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Introduction
Design and Technology has a significant role in the new curriculum as part of the Science and Technology area of learning and the global imperative to develop STEM subjects.
The diverse nature of design and technology means that you will be in a position to inspire your pupils to explore many cross-curricular educational pathways, allowing them to be creative, ethical designers of the future.
• You will develop a range of skills needed in Design and Technology across all age groups at secondary school.
• You will collaborate with scientists and computer scientists to bring your subject to life.
• You will use D&T to teach the next generation problem solving skills and stimulate creativity so that they can meet society’s needs and wants.
Lectures are based in the IQ building in Swansea.
PATHWAY OPTIONS
PGCE Secondary Design and Technology with QTS
UCAS Code: 2X5W
PGCE Secondary Art QTS
UCAS Code: 2X5R
Why choose this course?
• Yr Athrofa is one of a select few teacher education providers to have been accredited by the EWC with Qualified Teacher Status (QTS).
• Innovative and dynamic programmes using the latest Sony Vision Exchange technology to support high-quality teaching and learning in a digital age.
• Excellent 99% employment rate for PGCE Graduates (2016/17 DLHE).
• Study on our new state-of-the-art £300m Swansea Waterfront campus (SA1) and the historic Carmarthen Campus.
• English, Welsh and Bilingual pathways available.
• Partnership schools across South Wales.
Overview
The PGCE is a full-time academic and professional programme, broadly comprising university-based provision of approximately 12 weeks, and at least 24 weeks based in school.
Across our suite of ITE programmes, we have a newly accredited and innovative core curriculum which includes:
• Compulsory modules
• Research skill development
• Professional pathway for Qualified Teacher Status
• Welsh Language Development Pathway
• Bridging – activities which bring together theory and practice
• Electives – a school-based experience following a chosen area of interest
• Alternative setting – an opportunity to experience non-school education settings
As we work in a collaborative partnership, we offer you a wide range of opportunities from a variety of schools, including primary and special schools.
We also offer an opportunity to participate in our well-respected Athrofa Professional Learning Partnership: Aiming for Excellence Conference, write blog posts and benefit from one of our centres of research.
Modules
The programme is full-time over 36 weeks.
Broadly, the programme comprises 12-weeks of university-based provision and 24 weeks based in school.
Level 6 Modules
Cycle 3 Core Studies: The Learner: who am I teaching? (30 credits; compulsory)
This module places the child/pupil at the centre of the programme. Understanding how a pupil learns, based on theories of learning, practice-related evidence and the place of health and wellbeing, is fundamental to effective teaching and learning. This module challenges assumptions and beliefs related to cultural diversity and the expectations of a normative model of child development.
This module also positions the teacher as a professional by considering safeguarding, child protection, contractual, pastoral and legal responsibilities.
The assessment component for this module is a written assignment (100%; equivalent to 5000 words).
Cycle 3 Professional and Pedagogic Studies: Leading the Learning: what, how and why am I teaching? (30 credits; compulsory)
Housed in this module is the explicit development of phase appropriate subject-knowledge and pedagogic content knowledge needed to effectively teach the curricular content of each area of learning and experience.
The module also explores the complex nature of the learning environment and the skills needed to manage learners, resources and other adults. The principles of planning, teaching and assessment for learning will be secured, and practical application evaluated. It is in this module that the two aspects of intellectual and experiential learning come together in the classroom and students are supported in their professional teaching experience by practicing teachers, peers and university-based tutors.
The assessment component for this module is a portfolio (100%; equivalent to 5000 words).
Level 7 Modules
Core Studies: Learners, Schools and Communities: where am I teaching? (30 credits; compulsory)
In this module, graduates study the importance of place and context; local and national. The transformative teacher looks beyond the classroom to the community where learners lead their lives and seeks to influence development in both. This means understanding the diverse nature of a community; the effect of poverty and social deprivation and how to use data to understand these issues further.
The assessment components for this module are an individual video (50%; 10 minutes) and a written report (50%; 2,500 words).
Professional and Pedagogic Studies: Researching the Learning: what, how and why am I teaching? (30 credits; compulsory)
In this module, the four dispositions of the research-ready teacher are explicitly explored: being sceptical; being ethical; being a skilled researcher, and being part of an enquiring profession. Student teachers join with practising teachings to form communities of inquiry where real life problems are identified in the classroom and researched through a close-to-practice approach. Different methodologies will be explored including lesson study, case study and small-scale action research.
The assessment component for this module is a research project (100%; 5000 words, with 1000 word equivalent allocated to the Ethics Form).
Entry Criteria
Undergraduate Degree
Applicants are required to hold a good honours degree (2:2 minimum) in an area related to chosen secondary subject.
GCSE qualifications
Grade C or above in GCSE English Language OR English Literature and GCSE Mathematics.
Student teachers studying to teach in Welsh medium schools will also need a GCSE grade C or above in Welsh OR Welsh Literature (first language).
A-Levels/Level 3 Vocational Qualifications
If applicants do not hold an undergraduate degree in a curriculum subject, successful study at appropriate higher levels must be evidenced.
Work Experience
You should be aware of the realities of being a teacher and life in a classroom and so we ask for recent and relevant experience in a secondary educational setting. This may be through employment or volunteering in a school and should be for a minimum period of two weeks.
Gaining experience in a school classroom will help to strengthen your application and better critically inform your personal statement. It will also prepare you for our selection process and give you some experience from which you can draw in your interview.
Disclosure and Barring Service (DBS)
If accepted into our programme, you will be required as soon as possible to obtain a clearance check via the Disclosure and Barring Service (DBS, formerly known as CRB, Criminal Records Bureau). Please note there is a fee associated with the service and you should ensure also that you opt for the 'update' service to maintain the validity of your clearance check.
What we are looking for?
• A positive view of education as a means to transform lives
• Motivation towards becoming an excellent teacher
• An empathetic desire to make a difference to young people's lives
• Positive attitudes to social justice, inclusion and equity
• Ability to work individually and as part of a team
• Energy, enthusiasm and flexibility
• Resilience and reliability
• Professional attitudes and behaviour
• Willingness to be a life-long learner
How we select our student teachers?
• Quality of personal statement
• Evidence of subject expertise
• Recent and relevant experience in an educational setting
• Quality of individual interview
• Performance in selection tests – e.g. literacy, numeracy and dispositions
Assessment
The programme offers 60 credits at Masters level and 60 credits at Graduate Level. These are awarded on successful completion of module assessments which include:
• Case studies
• Portfolios
• Video presentation
• Research Project
All assessments are closely linked to practice and are designed to offer you the opportunity to develop teaching and learning that has a positive impact on children and young people.
Career Opportunities
Yr Athrofa has excellent graduate employment rates with 99% of graduates going into employment or further study.
Many schools and college departments, both locally and nationally, are staffed with several of our teachers and many have gone on to forge successful teaching careers at strategic, professional and management levels at home and abroad.
Our PGCE graduates usually remain in close touch with Yr Athrofa as they make their careers in the teaching profession and they often become subject mentors on the programme. This creates a very strong, sustainable professional network of teachers, which is a rich source of continuing professional development.
Recently our PGCE Design and Technology graduates have gone on to work as Secondary teachers in many independent and state schools in Wales, England and abroad including (but not limited) to Birchgrove Comprehensive School (Swansea), Wycombe High School (Buckinghamshire), Milford Haven School (Pembrokeshire), Dyffryn Comprehensive School (Port Talbot), Collingwood College (Camberly), Amman Valley Comprehensive School (Carmarthenshire).
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