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Lifelong Learning PGCE in-service (University of Huddersfield)

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Start Dates

12 September 2026, 21 September 2026

Duration

2 years part-time

Recent Awards For Excellence

Education - QS 2025
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About this course

Overview

Why choose Huddersfield for this course?

  • Benefit from expert tutor guidance and hands-on mentoring to build the skills and confidence you need to thrive as a successful teacher.
  • Master the core skills to lead in teaching and shape curriculum development with confidence.
  • Gain QTLS eligibility on completion, setting your teaching career on a strong path to success.

Accreditation and Professional Links

Recognised connections to give you an extra edge when you graduate. Read More

If you're currently teaching or training at a recognised institution in the education and training sector (formerly the post-14 sector) and looking to advance your career, this course could be ideal for you.

Why Choose Lifelong Learning?

  • Upon completion, you may be eligible to earn Qualified Teacher Learning and Skills (QTLS) status, the recognised professional qualification for Lifelong Learning Sector teachers.
  • Develop key skills in teaching and curriculum development, with a focus on your subject area and broader sector knowledge.
  • Gain hands-on experience through placements at our partner institutions, where you’ll observe expert teachers, practice teaching, and receive mentorship to become an effective educator.

This course is also available through the Education and Training Consortium.

Who can apply?

Entry Requirements

You should normally be in employment as a teacher or trainer at a recognised training or educational establishment for a minimum of 250 hours (at least 125 hours in any one year). Voluntary teaching/training may be acceptable in some circumstances (please check with your local centre).

  • UK first degree (normally 2:2 or above) or equivalent related to your specialist area
  • At least a Level 3 or equivalent related to your specialist area
  • Level 2 Maths and English
  • Relevant work experience in some specialist subject areas

In addition you must also:

  • provide confirmation of Disclosure and Barring Service (DBS) check
  • provide one satisfactory reference
  • complete a satisfactory interview
  • identify a work-based mentor who can support you in your subject specialism

If you already hold a teaching qualification at level 4 or above or have substantial knowledge and experience of teaching you may be able to make a claim for accreditation of prior learning.

The course is particularly suitable if you have work experience and/or qualifications in industry, including business and administration, hair and beauty, health and social care, public services or construction, engineering and many other vocational areas.

We particularly welcome applicants from under-represented groups.

If you study at the university centre, you’ll normally be offered a place on the Postgraduate Certificate in Education or the Postgraduate Diploma in Education (Advanced PGCE in Lifelong Learning).

Alternatively, you may be considered for a place on the Professional Graduate Certificate in Education.

If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent. Read more about the University’s entry requirements for students outside of the UK on our International Entry Requirements page.

What will you learn?

Course Details

You will choose either the PGC route, PGCE route or PGDE route.

Professional Graduate Certificate in Education. Core modules:

This module aims to develop your understanding of how people learn in the Lifelong Learning Sector and of the role of assessment in enabling learning and achievement. It introduces theories and principles of learning and assessment and develops your ability to apply research evidence in designing effective learning and assessment strategies and materials. It seeks to develop positive approaches to the management of group and individual behaviours and promotes an inclusive approach to teaching, learning and assessment. It introduces the role of key transferable skills and the ways in which people learn English, Maths and digital skills. The module is assessed by means of a practical micro-teaching assignment and the design of an intervention, strategy, activity or resource, underpinned by an understanding of key principles of teaching, learning and assessment.

The module reviews your practice as a trainee teacher. It explores your teaching values, knowledge of your subject specialism, and your knowledge and understanding of how you're learning to teach. You'll have the opportunity to learn how to identify and respond to students’ needs, and how to use suitable teaching, learning and assessment strategies to develop inclusive teaching and learning environments. You'll have the chance to evaluate your teaching effectiveness and develop as a reflective practitioner as well as engage in personal and professional development planning, against the appropriate Professional Standards, to recognise and develop relevant subject specialist knowledge, behaviours and skills. This will include further development of English, Maths and digital skills for you and your students.

This module builds on previous generic and subject specialist development in two ways. Firstly, it contributes to your development of more advanced strategies and methods for promoting learning and, secondly, it involves a focus on specific specialist areas and the critical analysis subject specialist pedagogy. The module seeks to enhance your ability to reflect critically on, and to evaluate, teaching and learning; by recognising particular curriculum and professional challenges; and by enabling you to develop critical responses to these concerns in sophisticated, innovative and creative ways. Key learning activities of the module are practical teaching experience and the engagement with other specialists through collaborative practice. The module is assessed through a Teaching Portfolio and a Conference Paper dealing with teaching and learning in the specialist subject.

You will also choose 1 optional module. The current optional modules are:

This module will develop your critical understanding of policy and issues relating to curriculum development in lifelong learning. You will explore the impact of policy on curriculum development and draw on appropriate evidence to evaluate curriculum practice and discuss possible improvements. The module will cover the internal and external factors that drive curriculum change and consider key contemporary issues in lifelong learning that impact upon curriculum development and design. It aims to engage trainees in critical reflection on the policy and practice of education and training for lifelong learners. The module promotes an analytical and reflexive understanding of the factors that inform curriculum development and delivery in lifelong learning provision.

This module will develop your critical understanding of EAL provision in the lifelong learning sector. You will investigate the policy and practice of education and training for EAL learners and the impact on curriculum practice. The module will investigate ways of working effectively with and supporting the achievement of learners with English as an additional language. You will engage critically with evidence-based research on the EAL curriculum to evaluate – and enact improvements to – professional practice.

This module will develop your understanding of special educational provision in the lifelong learning sector and disability equality in the lifelong learning curriculum. You will investigate ways of working effectively with and supporting the achievement of learners with SEN/D in mainstream and specialist contexts within lifelong learning. You will critically examine education reform and UK policy on post-16 SEN/D provision along with the ways in which national, local and organisational policy influence the SEN/D curriculum. You will draw on appropriate evidence to critically evaluate – and enact improvements to – professional practice.

This module explores the ways in which lifelong learning can address inequity and disadvantage. It introduces some key conceptual frameworks for understanding equality, diversity and inclusion (EDI) and social justice within a lifelong learning context. You will critically analyse the socio-political ideologies that impact upon curriculum design and implementation in the lifelong learning sector. You will engage critically with the sectorial expectations around inclusion, equality and participation that guide the work of the lifelong learning practitioner and the ways in which lifelong learning can extend opportunities for students from a range of backgrounds. You will critically evaluate some of the key philosophical positions in the field of inclusive education and appraise your own values in relation to inclusive and socially just practice.

For more information on when and how we update our modules please see the ‘Legal Information’ section below.

Postgraduate Certificate in Education. Core modules:

This module aims to develop your understanding of how people learn in the Lifelong Learning Sector and of the role of assessment in enabling learning and achievement. It introduces theories and principles of learning and assessment and develops your ability to apply research evidence in designing effective learning and assessment strategies and materials. It seeks to develop positive approaches to the management of group and individual behaviours and promotes an inclusive approach to teaching, learning and assessment. It introduces the role of key transferable skills and the ways in which people learn English, Maths and digital skills. The module is assessed by means of a practical micro-teaching assignment and the design of an intervention, strategy, activity or resource, underpinned by an understanding of key principles of teaching, learning and assessment.

The module reviews your practice as a trainee teacher. It explores your teaching values, knowledge of your subject specialism, and your knowledge and understanding of how you're learning to teach. You'll have the opportunity to learn how to identify and respond to students’ needs, and how to use suitable teaching, learning and assessment strategies to develop inclusive teaching and learning environments. You'll have the chance to evaluate your teaching effectiveness and develop as a reflective practitioner as well as engage in personal and professional development planning, against the appropriate Professional Standards, to recognise and develop relevant subject specialist knowledge, behaviours and skills. This will include further development of English, Maths and digital skills for you and your students.

This module builds on previous generic and subject specialist development in two ways. Firstly, it contributes to your development of more advanced strategies and methods for promoting learning and, secondly, it involves a focus on specific specialist areas and the critical analysis subject specialist pedagogy. The module seeks to enhance your ability to reflect critically on, and to evaluate, teaching and learning; by recognising particular curriculum and professional challenges; and by developing your ability to respond critically to these concerns in sophisticated, innovative and creative ways. Key learning activities of the module are practical teaching experience and the engagement with other specialists through collaborative practice. The module is assessed through a Teaching Portfolio and a Conference Paper dealing with teaching and learning in the specialist subject.

You will also choose 1 optional module. The current optional modules are:

This module will develop your critical understanding of policy and issues relating to curriculum development in lifelong learning. You will investigate the impact of policy on curriculum development and draw on appropriate evidence to interrogate curriculum practice and discuss possible improvements. The module will cover the internal and external factors that drive curriculum change and consider key contemporary issues in lifelong learning that impact upon curriculum development and design. It aims to engage trainees in critical reflection on the policy and practice of education and training for lifelong learners. The module promotes an analytical and reflexive understanding of the factors that inform curriculum development and delivery in lifelong learning provision.

This module will develop your critical understanding of EAL provision in the lifelong learning sector. You will critically analyse the policy and practice of education and training for EAL learners and the impact on curriculum practice. The module will investigate ways of working effectively with and supporting the achievement of learners with English as an additional language. You will engage critically with evidence-based research on the EAL curriculum to evaluate – and enact improvements to – professional practice.

This module will develop your understanding of special educational provision in the lifelong learning sector and disability equality in the lifelong learning curriculum. You will critically analyse ways of working effectively with and supporting the achievement of learners with SEN/D in mainstream and specialist contexts within lifelong learning. You will examine education reform and UK policy on post-16 SEN/D provision along with the ways in which national, local and organisational policy influence the SEN/D curriculum. You will draw on appropriate evidence to critically evaluate – and enact improvements to – professional practice.

This module explores the ways in which lifelong learning can address inequity and disadvantage. It introduces some key conceptual frameworks for understanding equality, diversity and inclusion (EDI) and social justice within a lifelong learning context. You will critique the socio-political ideologies that impact upon curriculum design and implementation in the lifelong learning sector. You will critically analyse the sectorial expectations around inclusion, equality and participation that guide the work of the lifelong learning practitioner and the ways in which lifelong learning can extend opportunities for students from a range of backgrounds. You will assess some of the key philosophical positions in the field of inclusive education and critically appraise your own values in relation to inclusive and socially just practice.

For more information on when and how we update our modules please see the ‘Legal Information’ section below.

Postgraduate Diploma in Education (Advanced PGCE). Core modules:

This module seeks to develop your critical understanding of how people learn in the Lifelong Learning sector and of the role of assessment in enabling learning and achievement. It introduces theories and principles of learning and assessment and develops your ability critically to apply research evidence in designing effective learning and assessment strategies and materials. It aims to develop positive approaches to the management of group and individual behaviours and promotes an inclusive approach to teaching, learning and assessment. It introduces the role of key transferable skills and the ways in which people learn English, Maths and digital skills. The module is assessed by means of a practical micro-teaching assignment and the design of an intervention, strategy, activity or resource, underpinned by an understanding of key principles of teaching, learning and assessment.

The module reviews your practice as a trainee teacher. It explores your teaching values, knowledge of your subject specialism, and your knowledge and understanding of how you are learning to teach. You'll have the opportunity to learn how to identify and respond to students’ needs, and how to use suitable teaching, learning and assessment strategies to develop inclusive teaching and learning environments. You'll have the chance to critically evaluate your teaching effectiveness, develop yourself as a reflective practitioner and engage in personal and professional development planning, against the appropriate Professional Standards, to recognise and develop relevant subject specialist knowledge, behaviours and skills. This will include further development of English, Maths and digital skills for you and for your students.

This module builds on previous generic and subject specialist development in two ways. Firstly, it contributes to your development of more advanced strategies and methods for promoting learning and, secondly, it involves a focus on specific specialist areas and the critical analysis subject specialist pedagogy. The module seeks to enhance your ability to reflect critically on, and to evaluate, teaching and learning; by recognising particular curriculum and professional challenges; and by developing your ability to respond critically to these concerns in sophisticated, innovative and creative ways. Key learning activities of the module are practical teaching experience and the engagement with other specialists through collaborative practice. The module is assessed through a Teaching Portfolio and a Conference Paper dealing with teaching and learning in the specialist subject.

You will also choose 1 optional module. The current optional modules are:

This module will develop your critical understanding of policy and issues relating to curriculum development in lifelong learning. You will investigate the impact of policy on curriculum development and draw on appropriate evidence to interrogate curriculum practice and discuss possible improvements. The module will cover the internal and external factors that drive curriculum change and consider key contemporary issues in lifelong learning that impact upon curriculum development and design. It aims to engage trainees in critical reflection on the policy and practice of education and training for lifelong learners. The module promotes an analytical and reflexive understanding of the factors that inform curriculum development and delivery in lifelong learning provision.

This module will develop your critical understanding of EAL provision in the lifelong learning sector. You will critically analyse the policy and practice of education and training for EAL learners and the impact on curriculum practice. The module will investigate ways of working effectively with and supporting the achievement of learners with English as an additional language. You will engage critically with evidence-based research on the EAL curriculum to evaluate – and enact improvements to – professional practice.

This module will develop your understanding of special educational provision in the lifelong learning sector and disability equality in the lifelong learning curriculum. You will critically analyse ways of working effectively with and supporting the achievement of learners with SEN/D in mainstream and specialist contexts within lifelong learning. You will examine education reform and UK policy on post-16 SEN/D provision along with the ways in which national, local and organisational policy influence the SEN/D curriculum. You will draw on appropriate evidence to critically evaluate – and enact improvements to – professional practice.

This module explores the ways in which lifelong learning can address inequity and disadvantage. It introduces some key conceptual frameworks for understanding equality, diversity and inclusion (EDI) and social justice within a lifelong learning context. You will critique the socio-political ideologies that impact upon curriculum design and implementation in the lifelong learning sector. You will critically analyse the sectorial expectations around inclusion, equality and participation that guide the work of the lifelong learning practitioner and the ways in which lifelong learning can extend opportunities for students from a range of backgrounds. You will assess some of the key philosophical positions in the field of inclusive education and critically appraise your own values in relation to inclusive and socially just practice.

For more information on when and how we update our modules please see the ‘Legal Information’ section below.

Teaching and Assessment

Discover what to expect from your tutor contact time, assessment methods, and feedback process.

Read more
Where could this lead you?

Your Career

Previous graduates from courses in this subject area have gone on to work in a variety of roles such as Further Education Teacher, Community Education Officer, Learning Mentor, Education Consultant, Family Support Worker and Education Mental Health Practitioner.*

*Source: Prospects

98%
98% of our postgraduate students go on to work and/or further study within fifteen months of graduating.

* HESA Graduate Outcomes 2022/23, UK domiciled

£38.5k
Average salary of our postgraduate students fifteen months after graduating.

* HESA Graduate Outcomes 2022/23, mean salary, UK domiciled, full-time UK employment as main activity

Studying the PGCE Lifelong Learning part-time while lecturing in Travel & Tourism was a life-changing experience. It gave me the pedagogical confidence to ensure my students learn effectively and deepened my understanding of education’s wider challenges. Now, as an FE Lecturer, I apply advanced strategies every day and aim to progress further by gaining QTS through professional formation.

- Kathryn Ruane
Lifelong Learning in-service PGCE. Lecturer in Travel & Tourism / Aviation.

How much will it cost?

Fees and Finance

£4,895 per year

This information is for Home students applying to study at the University of Huddersfield in the academic year 2026/27.

Modules credits can range from 15 to 60, dependent on the content of the module. Read more about total credits required for a range of degrees, to allow you to calculate the potential total cost.

Please note that tuition fees for subsequent years may rise in line with inflation (RPI-X) and/or Government policy.

From January 2027 the UK government is launching a new student funding system for people starting university education. Read more about the Lifelong Learning Entitlement (LLE)

For detailed information please visit https://www.hud.ac.uk/study/fees/

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What does the univsersity offer?

Gallery

Take a look at the Charles Sikes and Richard Steinitz Buildings, where your lectures and seminars will take place.

Charles Sikes building from above, on a sunny day with staff and students walking on the attached bridge

Charles Sikes Building Exterior

Three students in a lecture

Diamond Jubilee Lecture Theatre

Students walking inside the Charles Sikes building

The Street in the Charles Sikes Building

Two teachers having a discussion

Seminar room

Students speaking across a table

Breakout space in Charles Sikes

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Student Blog - From Early Years to Teaching

PGCE Lifelong Learning graduate Sarah shares her inspiring journey from working in the Early Years sector to becoming a qualified educator.

Read Sarah's blog
Lifelong Learning student and teacher

PGCE Lifelong Learning at Huddersfield

Discover our PGCE Lifelong Learning course. Gain advanced teaching strategies, hands-on experience, and expert support to progress toward QTLS status and shape your future in education.

Discover Lifelong Learning

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Explore Huddersfield

Make Huddersfield your home. A Yorkshire town, surrounded by beautiful countryside, with easy access to neighbouring cities; Leeds, Manchester and Sheffield. You’ll find plenty of places to eat, drink, shop and socialise, there’s ambitious plans for future development. Our campus is situated next to the town centre - making your commute a breeze.

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Your Student Experience

Get involved in great opportunities helping you to make friends from all across the world and create lifelong memories. Join one of over 100 societies with the Students’ Union, experience new cultures through global events, earn whilst you learn and build your skills via our Global Professional Award.

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Budget Friendly

Huddersfield is not only one of the friendliest towns, it also offers you a lower cost of living than most big cities. This means you could have more money to spend, making your uni experience even better. On campus you’ll also find plenty of facilities and services to help you budget and make your money go further.

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We’re committed to sustainability and aim to be carbon neutral by 2030. Our plan includes reducing emissions, enhancing biodiversity, and improving wellbeing through sustainable buildings. We’re investing in digital solutions, low-impact travel, and embedding sustainability into teaching and research, investing over £1m in carbon reduction.

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We know you’re coming to university to study on your chosen subject, meet new people and broaden your horizons. However, we also help you to focus on life after you have graduated to ensure that your hard work pays off and you achieve your ambition.

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At the University of Huddersfield, you’ll find support networks and services to help you get ahead in your studies and social life. Whether you study at undergraduate or postgraduate level, you’ll soon discover that you’re never far away from our dedicated staff and resources to help you to navigate through your personal student journey.

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Our researchers carry out world-leading work that makes a real difference to people’s lives. Staff within the School of Education may teach you on this course.

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Research Excellence

You’ll be taught by staff who want to support your learning and share the latest knowledge and research.

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Many of our graduates stay at Huddersfield to complete postgraduate research degrees at Masters or PhD level.

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Legal information

When you enrol as a student of the University, your study and time with us will be governed by our terms and conditions, Handbook of Regulations and associated policies. It is important that you familiarise yourself with these as you will be asked to agree to them when you join us as a student. You will find a guide to the key terms here, along with the Student Protection Plan.

Although we always try and ensure we deliver our courses as described, sometimes we may have to make changes for the following reasons:

Changes to a course you have applied for but are not yet enrolled on

If we propose to make a major change to a course that you are holding an offer for, then we will tell you as soon as possible so that you can decide whether to withdraw your application prior to enrolment. We may occasionally have to withdraw a course you have applied for or combine your programme with another programme if we consider this reasonably necessary to ensure a good student experience, for example if there are not enough applicants. Where this is the case we will notify you as soon as reasonably possible and if you are unhappy with the change we will discuss with you other suitable courses we can transfer your application to. If you do not wish to transfer to another course with us, you may cancel your application and we will refund you any deposits or fees you have paid to us.

Changes to your course after you enrol as a student

Changes to option modules

Where your course allows you to choose modules from a range of options, we will review these each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback or demand for certain modules. We will always ensure that you have an equivalent range of options to that advertised for the course. We will let you know in good time the options available for you to choose for the following year.

Major changes

We will only make major changes to non-optional modules on a course if it is necessary for us to do so and provided such changes are reasonable. A major change is a change that substantially changes the outcomes, or a significant part of your course, such as the nature of the award or a substantial change to module content, teaching days (part time provision), type of delivery or assessment of the core curriculum. For example, it may be necessary to make a major change to reflect changes in the law or the requirements of the University’s regulators or a commissioning or accrediting body. We may also make changes to improve the course in response to student, examiners’ or other course evaluators’ feedback or to ensure you are being taught current best practice. Major changes may also be necessary because of circumstances outside our reasonable control, such as a key member of staff being unable to teach due to illness, where they have a particular specialism that can’t be adequately covered by other members of staff; or due to pandemics, other disasters (such as fire, flood or war) or changes made by the government.

Major changes would usually be made with effect from the next academic year, but may happen sooner in an emergency. We will notify you as soon as possible should we need to make a major change and will consult with affected groups of students and any changes would only be made in accordance with our regulations. If you reasonably believe that the proposed change will cause you detriment or hardship we will, if appropriate, work with you to try to reduce the adverse effect on you or find an appropriate solution. Where an appropriate solution cannot be found and you let us know before the change takes effect you can cancel your registration and withdraw from the University without liability to the University for any additional tuition fees. We will provide reasonable support to assist you with transferring to another university if you wish to do so and you may be eligible for an exit award depending on how far through your course you are.

In exceptional circumstances, we may, for reasons outside of our control, be forced to discontinue or suspend your course. Where this is the case, a formal exit strategy will be followed in accordance with the student protection plan.

The Office for Students (OfS) is the principal regulator for the University.

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