This qualification is designed for aspiring coaches seeking to gain the skills, knowledge and confidence to coach people as part of their normal role. It is an ideal starting point for a career in coaching or for those in a job role where coaching skills are important, such as developing students, apprentices, colleagues or new employees in your organisation.
All applicants must attend a bespoke information session and informal interview to discuss their qualifications, experience, workplace role, motivation and aspirations.
You need evidence of:
Independent study will be a core element of your learning and achievement on this course.
This course introduces you to effective practice in workplace coaching, enabling you to develop skills, knowledge and professional behaviours holistically. The specific units are:
Undertaking Coaching within an Organisational Context (4 credits)
Reflecting on Coaching Skills within an Organisational Context (3 credits)
The course is delivered using a range of classroom-based learning activities and an observation of you in your own practice.
Assessment is through coursework and a range of assessment methods is used. These include observations of your practice, self-evaluation, reflective tasks, written assignments, individual and group presentations and professional discussions. All assessment methods have been designed to focus on skills specific to the professional coach, while incorporating key transferable skills.
All assessments require you to apply theory to your own practice and you are expected to engage with academic research and learning theory in a manner commensurate with higher-level study.
You could progress into a coaching or mentoring role in the workplace, including in an educational setting, or into a work-based teaching and learning role such as assessor-coach.
This qualification may provide progression opportunities to other ILM qualifications such as the ILM Level 5 Certificate in Effective Coaching and Mentoring or in Leadership and Management.
For those delivering training or teaching, it can lead to teacher training, such as the PGCE (Level 7) or Certificate of Education (Level 5).
Former teaching assistant Catherine Connolly says qualifying as a teacher with Derby College has allowed her to work smarter, with more flexibility and on better pay.
A puppeteer and performer, Catherine, 52, said signing up for DCG’s part-time Post 14/19 Level 7 PGCE was the “best thing I have ever done.”
She now works three days a week for DCG, teaching English Functional Skills to adults. Catherine has upskilled from a specialist teaching assistant role at an independent school for alternative provision. She hopes to have a better work life balance, with more time for her puppetry.
After school Catherine took a BA Hons Degree in English and American Literature at the University of East Anglia. She also discovered the world of puppetry and performance, enjoying it so much that she followed it as a career. For many years Catherine went into schools and other venues as a creative practitioner.
Catherine liked working in schools and with the arrival of austerity impacting on her puppetry work, she became a teaching assistant, initially on supply. She realised she needed to upskill as a mature student to progress and after much consideration bit the bullet and signed up for her PGCE. Catherine landed her job having just finished her course.
She said: “It’s a massive change to work with adults, but I’m enjoying it. I’m telling everyone, get your PGCE! I’ve upskilled myself and I’ve got more time now to get involved in puppetry, fingers crossed. It’s an increase in salary, which is important. It’s given me the opportunity to work less and work smarter. I don’t want to be a principal or anything, but I do want to have that flexibility.”
Without the college, I wouldn’t have got where I am.