The use of a range of learning and teaching strategies is a central component of the design and planning of the PG ITE course.
The learning that you experience in the University and in schools needs to model explicitly and implicitly key aspects of subject and phase-specific pedagogy. To this end, there is an emphasis on:
- Individual and collaborative learning
- The use of a range of ways of engaging you in critical debate and discussion during taught sessions, including talk partners, small group discussion and micro-teaching
- Practical, creative and active learning, through a multi-sensory approach
- Consideration of the range of learners’ needs, through differentiated teaching and a range of inclusive and diverse resources and chosen content
- The appropriate use of information and communication technologies to enhance the learning experience and to provide access to key resources through technology enhanced learning (TEL)
- The use of TEL and blended learning to assist you in peer-assisted construction of knowledge and theory
- Independent and directed learning tasks, to inform and support or extend the learning from taught sessions
- Teaching that makes connections between research, theory and practical application
- Critical review of resources to support high-quality teaching and learning
- A strong and continual focus on professional and personal reflection, through specific tasks and a strong emphasis on metacognition through self and peer assessment
- The use of a range of methods to assist you in auditing your own knowledge, skills and understanding, and the provision of specific opportunities in all modules for students to set and monitor your progress towards targets.
Either as employees or as student teachers, the place where you actually put your learning into practice is in schools.
PGCE students will be placed in two schools for blocks of time. The total time spent in school will meet the current government requirements of 120 days.
The two schools will provide contrasting experience of teaching in terms of age groups, school size and/or catchment area, and sometimes gender groups.
In each school you will have a mentor trained by the University who will provide you with your main support and coaching. You will also have university tutors assigned to support you. You will gradually build up responsibility for teaching, from working with individuals and small groups, to taking responsibility for a good proportion of a week’s timetable by the end of the pathway.
You will be monitored as progress towards meeting the standards for teaching as prescribed by the current Government, and you will receive formative feedback and advice via lesson observations and meetings, to enable you to meet your targets.
The setting in which you are placed will provide you with a range of learning opportunities which could include formal training with other student teachers or newly qualified teachers (NQTs), one-to-one tuition and whole staff training.