PGCE - Secondary Design & Technology QTS We believe that Design and Technology (D&T) is a key part of the curriculum and one of the most relevant subjects in our constantly developing world. The diverse nature of D&T means that you will be in a position to inspire your pupils to explore many cross-curricular educational pathways, giving them the opportunity to be creative, ethical designers of the future. You will develop a range of skills across all focus areas of Design and Technology, by being involved in projects working with textiles, wood, plastics and metal. Health and Safety training is also an important feature of the pathway as are safe working practices in workshops, kitchens or with machinery. Planning, organisational skills, problem-solving and collaboration are amongst the many skills pupils develop an excellent D & T teacher, and these are directly attributable to the world of work or higher education study. As part of the Science and Technology Area of Learning and Experience, you will be supported in delivering effective D & T lessons across the secondary age range, including the exam groups.
The programme is full-time over 36 weeks. Broadly, the programme comprises 12-weeks of university-based provision and 24 weeks based in school. Level 6 Modules Cycle 3 Core Studies: The Learner: who am I teaching? (30 credits; compulsory) This module places the child/pupil at the centre of the programme. Understanding how a pupil learns, based on theories of learning, practice-related evidence and the place of health and wellbeing, is fundamental to effective teaching and learning. This module challenges assumptions and beliefs related to cultural diversity and the expectations of a normative model of child development. This module also positions the teacher as a professional by considering safeguarding, child protection, contractual, pastoral and legal responsibilities. The assessment component for this module is a written assignment (100%; equivalent to 5000 words). Cycle 3 Professional and Pedagogic Studies: Leading the Learning: what, how and why am I teaching? (30 credits; compulsory) Housed in this module is the explicit development of phase appropriate subject-knowledge and pedagogic content knowledge needed to effectively teach the curricular content of each area of learning and experience. The module also explores the complex nature of the learning environment and the skills needed to manage learners, resources and other adults. The principles of planning, teaching and assessment for learning will be secured, and practical application evaluated. It is in this module that the two aspects of intellectual and experiential learning come together in the classroom and students are supported in their professional teaching experience by practicing teachers, peers and university-based tutors. The assessment component for this module is a portfolio (100%; equivalent to 5000 words). Level 7 Modules Core Studies: Learners, Schools and Communities: where am I teaching? (30 credits; compulsory) In this module, graduates study the importance of place and context; local and national. The transformative teacher looks beyond the classroom to the community where learners lead their lives and seeks to influence development in both. This means understanding the diverse nature of a community; the effect of poverty and social deprivation and how to use data to understand these issues further. The assessment components for this module are an individual video (50%; 10 minutes) and a written report (50%; 2,500 words). Professional and Pedagogic Studies: Researching the Learning: what, how and why am I teaching? (30 credits; compulsory) In this module, the four dispositions of the research-ready teacher are explicitly explored: being sceptical; being ethical; being a skilled researcher, and being part of an enquiring profession. Student teachers join with practising teachings to form communities of inquiry where real life problems are identified in the classroom and researched through a close-to-practice approach. Different methodologies will be explored including lesson study, case study and small-scale action research. The assessment component for this module is a research project (100%; 5000 words, with 1000 word equivalent allocated to the Ethics Form).
The programme offers 60 credits at Masters level and 60 credits at Graduate Level. These are awarded on successful completion of module assessments which include: • Case studies • Portfolios • Video presentation • Research Project All assessments are closely linked to practice and are designed to offer you the opportunity to develop teaching and learning that has a positive impact on children and young people. Award of QTS Qualified Teacher Status (QTS) is awarded to those student teachers who have fully met the professional teacher standards for QTS. http://learning.gov.wales/resources/collections/professional-standards?lang=en This aspect of the programme is assessed through a portfolio of evidence and a professional dialogue with a specialist mentor and tutor. The Education Workforce Council (the statutory body for teachers in Wales) has a very useful website: www.ewc.wales
Qualified teacher status (QTS)
To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:
How to apply
This is the deadline for applications to be completed and sent for this course. If the university or college still has places available you can apply after this date, but your application is not guaranteed to be considered.
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- SA1 Waterfront Campus, Swansea
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Points of entry
The following entry points are available for this course:
- Year 1
Undergraduate Degree Applicants are required to hold a good honours degree (2:2 minimum) in an area related to chosen secondary subject. GCSE qualifications Grade B or above in GCSE English Language OR English Literature and GCSE Mathematics . Student teachers studying to teach in Welsh medium schools will also need a GCSE grade B or above in Welsh Language Or Welsh Literature (first language). Equivalence workshops and tests are available for those with Grade C GSCE in English Language, Mathematics and Welsh. A-Levels/Level 3 Vocational Qualifications If applicants do not hold an undergraduate degree in a curriculum subject, successful study at appropriate higher levels must be evidenced. Work Experience You should be aware of the realities of being a teacher and life in a classroom and so we ask for recent and relevant experience in a secondary educational setting. This may be through employment or volunteering in a school and should be for a minimum period of two weeks. Gaining experience in a school classroom will help to strengthen your application and better critically inform your personal statement. It will also prepare you for our selection process and give you some experience from which you can draw in your interview. Disclosure and Barring Service (DBS) If accepted onto our programme, you will be required to obtain a clear enhanced DBS (Disclosure and Barring Service formerly known as CRB, Criminal Records Bureau) clearance check as soon as possible. There is a fee associated with the service and you should ensure that you opt for the 'update' service For further information please contact PGCE secondary admin: 01792 482111 at [email protected]
Additional entry requirements
Criminal records declaration (DBS/Disclosure Scotland)
The student satisfaction data is from students surveyed during the Covid-19 pandemic. The number of student respondents and response rates can be important in interpreting the data – it is important to note your experience may be different from theirs. This data will be based on the subject area rather than the specific course. Read more about this data on the Discover Uni website.
Fees and funding
No fee information has been provided for this course