Introductory description

Students must complete this subject-specific module of the PGCE (Secondary, all variants) during the PGCE SCITT programme. This module is weighted with 30 CATs towards the award of PGCE; it is approved for APL towards agreed MA programmes. The module is delivered via blended model of learning, workshops and seminars within the university and supported by school placement based training from school partner staff. University sessions will be themed around issues in subject studies, subject specific pedagogies and Post-Graduate study skills. Teaching time for this module is equivalent to 50 hours of teaching, with seminars, school-based learning and workshops.
Students follow a programme of organised activities within their specialist subject groups on campus. This is supplemented by subject knowledge development directed activities and reading.
The exact format may change year on year, in response to government policy and national priorities but University contact time amounts to not less than 6 full days.
Typical activities include lectures, workshops, seminars, practical demonstrations, external visits, field trips and work-based learning. Exact provision will vary between subjects, based on their differing requirements and signature pedagogies. Learning is supported by time on school placement where students develop subject knowledge under the one-to-one guidance of a Subject Mentor (a qualified teacher within their subject specialism).

The current assessment method for this module is:
Summative 1 x 3000-word assignment (80%)
1 x Academic poster equivalent to 1500 words (20%)

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Students will be expected to engage critically and analytically with a range of theories and models which underpin effective teaching and learning in their subject. They will develop the skills, knowledge and understanding required to be an effective subject teacher and to recognise the impact this has on pupil progress in their area of expertise.
The module will be University-led but supported by SCITT partners. Students develop their subject pedagogy within their placement school(s) under the guidance of an experienced Subject Mentor, while the University-led sessions are designed to encourage students to explore the links between theory and practice. Students will gain insight into wider issues surrounding education and explore their particular subject area of expertise, its importance nationally and their own personal philosophy for/approach to teaching in that field. .

During the course of this module, students will develop a vision for outstanding learning and teaching in their area of expertise that will underpin their practice on teaching placements. This will be aided by a critical awareness and understanding of:

• Theories of cognitive development
• Their specialist subject’s position within the national landscape (i.e. National Curriculum)

This module offers students the opportunity to attend lectures, seminars and workshops designed to challenge and re-focus beliefs and attitudes towards learning and teaching.

All students will be introduced to skills and techniques to support their development as reflective practitioners and will gain access to a wide variety of pedagogic styles and innovative methods for learning and teaching. Links between professional enquiry and students' subject specialism(s) will be emphasised, thereby ensuring that all students embrace the concept of a connected curriculum.

Learning outcomes

By the end of the module, students should be able to:

• LO1 Show understanding of recent and current developments in teaching and learning in their area of expertise
• LO2 Identify and critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of their area of expertise.
• LO3 Actively engage with and critically analyse current theories and practices in pedagogy and methodology in their area of expertise.
• LO4 Critically reflect on the knowledge and appropriate pedagogic skills and knowledge needed for a rigorous and innovative approach to teaching in their area of expertise.
• LO5 Present a well-reasoned and appropriately substantiated argument, drawing on evidence from a variety of sources and synthesising ideas as appropriate.

Indicative reading list

An illustrative list is:
Abbott, I., Huddleston, P. & Middlewood, D. (Eds) (2019) (Fourth Edition) Preparing to Teach in Secondary Schools: a student teachers’ guide to professional issues in secondary education. London: Open University Press.
Dillon, J. & Maguire, M. (2007) Becoming a Teacher, Third Ed. McGraw Hill.
Hopkins, D. (2002) A teacher's guide to classroom research, Open University Press.
Jordon, A., Carlile, O. & Stack, A. (2008) Approaches to Learning, Open University Press.
Sharp, J. (2009) Success with your Education Research Project, Learning Matters.

Subject specific skills

Through completing this module, students will develop their knowledge and understanding of the National Curriculum and developments in teaching and learning within their subject area of expertise.
The teaching sessions and the assessments are designed to encourage students engage critically with current theories and practices in the pedagogy of their subject expertise. Students can develop the skills to critically reflect on their own practice as well as that observed in their placement schools. Critical reflection on practice can help students to become effective and competent secondary teachers in their area of expertise. This can in turn increase students' employment opportunities.

Transferable skills

The teaching sessions and the assessments are designed to enable students develop their knowledge, understanding and skills of secondary teaching within their subject specialism. Through completion of this module, students can develop range of transferable skills including critical thinking, academic writing, collaboration and problem-based learning. Additionally, the poster presentation for this module can help students develop their presentation and communication skills through engagement in a professional discussion with academic staff and other students.