Many adults can study this course for free. Check the 'Can I study
for free?' section below to see if you're eligible.
This course serves both as a preparatory course for entry onto the Chartered Institute's Professional Programme and as a nationally recognised personnel qualification.
This course is intended for people who currently work within a human resource or personnel capacity within an organisation. Those people who have had some supervisory experience, training or trade union experience may also find it relevant to their learning needs. The course consists of the following units:
Business, culture and change in context
Principles of analytics Core behaviours for people professionals
Essentials of people practice
The course will consist of an exploration of these topics as well as providing a significant skills development component.
Pattern of Study: The course will require you to attend one evening per week plus a study block lasting one full day (six per year).
You must be 19 or over on or before 31st August to study on this course. A minimum of 4 GCSEs at Grade 9-4/A*- C, including GCSE English and maths, or equivalent. If English is not your first language, you may need an assessment
before enrolling on this course. To discuss further, please contact the ESOL
department on 0151 551 7144.
This course is suitable for learners who are new to HR or people practice, looking to begin a career in the profession, or currently working in an entry-level support role. There is an expectation that you are able to study independently, complete written assignments, and meet the literacy and numeracy demands of the programme.
The qualification is widely recognised in the personnel field and offers progression to CIPD Intermediate Certificate Level 5 on successful completion of the CIPD Certificate Level 3 qualification.
There will be a programme of assignments, exercises, presentations and observed practical activity within the various modules. In addition to these you will be required to produce a Portfolio.
If you're not eligible to study for free, the cost of this course is:
Hi, I’m Ailz. What I love most about education is the opportunity to make a genuine difference to people’s lives, help them recognise their own potential, and open doors to new careers and pathways. I began my career teaching English in Further Education, before becoming a mentor for trainee teachers through their placement years. I really enjoyed mentoring and coaching trainees, helping them develop their practice and discover their own strengths as teachers. This led me into teacher education, where I now work as a Programme Lead, supporting the next generation of teachers in the Further Education and Skills sector.
I care deeply about social mobility, the importance of positive relationships, and helping students feel confident and engaged in their learning. I’m a nurturing and approachable teacher educator, and I’m committed to ensuring that every trainee I work with feels encouraged, valued, and supported as they develop their practice.
I’m Sasha. What I enjoy most about working in education is helping people build confidence and realise their full potential. I spent 13 years working as a teaching assistant and Learning Support Assistant before moving into teaching Health and Social Care and Access courses with learners aged 16 and over. These experiences shaped my belief in the importance of positive relationships and adapting teaching to meet individual needs.
Mentoring trainee teachers and coaching colleagues sparked my interest in teacher education, which I moved into in 2024. I enjoy helping trainees connect theory with classroom practice, try out new approaches and find their own confidence as teachers. I aim to create a supportive space where they can ask questions, reflect honestly and feel comfortable seeking advice.
I have a degree in Psychology, a master’s in Mental Health, a PGCE, the National Professional Qualification in Leading Teacher Development and a Postgraduate Certificate in Coaching and Mentoring in Education. These studies continue to inform my interests in inclusive teaching, wellbeing, and supporting others to develop their practice.
