EP909-0 PGCE Secondary Subject Studies: Geography
Introductory description
Blended model of distance learning, workshops and seminars within the university and at school-based “Subject Hubs of Excellence”. Equivalent to 60 hours.
Module aims
- To enable students to become effective, competent and professionally aware secondary teachers of Geography in secondary school. 2. To provide students with overview of developments in teaching and learning in Geography. 3. To maintain, refine and expand students' subject knowledge in Geography appropriate to teaching secondary learners. 4. To ensure students know and are able to apply an appropriate range of teaching and learning styles and strategies. 5. To ensure students understand pupils' achievements and difficulties and can respond effectively to their individual needs. 6. To ensure that students who are recommended for QTS meet all the national statutory requirements and Teaching Standards for qualified teacher status.
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.
The Secondary PGCE Subject Studies module has been developed to support the professional
practice of students, as undertaken in their school setting, as they work towards meeting the
Teachers’ Standards. It is designed to heighten students’ awareness of the pedagogy of their
subject area and enable them to adopt a range of approaches and strategies to ensure that their
teaching is sufficiently diverse to challenge or support as appropriate. It is also designed to ensure
that students have a broad understanding of issues in their subject(s), beyond those they may
encounter in their school setting. This will enable them to combine theory with practice and
systematically evaluate and reflect on action taken, thus ensuring that students (trainee teachers)
emerge from their PGCE as effective, competent and professionally aware educators in their
subject area.
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 Geography.
- LO2 Identify and critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of Geography.
- LO3 Actively engage with and critically analyse current theories and practices in teaching Geography.
- LO4 Explore a range of relevant educational themes within the context of teaching Geography, including: inter- cultural awareness and cultural entitlement.
- LO5 Demonstrate the acquisition of and critical engagement with practical classroom skills.
- LO6 Critically reflect on the knowledge and appropriate pedagogic skills and knowledge needed for a rigorous and innovative approach to teaching Geography.
Indicative reading list
The reading list held by the University Library (via Tallis Aspire) will be kept up to date in
accordance with developments in the subject area.
Leat D. (1999) Thinking through geography. Chris Kington Publishing,Cambridge.
Lambert, D. and Jones, M. (2013) Debates in Geography Education, London: Routledge.
Bell, D. (2005) ‘The Value and Importance of Geography’ Teaching Geography Volume 30 Number
1 Spring
Lambert, D. and Morgan, J. (2010) Teaching Geography 11-18: A Conceptual Approach.
Maidenhead: Open University Press.
Morgan, J (2005) Geography : teaching school subjects 11-19, London : Routledge
OFSTED (2006) The Annual Report of Her Majesty’s Chief Inspector of Schools 2004/5. Geography
in Secondary Schools
Geographical Association. 2013. Geographical Association - website. [ONLINE] Available at:
http://www.geography.org.uk/. [Accessed 03 June 2013].
UK Gov. 2013. Behaviour4Learning. [ONLINE] Available at:
http://webarchive.nationalarchives.gov.uk/20101021152907/http:/www.behaviour4learning.ac.u
k. [Accessed 03 June 2013].
Think Global; the development education association. 2013. Global Dimension: the world in your
classroom. [ONLINE] Available at: http://www.globaldimension.org.uk/. [Accessed 03 June 2013].
Geographical Association - Teacher Education (GTIP). 2013. Geographical Association - Teacher
Education (GTIP). [ONLINE] Available at: http://www.geography.org.uk/projects/gtip. [Accessed
03 June 2013].
Subject specific skills
.
Transferable skills
.
Private study description
No private study requirements defined for this module.
Costs
No further costs have been identified for this module.
Students can register for this module without taking any assessment.
Assessment group A1
| Study time | Eligible for self-certification | ||
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Assessment component |
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| Non-assessed module | Yes (extension) | ||
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This module is not assessed for academic credit as it only contributes toward the recommendation for the award of QTS. |
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Reassessment component is the same |
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Feedback on assessment
Ongoing formative feedback provided by Subject Mentors in schools. Students will self-assess
their subject knowledge via an ongoing auditing process. University Teaching Fellows will provide
formative feedback on tasks as and when appropriate. Summative feedback is provided by school
Mentors at regular Assessment Points and by University Teaching Fellows in tutorials.
Courses
This module is Core for:
- Year 1 of TIEQ-X34W Postgraduate Certificate in Education (Secondary) School Direct
- Year 1 of TIEQ-X34Y Postgraduate Certificate in Education (Secondary) School Direct Salaried
- Year 1 of TEPQ-X357 Postgraduate Certificate in Education (Secondary): Geography