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Introduction
Delivered in specialist computer laboratories at the newly completed state-of-the-art Innovation Quarter (IQ) in Swansea, you will work to develop your passion for technology with the most modern hardware and IT infrastructure.
The IQ space has benefitted from significant investment from Sony, who are using the facilities to lead its own technology developments in education; you will be learning to teach at the cutting edge of technology.
The blend of the purpose built IQ building, Sony Vison Exchange facility, and being placed in schools that nationally lead in the use of technology will equip you to be educators at the centre of practice.
Innovation and the use of technology has become an essential part of the lives of everyone in the 21st century.
Technology and Computer Science teachers are highly sought after by schools and colleges and demand is much greater than supply, therefore employability and promotional prospects are excellent.
There is no doubt that the role of computing, technology and all things digital have become key pillars in the modern world.
Preparing learners to understand the computational thinking that underpins digital systems, is a significant responsibility. We need to prepare young people to be ethical, informed citizens of the world as well as equipping them with the digital skills needed for the workplace.
You will develop the knowledge and expertise needed to teach the subject discipline, together with developing expertise in the cross-curricular responsibility of digital competence.
Information Technology and Computer Science’s importance as a key competency has never been more significant
The importance of technology to support learners’ own productivity has seen schools place the development of computing and ICT skills at the forefront of students learning. Schools have invested heavily in computing and technology systems to support these highly prioritised skills.
You will be prepared to teach the new Area of Learning and Experience: Science and Technology through to the GCSE and A level exam groups.
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. We also have a small base in Tramshed Tech, Cardiff.
• 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
ENTRY REQUIRED DOCUMENTS
Home Office Share Code
For EU students only.
IF no Qualification
Please provide CV with at least 2 years of work experience, and employee reference letter.
Assessment
ASSESSMENT METHODS
1. INTERNAL ENGLISH TEST if you don't have an English accredited certificate
2. Academic Interview
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 Art and Design 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 Judgemeadow Community College (Leicestershire), Cwmafan Junior School (Port Talbot), Howard School (Rainham, Kent), Amman Valley School (Ammanford), Bridgend County Borough Council, Olchfa Comprehensive School (Swansea), Livanhoe College (Ashby de la Zouch), Ysgol Gyfun Ystalyfera (Ystalyfera).
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