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PGCE Secondary ICT
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Entry requirements
Entry Requirements: -2.1 Degree in ICT or related area (other qualifications will be considered, depending on the strength/merits of the application). The degree should comprise 50% of the subject applicants have elected to teach. -GCSE Maths and English (grade C or above). Marjon offers Maths and English Equivalence Tests. -Criminal Records Bureau (CRB) Enhanced Disclosure; -Meet the Secretary of State’s requirements for physical and mental fitness to teach as detailed in ‘Fit to Teach’; -Clearly and accurately communicate both spoken and written English -Candidates must take part in an individual interview and/or a group interview with representatives from schools as well as University College tutors.
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Academic title
PGCE Secondary ICT
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Course description
The course covers knowledge and understanding of the relevant National Curriculum Programme of Study for ICT, including what pupils are expected to learn and how they can make progress, particularly within the remit of ICT across the curriculum, and in relation to National Curriculum assessments and other examination requirements. There is a focus on the key subject areas of ICT including using data and information services; strategies for searching , selecting, organising, investigating; models and modelling; how to analyse and automate processes, refine and present information.
Module Information:
The course combines professional and theoretical study with the specific curriculum studies and Requirements of the Standards for the award of Qualified Teacher Status. Study/ training takes place in both University College and partnership schools across the South West. Trainees will be working largely with pupils in the 11–16 age range, but there will be opportunities to work with post 16 students. In both areas of training, there is extensive focus on subject knowledge, related pedagogy and pupil development/ learning.
There is also coverage of strategies for effective teaching and learning; planning lessons and setting learning objectives; assessment of pupil learning, and how this can inform pupil progression and achievement; ways of ensuring inclusion and progress for all pupils, including personalised learning; the professional values expected of teachers in their attitudes and behaviour towards pupils and colleagues. The course creatively contextualises key areas of subject knowledge within the curriculum.
Career Opportunities:
Teaching is a rewarding profession in more ways than one, offering fantastic career prospects and development opportunities. There are a number of ways in which teachers can progress in their careers, either within the classroom or in a leadership role. In secondary schools you could move up and across the management structure to gain responsibility for:
-a particular subject as head of department, faculty or curriculum
-a particular age group as head of year or key stage coordinator, or
-a particular area such as special educational needs or pastoral care (ie personal guidance).
Ultimately, you could progress to a senior management position such as deputy or assistant head and, of course, headteacher - at which point you will have overall responsibility for the management of a school and the education its pupils receive.
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