Business is fundamental to many aspects of our lives and although not all 14 – 19-year-olds will go on to work in business, all require a deep understanding of business knowledge and skills to navigate the world we live in.
Course overview
Business is fundamental to many aspects of our lives and although not all 14 – 19-year-olds will go on to work in business, all require a deep understanding of business knowledge and skills to navigate the world we live in.
Business teachers, in both the academic and vocational classroom and through extra-curricular activities, help prepare all students for life. Business is a subject that motivates and engages many students and you are in an excellent position to harness this enthusiasm, bringing the subject to life with well-chosen case studies that ‘hook’ students into learning.
The Leeds Trinity PGCE utilises the latest research to enable you to understand and develop the key pedagogical knowledge and skills essential for excellent teaching and learning in business education enabling students to appreciate its importance and relevance to them.
This is achieved through rigorous, subject-specific professional training, up-to-date teaching practices and, most importantly, your specific needs as a trainee teacher.
On successful completion of this degree and having met the Teachers’ Standards, you will be recommended for Qualified Teacher Status (QTS). All our PGCE Secondary courses lead to the award of a level 7 Postgraduate Certificate in Education.
About this course
Teaching secondary-age children is your chance to share your passion for your subject and inspire the next generation. Teaching children isn’t a one-size-fits-all approach. Every subject is different, which is why we make sure our support is centred on subject-specific knowledge, up-to-date teaching practices and, most importantly, your specific needs as a trainee teacher.
Our PGCE Secondary Business course prepares you to teach in the 14 – 19 age phase. There are two stages to your PGCE Secondary Business Studies course.
Stage A – Introduction to teaching (September to December)
University-based training
We use an innovative and supportive model of training. You will get high-quality school experience from the early weeks of the course and have a supportive and gradual introduction to teaching. This combines classroom practice with continued advice and guidance from our expert subject tutors.
This support continues throughout the course, enabling you to become a confident and effective new teacher. So, in stage A, after a short two-week induction programme, you will start a school placement three days a week, which then extends to four days a week.
Every Friday you’ll return to University for subject knowledge and applied pedagogy (SKAP) sessions (see below) and support from your tutor and fellow trainees on the course.
Professional Education Studies
Professional Education Studies is designed to give you an introduction and overview of important topics and issues which will inform your learning, practice and professional values.
These sessions give theoretical insights and practical strategies to tackle issues that you will face in your school placements and in the early years of your professional teaching life.
Subject Knowledge and Applied Pedagogy (SKAP)
In these sessions, our subject teacher experts will give you a good understanding of what it means to teach your subject. You will study the school curriculum, and understand how other expert teachers have taught it successfully.
You will also learn how to plan sequences of learning that address the needs of your pupils so that you can develop your practice and have a positive impact on their learning.
School-based training
Whilst you continue to benefit from one day a week of University tuition, you will also start your first school placement, which will last until the end of Stage A. Our School Partnerships team will source your placements for you, taking into account your passions, preferences and personal circumstances.
You’ll be allocated a subject tutor, who will work with you to ensure you’re prepared and ready to go into school. This will give you the chance to put into practice what you’ve learned so far in a collaborative working environment.
You’ll work closely with your subject mentor based in your school. Every Friday you will return to University to benefit from the support and expertise of your subject tutor, and your subject peer group.
Stage B – Developing your knowledge and preparing for your new career (January to June)
University-based training
Your University-based training will comprise the same elements as Stage A, but you’ll focus on building on the knowledge you’ve already developed to prepare for your next school-based training block. After an initial week at University, you will start your second placement in January. Every second Friday until Easter, you’ll return to University to continue SKAP tuition.
These Friday sessions are a great opportunity to find out how different schools approach the issues you are facing in your teaching practice, share your experience with your fellow trainees, and continue to benefit from the expertise of your subject tutor.
School-based training
In January, you’ll start a second placement in a different school. This will give you the chance to deepen your knowledge of how students learn and extend your practice in supporting that learning, in a new context. In this placement, you will continue to be supported by your University subject tutor, your school mentor and a link tutor who liaises frequently between school and University.
This placement from January until June gives you the chance to develop your practice in a school, and with pupils that you will get to know really well. This gives you a very good opportunity to make a positive impact on progress in that school.
During your second placement, you will be teaching more lessons and ensuring that you’re teaching classes from across the full age range for which you are training. At this point, you’ll become more of an independent practitioner.
Qualified Teacher Status
During each stage of school-based training, you will be formatively assessed and your progress mapped against core competence statements. A summary judgment will be made at the end of each stage. This summary will provide you with further information about your areas of strength and targets to develop moving forwards.
By the end of your training in school (stage B) you will be expected to have met the Teachers’ Standards and a Summative Assessment will be made using the standards as a benchmark. When you meet the Teachers’ Standards you are then recommended for QTS.
Learning and Teaching
At Leeds Trinity we aim to provide an excellent student experience and provide you with the tools and support to help you achieve your academic, personal and professional potential.
Our Learning, Teaching and Assessment Strategy delivers excellence by providing the framework for:
high quality teaching
an engaging and inclusive approach to learning, assessment and achievement
a clear structure through which you progress in your academic studies, your personal development and towards professional-level employment or further study.
We have a strong reputation for developing student employability, supporting your development towards graduate employment, with relevant skills embedded throughout your programme of study.
We endeavour to develop curiosity, confidence, courage, ambition and aspiration in all students through the key themes in our Learning and Teaching Strategy:
Student Involvement and Engagement
Inclusion
Integrated Programme and Assessment Experience
Digital Literacy and Skills
Employability and Enterprise
To help you achieve your potential we emphasise learning as a collaborative process, with a range of student-led and real-world activities. This approach ensures that you fully engage in shaping your own learning, developing your critical thinking and reflective skills so that you can identify your own strengths and weaknesses, and use the extensive learning support system we offer to shape your own development.
We believe the secret to great learning and teaching is simple: it is about creating an inclusive learning experience that allows all students to thrive through:
Personalised support
Expert lecturers
Strong connections with employers
An international outlook
Understanding how to use tools and technology to support learning and development
We're proud to offer a personal and inclusive university experience that gives every student the support to realise their potential.
Our students say it, our alumni say it and our staff say it – you really are a name, not a number, at Leeds Trinity University.
That's why we're top in Yorkshire and the Humber for student experience (The Times and Sunday Times Good University Guide 2023).
We’ve been providing outstanding, student-centred higher education for more than 50 years at our Main Campus in Horsforth, and from 2024, we'll be delivering in the heart of the city at our Leeds City Campus located at Trevelyan Square.
We pioneered the inclusion of professional work placements with every degree and are one of the UK’s top universities for employability. 95% of our graduates are in employment or further study 15 months after graduating (Graduate Outcomes, HESA 2023).
Our teaching staff have extensive professional experience in their fields, and many are also active researchers, contributing to Leeds Trinity's increasing reputation for research excellence.
Vision:
We will be a leading career-led and applied university. Our students will achieve outstanding outcomes. Our well-rounded learners and graduates will be sought by employers. They will shape a rapidly changing world. Our aim is for our graduates to contribute as active citizens of our region and the wider world.
Mission:
Rooted in its Catholic foundation, Leeds Trinity is a diverse and inclusive University welcoming students from all backgrounds and beliefs which exists to provide a transformational educational experience, forming students and learners whose lives will flourish and find wholeness in their work and world.
Focused on the innate dignity and value of each person, we seek to provide our students with a distinctively supportive academic and professional community, empowering them to discover their unique gifts and talents, and so fulfil their personal and professional potential.
Our leadership and governance are committed to promoting social solidarity and the Common Good through our commitment to social justice, enhancing opportunities, collaboration, and adding value to the lives of our students, staff, and University community.
Our Catholic values are our compass. We will make a vital difference to all who engage with us. From our roots of inclusivity, care, and integrity we will shape a University fit for the future.
Values:
Rooted in our Catholic heritage, our core values define us as a University, and we seek to uphold them in all that we do.
Dignity and Care: We value the wellbeing, dignity, and contribution of each person by nurturing a community where students and staff can reach their full potential.
Solidarity and Service: We promote the Common Good by widening opportunity and participation, forming outward partnerships, and by making a positive contribution to society.
Honesty and Integrity: We uphold truth, honesty, and integrity, fostering personal and collective accountability by stewarding our resources well and cultivating an awareness of our responsibility for the environment and the communities around us.
Respect and Inclusivity: We demonstrate our inclusivity by promoting equality in the opportunities we offer, in the right of everyone to contribute and by cultivating a safe community rooted in a culture of mutual respect.
Knowledge and Excellence: We aspire to stimulate keen scholarship and the pursuit of academic excellence by providing the highest standards of teaching, learning and research and by continuously improving on our performance.
The Skills for Growth programme is fully-funded by the European Social Fund as part of Greater Manchester Combined Authority’s three-year plan to plug skills gaps identified by employers across different sectors in the city-region.
The Coach in Running Fitness (CiRF) qualification is designed for those who want to get involved in coaching runners over the age of 12 that take part in non track based activities e.g. road, fell, cross country or multi terrain events.
This qualification enables learners to develop knowledge and understanding of child development, education and care, which will allow them to progress to study in further education or higher education, or join the workplace as an apprentice.
PTLLS is a teacher training qualification for those new to teaching / training industry or wanting to start out as associate teachers, or currently teaching. Learn More Academy has been delivering the Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) or newly branded AET course.
We develop excellent teachers who are resilient, critical, and reflective classroom practitioners. You will benefit from the university’s commitment to inclusivity, diversity and serving disadvantaged communities. The well-structured curriculums and placement-based training prepare trainees well ...
© 2024 coursetakers.com All Rights Reserved. Terms and Conditions of use | Privacy Policy