Institute of Education PGCE Secondary Education: Social Sciences Course Guide

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1 Institute of Education PGCE Secondary Education: Social Sciences Course Guide September

2 About this guide This is your course guide. It provides the basic but fundamental information about your course of study. This guide is yours for the duration of the course, we don t re-issue it annually and if any information contained within were to change then we will write to you to explain so. In particular, if any important aspects relating to your modules were to change then we will inform you in accordance with the Code of Practice for the Management of Changes to Modules and Courses. The teaching and support teams which you will get to know over time will refer to this guide it will be useful to you and we advise you to make good use of it throughout your studies. The Course Guide should be read in conjunction with the more general sources of information which relate to all students at the University. The Student Handbook is a very detailed reference point for all issues relating to your studies which aren t specific to just your particular course. You might also want to refer to the Student Charter; the University s Policies and Regulations and the University Assessment Handbook documents which will provide you with all of the information that we think you will need for your period of study here. If you need additional information, or you simply want to discuss elements of any of these documents or other aspects of your course, find that there is something you need to know, please contact your Faculty Student Services: Faculty Student Services We can help with the administration and organisation of your time at University from enrolment and module registration, tuition fee enquiries, attendance support, course management and lifecycle queries, extenuating circumstances, leave of absence, transfers and changes, assignment submission, SAMs appointments, assessment and result queries, right through to Graduation. You can also come and talk to us for impartial advice and support if things are starting to go wrong and you re not sure who else to talk to. The main thing to remember is that you are not alone. We see large numbers of students over the course of a year on a variety of issues, so please don t be afraid to approach us. We are here to ensure that your transition into Higher Education is as smooth as possible. Normal office opening hours are Monday-Friday 08:45-17:00. You can contact us through the e:vision help desk, by phone or in person or by Faculty of Education Health and Wellbeing (City Campus) Faculty of Education Health and Wellbeing (Walsall Campus) The Millennium City Building MC 125 The Jerome K Jerome Building WA 005 (01902) FEHWStudentServices@wlv.ac.uk (01902) FEHWStudentServices@wlv.ac.uk Faculty of Education Health and Wellbeing (Burton Campus) Burton Centre (01902) FEHWStudentServices@wlv.ac.uk Help and Advice is also available from Student Support & Wellbeing Contact us at the Alan Turing Building MI 001 for all enquiries and referrals Services operate at all campuses by appointment. (01902) (01902) ssw@wlv.ac.uk money@wlv.ac.uk Welcome from the Course Leader On behalf of the teaching and support teams from PGCE Secondary Education: Social Sciences course, I would like to extend to you a very warm welcome to the University of Wolverhampton, and in particular your

3 campus. My name is Peter Taylor and I am the course leader for your PGCE Secondary Education: Social Sciences course and alongside your personal tutor, will be your main point of contact over the duration of your studies. My contact details are below please don t hesitate to get in touch if you need any support or guidance. The successes which you will achieve whilst at the University are based upon a partnership between the expertise and support from the staff here and the effort you put into learning. We welcome students who are eager to think for themselves, to take control of their own learning and who are ready to get involved in developing the skills required in a highly competitive job market. Make the most of the wide range of opportunities available to you. Studying at University can be difficult, and for many of you the transition into University life will be challenging. However we will support you throughout your course, particularly whilst you develop into an independent learner over the course of your first year with us. We believe it is important that you are encouraged to make your own contribution to the effective operation and development of your chosen course. We hope that you might consider acting as a Course Representative during some of your time with us to help the University continue to improve your experience. I would like to wish you every success with your studies. We look forward to working with you and hope that you enjoy your time with us. Peter Taylor Course Management and Staff Involvement Role Name Specialism Tel. Ext. Room Head of Department Mrs Fay Glendenning fay.glendenning@wlv.ac.uk 3151 WN332 Course Leader Mr Peter Taylor P.W.Taylor@wlv.ac.uk 2805 WE104 Educational Aims of the Course The Postgraduate Certificate in Education (PGCE) Secondary Education Social Sciences (14-19) provides a high standard of education and training for those preparing to take up a teaching post in the secondary school sector. The course reflects the specific and precise quality frameworks established by the relevant national government agency, and complies fully with the relevant standards framework. The PGCE Secondary Education Social Sciences (14-19)is specifically designed to ensure that those who are successful can be recommended to the relevant professional body for the award of Qualified Teacher Status (QTS) - the professional award required by all those who wish to teach in a maintained school. Social sciences is an exciting secondary school curriculum subject. It covers topics such as: sociology (socialisation, culture, identity, social differentiation, power, stratification, education, family, health, work, poverty, welfare religion, globalisation, media, crime, research methods); health and social care (human growth and development, communication and values, positive care environments, social aspects and lifestyle choices, activities for health and well-being, public health, meeting individual needs, promoting health and well-being, investigating disease, using and understanding research, social issues and welfare needs, understanding human behaviour); and personal, social, health and economic education. As a trainee you will learn how to teach social sciences to pupils in the age range within the secondary age phase, with additional experience in the age range and primary enhancements. You will learn how to develop skills, knowledge and understanding for teaching social sciences through a combination of university-led and school-led training. The course has also been designed to develop secondary school teachers who will be:

4 empathetic and committed to pupils learning; critically reflective and reflexive; enthusiastic and innovative; open-minded and research-aware capable of engaging in collaborative inquiry and practitioner research flexible and creative decision-maker The course will also help a trainee to develop as a teacher who understands the link between subject knowledge and the curriculum knowledge needed to teach his/her their subject. Equally we seek to develop teachers who understand the needs of the individual pupil and the school community in which they will work. Trainee teachers who are recommended for the award of QTS will be well-placed to obtain employment in schools. The level 7 credits gained can be built on, through further study, to gain a Postgraduate Diploma in Education or a Master s Degree in Education. What makes this programme distinctive? Why Wolverhampton? The University of Wolverhampton is one of the West Midlands largest providers of teacher education, with many of our graduates going on to work within the conurbation. Our tutors are all experienced teachers who have worked with our partnership and family schools for many years. We are proud of our long-standing tradition of training teachers of Early Years, Primary, Secondary and Post Compulsory Education. Access to high quality, bespoke subject knowledge enhancement courses, Access to free Professional Skills Test Support. High quality learning facilities, including well equipped teaching rooms, cutting edge learning spaces, lecture theatres and a social learning environment. A clear progression to Master s degree study, with opportunities to build on postgraduate credits to embark upon further study following successful completion of the course, including a fully tailored Newly Qualified Teacher module that can be completed during your induction year. Access to leading research in the field of Education that enables trainees to develop as reflective practitioners. What do Ofsted say? The University of Wolverhampton provision is particularly effective in developing highly professional teachers with the skills to reflect critically on the quality of their teaching in order to improve it. They are valued highly by the schools, colleges and other settings where they secure employment in the region. The university has an excellent reputation that enables it to build strong partnerships across the region to support high-quality teacher training and educational improvement. Employment rates in all phases are high, with many former trainees working in the region. Ofsted (2013), Initial Teacher Education Inspection Report, London: Ofsted Course Structure September (Full-Time)

5 Module 7SE013 Title Professional Practice and Qualified Teacher Status Credits Period Type Module Leader 0 SEM1 Core Sue Giacoletto 7SE015 Subject Specific Learning and Development 20 SEM1 Core Sean Starr 7SE017 Professional Standards for Teachers 2 0 INYR Core Sue Giacoletto 20 SEM2 Core Peter Taylor 7SE014 Professional Learning and Development for Teachers 20 INYR Core Mike Rickhuss Course Learning Outcomes

6 Learning Outcome PGCE Course Learning Outcome 1 (PGCECLO1) "Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, in secondary Social Sciences teaching with a conceptual understanding that enables the student: (a) to evaluate critically current research and advanced scholarship in the discipline (b) to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses." PGCE Course Learning Outcome 2 (PGCECLO2) "Demonstrate a comprehensive understanding of techniques applicable to your own research or advanced scholarship and ability to continue to advance your knowledge and understanding, and to develop new skills to a high level in secondary Social Sciences teaching." PGCE Course Learning Outcome 3 (PGCECLO3) "Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in secondary Social Sciences teaching." PGCE Course Learning Outcome 4 (PGCECLO4) "Ability to deal with complex issues in secondary Social Sciences teaching both systematically and creatively, make sound judgements in the absence of complete data, and communicate your conclusions clearly to specialist and nonspecialist audiences." PGCE Course Learning Outcome 5 (PGCECLO5) "Demonstrate self-direction and originality in tackling and solving problems, in Secondary Social Sciences teaching, and act autonomously in planning and implementing tasks at a professional or equivalent level." PGCE Course Learning Outcome 6 (PGCECLO6) Demonstrate the qualities and transferable skills necessary for employment in secondary Social Sciences teaching requiring: (a) the exercise of initiative and personal responsibility (b) decisionmaking in complex and unpredictable situations (c) the independent learning ability required for continuing professional development. Contributing Modules 7SE013 Professional Practice and Qualified Teacher Status 7SE014 Professional Learning and Development for Teachers 7SE015 Subject Specific Learning and Development 7SE017 Professional Standards for Teachers 2 7SE014 Professional Learning and Development for Teachers 7SE015 Subject Specific Learning and Development 7SE013 Professional Practice and Qualified Teacher Status 7SE014 Professional Learning and Development for Teachers 7SE015 Subject Specific Learning and Development 7SE017 Professional Standards for Teachers 2 7SE013 Professional Practice and Qualified Teacher Status 7SE014 Professional Learning and Development for Teachers 7SE015 Subject Specific Learning and Development 7SE017 Professional Standards for Teachers 2 PSRB None

7 Employability in the Curriculum Trainee teachers undertake a minimum of 120 days training in school as part of this course. Successful completion of the school placement modules leads to recommendation for Qualified Teacher Status (QTS). Trainee teachers recommended for the award of QTS will be well-placed to obtain employment in schools as qualified teachers. Teaching, Learning and Assessment The assessment requirements of the course are based on the need for trainees to demonstrate that they have reached the standards required for Qualified Teacher Status (QTS) and the academic standards required for the award of PGCE. The assessment methods will include; Written assignments and presentations to tutors and peers to demonstrate secure subject knowledge and understanding, the ability to undertake research and the ability to reflect critically on their own teaching practice; Completion of school-based activities to demonstrate the ability to observe and research into classroom practice; Two sustained periods in school undertaking the full range of the teacher s duties and taking increasing independent responsibility for organising and managing teaching and learning across all of the specified secondary age groups for which they are being trained. Also, there will be a report on a short placement in a primary school; Compilation of evidence files; Record of Professional Development. The PGCE Secondary Education Social Sciences (14-19) employs a wide range of learning and teaching methods, including formal lectures, small group seminars and practical workshop sessions. All will provide examples of good practice in teaching, which you will reflect upon as you develop your own teaching styles. Much of your training will take place in school with teaching practice and regular professional dialogue with your school-based tutor. You will need to be able to learn from experience and to identify your own needs in this setting You will be expected to participate actively in your own learning and development. Reading is an essential part of the process and you will be given directed reading to inform taught sessions and wider reading to develop your knowledge and understanding. This course requires you to develop skills as a reflective practitioner. You will be encouraged to think and write reflectively at all times in a focused and disciplined manner. You will be required to keep field notes in school and these will provide a key source of information for your assessed assignments. Reference Points Quality Code - Part A: Setting and Maintaining Academic Standards. Including : Qualifications Frameworks Characteristics Statements Credit Frameworks Subject Benchmark Statements - list Quality Code - Part B: Assuring and Enhancing Academic Quality University Policies and Regulations

8 Equality Act (2010) This course is subject to the National College for Teaching and Leadership (NCTL) statutory guidance and accompanying advice. Initial Teacher Training Criteria and Supporting Advice (DfE, February 2017) Initial Teacher Training Criteria and Supporting Advice The recommendation of Qualified Teacher Status (QTS) is subject to meeting the Teachers Standards. These standards set the minimum requirements for teachers practice and conduct. Teachers Standards (DfE, 2011) Teachers' Standards Initial Teacher Training Courses are subject to inspection by the Office for Standards in Education (OFSTED). Ofsted Handbook (Ofsted, September 2015) Ofsted Initial Teacher Education Inspection Handbook Academic Regulations Exemptions Section Exemption for delivery outside the standard University Academic Calendar in order to enable completion of 120 days on placement. Section Exemption in accordance with the standards required for Qualified Teacher Status (granted by the National College for Teaching and Leadership). There will be no automatic right to a second attempt for any failed assessment components. Section Exemption in accordance with Professional Body (National College for Teaching and Leadership) requirements for Qualified Teacher Status (QTS) with no right to repeat practice modules (repeats will be allowed for theory modules); 7SE013 Professional Standards for Teachers 1 (0 credits) 7SE017 Professional Standards for Teachers 2 (0 credits). Effective date: September APPROVED Support with your studies University Learning Centres are the key source of academic information for students providing access to: Physical library resources (books, journal, DVDs etc.) Study areas to allow students to study in the environment that suits them best: Social areas, quiet and silent areas. A wide range of online information sources, including ebooks, e-journals and subject databases Academic skills support via the Skills for Learning programme Students on campus can attend workshops or ask for one-to-one help on a range of skills such as academic writing and referencing. Dedicated Subject Pages to enable you to explore key online information sources that are recommended for their studies. Physical access to local libraries both in UK and overseas via SCONUL and WorldCat agreements We also strongly advise you to download to MyWLV student app. MyWLV is a single point of personalised access to the variety of systems the University offers. This includes pulling through relevant information (e.g. deadlines, timetables) and linking to underlying systems.

9 Course Specific Support General University support: University Learning Centres are the key source of academic information for students. Learning Centres provide physical library resources (books, journal, DVDs etc.) and offer a range of study areas to allow students to study in the environment that suit them best: Social areas, quiet and silent areas. Learning Centres also provide access to wide range of online information sources, including ebooks, e-journals and subject databases. Learning Centres also provide students with academic skills support via the Skills for Learning programme. Students on campus can attend workshops or ask for one-to-one help on a range of skills such as academic writing and referencing. Students can access a range of online skills material at: The University Student Support website offers advice on a variety of matters (careers, counselling, student union advice, etc.) Students can also access these services by booking appointment with the SU, careers, counselling services, etc. Course Specific Support Students will be supported by a university subject tutor during the course. Whilst on placement in school students will also be supported by a school-based mentor and professional tutor. Contact Hours In higher education, the term contact hours is used very broadly, to refer to the amount of time that you spend learning in contact with teaching or associated staff, when studying for a particular course. This time provides you with the support in developing your subject knowledge and skills, and opportunities to develop and reflect on your own, independent learning. Contact time can take a wide variety of forms depending on your subject, as well as where and how you are studying. Some of the most common examples are: lectures seminars tutorials project supervisions demonstrations practical classes and workshops supervised time in a studio/workshop fieldwork external visits work-based learning (including placements) scheduled virtual interaction with tutor such as on line, skype, telephone In UK higher education, you as the student take primary responsibility for your own learning. In this context, contact time with teaching and associated staff is there to help shape and guide your studies. It may be used to introduce new ideas and equip you with certain knowledge or skills, demonstrate practical skills for you to practise independently, offer guidance on project work, or to provide personalised feedback. Alongside contact time, private or independent study is therefore very significant. This is the time that you spend learning without direct supervision from, or contact with, a member of staff. It might include background reading, preparation for seminars or tutorials, follow-up work, wider practice, the completion of assignments, revision, and so on.

10 Course Specific Health and Safety Issues Health and Safety: Students are reminded to view the University Health and Safety Policy. It is important to remember that it is the duty of all staff/students to take reasonable care for their own health and safety and for the health and safety of other persons who may be affected by their acts or omissions. DBS: As you may be aware your course includes practical and/or work placements which require contact with children or vulnerable individuals. As part of the enrolment process you are therefore required to undergo an enhanced DBS check, formerly known as a Criminal Records Bureau (CRB) check. This check also searches the children and/or vulnerable adult barred lists to see if you are barred from working with these groups. The process is online and you will be required to pay 44 in advance to the University, in addition to 6 at a Post Office for the identification check. More detailed information regards payment and processing your application, including access to the full user guide has been shared with you in e:vision. Please refer to your e:vision my tasks to complete the requirements in full. Medical Clearance: There is a requirement to complete an Occupational Health declaration. Please refer to your e:vision my tasks to complete the requirements. Course Fact File Hierarchy of Awards: Postgraduate Certificate in Education Secondary Education: Social Sciences Graduate Certificate Secondary School Teaching Graduate Certificate Secondary Teaching Studies University Statement of Credit University Statement of Credit Course Codes: SE079P01UV University of Wolverhampton Full-time 1 Years UCAS Code: Awarding Body / Institution: School / Institute: Category of Partnership: Location of Delivery: Teaching Institution: 2VBW University of Wolverhampton Institute of Education Not delivered in partnership University of Wolverhampton University of Wolverhampton Published: 22-Sep-2017 by David Swann