Introductory description

All PGCE Modules are created in line with current statutory requirements (for example DfE (2020) Core Content Framework) but an ambitious curriculum focused on the Warwick Teacher Values is always the starting point and aspiration. This includes a focus on Intellectual Curiosity, Creativity and Social Justice.
Students must complete this subject-specific module of the PGCE (Secondary, all variants) during the PGCE 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 through placement-based learning. University sessions will be themed around Subject Studies, including subject and curriculum knowledge, subject pedagogy and postgraduate study skills. Teaching time for this module is 60 hours of teaching, comprising workshops and seminars. This is supplemented by learning conducted on school placements where students apply their knowledge and skills to the classroom.

Students follow a programme of organised activities within their specialist subject groups led by subject experts. Session themes include but are not limited to:

• Subject pedagogy
• Curriculum knowledge
• Assessment of subject
• Curriculum Planning and Design
• Metacognition
• Inclusion & adaptive teaching
  Two one-to-one tutorials and one groups tutorial are provided across the year to support students with their Subject Studies academic assignments. Tutors are assigned based on subject expertise.
  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 12 full days (60 hours).
  Typical activities include lectures, workshops, seminars, practical demonstrations, external visits, field trips, work-based learning and tutorials.
  Students spend approximately 80% of their time on school placement where they 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 (60%)
  1 x 10-minute Presentation equivalent to 1500 words (40%)

Module web page

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.

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 subject pedagogy research evidence which underpin effective teaching and learning in their subject.
The module will be University-led but supported by placement-based learning in local schools. Students develop their subject pedagogy within their placement school(s) under the guidance of a trained Subject Mentor, while the University-led sessions are designed to encourage students to explore the links between research evidence, theory and practice. Connections between University sessions and school-based practice are also strengthened through the completion of placement-based learning activities and a Subject Knowledge Audit across the year. Students will gain insight into wider issues surrounding subject specialist learning 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 learning, including, but not limited to, cognitive science
• Subject pedagogy research evidence
• Their specialist subject’s position within the national landscape (i.e. National Curriculum)
  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.

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 and relevant age phase. LO2 Critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of their area of expertise and relevant age phase. LO3 Understand, critically analyse and implement current theories and practices in pedagogy and methodology in their area of expertise and relevant age phase. LO4 Critically reflect on their own practice to demonstrate appropriate knowledge and pedagogic skills needed for a rigorous and innovative approach to teaching in their area of expertise and relevant age phase. LO5 Present a well-reasoned and appropriately substantiated argument for pedagogies in the subject, drawing on evidence from a variety of sources and synthesising ideas as appropriate.

Indicative reading list

An illustrative list is:
Barton, G. (2015). Teach Now! The Essentials of Teaching: What You Need to Know to be a Great Teacher. London: Routledge
Brooks, V., Abbott, I. & Huddleston, P. (Eds) (2019) (Fourth Edition) Preparing to Teach in Secondary Schools: a student teachers’ guide to professional issues in secondary education. London: Open University Press.
Capel, S. Leask, M. and Younie, S. (2019) (Eighth Edition). Learning to Teach in a Secondary School: A Companion to School Experience. Oxford: Routledge
Dillon, J. & Maguire, M. (2011) (Fourth Edition) Becoming a Teacher. Maidenhead: Open University.
Jordon, A., Carlile, O. & Stack, A. (2008) Approaches to Learning. Maidenhead: Open University Press.
Palmer Cooper, J. (2016). The Routledge Encyclopaedia of Educational Thinkers. London: Routledge
Pollard, A. et al. (2019) (Fifth Edition) Reflective Teaching. London: Continuum International Publishing Group

Research element

The research elements of this module involve engagement with academic sources to enable students explore educational issues specific to their subject specialism.

Subject specific skills

Through completing this module, students will develop their knowledge and understanding of the National Curriculum Programmes of Study (appropriate to age-phase) 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 qualities and transferable skills necessary for employment requiring:

• the exercise of initiative and personal responsibility;
• decision-making in complex and unpredictable situations;
• the independent learning ability required for continuing professional development.
  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 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.