Our Postgraduate Certificate in Education (PGCE) in Secondary Education provides a high standard of training for those preparing to take up a teaching post in the secondary school sector. The course complies with the statutory guidance from the Department for Education for Initial Teacher Training
DurationWhy choose this course?
Our Postgraduate Certificate in Education (PGCE) in Secondary Education provides a high standard of training for those preparing to take up a teaching post in the secondary school sector. The course complies with the statutory guidance from the Department for Education for Initial Teacher Training courses.
The PGCE in Secondary Education is specifically designed to ensure that those who are successful will be recommended for the award of Qualified Teacher Status (QTS) - the professional award required by all those who wish to teach in a maintained school.
The aim of the Physical Education course is to develop thoughtful teachers who can respond effectively to the learning needs of young people in school by providing a balanced physical education programme.
We also want to inspire a generation to become physically literate and active by providing well prepared, high quality physical education experiences for all students.
As a trainee you will learn how to teach physical education to pupils in the 11-16 age range within the secondary age phase, with additional primary and post-16 enhancements. You will learn how to develop skills, knowledge and understanding for teaching physical education through a combination of university-led and school-led training.
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What happens on the course?
Over the one year course, you will undertake learning at University and other educational settings. You will spend 120 days divided between at least two different school placements across the 11-16 age range within the secondary age phase.
Your University tutor team is available to assist you throughout your training, supporting development of reflection. Every effort is made to ensure that high-quality school placements are provided to you, facilitating learning through observing, co-teaching and being observed by experienced teachers in the classroom.
All course modules provide examples of good practice in pedagogy which you will reflect upon as you develop your own teaching style - you will be expected to actively participate in your own learning and development.
Teaching on the course comprises a variety of methodologies that will prepare you for life in the classroom including teacher-led discussions, pupil-led exploration, peer-group discovery, problem based learning, e-learning and the provision of individual targets.
You will be assessed in a variety of ways including written assignments; classroom based investigation and other school-based activities, and appraisal of practical teaching skills.
Typical activities may include:
Observation of teaching, before undertaking ‘sheltered’ teaching activities, for example teaching parts of lessons or small groups of pupils within a class
Progression to teaching single or short sequences of lessons
Further development through reflection on planned classroom activities
Development of teaching skills as you move to sustained sequences of lessons
Research that takes place in both University and school settings on selected aspects of your practice.
PGCE: Programme Structure
The PGCE course takes place over 180 days, and 120 of those days are spent in a school. You will have one school attachment during the autumn term and another (in a different school) in the spring/summer terms.
One of our strengths is that we have a vast network of high quality partnership schools in which to place you for the extended school placements. We ensure that you receive high quality school-based training by selecting schools with highly trained mentors and a proven track record of excellent trainee outcomes.
We will also take other factors into consideration when placing you, such as your geographical location and transportation, to provide you with the best possible experience in a convenient and suitable setting.
The University-led elements of the course take place at our Walsall Campus. Our PGCE starts in early September and ends in June, and it is an intensive academic and professional training course that effectively prepares you for your first teaching post and beyond.
The course comprises of a two day professional placement in mixed subject groups, two extended school placements in your subject specialism and two periods of University-based teaching – September to October and January to February.
The programme also includes a short Primary school placement and additional opportunities for a range of enhancements to your course; for example, experience of teaching pupils with special educational needs, teaching pupils at post-16 level or teaching pupils for whom English is an additional language.
Course Modules
Year 1
Evidence Informed Teaching: Secondary Initial Teacher Training Placement Module 1
This module is tailored to identify successful candidates who can be endorsed to the appropriate professional body for the acquisition of Qualified Teacher Status (QTS) – the essential accreditation for individuals aspiring to teach in a maintained school.
Aligned with the exacting quality standards outlined by the national government agency, this module fully adheres to the teacher standards framework (UK). This will be a non-credit bearing module that is assessed via placement evidence on a pass/fail basis.
Evidence Informed Teaching: Secondary Initial Teacher Training Placement Module 2
This module is tailored to identify successful candidates who can be endorsed to the appropriate professional body for the acquisition of Qualified Teacher Status (QTS) – the essential accreditation for individuals aspiring to teach in a maintained school.
Aligned with the exacting quality standards outlined by the national government agency, this module fully adheres to the teacher standards framework (UK). This will be a non-credit bearing module that is assessed via placement evidence on a pass/fail basis.
How Pupils Learn In The Specialist Subject
This module will support you to explore the ways that pupils learn in your subject. It will involve investigating and critically appraising a range of teaching approaches that make learning in your subject effective for pupil progress.
Pedagogical Approaches in Context
The purpose of this module is to enable you to enhance your subject specialism skills as a teacher of this subject. You will undertake a critical analysis on one aspect of subject pedagogy, then develop your creativity in planning, teaching and assessment of learning activities associated with this aspect.
This will require you to undertake a reflective analysis of your chosen aspect of teaching your subject within the context of your educational setting and apply theoretical ideas into your practice, plan for the implementation of these ideas and critically reflect on its impact on pupil progress.
Although a significant proportion of the teaching associated with this module will be developed through university-based sessions, the classroom practice which forms the basis of this module will be undertaken during your school placement, supported by school-based subject mentors and professional mentors.
The Developing Educator
This module builds on your knowledge, skills and understanding that you have gained through prior experiences to support your development as a teacher. This year - long module will enable you to enhance your skills as a critical, reflective practitioner in readiness for your Early Career Teacher (ECT) years. 1. engage with theories of teaching and learning across your chosen area within the ITT Core Content Framework (CCF); 2.
critically relate these theories to your strengths and areas for development as a practitioner in the context of classroom and in the wider professional context(s). You will be required to demonstrate a deep knowledge and understanding of your practice; 3.
demonstrate, articulate, evaluate and critically reflect on your needs to enable you to continue to develop your professional identity as a teacher. Although a significant proportion of the training associated with this module can be delivered through university based sessions, the major part will take place in the school-based environments, supported by school-based colleagues.
The University of Wolverhampton is a leading modern university with a tradition of providing opportunity and academic excellence dating back nearly 200 years.
The early years (1827-1899)
The roots of the University of Wolverhampton lie in the 19th century growth of Mechanics Institutes, which provided vocational and general education for working men. The Wolverhampton Free Library also developed technical, scientific, commercial and general classes.
Teaching first began in 1851 at the School of Art, and the study of art became a key focus – with new buildings, and a new name for the Municipal School of Art in 1885.
Early 20th century (1900-1944)
By 1903, an educational foundation had firmly been established with over 1,300 students studying courses including coach building, house painting and pattern making. In 1905, the first student scholarships were awarded.
As student numbers continued to grow, expansion became necessary. In 1912, the ‘Deanery House’ in Wulfruna Street was bought and in 1920 it was demolished, making way for the iconic Wulfruna building you see today in Wulfruna Street.
The foundation stone of the major new buildings in Wulfruna Street was laid by Prince George in 1931.
The foundation stone was laid by HRH Prince George in 1932 and in 1933 the Wolverhampton and Staffordshire Technical College was born. With further education traditionally accessible only to the wealthy, the College vowed to ensure that even the most under-privileged men and women would have the opportunity to study a higher education – an ethos nurtured and sustained to the present day.
In 1933, the Wolverhampton Local Authority annual report states: "The college makes ample provision for the general education of young men and women not privileged to obtain their higher education by residence at a University. Particularly it is the local home of higher scientific and industrial studies."
Courses included science and engineering, and with the creation of a Women’s Department, over a third of the College’s students were women, bucking the traditional all-male trend typical of higher education establishments. Research was also on the increase, with the College welcoming graduates from universities as honorary members.
By 1938/9 we recorded 2,921 students on our annual statement to government. One third of those students were women.
The post-war years (1945-1968)
The post-war ‘boom’ in education led to a growing demand for a variety of subject areas and in 1945 a music department opened, enrolling an unprecedented 135 students in the first year.
In 1956 the Joint Education Committee of the college noted: "Research is essential feature of any institution of higher learning. Very good work is being done in applied science, and mechanical engineering is bringing to fruition negotiation with a local firm for sponsored research into problems at heat exchangers".
The 50s also saw the first computer arrive in the college. The annual report for 1956-7 records: Following a visit of a member of staff to Harwell, the college in competition with eight other colleges was offered the gift of an Electronic Digital Computer. A number of local firms donated sums of money to cover the cost of maintenance and operation.
In 1957, the College was awarded one of the earliest digital computers in the UK. Renamed WITCH – Wolverhampton Instrument for Teaching Computation from Harwell – it was the first computer to ever be used at the College and remained a central teaching tool until 1973.
Nearby, at Walsall, a new West Midlands College of Education was created in 1963. The College was linked to the Walsall local education authority but had a governing body nominated by a cluster of local authorities.
It quickly expanded from its first four-story teaching block and student residences to a site with a substantial number of buildings, including a study block, library, hostels, refectory, physical education facilities and music centre, and over 1,000 teacher trainees by the early 1970s.
By 1964 with the further expansion of Higher Education the college began to provide BA degrees with options in English, Geography, History, Music, and Economics amongst others. By 1965 the college was offering a degree in Computer Technology.
By 1966, with student numbers at over 6,000, the College began to provide Bachelor’s degrees with options in English, Geography, History, Music, Economics and Computer Technology and the first ever degree ceremony was held.
As the Councils for National Academic Awards (CNAA) was set up after the Robbins report, the Chairman Lord Kings Norton presented the first degrees at the college in 1967. The college was poised for enhanced status.
On 1st September 1969 the Secretary of State handed over the designation document which states: This instrument records the designation of this institution as a Polytechnic on 1st September 1969. In commemoration of this on behalf of HM Government I hereby set my seal.
Wolverhampton Polytechnic (1969-1991)
On 1 September 1969, the College was officially designated a Polytechnic. Comprising five Faculties: Applied Science, Art and Design, Arts, Engineering, and Social Sciences, a further Faculty of Education was established in 1977.
The seventies also saw Wolverhampton develop into a truly international community with students from Iran, Malaysia, and Nigeria. The delivery of Wolverhampton courses internationally beginning to flourish, with the faculty of Art and Design entering into academic exchange programmes with Alfred University (New York), and the Faculty of Education began consultancy work in Egypt.
In 1983, a second Royal visit, this time from HRH The Duke of Kent, officially opened Wolverhampton Polytechnic as a stage VIII Polytechnic institution, and this was followed by a period of rapid expansion over the next ten years.
A merger with the West Midlands College of Education in 1991 led to the creation of what is now Walsall Campus, and further mergers with Teacher Training Colleges in Wolverhampton and Dudley led to the construction of an ambitious third campus in Telford.
The University of Wolverhampton (1992-present)
In 1992, Wolverhampton Polytechnic was granted university status and became the University of Wolverhampton. Today our three faculties offer courses in over 70 different subjects and over 4,000 students graduate from Wolverhampton each year.
We continue to invest in our students, staff, alumni and in the local and international community. We have invested more than £125 million on campus developments and teaching facilities, including £50 million on improving our facilities at Walsall Campus; the innovative Performance Hub; new and refurbished Students’ Unions and further modernisation of our Learning Centres.
Our partnership schools all see The Sheffield SCITT as the best way to find and develop their own future teachers. The Sheffield SCITT aims to supply most of the Newly Qualified Teacher needs of our partnership of schools.
This course offers you the unique opportunity to develop your skills and confidence in using the Welsh language within your teaching as part of the programme, a key skill for the post-compulsory sector in Wales today.
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This qualification has been designed for teachers and trainers working in, or aiming to work in, the work-based learning (WBL), further education (FE) and independent training provider (ITP) sectors.
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