical toolkit for approaching teaching in creative ways. You experience and explore a variety of approaches to teaching, learning and assessment. You develop as a teacher who motivates and inspire learners to succeed; consistently evaluates and reflects on your own practice; and possesses the practical skills required for successful classroom practice. The module focuses on the creation of positive learning environments; ensuring inclusion and diversity; developing critical reflective practice; the ability to manage data; make evidence informed decisions and forecast outcomes. You evidence your progression towards the professional standards for the sector.

Enhancing Learning and Teaching

You extend your teaching strategies in a variety of complex and challenging ways. Specifically you will be encouraged to underpin your classroom practice with evidence-informed strategies, rigorously and consistently evaluating your practice and work. You collaboratively and independently work to improve teaching, learning and assessment for your students. You are encouraged to look beyond your own direct experience and consider the breadth and range of educational settings, and the broader context of education for your students. You prepare for the end point assessment through the variety of module activities/assessments and will be expected to comprehensively, fully evidence your progression towards the professional standards for the sector.

Evidence Informed Learning and teaching

This module underpins the skills that are being developed in the classroom, with educational theory. Fundamental learning, teaching and assessment theories are critically explored, together with more contemporary theories and methods. The module contributes to more advanced strategies and allows you to focus specifically on a specialist subject. You underpin practical classroom practice with contemporary theory and professional standards to explore the evidence base of your subject specialism.

Safeguarding for Educational Settings

You gain a contemporary overview of the field of safeguarding children, young people and vulnerable adults providing an insight in to the principal theories on the causation and effects of abuse. You will be introduced to key areas of safeguarding policy together with an overview of professional practice. You develop a theoretical appreciation of the contemporary understanding of perpetrators of abuse and the opportunity to review the concepts of resilience within practice.

Thinking in Learning and Teaching

You critically explore and analyse the impact of government policy, curriculum theory and professional standards on the sector and consider quality processes and their impact. You explore wider perceptions of education and training and discuss the importance of continuous personal and professional development in view of trends in the sector and within your teaching specialism.


Modules offered may vary.


How you learn

The learning and teaching strategy of this course aims to ensure you:
- are introduced to a wide variety of innovative, inspiring and creative approaches to learning, teaching and assessment
- develop engaging methods of working with technology
- take every opportunity to engage with research informed practice and to feel confident in evaluating educational research
- experience the active modelling of L&T strategies within your taught sessions and that you consistently engage in the collaborative evaluation of modelled practice
- develop professional observational skills to enhance the impact of the observation of modelled practice of experienced practitioners and peers
- develop a wide-ranging, independent and flexible approach to reflection, reflective practice and the linking of theory to practice
- acquire the skills and knowledge required to meet the professional standards of the sector, understand the changes taking place within the sector and independently pursue your own continued personal and professional development
- experience a learning environment that is adaptive and responsive to your varied academic and professional needs
- are made aware of current issues and changes within the education and training sector, and contextualise these within education as a whole; and
- approach your course in an integrated and holistic way that ensures links are made between different modules, between academic study and placement experience, and between teacher training and wider experiences;
- are fully prepared for your end point assessment.

Each module within the course is developed around a common set of learning and teaching strategies, as well as moving beyond these to incorporate specific features that are unique to its delivery. This approach provides a course experience that is holistic, diverse and challenging.

How you are assessed

The course assessment strategy has been developed in conjunction with, and as a fully embedded part of, the wider learning and teaching strategy. Assessment on this course has been designed to assess your knowledge, professional skills, and ability to integrate the theoretical and the practical aspects of your experience. Approaches to assessment have been designed to align with professional standards for the sector and with consideration of the end point assessment.

Throughout the course, approaches to assessment are actively modelled for, and discussed with, you as an essential aspect of the teacher training process. You are encouraged to evaluate assessment processes from the stand-point of a student and also from the stand-point of the professional, using your experience to inform your own practice.

Formative assessment

Throughout the course, there are frequent opportunities to receive formative feedback across all taught sessions, throughout your teaching practice, and within the pastoral aspects of the course. In addition, a formally identified formative feedback task is included within each module.

Summative assessment

Module summative assessments have been developed to reflect module learning outcomes, with learning outcomes across the course balanced to ensure that all course outcomes are met. Assessments have been designed to build your knowledge, skills and confidence, providing variety and balance.

Forms of assessment

The Professional Standards Portfolio (PSP) forms the backbone of the course and acts as a bridge between its academic and practical aspects. The PSP allows a variety of assessment tools to be included and provides a range of different opportunities to demonstrate learning. Whilst minimal expectations for the PSP are defined, you are encouraged to personalise your approach. The PSP assessment allows you to draw on your subject specialist background extensively during this process. You are required to complete your portfolio using the University’s online portfolio software.

Our Disability Services team provide an inclusive and empowering learning environment and have specialist staff to support disabled students access any additional tailored resources needed. If you have a specific learning difficulty, mental health condition, autism, sensory impairment, chronic health condition or any other disability please contact a Disability Services as early as possible.
Find out more about our disability services

Find out more about financial support
Find out more about our course related costs


Entry requirements

Entry requirements

GCSE (or standard equivalent Level 2) in English and maths grade 4 (C) or above.
To ensure that all trainees meet the basic requirements for maths and English in the profession prior to joining the course, you must demonstrate that you are at least at Level 2 in maths and English prior to the end point assessment; and we therefore request this at the start of the course. Where trainees enter with Level 2 there is an expectation that your skills will continue to develop in these areas. To support this we provide opportunities for further development, which will be embedded within teaching across the course.

Minimum Level 3 vocational or Subject Specialist Qualification.

Employer/workplace practice supporter
You must have a mentor within your organisation who can fulfil the mentor role of the programme.

Be in a training job role with at least 100 hours of teaching/training in an appropriate context.
You need to meet the job role analysis specifications where you have regular contact with apprentices or learners.

For general information please see our overview of entry requirements

You can gain considerable knowledge from work, volunteering and life. Under recognition of prior learning (RPL) you may be awarded credit for this which can be credited towards the course you want to study.
Find out more about RPL



Career opportunities

Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Graduates go on to work in a variety of professions including further education colleges and training organisations, secondary schools or higher education. Other have taken the opportunity to further their studies on relevant continuing professional development or degree courses at the University.

Work placement

You must be in a suitable job role to undertake the award which includes a minimum of 100 hours of teaching/training within the setting. You must also satisfactorily meet the job role analysis specifications prior to enrolment, to ensure you have regular contact with apprentices or learners.



  • Not available full-time


2021/22 entry

Fee for UK applicants

Apprenticeship levy paying employers - £7,000 paid from your levy funds. Non apprenticeship levy paying employer - £350 (remainder paid by government co-funding).

More details about our fees

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Choose Teesside


Education, Early Childhood & Youth

The facilities available to Education, Early Childhood and Youth students at Teesside University are ideal preparation for a career in education. Students have access to many of the kind of resources that you would expect to find in an educational setting.


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