Secondary Education (Design and Technology SCITT) (Professional Graduate Certificate of Education)
Entry requirementsStandard Entry Applicants should have a degree from a UK university or an equivalent qualification in a subject that strongly relates to at least one of the two subjects in the chosen strand, plus GCSEs or equivalent in mathematics and English language at a grade C or above. Entrants will be expected to test their career choice by visiting secondary schools, preferably prior to the interview. Longer periods of time in school with secondary age pupils is highly desirable. Vocational Experience is increasingly desirable especially for Strand 4. Additional Notes Equal Opportunities As one of the UK's largest Higher Education institutions, Northumbria University has a diverse international and multicultural community and is committed to providing equal opportunity to all regardless of age, gender, sexual orientation, race, ethnic or national origin, colour, marital status, family responsibility, physical or sensory disability, political or religious beliefs and activities. The partnership is guided in its selection by the publication "Able to teach - Guidance for providers of initial teacher training on disability discrimination and fitness to teach" (TTA April 2004)
Academic titleSecondary Education (Design and Technology SCITT) (Professional Graduate Certificate of Education)
Course descriptionCOURSE INFORMATION
This course recruits to and develops trainees' specialist skills in two of the five areas of Design and Technology, or one vocational subject. Candidates study one strand from the five offered.
1. Food and Textiles 11-16
2. Product Design and Textiles 11-16
3. Food and Health and Social Care 11-16
4. Health and Social Care and Food 14-19
5. Material Component Technology and Product Design 11-16.
This 36-week School Centred Initial Teacher Training (SCITT) programme is delivered by a consortium of local secondary schools with Northumbria University acting as managing agent.
The programme simultaneously meets the DfES requirement for the award of Qualified Teacher Status (QTS), and successful trainees gain a Postgraduate Certificate of Education (PGCE) validated by the University and a recommendation for QTS.
Candidates enter the programme with one area of specialism, which they will train to teach to the higher key stage in the Strand. The programme enables the development of knowledge and skill in the second subject to teach Key Stage 3 but for Strand 3, Key Stage 4. Trainees' individual needs are identified and met via audit, individualised training programmes and review.
The programme is predominately school based. Trainees join other secondary teacher trainees at the university from three other courses for shared general professional studies delivered by a range of highly professional and experienced teachers, lecturers, and consultants. The SCITT Partnership delivers:
# Training and teaching in two secondary schools across the whole ability range and in the requisite key stages.
# Subject group workshops to enhance, acquire and apply subject knowledge and skills.
# Teaching experience in PHSE/Citizenship and the role of form tutor.
# Training in general professional studies and national curriculum: design and technology.
# Training in assessment and standardisation, class management, and legal and contractual responsibilities.
# Easy and regular access to pupils, teachers, tutors and parents.
# A group Design and Technology Workshop in a primary school (awareness of transition between Key Stages 2 and 3).
# Training and experience in special educational needs including the gifted and talented.
# Access and visits to related industries and health and social care environments.
# Training in CAD/CAM.
# Resources - Laptops, digital cameras, video recorders and projectors, are available on loan - subject to availability.
MODULE INFORMATION
Year 1 Modules
TE0312 Professional Development for Trainee Teachers (CORE, 30 Credits)
COURSEWORK AND ASSESSMENT
Assessment is via directed tasks - written and practical. Teaching competence is assessed at the end of both block placements. ICT is an integral part of the course and its use, and the trainee's competence with it, is routinely monitored.