Secondary Design and Technology: Food, Textiles and Product Design with QTS - PGCE

Program Overview

This PGCE in Secondary Design and Technology (Food, Textiles and Product Design) equips aspiring teachers with the skills and knowledge to inspire students and promote the integration of design, practical skills, and subject understanding. The program emphasizes professional development, pedagogical practices, and hands-on school experience to prepare graduates for successful teaching careers in secondary schools. It is accredited by Ofsted and features collaborations with partner schools for practical training.

Program Outline

Degree Overview:

This PGCE in Secondary Design and Technology (Food, Textiles and Product Design) is designed for individuals who aspire to become inspiring teachers capable of blending practical skills with in-depth knowledge and understanding. The program aims to equip students with the necessary skills and knowledge to become committed, confident, and creative teachers.

Objectives:

• To develop students into capable and articulate teachers who can inspire children to combine designing and practical skills with in-depth knowledge and understanding.
• To equip students with the skills and knowledge to share their passion for the subject.
• To ensure students meet the nationally agreed competences - the Teachers’ Standards, which all teachers must meet throughout their career.
• To support students in developing a sound understanding of research-informed pedagogies and practices.

Outline:

Content:

• The curriculum is designed by research-active subject experts and integrated between university and school-based training with input from partnership schools.
• The course explores and develops the links between designs, materials, science, nutrition, needs of the user, and the place of technology in the modern world.
• It explores how products are designed to promote the needs of sustainable manufacturing processes and food provenance.
• The course enables students to experience working in all materials, regardless of their specialization.
• School experience is varied and supports the development of knowledge across the range of subjects taught in technology departments.

Structure:

• The postgraduate course takes place over one year full-time.
• All PGCE with QTS courses commence teaching in the first week of September.
• The course features a range of modules and the opportunity to get plenty of hands-on practice in local schools with support from colleagues in the school partnership and experienced University tutors.
• Students are expected to spend two-thirds of their course in schools with the other third taking place in a University setting.

Course Schedule:

• The course commences in the first week of September.

Modules:

• Secondary Professional Studies (20 credits): This module explores the meaning of professionalism in the context of education and being a teacher.
It emphasizes the importance of continuous learning and development for teachers.
• Secondary Subject Pedagogy: Design and Technology (20 credits): This module explores the nature of the specialist subject in the context of learning and teaching in the secondary school.
It provides substantial support for professional practice in school, assessed through the School Experience modules.
• Professional Enquiry (20 credits): This module introduces active examination of professional practice in the workplace and a reflective approach to personal development.
It provides a foundation for future study modules and enables students to develop practice-based enquiry skills.
• School Experience 1 (0 credits): This module provides opportunities for students to meet the professional standards and expectations of teaching through practical, school-based experience.
Students work alongside experienced teachers and other education professionals to develop their knowledge, understanding, and skill in the classroom and the wider school environment.
• School Experience 2 (0 credits): This module follows School Experience 1 and provides opportunities for students to enhance their achievement of the professional standards and expectations of teaching through practical, school-based experience.
Students work independently, supported by experienced teachers and other education professionals, to further develop their knowledge, understanding, and skill in the classroom and the wider school environment.

Assessment:

• Progress Journal: This journal demonstrates students' progress against the ITE Core Curriculum.
It incorporates the ITT Core Content Framework (DfE, 2019) and the Teachers’ Standards.
• School Experience Modules: These modules assess students' professional practice in school.
• Subject Knowledge Enhancement (SKE) Course: This course may be required for some students before starting the PGCE course.

Teaching:

• The curriculum is designed by research-active subject experts.
• The course is integrated between university and school-based training with input from partnership schools.
• Students receive support from subject mentors in their schools and personal development tutors at the University.
• The course features a range of modules and the opportunity to get plenty of hands-on practice in local schools.

Careers:

• The course offers excellent employment prospects due to the high demand for design and technology teachers.
• Students will be well-prepared for teaching roles in secondary schools.
• The course provides flexibility for students when searching for a teaching job.

Other:

• The University is a key source of new teachers to schools across the West Midlands region.
• The course includes Intensive Training and Practice (ITaP) experiences to strengthen the links between evidence-based theory and classroom practice.
• The course includes placements in at least two different schools and visits to other educational establishments, including a primary school and/or a post-16 setting.
• Students have subject and professional mentors in school who guide and support their studies and provide feedback.