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The PGCE Secondary English programme is designed to meet the Standards required for Qualified Teacher Status (QTS) and to develop specialist secondary teachers in English.
It aims to do this with our Secondary Partnership Schools, many of which are situated in East London where skills of educating children in a multicultural, multilingual urban environment are paramount.
Overall the programme aims to produce effective teachers who are able to operate as reflective practitioners. To fit this description you should:
* develop your knowledge, skills and understanding of what it means to be a professional in school
* engage in practical and theoretical enquiry as a key element of your development as teachers, whereby you are expected to: * be able to review critically, using a range of research and scholastic skills, a systematic and coherent body of knowledge related to education and subject pedagogy;
* be able to evaluate critically new information, concepts and evidence from a range of sources;
* be able to exercise appropriate judgement, by applying appropriate diagnostic and creative skills, in a range of situations;
* be able to accept accountability for determining and achieving personal and/or group outcomes by reflecting on and taking responsibility for your own professional development
PGCE: Secondary English at UEL
The PGCE: Secondary English is a partnership programme. This means that it has been written and developed in collaboration with Local Authorities and local schools. The majority of the your time will be spent in schools observing, planning and teaching lessons, considering how the theory and the practice link together and, of course, working with children in classroom settings.
You will be studying in a diverse community of trainees from a range of different subjects as well as studying alongside fellow English trainees. You will take part in the Virtual Schools project which involves working as a team with fellow trainees from different subject areas to address real life issues and challenges which may arise in schools.
Many themes such as equal opportunities, bilingualism, meeting the needs of children with special educational needs etc. underpin the taught programme.
The subject studies elements of the programme focus on teaching English as a curriculum subject. These sessions aim to:
* Provide an introduction to the broad scope of English, including Media and Drama, as a curriculum subject.
* Enable you to develop high levels of teaching skills and classroom management, as well as the capacity for reflection and further professional development.
* To offer theoretical perspectives on the role of language in learning, the teaching of literacies and literature, the principles of syllabus design and evaluation, and the assessment and recording of childrens progress.
* To provide knowledge and understanding of the National Curriculum and the framework of statutory requirements.
The programme normally runs over 36 weeks from September to July. Twenty-four weeks will be spent in partner schools generally split into two separate and contrasting placements. The remaining time will be taken up in seminars, tutorials and assignment activities designed to support your professional development.
Effective learning requires a range of teaching strategies. So within the course of the year you will be engaged in seminars and workshops as well as attending more traditional lectures. These activities will additionally be supported by web-based learning.
The school placements are supported by external training visits, as well as by school based mentors.
For the award of PGCE all of the required assignments need to be passed. In order to be recommended for Qualified Teacher Status you have to demonstrate that you have met all of the Professional Standards for Qualified Teacher Status To this end there is ongoing assessment of your planning, teaching and assessment of pupils which will be logged in your QTS File which you are required to keep. The School Experience Placements are assessed by observation carried out by UEL and school-based staff.
Relevance to work/profession
The whole programme is designed around a set of Professional Standards that are nationally agreed as the first step in building an effective career in teaching. All of the assignments are professionally based and designed to assess aspects of the Standards as well as your level of academic engagement.
Each trainee has an assigned mentor in school whose role it is to support, monitor and assess you.
Application is through the Graduate Teacher Training Register (GTTR). You will need to demonstrate through the GTTR form and at interview that you:
* are an effective reader and are able to communicate clearly and accurately in Standard English, both spoken and written
* possess the appropriate personal and intellectual qualities to be a teacher
* have achieved a standard equivalent to Grade C in the GCSE examinations in English and Mathematics
* hold a first degree in an appropriate subject from a United Kingdom Higher Education Institution or an equivalent qualification.
The process of selection will involve:
* scrutiny of the GTTR form
* a face to face individual interview
* a subject audit
* a literacy task
* a numeracy task
* a short presentation
* a subject task.
UEL is also required to ensure that potential entrants:
* satisfy the Secretary of States requirements for physical and mental fitness to teach;
* undergo an Enhanced Criminal Records Bureau Disclosure to ensure that they do not have a background which prevents them from working with children or young persons or that they have not been previously excluded from teaching or working with children.
| CAE score: (read more) |
Cambridge English: Advanced (CAE) is part of the Cambridge English suite and is targeted at a high level (IELTS 6.5-8.0). It is an international English language exam set at the right level for academic and professional success. Developed by Cambridge English Language Assessment - part of the University of Cambridge - it helps you stand out from the crowd as a high achiever.
|60 (Grade C)|