All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. We advise applicants to monitor http://www.education.gov.uk/get-into-teaching
A Disclosure and Barring Service Check and DfE Fitness to Teach test are also required.
The Faculty of Education's secondary education provision has been rated 'outstanding' by Ofsted and is based on an effective partnershipship structure and wide range of subject disciplines.
Our PGCE History encourages a thoughtful, reflective and critical approach to the teaching of history in the secondary school. Devised jointly by history education specialists at Manchester Metropolitan University
and history mentors in school, it reflects both changes and debates at a national level.
Practising history teachers make valuable contributions to university sessions. There is an important emphasis upon an inclusive approach to teaching, including attention to gender, ethnic and cultural diversity.
From September 2014 this course will be based at our £139 million new academic building at Birley Fields, All Saints, Manchester. Further details at http://www.mmu.ac.uk/education/birleyfields
There is an emphasis upon the quality of pupils' learning. Your practical experience and appolication are given depth and coherence through a consideration of theoretical and educational issues, to enable you to gain knowledge and understanding of the school context, the pupil and the secondary classroom.
You will have opportunities to develop:
The ability to devise and implement programmes of study, lessons and activities which are appropriate to the needs of pupils learning history
Knowledge and understanding of the nature of history and rationale for teaching and learning of history within the secondary school context
Knowledge and understanding of the content of the secondary school history curriculum, including aims and objectives of teaching history (key stage 3, key stage 4 and post-16)
The ability to employ a wide range of imaginative and appropriate teaching styles across the 11-18 age range, allowing for a variety of learning styles and experiences
The ability to communicate effectively with all pupils and to recognise the significance of language as the prime medium for learning within the history classroom
You will develop awareness of the need to contribute to pupils' personal, social, moral, spiritual and cultural development
This course recognises that you are at the beginning of your professional development and that the starting point for each individual trainee will be different. The pace of development of understanding and skills (academic, pedagogical and practical) will vary from trainee to trainee, so individual targets will be set in regular reviews with tutors and mentors.
A blended learning approach to your studies will enable you to engage in structured online discussions and to develop your ICT skills.
We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.
You will engage with current educational issues and recent and relevant research in order to further develop your understanding and to generate challenging and lively debate.
There will be a focus on:
Promoting an inclusive learning and teaching environment
Working in multi-professional teams
Creating a climate for learning in the classroom
Learning and teaching strategies
Managing students' behaviour
Planning and evaluating students' learning
Developing knowledge and understanding of teachers' professional responsibilities
There will be a brief introduction to learning across the Humanities curriculum.
This course has an excellent reputation and is highly regarded by employers. Most of our trainee teachers go on to employment as specialist history teachers in secondary schools, teaching the subject to GCSE and A/AS level.
As part of this PGCE you will gain 60 Masters Level credits (one third of a Masters Degree) which can be used as a stepping stone to higher academic and professional awards and career development. Our flexible, part-time continuing professional development programme includes:
MAs in Education, Educational Leadership and Management and Inclusive Education and Special Educational Needs.
Opportunities to study to PhD level at our Education and Social Research Institute, ranked in the UK top 10
School placements are central to the course. As an intending teacher you will begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. You will begin to understand the inter-relationship between the school and its community.
Placements will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges. The Enrichment Phase also offers placements in settings other than schools.
. Experience in a wide range of schools and colleges from urban to rural
. Course includes 60 M-Level CATS points, or one third of a Masters degree
. Contributions to university sessions made by practising History teachers
. Access to NQT alumni support in your first year of teaching
You will normally have an undergraduate honours degree awarded by a UK university, or an equivalent higher education qualification. All subjects normally require a minimum of a 2:2 classification. Evidence is required of relevant experience in a UK secondary school. You will also need GCSEs at grade C or above in English Language and Mathematics at the point of application.