September 2020

PGCE Secondary History (QTS)

PGCE with QTS, Postgraduate, September 2020

Key Details

  • 3CQQ Course Code
  • 1 Years

Overview

Why study the PGCE History course?

If you are passionate about history this course will equip you with the skills to provide plus post 16 enhancement, with an understanding of history across all the major historical periods.

The Post Graduate Certificate in Education (PGCE) is the most widely recognised UK post graduate award and is transferable.  It is accepted, across the UK and internationally, as an assurance that the candidate has achieved the high standard expected for entry to the teaching profession.

You will explore what is the use or relevance of studying History and why it matters what happened long ago? You will be able to educate pupils in how to interpret the past and the legacies of the past in the present. Understanding the linkages between past and present is absolutely basic for a good understanding of the condition of being human.

In addition, the programme is designed to develop you as professional history teachers confident to challenge misconceptions and teach with passion and authority. A thinking skills approach and enquiry based learning underpin the course as these have been shown to motivate and interest young learners as well as enhance their understanding of the world in which we live.

The PGCE course has both a pedagogical and practical aspect. After a short period of time in University preparing you for school experience, much of the course is spent in schools in a programme that gives you an opportunity to gain an advanced understanding of secondary schools and skills in classroom management and lesson delivery. During the year you will gain experience of teaching in at least two secondary schools and will acquire high level skills in the application of new technologies in teaching and learning.

In addition to your main school placements, you will have the opportunity to experience post 16 education, primary school settings, visits to historical sites such as the Houses of Parliament. Furthermore, you will develop the skills required to enhance your own professional understanding and develop your own areas of professional interest.

 

 

 

Course content

The programme consists of 36 weeks of full­-time study (from early September to the beginning of July), and you can expect to spend at least 24 of those weeks in schools. You will gain experience of teaching in at least two secondary schools and will acquire high level skills in the application of new technologies in teaching and learning.

You will have the opportunity to explore and develop ideas on how to teach students key historical issues. You will understand how to promote teach and embed key historical concepts and issues such as

  • Change over time, causality, context, complexity, and contingency
  • The importance of History in students’ lives
  • How History contributes to moral understanding
  • How history supports the concept of being human
  • Understanding of society
  • How history helps us understand the world in which we live

You can also expect to engage with several key strands which will furnish you with valuable knowledge and enable you to develop into an effective classroom practitioner including:

  • What makes an effective history teacher
  • The use of different resources and technologies in the classroom
  • How lessons can       deepen spatial awareness of key historical events
  • Exploring key historical issues
  • |understand how to best interpret and use sources
  • Develop a range of technologies to support teaching of history in the classroom
  • Experience a range of practical fieldwork

Special Features

Due to the dynamic nature of history you will be given the opportunity to engage in a range of experiences designed to enhance your understanding of how to teach history. During the course you will have the opportunity to:

  • Practice teaching in a peer group context
  • Undertake visits, peer learning and seminars
  • Attend conferences
  • Meet with other history teachers
  • Build relationships with external agencies and history departments
  • Recognise and contribute to the forums and social media support network in history

School Experience

All students complete placements in secondary schools – usually in the West Midlands area. You will benefit from Newman’s excellent partnerships with Birmingham schools, providing you with support and encouragement from colleagues in the field.

Please note that school placements can be an hour’s journey and/or 40 miles from a student’s term time address.

Teaching Methods and Assessment

Our lecturers and visiting teachers use a variety of teaching methods including lectures, seminars, workshops and special projects. Assessment is through coursework, presentations, project work and practical teaching ability.

Employability

Our lecturers and visiting teachers use a variety of teaching methods including lectures, seminars, workshops and special projects. Assessment is through coursework, presentations, project work and practical teaching ability.

Still time to apply for September 2020 entry

Thinking of starting your PGCE this September? Apply through UCAS Teacher Training for this PGCE with QTS. For help with the application process please contact our friendly and helpful admission teams via admissions@newman.ac.uk or via 0121 476 1181 ext. 3662.

UCAS Teacher Training Apply

Contact Details

For Course Enquiries

Entry Requirements

A UK Bachelors Degree (or recognised equivalent qualification) of which 50% content must be related to the named subject; and this will be a condition of any offer where the degree has not already been awarded.

GCSE English Language and Mathematics at grade 4 (or C) or above (or recognised equivalents). Please be aware that whilst these GCSEs are not mandatory at application point, these qualifications must be obtained by enrolment.

At interview you will be asked about any experiences that you have with school aged children and your understanding of teaching within your chosen age range. The quality and variety of your personal statement is an important factor in the decision to call you to interview.

You will need to obtain Disclosure and Barring Service (DBS) clearance and meet the requirements for fitness to train to teach prior to starting the course and be assured against a set of fundamental maths and English skills by the end of your PGCE. For more information on your DBS application please visit the How do I complete my DBS form advice page.

For further information about the Interview Process see our PGCE Secondary ITE Interview page.

For full entry requirements please see our admission requirements page.

Applying Direct Option

You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.

Simply click on this Direct Application link to do this.

N.B. will need to enter ‘New User’ account details when first accessing this portal.

Course Fees

Fees for academic year:
Full-time UK/EU students: £9,250 *

* Fees shown are for 2020/21 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, on enrolment and in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Additional Costs

A Disclosure and Barring Service (DBS) is required for entry into this programme. Find out more about completing the DBS application form and the related additional costs that you will incur.

 

Additional Information

General Academic Regulations: Terms and Conditions for students attending our courses

 

Modules

  1. This module enables students to develop their understanding of how to manage the learning and teaching environment in school. Three strands of teacher practice are explored: How children and adolescents learn; effective approaches to behaviour management for learning in school and assessment of learning in school. This learning will be facilitated through taught sessions that introduce theoretical perspectives and research evidence on these three aspects of practice and develop reflection on the implications of evidence for developing practice. School placement will provide opportunities to develop personal practice that implements the implications of an evidence base and reflect on the relationship between theory and practice.
  2. This module engages students with problematic areas of teaching and learning history in secondary school. Pedagogic approaches that facilitate learning in school of these problematic areas of the subject curriculum are explored through practical engagement with subject specific pedagogic knowledge in seminar sessions. Students develop an area of expertise in their subject pedagogy that encourages future leadership, initially leadership of classroom learning in their subject and then potential subject leadership within school. The development of this expert knowledge provides opportunity to show creative problem solving informed by research evidence in an area of practice.
  3. This module enables students to develop their knowledge and skills in order to demonstrate that they meet the teachers’ standards for the award of QTS. Delivery of this non-credit bearing module is designed to support teaching placements where the skills and knowledge are both developed and demonstrated. The intended outcomes of this module are successful in demonstrating that they meet the teachers’ standards. Evidence of meeting the outcomes of this module will be demonstrated through an e-portfolio that contains a professional journal and professional development record and evidence of how the teachers’ standards have been met.
  4. This module allows trainee teachers to develop, practice and begin their professional competences as a secondary school teacher, through work in schools/ classrooms/ settings over a nine week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School based mentors, Class teachers and subject leaders to develop the qualities and skills necessary to manage pupils, monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and begin to acquire and develop skills in monitoring pupil’s progress.
  5. This module allows trainee teachers to develop, practice and demonstrate their professional competences as a secondary school teacher through work in schools and classrooms over an 11 week experience. This module is organised so that the trainees will be responsible for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School Based Mentors, Class teachers and subject leaders to demonstrate the qualities and skills necessary to manage pupils monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and continue to acquire and develop skills in monitoring pupil’s progress.
  6. This module allows trainee teachers opportunity to develop a comprehensive understanding of progression before and after the age range for which they are training to teach. They will have the opportunity to observe practice in a primary school over a one week placement. During the primary school placement they will have the opportunity to observe and discuss teaching at key stage 2 with class teachers and subject leaders to develop their understanding of transition to key stage 3. A further two week placement will allow trainees to either develop an understanding of teaching in the 16-19 age range where previous placements have not enabled this or to develop a deeper understanding of a specific element of school provision.

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