Manchester Metropolitan University

PGCE

Secondary History with QTS

2017 entry

Features and benefits of the course

  • State-of-the-art teaching facilities at our Brooks Building in Manchester
  • Experience in a diverse range of schools and colleges
  • Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
  • Opportunity to apply for enrichment experience overseas
  • Course includes 60 Master's Level CATS points, or one third of a Master's degree
  • Access to NQT alumni support in your first year of teaching
  • Close links with our Educational and Social Research Institute

Placement options

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.

Trainees also have the opportunity to apply for a four week enrichment experience overseas.  These help to develop an international educational perspective and provide the chance to gain some teaching experience in an international school.  Enrichment is in addition to PGCE units of study and opportunities may differ year on year, for example, in 2016 trainees were placed at British International Schools in Kazakhstan, Cyprus or Norway or public schools in Orleans, France.

About the course

There is an emphasis upon the quality of pupils' learning. Your practical experience and application 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 in 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 that 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.

Typical units of study may include

Year 1

Core Units
Practice Credit 1 – Induction Phase

This unit runs during the first five weeks of the 36 week PGCE Programme. It is associated with eight full days of placement in a school or college. Where opportunity allows, you may also attend the placement in subject groups (or in pairs) and will have a programme of activities planned by University tutors in consultation with the Subject Mentors in the departments used for the placement. Most of the sessions in this unit will be scene-setting around schools, the curriculum, KS3 strategy and current issues, with a focus on addressing current developments in subject teaching that can be explored in the induction placement.

Practice Credit 2 – Teaching Placement Block A – Formation of Personal Practice

This unit runs during the Autumn Term for approximately eight weeks of the 36 week PGCE Programme. It is associated with 32 full days placement in a school or college. You will be allocated to subject departments in schools and colleges. They will follow a common pattern of placement-based activities but their progress through the unit will be based on a) gradualism and b) professional experience, needs and competence.

Practice Credit 3 – Teaching Placement Block B – Development of Personal Practice

This unit runs during the spring and summer terms for approximately 10 weeks of the 36 week PGCE Programme. It is associated with approximately 45 full days placement in a school or college. You will be allocated to subject departments in schools and colleges. You will then follow a common pattern of placement-based activities but your progress through the unit will be based on a) gradualism and b) professional experience, needs and competence.

Practice Credit 4 – Enrichment Phase

The Enrichment Unit requires you to demonstrate evidence that you have met all QTS Standards. In this case, the unit will provide you with challenging and innovative collaborative opportunities, both within and beyond your subject area, and in a variety of alternative settings. Indicative Standards that you may focus on for innovative practice include: 

  • Reflecting on and improving your practice, and taking responsibility for identifying and meeting your developing professional needs. 
  • A developed creative and constructively critical approach towards innovation, being prepared to adapt your practice where benefits and improvements are identified.
Professional Practice

This unit seeks to develop and support the ‘Reflective Professional’ with a focus on your development of critical and reflective thinking in a mixed subject group. It will allow you to identify professional concerns and consider issues outside your subject-based ‘comfort-zone’ of knowledge and experience. It aims to strengthen the pedagogic and philosophical links between Subject and Professional and ‘Programme’ elements. 

Subject Pedagogy (History)

This double-weighted unit seeks to develop your ability to reconceptualise your knowledge and understanding in the subject and to apply this to your planning, preparation and classroom teaching in an effective manner.

This unit is inextricably linked with the other units that run concurrently and enable the unit outcomes to be demonstrated in a range of complementary contexts. The Subject Pedagogy unit is designed to extend your interest, knowledge and confidence in history as a subject within the curriculum, and to extend your development of an analytical and critical attitude towards the teaching and learning of history in classroom. You will develop teaching strategies to enhance you students’ understanding of historical concepts such as causation, interpretations, change and continuity. Additionally, this unit will allow you to explore other aspects of the teaching of history such as historic enquiry, teaching history to bilingual learners, the use of language through investigating questioning, reading and writing in history, as well as inclusive teaching and learning in the history classroom.

Programme Review

Each programme of study that we offer undergoes an annual review to ensure an up-to-date curriculum supported by the latest online learning technology. In addition, we undertake a major review of the programme, normally at 6-yearly intervals, but this can take place at a more frequent interval where required. Applicants should note that the programme currently provided may be subject to change as a result of the review process. We only make changes where we consider it necessary to do so or where we feel that certain changes are in the best interests of students and to enhance the quality of provision. Occasionally, we have to make changes for reasons outside our control. Where there are changes which may materially affect the current programme content and/or structure, offer holders will be informed.

Assessment details

Our PGCE Secondary programme combines practical teaching experience with written assignments.  Trainees will complete a portfolio detailing their Record of Professional Development and a Career Entry Profile.  Satisfactory attendance and professional engagement with the programme are also necessary factors in the successful completion of your chosen route.

Additional Information About this Course

Fitness to teach - You will be required to complete an Occupational Health Assessment to ensure that your health does not constitute a barrier to the achievement of the programme learning outcomes or eligibility to apply for registration with the professional body. This will require the completion of a health questionnaire before or during the first few weeks of your course, followed by an occupational health screening appointment if required. Travel costs to appointments (which will be within the Greater Manchester area) will not be covered by the University. Professional Suitability - Students on programmes leading to professional qualifications are required to adhere to professional standards and codes of practice during their studies. Failure to do so may lead to exclusion from the programme on the grounds of professional unsuitability. Students will be briefed about the requirements at the start of their studies. Course specific regulations - Professional, Statutory and Regulatory Bodies require students to achieve results that demonstrate their ability to practise safely.

Teaching Staff

Your studies are supported by a team of committed and enthusiastic teachers and researchers, experts in their chosen field. We also work with external professionals, many of whom are Manchester Met alumni, to enhance your learning and appreciation of the wider subject. Details of departmental staff can be found at: http://www2.mmu.ac.uk/stepd/staff/

Typical entry requirements

Degree
Successful applicants will usually hold an undergraduate honours degree awarded by a UK university, or an equivalent higher education qualification. A minimum 2:2 (Hons) degree in a relevant subject such as History, Modern History, Ancient History, Egyptology, Military History, Archeology. At least 50% of your degree needs to be relevant to History.

For exceptional candidates, particularly those with substantial relevant work experience in schools or relevant occupations, we will consider applications from those who hold a 3rd class degree.  We would normally expect you to have completed at least 2-weeks experience in a UK Secondary school in the relevant subject department.

GCSE
You will also need GCSEs at grade C or above in English Language and Mathematics at the point of application.

Experience in educational settings
Prior to applying to Manchester Met, it is valuable to draw upon your experience in different learning contexts. This can be evidenced in several ways, such as time spent in schools or colleges, relevant practical experience in industry, voluntary organisations and other settings.

You should clearly reference this experience in your application and comment on the insights you have gained into the professional teaching role.

Professional skills tests in Numeracy and Literacy

All PGCE applicants will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. We recommend you check the Department of Education website at www.education.gov.uk/get-into-teaching for the latest updates

A Disclosure and Barring Service Check and DfE Fitness to Teach test are also required.

There’s further information for international students on our international website if you’re applying with non-UK qualifications.

How do I apply for this course?

UCAS Code: V1X1

Applications for University led and School Direct PGCE routes should be made online via UCAS Teacher Training, www.ucas.com for 2017 entry.

Career options after the course

This course has an excellent reputation and is highly regarded by employers. Many of our trainee teachers go on to employment as specialist history teachers in secondary schools, teaching the subject to GCSE and A/AS level.

98.6% of our PGCE Secondary Leavers* were in work and or further study within six months of graduating (Destination of Leavers in Higher Education survey 2014/15.

As part of this PGCE you will gain 60 Master's Level credits (one third of a Master's 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

* Of those who responded to the DLHE survey and were available for work.

Confirmation of Regulator

The Higher Education Funding Council for England is the principal regulator for the University.

Important Notice

This online prospectus provides an overview of our programmes of study and the University. We regularly update our online prospectus so that our published course information is accurate and up to date. Please note that our programmes are subject to review and development on an ongoing basis. Changes may sometimes be necessary. For example, to comply with the requirements of professional or accrediting bodies or as a result of student feedback or external examiners’ reports. We also need to ensure that our courses are dynamic and current and that the content and structure maintain academic standards and enhance the quality of the student experience.

Please check back to the online prospectus before making an application to us.

The provision of education by the University is subject to terms and conditions of enrollment and contract. The current Terms and Conditions Applicable to the provision of the University’s Educational Services are available online. When a student enrolls with us, their study and registration at the University will be governed by various regulations, policies and procedures. It is important that applicants/students familiarize themselves with our Terms and Conditions and the Key Contract Documents referred to within. Applicants will be provided with access to an up to date version at offer stage. This can be found within the Information for Offer Holders document.