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What makes the DET at Worcester and Halesowen special?

Do you want to teach in the lifelong learning sector?  The Diploma in Education and Training (DET) at the University of Worcester and Halesowen College has an excellent track record for trainees' employment outcomes in a wide range of settings.  It is a creative, vibrant and inclusive partnership which provides a stimulating and professional environment for your learning.    

The Diploma in Education and Training is a nationally recognised qualification for employment in a range of settings, for example, further education, work based learning, adult education and community learning. The course also offers an excellent range of progression opportunities to degree and postgraduate qualifications.

You will need to have access to 100 hours teaching practice; this can be full-time, part-time, paid or voluntary. Courses are run at University of Worcester and Halesowen College.

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 and full-time. The full time course is delivered at Halesowen College. The part-time course is delivered at both locations

Teacher helping college students training to be electricians

Register your interest

Enter your details below and we will keep you up to date with useful information about studying at the University of Worcester.

Entry requirements

What qualifications will you need?

Entry requirements

  • Level 3 qualification or above in subject specialism.
  • GCSE English Language and Mathematics at Grade C/4 and above or Level 2 Functional Skills in English and Maths.
  • Disclosure Barring Service (DBS) clearance.
  • Access to a specialist mentor in your place of teaching.
  • This is an ‘in-service’ course which requires you to have access 100 teaching hours, for both the part-time (minimum 30 hours' teaching in year one and 70 hours' teaching in year two) and full-time diploma (100 hours' teaching over the year).


Other information

For further information contact:

Qualifications not listed?
Email our admissions office for advice:

Course content

What will you study?

Here is an overview of current modules available on this course. Regular updates may mean that exact module titles may differ.

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 their 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?

Teaching and Learning

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, Craig Tucker, Sarah Ward, Christine Watson and Trevor Wright.

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. Trevor Wright is a Senior Teaching Fellow. 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.


Where could it take you?


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

The programme also enables progression on to the final year of the Education Studies BA (Hons) (for those who haven’t got a degree already) delivered at the University of Worcester (additional credits at 4 and 5 are required to access the final year of the degree and opportuities are provided to gain these). There is also possible progression to Masters Level programmes for those who have a degree. A Diploma in Teaching English (Literacy and ESOL) is offered to current and former DET trainees.

  • Case study

    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."

  • Case study

    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 students registering in the academic year 2018/19 are:

£2,445 per year (part-time over two years)

£4,890 Fast-track (full-time over one year)

Funding opportunities

A tuition fee loan is available for this course.



How do you apply?

This course is delivered part-time and full-time at Halesowen College, or part-time at the University of Worcester.

To apply for Halesowen College please email the Tutor and you will be sent an online application form.

To apply part-time at the University of Worcester for please complete our online application form.

Get in touch

If you have any questions, please get in touch. We're here to help you every step of the way.

Admissions office
01905 855111

PCE Office
01905 855070

Course leaders

University of Worcester
Jane Sisk
01905 855551

Halesowen College
Andrew Thompson
0121 602 7791