PGCE Secondary Education: Physical Education

by University of Wolverhampton Claim Listing

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

£9250

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img Duration

1 Year

Course Details

Why 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.

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