Professional Graduate Diploma in Education (Secondary)
ObjectivesThe aim of the PGDE (Secondary) is to provide a route to qualified teacher status for graduates whose qualifications satisfy the requirements for entry into the teaching profession in Scotland. It aims to produce reflective and competent teachers, sensitive to the demands of the pupils and the job, responsive to a changing education system and committed to continuing their own professional development throughout their careers.
Entry requirementsEntry Requirements A degree from a UK higher-education institution or a degree of an equivalent standard from an institution outside the UK. The degree should be in the subject to be taught and contain at least two graduating courses (80 credits) in the relevant subject. SQA Higher Grade pass at levels A, B, C (or equivalent) in English. Selection involves a professional interview. Applications must be submitted through the Graduate Teacher Training Registry (GTTR). Please see the GTTR website.
Academic titleProfessional Graduate Diploma in Education (Secondary)
Course descriptionProgramme
The PGDE (Secondary) programme aims to produce reflective and competent teachers, sensitive to the demands of the pupils and the job, responsive to a changing education system and committed to continuing their own professional development throughout their careers.
We offer the following subjects:
* Art & Design
* Biology
* Chemistry
* Drama
* English
* Geography
* History
* Mathematics
* Modern Languages
* Music
* Physical Education
* Physics
* Religious Education
* Technological Education.
Learning Outcomes
The University-based element prepares students for work in schools and includes:
* subject studies in the relevant qualifying subject(s) which look at methodology and curriculum;
* generic studies which introduce aspects of pedagogy, exploring teaching and learning;
* elective studies for students following a programme in one subject only, including guidance; information technology; emotional education for subject teachers; education for citizenship; literacy across the curriculum.
In addition, school experience (placement) allows students to learn and practise teaching through observation of experienced teachers in the classroom and by putting into effect what has been learned in university-based studies.
How You Will Be Taught
You will be assessed by your studies in your specific subject(s), your professional portfolio, which is based on work carried out on school placement, and a professional project of your choosing.
he PGDE (Secondary) course aims to develop in our students:
• the knowledge, skills, attitudes and competencies necessary for a beginning teacher.
• knowledge of the distinctive traditions, practices, and forms of organisation of education in Scotland.
• the ability to relate theory to practice in all aspects of education.
• the attitudes and values necessary to support reflective practice.
• skills in professional research and enquiry, including skills in action research.
• a critical understanding of the teaching and learning process, including those relating to special needs, new technology, and equal opportunities.
• an ability to work successfully in collaboration with others.
• skills in planning, reviewing and monitoring their own and academic development.
• enhanced ability to work in a critical, innovative and creative manner.
• enhanced communicative skills.
Design principles
This programme is designed to prepare our students adequately for the range of roles that teachers are expected to play. It is coherent and progressive and features assessment that will support student learning to provide reliable feedback and reporting. These requirements lead to the following principles for the design of the programme.
• Student learning will address an appropriate set of unifying themes and core topics.
• The programme curriculum will be informed by an explicit developmental model which describes how students' learning will progress.
• University-based studies will be organised around a sequence of tightly integrated lectures and workshops
• Placement experience will be built on an effective partnership between the Institute and schools.
• Assessment tasks will be well matched to the developmental model and will be guided by explicit performance-related criteria.
Teaching roles
Teaching in the early twenty first century is a highly complex profession. A teacher is required to be proficient in not one major role, but several.
• The teacher in the classroom, as a competent reflective practitioner, responding effectively to the learning needs of a wide range of pupils.
• The teacher in the school, as a good collaborator and positive contributor to the school ethos through the formal and informal curriculum.
• The teacher in the curriculum development process, as a subject specialist, curriculum developer, and contributor to educational innovation.
• The teacher in the profession, as an active member of a community of educationalists with shared obligations, values and responsibilities.
• The teacher in society, with relationships at many levels: for example, at local level with parents, other professional agencies, and education authorities; at national level, with assessment authorities, policy making, advisory and research bodies; at international level with exchange programmes.
Each role brings a distinctive set of challenges and requires deep knowledge and skill.
Core topics
There are two unifying themes underpinning the programme: Learning and Teaching, and Policy and Change.
Learning and Teaching encompasses the knowledge and skills that are essential for the teacher's roles, especially in the classroom, in the school, and in the development of the curriculum. A number of core topics are subsumed under this theme.
Policy and Change provides the knowledge and understanding that will prepare the beginning teacher to interpret, evaluate, and contribute to development in education. This theme provides central support for the teacher's roles, especially in the school, in the profession, and in wider society. There are a number of core topics subsumed under this theme:
• special educational needs
• Information and communications technology
• core skills
• policy and organisation of the school
• child protection
• the health-promoting school
• a European dimension
• professionalism
Further details about Learning & Teaching:
Lectures: These provide the framework for the introduction to the roles, themes and core topics. Research findings and methods are described, providing essential background information. The lectures set the agenda for the multidisciplinary and subject workshops.
Multidisciplinary Workshops: These support group engagement through discussions and debates about the ideas introduced in the lectures. Their aim is to encourage collaboration and student-centred learning in a multidisciplinary setting. They also provide a forum for tasks and presentations which show the relevance of core topics in a range of subject areas and assist in the preparation of assignments.
Subject Workshops: These aim to articulate, exemplify and model the application of core topics within subject specialist contexts. They also encourage collaboration and student-centred learning between subject specialist peers. Curriculum knowledge is developed and support provided for the assignments.
School Experience: Half the programme involves students working in schools. Opportunities are provided for: observing teachers in action; observing pupils and considering special educational needs; developing teaching skills; relating concepts and skills studied in Moray House to contexts in the actual school situation; developing theories and beliefs about teaching; applying subject specialist knowledge; obtaining feedback; providing a context for assessment and reporting; learning about and participating in wider school contexts; and interacting with a broad range of professionals.
Programme assessment
Assessment of the programme is continuous. Students are required to satisfy the examiners in each of three areas:
• Subject studies - assessed by both tutors and teachers in schools.
• Professional portfolio - based on work done in schools, containing a number of practical tasks.
• A professional project based on a theme of the student's own choice.
Assessments can be formative or summative. However, only summative tasks are used for evaluating student progress and only these tasks will be assessed by the Programme Board of Examiners. Formative tasks enable tutors to provide feedback on a task.