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Secondary Postgraduate Certificate of Education (PGCE)

Structure of the PGCE Course

A distinctive feature of the PGCE Secondary programme is the centrality of the school based training during which trainees are provided with the opportunity to develop the skills of preparation, implementation and reflection within a secondary school context. Of the 36 weeks that make up the course, 26 weeks are spent in partnership Schools.

Term 1              10 week experience:                  School A           (Parent School)

Term 2              8 week experience:                    School B           (Twin School)

Term 3              8 week experience:                    School A           (Parent School)

Throughout the year a trainee's experiences in school is supported by two taught strands; Professional Preparation and Subject Pathway. Professional Preparation takes place in the University for three weeks at the start of the course and at intervals throughout the remainder of the year. While on school placement, trainees also receive formal weekly Professional Preparation seminars conducted by Training Managers. Subject Pathway seminars follow a similar pattern throughout the year in the University or in a lead partnership school. These are lead by Subject Leaders, visiting tutors and/or mentors.

Since 2003, the course has developed an initiative with a number of Special Schools within Gloucestershire.

The one year full-time and part-time flexible modular courses aim to help you become an effective teacher of your chosen subject within the 11-18 age range (Art & Design; D&T; English with Drama; Geography; History; ICT; Maths; Modern Foreign Languages; Music; PE; RE; Science) and the 14-19 age range (Business Education).

The Course is 36 weeks in duration and has a modular structure consisting of modules as follows:

2 Professional Preparation Modules - Review of the Learning Process, Management of the Learning Environment and Consideration of the Learning School

4 Main Subject Pathway Modules - An Introduction to Teaching your Subject, Developing the Teaching of your Subject, Broadening the Teaching of your Subject and Extending the Teaching of your Subject School Placement Modules

Autumn Term

There is a three week induction period in your Parent School before half term.  Following that is a seven week school experience during which time you will have between 9 - 11 hours teaching time in your main subject.  There will also be a weekly tutorial with the Training Manager and time for you to research and prepare for assignments and teaching.

Spring Term

You will have 11 - 13 hours teaching time.  Observation of classes in your main subject will take place at the beginning of the first week, so that you can begin teaching your main subject towards the end of the week. 

Summer Term

Your timetable increases to 13 - 15 hours teaching time.  Teaching begins on the first day of the placement.

You will be welcomed into the school as a professional colleague, with the full support of the Headteacher and staff.  Your involvement in all aspects of school life will be an integral part of your professional development.

Teaching and Learning Methods

Teaching on the programme is intended to draw upon models of good practice. The principle of inclusion is embedded in the work of the course. As well as University sessions, teaching responsibilities extend to School-based seminars and tutorials. Sessions are intended to be interactive and stimulating, drawing on the varied academic and professional background of the participants. University based lectures and seminars are used primarily to provide an overview of material and to develop and illustrate key concepts. Small group teaching, particularly in Schools, is frequently used to reinforce key principles, and to provide opportunities for effective interaction with trainees. Trainees are also set directed tasks and expected to devote time to self-directed, independent study, which contributes to their development in independent learning. There is an emphasis on encouraging trainees to apply techniques and theories to their own professional development. Tutor feedback through the various learning activities, discussion during sessions and the use of exemplar materials of trainees from previous years are also used as mechanisms for helping trainees to understand and internalise the expectations of achievement in relations the aims and learning outcomes of the PGCE programme.

Assessment

Assessment will provide opportunities to integrate school placement with other learning.  You will use your experience in schools to inform and illuminate your understanding of concepts and issues addressed elsewhere in the Course.  The requirements for Course assessment are as follows.

Each trainee develops a Professional Development Portfolio (PDP), which references the evidence against the Standards for Qualified Teacher Status (TDA, 2007).

You will be required to pass all coursework assignments. An assessment summary sheet linked to the Standards for Qualified Teacher Status is completed at the end of each School Placement.  This process has been designed to be compatible with the completion of your Career Entry and Development Profile (CEDP).

Grades for coursework and for school placement are presented at the Board of Examiners (twice in the year).  The External Examiners provide guidance that contributes to the Board's decisions.

The scheme has been designed to incorporate the following guiding principles.  Assessment will:

• reflect the aims of the Course
• involve trainees, school teachers and lecturers
• provide a regular indication to trainees of their progress, allowing them to recognise their strengths and weaknesses
• allow a variety of assessment methods which are appropriate to the content and teaching/learning methods.

In addition to Course assessment, the award of Qualified Teacher Status requires the successful completion of on-line skills tests in Numeracy, Literacy and Information and Communications Technology.  Further information is contained on the Training and Development Agency Website (www.tda.gov.uk).

Thus, for the award of the Postgraduate Certificate in Education, trainees will be required to pass all assessed coursework modules at Masters level, pass all school placements, submit a satisfactory Professional Development Portfolio containing the evidence that they have met all the Standards for QTS and passed the TDA skills tests. The Postgraduate Certificate in Education carries 60 credits at Masters Level.

For the award of the Professional Graduate Certificate in Education, trainees will be required to pass all assessed coursework modules, pass all school placements, complete a satisfactory Professional Development Portfolio containing the evidence that they have met all the Standards for QTS and passed the TDA skills tests. Trainees awarded the Professional Graduate Certificate in Education may receive up to 30 credits at Masters Level.

Course Content - Professional Preparation

We believe that the best place for you to learn how to teach is in schools.  It is also vital that you and your mentors receive appropriate support, so that you benefit fully from spending 26 weeks of the training year in school.  Therefore, in collaboration with teachers, materials have been written for you to use in University and in schools, with your mentor, University tutor and for private study.  Each school is unique and this strength is complemented by a common core of knowledge.  Schools are resourced with materials that make it possible to take geographical dispersion into account and help you when it is difficult to reach the Learning Centre and to resolve the communication issues which can be a feature of a school based training model.

There are two modules, each of which contains associated coursework.  Each module is introduced in the University with lectures and workshops, and developed in schools with support from your Training Manager and mentors.

PGS401: Review of the Learning Process

This module focuses upon the child as a learner by posing the question, 'How do children learn? The focus explores the complexity of learning theories with particular reference to the developing child and their experiences in compulsory secondary education.

Consideration is given to behaviourist, cognitivist and social learning theory with a particular emphasis upon analysing and critiquing their practical application. You will be required to observe teaching and learning and to critically reflect upon the ways in which teachers address the specific learning needs of your pupils.

Drawing upon your deepening understanding of learning, you will also be required to reflect upon the ways in which the knowledge and understanding of how pupils' learn informs and enriches your professional development as a teacher.

Throughout the module, you will be required to locate your knowledge and understanding within national educational policies and the specific demands of good practice as expressed by the Standards for Qualified Teacher Status (QTS).

PGS402: Investigating the Learning Experience

Following consultation with your Training Manager and Subject Leader, you will be required to engage with elements of research design and methodology relevant to a small school-based research project. You will be required to demonstrate through your study an understanding of whole school initiatives and/or national policies and how they impact on teaching and learning within your subject area and your development and practice as a teacher.

The Trainee Teacher's Role on the PGCE Course

Your successful completion of the course is dependent upon collaboration in a spirit of professionalism and trust with your Course Leader, your Training Manager, Subject Mentor and Subject Leader.

By accepting a place on the course you make a professional commitment to attend all school placements, University sessions and to complete all course work by the published deadlines.

You also have a responsibility to take a full part in all assessment procedures and to move towards becoming a professional, reflective practitioner in your own subject.

The course revolves around you, the trainee teacher.  You will only get out of the course as much as you are prepared to put in to it.  Each subject area elects its own trainee representative.  Your subject representative attends the Course Committee meetings, which are held each term.