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What makes the DET at Halesowen special?

The course is a 2-year part-time course with classes running one session a week, daytime or evening. Our education and training diploma is a nationally recognised qualification for teaching in the lifelong learning sector. The course will enable you to become an adult education teacher, as well as progress to further study.

The diploma is taught at Halesowen College and has an excellent track record for trainee employment. It is a creative, vibrant and inclusive partnership which provides a stimulating and professional environment for your learning.

Please note: You will need to have access to 100 hours teaching practice. This can be full-time, part-time, paid or voluntary.



Key features

  • Programme design which helps trainees to reach their full potential through well planned modules, opportunities to learn through reflective practice and excellent support
  • Highly skilled and experienced tutors

  • Embedded professional standards for the sector and progression to qualified teacher status, QTLS, through the Society for Education and Training

  • Courses which values trainees' contributions to course development as sector professionals

  • The course is delivered part-time at Halesowen College.

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It's not too late to apply for a September 2021 start. We have places available through clearing on a range of courses.

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Halesowen College
Entry requirements

What qualifications will you need?

Entry requirements

  • Level 3 qualification or above in subject specialism.
  • GCSE English and Mathematics at Grade C/4 and above or Level 2 Functional Skills in English and Maths.
  • HND/HNC; CGLI Advanced Craft Certificate; OCR Advanced Qualifications; NVQ/SVQ 

Other information

Enhanced Disclosure Barring Service (DBS) clearance

All students (voluntary or paid) are required to complete a minimum of 100 hours of teaching during the DET course. This is split into a minimum of 30 hours in the first year and a minimum of 70 hours in the second year. The placement must be confirmed within 5 weeks of the Course Induction in September with the course leader. If students fail to provide such information, they will not be able to continue on the course.

Students will be supported by a Subject Specialist mentor who will provide guidance and support in the curriculum area and observe the student four times during the two years of the course (twice at Level 4 in the first year, and twice at Level 5 in the second year).

Qualifications not listed?
Email our admissions office for advice:

Course content

What will you study?

Our courses are informed by research and current developments in the discipline and feedback from students, external examiners and employers. Modules do therefore change periodically in the interests of keeping the course relevant and reflecting best practice. The most up-to-date information will be available to you once you have accepted a place and registered for the course. If there are insufficient numbers of students interested in an optional module, this might not be offered, but we will advise you as soon as possible and help you choose an alternative. 

The modules for this course are currently being reviewed and updated for 2021 entry. Full details will be available on this page soon. For the latest information, please contact the course leader.

Learning and teaching theory

Consider and explore the relationship between key theories of teaching and learning and their relevance and applicability to current research and practice in teaching.

The teacher as subject specialist

Understand and apply skills and principles of teaching, researching and assessing your subject specialism.

The inclusive teacher

Develop diagnostic and evaluative approaches to assessing the diverse needs of your learners in order to support them through their learning processes.

The teacher as curriculum designer

Discover and explore the meaning of curriculum and the local, national and global contexts.

The teacher as researcher

Explore research opportunities which relate to your subject specialism.

The professional teacher

Develop clear concepts of professionalism, clarify your core professional values and extend your awareness of the key issues and influences on professionalism in post-compulsory education. Explore your career progression options.

Teaching and assessment

How will you be taught?

The University places emphasis on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.


You are taught through a combination of lecturer input; collaborative, interactive group work and individual coaching.

The course will allow you to apply theory from taught sessions to your practice in the classroom.

In addition, meetings with personal academic tutors are scheduled on at least 4 occasions in each academic year.

Contact time

In a typical week you will have around 4 contact hours of teaching. Typically, class contact time will be structured around:

  • Short lectures
  • Group activities
  • Tutorial support

Independent self-study

In addition to the contact time, you are expected to undertake around 6 hours of personal self-study per week. Typically, this will involve reading and research, assignment writing, preparation for teaching observations.

A range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources, supports independent learning.

Teaching staff

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes Jane Sisk, Andrew Thompson and Craig Tucker.

Teaching is based on research and consultancy, and 85 per cent of course lecturers have a higher education teaching qualification or are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.


The course provides opportunities to test understanding and learning informally through the completion of practice or 'formative' assignments. Formative assessment tasks will generate evidence that can be used for summative portfolios. Each module has one or more formal or 'summative' assessments, which are graded and count towards the overall module grade.

Assessment methods include presentations, observation and the development of online reflective portfolios.

A typical formal summative assessment pattern for each year of the course is:

Year 1

  • 3 mini- portfolios (3 module commentaries with evidence samples)
  • 4 observed teaching practice session

Year 2

  • 3 mini- portfolios (3 module commentaries with evidence samples)
  • 4 observed teaching practice session


You will receive feedback on practice assessments, teaching practice and on formal coursework assessments. Feedback will support your learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.

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, please download the latest programme specification document.

Meet the team

Here are a few members of the department who currently teach on this course:


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.

Prior to this Jane led an FE/HE consortium project after a successful bid for funding through the JISC Exchange for Learning Programme (2002- 2006). The project resulted in the digital learning content in a range of curriculum areas which are available to the FE/HE community on the Jorum website.

She was the winner of the 2003 TES sponsored BECTa ICT in Practice Post 16 Teaching Award.

Most recently, Jane focused on development of e-portfolios for trainee teachers in the Post-compulsory sector.


Andrew Thompson

Andrew has worked in the Further Education sector since 1996. He has considerable course leadership and management experience across a range of academic (A Levels and GCSEs); vocational (BTEC qualifications) and professional (CIMA, AAT, ILEX and CMI) courses in Business Education. Andrew has worked for a number of public examination boards for 10 years at A level and GCSE levels. He has worked in two highly successful FE colleges.

Andrew has a special interest in the student voice, pedagogy, assessment and quality assurance. Andrew is a Fellow of the Higher Education Academy, and has two post graduate certificates in Teaching, Learning and Assessment.


  • BA (Hons) Combined Studies Degree in Business Studies
  • MA International Law
  • PGCE Business Education
  • MA Leadership and Management in Education
  • Higher MA in Educational Research
  • PGC in Learning, Teaching and Assessment in HE

Where could it take you?


Our Education and Teaching Diploma will prepare you to pursue a career as an adult education teacher. You'll be able to find employment in a wide range of education settings, including:

  • Further education
  • Work based learning
  • Adult education
  • Community learning

The course has very high success rates (97%) and employability rates are excellent. A significant number of trainees move from part-time to full-time employment, and many full-time tutors move into further career opportunities.

For those who haven't got a degree already, the programme enables you to apply to the Education Studies BA (Hons) degree. You'll progress to the final year of the course, delivered at the University of Worcester. Additional credits at 4 and 5 are required to access the final year of the degree and opportunities are provided to gain these. There is also possible progression to Masters Level programmes for those who have a degree.

Simon's Story

Simon gained employment as a maths tutor at a local college. He was encouraged to complete his Level 5 teaching qualification at a partner college. He went on to complete a Diploma in Teaching Maths (numeracy). He was keen to continue his studies and enrolled on the final year of an Educational Studies BA Hons at the University of Worcester. Most recently Simon completed a Master of Science in Teaching and Learning at Linacre College, University of Oxford. Simon continues to work at the Aspire Centre and is full of praise for the courses that gave him the skills and confidence to teach and study.

Simon says: “Throughout all my studies at the University of Worcester, I learnt a huge amount about education. Subsequently, I hope I have been able to contribute to raising the profile of the Aspire Campus and improve teaching and learning for pre and post 16 engineering learners."

Sharlene's Story

Sharlene worked as a student support worker in HMP Birmingham before enrolling on the DET. She is still working in a part time in a job role as an initial advice and guidance tutor that she secured whilst doing the DET. Sharlene has recently started a MA in Social Work.

Sharlene says, “I feel that the course was challenging at times as I was still working full time, studying and a mother. However, I feel that the knowledge and skills I gained and the support from my teacher and peers allowed me to develop my expertise in teaching. The DET course meant that I was working in line with the Ofsted framework and the Education and Training Foundation’s Professional Standards whilst enthusing my learners and developing my own skills and confidence.”

Last Ofsted Report

What the Ofsted inspectors said were the key strengths of the PCET partnership in March 2014:

  • Training across the partnership is of good quality. Some features are outstanding.
  • Trainees develop strong teaching skills and understand very well the elements of good and better teaching. They are able to identify their learners' varying needs.
  • Very high success rates for trainees which have risen since the previous inspection, from 80% in 2009/10, to 97% in 2012/13.
  • Trainees use successful and imaginative strategies to develop their students' skills in English and Mathematics, as well as their students' wider employability skills.
  • Trainees are becoming thoughtful, effective teachers who are making good or better progress in meeting the professional standards for FE practitioners.
  • A very high proportion of trainees either obtain full time employment, promotion, or increased responsibility following their training. They go on to work in the region, and the provision is making a good contribution to meeting regional skills needs.
  • Trainees have very high level of trust in, and respect for, their trainers, mentors and university link tutors. They benefit from exceptionally high levels of personal support.
  • Mentors play a very significant part in trainees' development into confident and high quality teachers and trainers.

How much will it cost?

Tuition fees

Tuition fees for UK students registering in the academic year 2021/22 are:

£2,665 per year (part-time over two years)

For more details, please visit our course fees page.

Funding opportunities

A tuition fee loan may be available for this course.


How to apply