PGCE PGBrochure 2011

Post

grad

uate

stu

dy 2

011

Postgraduate Certificate in Education

Contents

We have a longtradition oftraining skilledand dedicatedteachers at bothof our campuses.

The University | 2

Hull and the region | 3

Scarborough | 4

Initial teacher training facilities in Hull and Scarborough | 5

The Postgraduate Certificate in Education | 6

Early Years PGCE programme (Scarborough Campus) | 7

Primary PGCE programme (Hull Campus) | 13

Secondary PGCE programme (Hull Campus) | 18

Members of staff | 24

General information | 26

1www.hull.ac.uk Postgraduate Certificate in Education

The

Uni

vers

ity

The University ofHull has twoexceptionallycongenialcampuses: one inthe leafy suburbsof its home cityand one on thescenic NorthYorkshire coast.

Our Hull Campus, less than three miles to the north of the city centre andsurrounded by the majority of our student residences on adjacent streets,covers some 120 acres. It is spacious enough to accommodate the main teachingbuildings, the library and the Language Institute, as well as the main students’union building, a theatre, the Sports and Fitness Centre and playing fields – allwithin a few minutes’ walk of each other.

The Scarborough Campus is similarly integrated. Just over a mile from the centre ofone of England’s most elegant coastal towns, and less than five minutes from thecoast and the beach, it brings together teaching buildings (including dedicated studioand dance spaces), a specialist library, a state-of-the-art IT centre, students’ unionfacilities and the Cayley Hall residences.

LibrariesThe Brynmor Jones Library, at the centre of the Hull Campus, holds nearly a millionvolumes of books and periodicals, as well as important collections of maps,audiovisual material and archives. As one of the most highly automated universitylibraries in Europe, it is an electronic gateway to worldwide information networks.But each of our libraries also caters for particular specialisms. The Brynmor JonesLibrary houses unique collections supporting degree programmes based in Hull(American Studies or History, for example), while the Keith Donaldson Library on theScarborough Campus offers other specifically relevant holdings such as its well-established teaching practice collection. Students on both campuses have access toall of the University’s library resources.

Computers There are hundreds of PCs and workstations spread around the buildings andresidences of our campuses – all networked with our Hull-based Computer Centre’ssystems, the composite catalogue for our libraries and, of course, the rest of theworld. A wireless networking infrastructure covers the whole of the ScarboroughCampus – teaching rooms, labs, studios and social and recreational spaces. Thismeans that you can use laptops and other mobile devices to access the networkanywhere on site.

Recreation There is a wealth of drama, film and music both on and off the Hull and ScarboroughCampuses, with museums and art galleries also on campus or close by, plus students’union societies to cater for all manner of interests. Then there are the Yorkshire Woldsand the North York Moors for walkers and climbers, or the east-coast resorts (withScarborough itself prime among them), and historic East and North Yorkshire sitesand sights. Hull and Scarborough offer pubs, clubs and eateries of every description.

Sport The large, modern Sports and Fitness Centre on the Hull Campus offers recreationalexercise and indoor sports from five-a-side football to fencing, and is surrounded byoutdoor courts and playing fields. There are discounted facilities in another modernsports centre five minutes from the Scarborough Campus, plus every kind of watersport, including the east coast’s best surfing.

2 Postgraduate Certificate in Education

Postgraduate Certificate in Education www.hull.ac.uk 3

Hull, situated on the Humber Estuary in the East Riding of Yorkshire,developed as Britain’s premier east-coast port in the 18th century and,historically, was well known only to those connected with the sea trade.

Today, with effective air, road and rail links to the rest of the UK and long-established sea routes to Europe, Hull is a thriving centre of commerce – offering allthe amenities you would expect from England’s 10th-largest city. Three of the city’sdocks have been transformed: the first into Queens Gardens, a large and attractivepark area; a second into the Princes Quay shopping mall; and the third into amarina.

There are plenty of leisure options: multiplex cinemas; art galleries; theatres;tenpin bowling; an Olympic-standard ice arena; and many pubs, clubs, restaurantsand cafes. The City Hall and the KC Stadium act as venues for a variety of music,while for sports fans there are two Super League rugby clubs, Championshipfootball at Hull City and top-flight ice hockey at Hull Stingrays, plus cricket,speedway, and water-based events on the estuary.

Hull’s Old Town is replete with places of cultural interest. The Maritime Museumholds impressive relics of Hull’s seafaring past, while along the cobbled High Streetare the Hull and East Riding Museum, the Streetlife Museum of Transport andWilberforce House, birthplace of William Wilberforce, who led the successfulcampaign for the abolition of the slave trade. Hull’s newest and finest visitorattraction is The Deep, a stunning aquarium housed in a spectacular waterfrontbuilding.

Although a conurbation of some 250,000 people, Hull’s proximity to unspoiledcountryside and the striking coastline is one of its great natural attractions. To thenorth lies the headland at Flamborough, famous for its chalk cliffs, caves and rockybays. To the east, Spurn Point’s bird sanctuary fades into the Humber Estuary as amile-long spit of sand, rarely more than a few yards wide. Between these extremeslie three perennially popular resorts: Withernsea, Hornsea and Bridlington.Stretching inland is the Plain of Holderness, rising gently to the North Wolds andcharacterised by rolling agricultural land which shelters picturesque villages andmarket towns.

Five miles north of Hull is the market town of Beverley, with its beautiful 13th-century gothic minster and the Westwood, a large area of ancient woodland andpasture which is the focus for activities ranging from picnics to horse racing andfrom golf to winter sports.

The Humber Bridge is still arguably the world’s finest single-span suspensionbridge and links the East Riding of Yorkshire with Lincolnshire. Forty miles southdown the A15 (still recognisably the route of Roman Ermine Street) is the equallyhistoric city of Lincoln.

Hull and the region

Pictured from top: Beverley Minster; the Humber Bridge.

In a typical year, the Borough of Scarborough (which includes the neighbouringresorts of Whitby and Filey) welcomes more than five million tourists. Only aminority of these are first-time visitors.

So what is it that brings so many people back to Scarborough year after year? Whenasked what they like about the place, tourists tend to cite the attractions of theseafront, the relaxing atmosphere and the friendliness of the locals. But their loyaltymay have something to do with the fact that Scarborough is, quite simply, one ofBritain’s most beautiful coastal towns.

Situated around two magnificent bays, Scarborough’s sandy beaches are divided by arocky headland on which stand the remains of the formidable medieval castle; at itsfoot nestles an equally ancient harbour, now transformed into a stylish marina. Atopthe cliffs ringing both bays are the Georgian houses of the Old Town, the fineVictorian residences and the grand hotels. Ambitious Victorians also created theelegant Esplanade and Spa Complex, the cliff lifts and some 400 acres of parks andgardens.

While Scarborough is proud of its history and tradition – the famous ScarboroughFayre, for example, is still held annually – it has much more to offer. As well as theconventional pleasures of the seafront, locals and visitors alike enjoy a range ofsocial, cultural, sporting and leisure facilities.

You can see contemporary drama – including the premieres of Sir Alan Ayckbourn’splays – at the Stephen Joseph Theatre, while Scarborough is the home of theprestigious National Student Drama Festival, providing a week of fringe theatre everyyear. You can sample the quieter pleasures offered by Scarborough’s variousmuseums, galleries and workshops, or you can enjoy the range of music in the town’sdiscos, clubs and pubs. Between them the Spa Complex and the Futurist Theatre offereverything from pop music and ballet to alternative comedy. And if all these pleasuresmake you hungry, you can choose from a multitude of eateries and a range of cuisines– including, of course, fresh fish and chips and genuine Yorkshire puddings!

Sporting and leisure opportunities include surfing, fishing, water-skiing, swimming,rowing, sailing, golf, bowling, tennis and a choice of indoor sports – not to mentionsuch tourist-oriented activities as pony or llama trekking and heritage walks. Forspectators there is football, cricket (including an annual cricket festival) andmotorcycle racing; Scarborough also hosts major hockey, yachting, bowls and golfevents.

If your idea of recreation is shopping, you will appreciate the town centre. Nowlargely pedestrianised, it accommodates all of the top high-street stores alongside ahost of individual specialist shops. It is particularly well known for its second-handbookshops.

Scarborough faces the futureSubstantial private- and public-sector investment is supporting Scarborough’scontinuing renaissance. Recent projects have included not only the transformation ofthe harbour (and the establishment of Britain’s first free Wi-Fi seafront) but also theconstruction of The Sands, a £120 million residential facility, and the installation ofone of Europe’s fastest broadband connections. The ‘creative industries’ are a rapidlygrowing sector in Scarborough, with the new Woodend Creative Workspace providinga focus. Along with the impact of the University, these are some of the reasons whythe town was named ‘Most Enterprising Place in Europe’ in 2009.

Scar

boro

ugh


Pictured from top: Scarborough Castle; Stephen Joseph Theatre.

Postgraduate Certificate in Education courses are offered by the Faculty ofEducation through the Centre for Educational Studies on the Hull Campusand through the Scarborough School of Education on the ScarboroughCampus.

Hull CampusThe Centre for Educational Studies conducts many of its activities in specialistrooms adjacent to the Brynmor Jones Library and on the first floor of theWilberforce Building.

The secondary PGCE facilities include two laboratories and a preparation room(constituting a Science Education Centre) and a computer suite specially equippedfor teacher training. There is also an audiovisual room, a recording studio and adarkroom, plus various seminar rooms and classrooms.

The primary PGCE has three specialist rooms in the Wilberforce Building whichhave been equipped to simulate a primary classroom environment, includinginteractive whiteboards. They are resourced to support training in all of theNational Curriculum subjects.

Scarborough CampusThe School of Education conducts its teaching in a variety of rooms. Some areequipped with the appropriate resources for numeracy, literacy, early yearsteaching and practical workshops. There is a computer room specially equipped forteacher training. In addition, trainees can make use of a well-resourced open-access IT area and another suite of computers which support the teaching of art.Science is taught mainly in special laboratories.

Initial teacher training facilities in Hull and Scarborough


This brochure has been compiled by staff involved in the University of Hull’sPGCE programme. Another perspective is provided by the comments of thosewho have taken part in the PGCE programme. The process begins here withthe reflections of Donna Ward.

‘I spent 13 years in the RAF as an aircraft engineer before I decided to look at a changeof career. I undertook a law degree and then, after a short time on a graduate retailerscheme for a well-known supermarket, I decided to pursue my ambition to become ateacher.

‘I enjoyed all aspects of the Secondary PGCE course at the University – the academicside and learning about the theory of teaching, as well as the practical side of theschool placements.

‘Now that I’m a fully qualified teacher, the experience is above and beyond myexpectations. I wanted a job that presented me with something different every day.Teaching has done this, and I absolutely love it! I can draw upon my RAF andengineering experience. I can talk to pupils about physics and relate it to mybackground, which helps make the subject accessible.

‘Teaching is a lot of hard work, but I absolutely love it and I can’t imagine doinganything else.’

Postgraduate Certificate in Education 6

The Postgraduate Certificate in Education (PGCE) is an initial qualification ineducation for those who intend to make teaching their career. It is awarded tograduates of an approved university (or those who hold an equivalentqualification) who satisfactorily complete the one-year full-time programme.

The PGCE programme is available at both our Hull and Scarborough Campuses.

At Scarborough, the programme is designed to prepare trainees to teach childrenaged 3–7. The Hull programme is designed to prepare trainees to teach children ineither the 5–11 or the 11–18 age range.

The PGCE is a broad programme and has three main aims (the third of whichunderlies the other two):

• to provide trainees with the information, knowledge and skills that enable them toembark upon their teaching careers and take up their first teaching posts aseffective teachers capable of teaching and assessing the National Curriculum

• to develop professional interests in educational issues as the basis for furtherthought or training

• to aid the trainees’ own personal development in a critical year which bridges thegap between being a student (or doing some other form of work) and becoming ateacher

The

Post

grad

uate

Cer

tific

ate

in E

duca

tion

‘By a twist of fate I was accepted on the PGCE programme at Scarborough at the verylast minute. Luckily for me, things could not have worked out better.

‘I had just resigned from a career in IT in London at the tender age of 25 and a half, socoming to Scarborough could have been quite a wrench. However – thanks to thesupport of the staff and fellow PGCE trainees – this year has flown by, and I canhonestly say that I have thoroughly enjoyed it.

‘Campus-based tutorials and lectures are always aimed at helping you to progress inyour teaching style. In addition, there are plenty of practical activities to remind youwhat it is actually like to throw a clay pot or dress up as a singing flower! All of thestaff are really friendly and approachable, offering assistance in matters ranging fromlesson planning to providing that elusive golden egg for your classroom display.

‘The first teaching practice is inevitably the most nerve-racking. However, you arepaired with another trainee in the same class, so you can share the glory orembarrassment of any triumphs or mishaps. By the time the final teaching practicecomes around, you are confident enough to relax and enjoy the experience. No matterwhat you have planned for the day, you can be sure that something or someone willsurprise you. Rarely have I laughed as much as on this teaching practice. I did notrealise that 8-year-old children have the capacity to be so unwittingly entertaining.

‘I have now been offered a job in London and cannot believe that this course is nearlyover. I now cannot imagine being in any other career than teaching. My only advice topeople considering coming on this course is to buy a large jar of coffee, take out sharesin a stationery company and go for it!’

Carol Blake


Early Years PGCE programmeScarborough Campus

This is a 36-week programme focusing on theFoundation Stage and Key Stage 1 (3–7 years). It isdesigned so that trainees’ knowledge andunderstanding meet the standards set out in theDepartment for Children, Schools and Families(DCSF) document for the initial training of nurseryand primary school teachers, Professional Standardsfor Qualified Teacher Status and Requirements forInitial Teacher Training (2008).

All taught elements are planned to reflect the linksbetween the University and schools. Teachers frompartnership schools contribute to the planned and taughtelements of the programme, acting as associate tutors onthe teaching practices and as mentors in schools. Thebuild-up of responsibility in the classroom matches thestaged University-based training, and there is continuouscontact through the year with teachers and schools thatare in partnership with the Scarborough School ofEducation.

The integrated programme derives from the close study ofthe child as a developing individual and an interactivemember of a group. There is considerable emphasis ondeveloping skills in planning and assessing learning andon the curriculum of the 3–7 age range. Emphasis is alsoplaced on the quality of the classroom as a stimulatingenvironment designed to accelerate learning anddevelopment.

Trainees encounter all areas of experience appropriate toFoundation Stage and Key Stage 1 curricula. There is avariety of teaching and learning strategies, includinglectures, tutorials, contextualised learning, practicalworkshops, group teaching experiences and stagedteaching practices.

Grounding is given in the full range of subjectscomprising the Key Stage 1 curriculum. Particularemphasis is placed on the core subjects: English,mathematics, and science plus information andcommunications technology (ICT). Secondary courses inart, music and religious education are also included. Allother National Curriculum foundation subjects areprovided as method courses and are included as part ofcross-curricular taught sessions, building on guidancefrom the Primary National Strategy, the Excellence andEnjoyment document and the Rose Review.

The main components of the programme are

• a subject specialist course in Advanced Early Years,including coverage of the Early Years Foundation Stagecurriculum and Every Child Matters

• core subjects: English (communication, language andliteracy), mathematics, and science plus ICT(knowledge and understanding of the world)

• components covering the National Curriculumprogrammes of study for foundation subjects

• an awareness-raising component detailing theexpectations, typical curricula and teachingarrangements in the 0–3 age phase and Key Stage 2

• professional aspects of early years practice• child development and how young children learn• theory into practice, with core workshops focused on

play or cross-curricular dimensions and themes• observation and assessment techniques• practical classroom experience, closely supervised by

tutors and mentors

Advanced Early Years specialist subjectcomponentAll trainees are accepted onto the programme asAdvanced Early Years specialists, meaning that they musthave had practical early years experience in nursery orprimary schools or have completed an early childhood orsimilar degree, or both.

Taught aspects of the specialist subject componentinclude such areas as child development, early yearspartnerships with health and social workers, workingwith parents and teams of adults, debates around theimportance of play, early years policies and practices (e.g.Sure Start), child profiling, establishing positive playenvironments and child inclusion/protection issues.

Core subject components

EnglishThis component equips trainees to show competence inteaching English (communication, language and literacy)in the nursery, reception and Key Stage 1 in a variety ofways, taking into account different stages of children’sdevelopment and types of school. Particular emphasis isplaced on the need to fulfil the requirements of the EarlyYears Foundation Stage curriculum, the NationalCurriculum and other national strategies.

The teaching and learning of reading skills is a centralfeature of the course. Trainees study strategies fordeveloping children’s reading skills and work withchildren in schools under the direction of the classteacher, tutor or mentor.

Trainees examine methods relating to emergent readingand writing and to the teaching of spelling, grammar andpunctuation and look at ways of encouraging thedevelopment of children’s writing. Attention is also givento the essential area of speaking and listening.

In their teaching practice schools, trainees undertaketasks related to reading, writing, and speaking andlistening. They also undertake an in-depth study ofapproaches to teaching and assessing early literacy.

It is a Training and Development Agency (TDA)requirement that trainees should pass a national test inEnglish during the PGCE year of study. This isindependent of the programme assessments, althoughtrainees are given some assistance in developing theknowledge and skills necessary to pass the test.

MathematicsThis component has two main aims: to increase trainees’confidence with regard to their own mathematical abilityand to provide them with the necessary knowledge, skillsand understanding to teach mathematics effectively inthe nursery and infant/primary school. Both of theseaims are addressed by adopting a very practical ‘hands-on’ approach to mathematics: that is, trainees spendmuch of their time engaged in mathematical activities.These cover all areas of the subject, with a particularemphasis on numeracy. There is also an examination ofthe theoretical basis on which the various aspects ofmathematics teaching are based, and constant referenceis made to research findings and recent HMI/Ofstedreports on the teaching of the subject. Contemporarydevelopments, such as the use of computers andelectronic calculators, are also examined in some detail.

Trainees are required to complete a number ofcoursework assignments, largely carried out in school.They are also continually assessed throughout the course.

It is a TDA requirement that trainees should pass anational test in mathematics during their PGCE year. Thisis independent of the programme assessments, althoughtrainees are given some assistance in developing theknowledge and skills necessary to pass the test.

ScienceThe main aim of the science component is to produceteachers who are confident and competent in workingwith the curriculum guidance for the Foundation Stage(Knowledge and Understanding) and the NationalCurriculum in Science at Key Stage 1.

The component seeks to develop trainees’ ownknowledge and understanding of science through a studyof the nature and processes of science as well as scientificconcepts.

To develop professional abilities within the classroom,there is an emphasis on the use of appropriate teachingstrategies and styles as well as an introduction to avariety of resources, including ICT. Appropriate methodsof classroom organisation are studied, along with how toprovide for the individual needs of children.

Practical investigations and discussions support moreformal lectures. School-focused, directed tasks andassociated wider reading are seen as important instructuring reflection on the nature of science and waysof teaching science in the nursery and infant school.

‘I found the Early Years PGCE course extremelydemanding of my ability and commitment – but with theinfectious, enriching, friendly support of the tutors andpartnership schools, no stone is left unturned to equipyou with the skills necessary to become a committedpractitioner. Lecturers impart subject knowledge, lessonideas and practical creative skills through workshopsand field trips, together with theoretical lectures on theimportance of learning thorough play, managingchildren’s behaviour and lesson planning. There aremany laughs to be had along the way, from your firstnerve-racking paired teaching practice in the autumn tothe rapport with the children on your final practice.

‘This course is demanding and may not be for the faint-hearted, but don’t be put off. My advice is “go for it”!Listen and react favourably to all advice given and don’tgive up. You’ve chosen the right establishment: if theEarly Years PGCE chooses you, they are going to makesure they do everything possible to provide you withevery opportunity to succeed. My time was thoroughlyenjoyable.’

Mark Dyson


Foundation subject components

ICT This foundation subject, a key element of the NationalCurriculum, is afforded more time on the programmethan other foundation subjects. The component has twomain aims: to increase trainees’ confidence with regard totheir own ICT ability and to provide them with thenecessary knowledge, skills and understanding to teachICT effectively in the nursery and infant/primary school.

It is a TDA requirement that trainees should pass anational test in ICT during their PGCE year. This isindependent of the programme assessments, althoughtrainees are given some assistance in developing theknowledge and skills necessary to succeed.

ArtThe art component aims to increase trainees’ confidencein teaching art across the Foundation Stage and Key Stage1 age phases.

Trainees are encouraged to explore the potential of arange of relevant media in both 2-D and 3-D. There areopportunities to learn about the visual language of art andto focus on art elements such as colour, line, tone, texture,pattern, shape and form. Trainees are informed of theneed to encourage young children to become avid noticersof such things as colour and pattern in the environmentand of the importance of providing rich and stimulatingexperiences for young children. Trainees also study somewell-known artists through the ages and from variouscultures.

MusicThe component aims to involve all trainees in the musicalactivities that they can develop with young children. Theunderlying philosophy is that we, as adults, all use andneed music from a variety of eras and cultures, and thatmusic education should foster enjoyment andunderstanding in all of us. Trainees are encouraged toperceive sound as the start of music and to use it as acreative medium, developing skills and insights through avariety of activities and games. Songs and simpleinstruments also provide a foundation, and traineesshould find opportunities to develop their enthusiasmsand interests.

Religious educationThe RE component is designed to ensure that teacherscan confidently deliver a modern religious education andconsiders both DCSF guidance and current legislation.

The component gives trainees an outline of the majorworld faiths that they will encounter in schools andemphasises those aspects which are central to religiouseducation. The component addresses methodologicaland resource matters and the presentation of religiouseducation in the classroom. There is a field trip toBradford to visit places of worship, the InterfaithEducation Centre and multicultural retail outlets.

Physical educationThis component examines all aspects of the NationalCurriculum PE programmes of study for Key Stage 1 andconsiders physical development as part of theFoundation Stage guidance.

Trainees are taught skills and ideas for gymnastics, smallapparatus, games, outdoor activities and dance work.They are expected to take part in the practical aspects ofthe course.

HistoryThe aim is to enable trainees to understand therequirements of the Foundation Stage (Knowledge andUnderstanding) and Key Stage 1 curricula for history.

The focus is on providing examples of activities andexperience which will enhance children’s knowledge andunderstanding of chronology and of how history isrepresented and interpreted. Trainees are encouraged tofind out about specific aspects of the past from a range ofsources, such as clothing, toys, artefacts, pictures,photographs, buildings, historical sites and ICT.

GeographyThe aim is to enable trainees to understand therequirements of the Foundation Stage (Knowledge andUnderstanding) and Key Stage 1 curricula for geography.

There is a focus on providing trainees with relevantpractical and theoretical information that will supportteaching within early years and Key Stage 1 settings. Thiscomponent also covers safety factors to consider whenorganising and carrying out field trips and visits.

Design and technologyThe aim is to provide trainees with the knowledge andskills necessary to ensure delivery of design andtechnology, as required by the Foundation Stage(Knowledge and Understanding) and the NationalCurriculum.

The component is taught through practical workshopsand guest speakers. Trainees are encouraged to developtheir own skills through practical workshops concernedwith construction, textiles and simple food preparation.Particular attention is paid to the need to ensure safeworking conditions and the provision of appropriateresources.


Professional studies componentNursery, reception and Key Stage 1 teachers need aknowledge and understanding of a wide range of generalissues related to the profession, to children and to widercommunity concerns beyond the classroom. These areconsidered in professional studies lectures and individualtutorials and include areas such as classroomorganisation and management; assessment; recordingand reporting; special educational needs; inclusion; andcross-curricular issues such as multicultural education.Many professional studies lectures are delivered bymembers of staff from partnership schools.

School experienceIt is expected that trainees will have had at least twoweeks’ school experience in the Foundation Stage or KeyStage 1 (or similar) prior to commencing the programmein September.

From the third week of Phase I, trainees start to make dayvisits (five in total) to their autumn attachment schools.This school experience takes place in a nursery or KeyStage 1 classroom and is followed by a four-week blockplacement (Phase II) in the same school. Trainees carryout the planning and teaching in pairs, and the focus ison group teaching in the core subjects and ICT.

In Phase III trainees carry out a teaching practice of sixweeks in a Foundation Stage or Key Stage 1 classroom, andin Phase V they carry out a final teaching practice of sevenweeks. If they taught at the Foundation Stage in Phase III,they will now teach at Key Stage 1 and vice versa.

All placements are carried out in different schools, andthe aim is to provide a breadth of experience across theFoundation Stage and Key Stage 1.

In all, some 18 weeks are spent in schools during theprogramme, supported by school mentors, class teachersand University-based associate tutors.

Programme assessmentThe programme is assessed in both its theoretical and itspractical aspects. Assessment of theory is based on aseries of coursework assignments, and assessment ofpractice takes place in schools by means of a TeachingDevelopment Profile.

The first theoretical assignment focuses on early yearspractice and relates to the value of play in earlyeducation. The second concerns successful managementof children’s behaviour and involves a synthesis of schoolexperience and required reading. The third is a childstudy, based on a child from the spring practiceexperience. From successful completion of the first threetheoretical essays, 60 credits at Level 7 can be transferredtowards the 180-credit Hull Masters programme (MEd).The fourth and final assignment (Level 6) focuses on thecore subject areas of English, maths and science and isrelated to practical directed tasks carried out in schooland at the University.

Assessment of teaching ability is based on performanceas a teacher in the classroom. Trainees should regardteaching practice as a period of professionaldevelopment, but certain requirements must be satisfiedfor the award of Qualified Teacher Status. Schoolmentors, University tutors and external examiners areinvolved in making this decision.

A trainee who fails to satisfy the examiners in practicalteaching may have to bear the cost of re-examination.

‘I made a life-changing decision: I left my job to become astudent once more. I was an economics graduate who,after five years’ business experience, felt there wassomething missing: job satisfaction.

‘Previously when I had thought about teaching as acareer, the idea of trying to interest unwilling teenagers inthe subject of economics had been unappealing. However,I had always enjoyed teaching dance to young children,so I eventually decided that teaching this age group wasthe way to go.

‘To gain relevant experience and qualifications I studiedfor a BTEC Diploma in Early Years and was then acceptedonto the PGCE Early Years course at Scarborough. Therefollowed a year of intensive and incredibly hard work,including an exciting and challenging range of practicalschool-based experiences. A feature of the first term was apaired practice which allowed us to support each otherthrough a somewhat daunting experience. The springpractice provided further valuable experience in a Hullnursery class, and the final “cherry on the cake” was awonderful placement with a Year 2 class in Scarborough. Istill have fond memories of this, and it influenced mydecision to apply for posts in Year 2.

‘During the course I benefited from the support andencouragement of college tutors and experiencedclassroom practitioners. I have since returned twice to theScarborough School of Education to give presentations tocurrent PGCE students about the joys, trials andtribulations of teaching in an inner-city school in Leeds.’

Joanne Fisher


Phase I

Weeks 1–7(Autumn term)

Phase II

Weeks 8–13(Autumn term)

Phase III

Weeks 14–20(Spring term)

Phase IV

Weeks 21–25(Spring term)

Phase V

Weeks 26–35(Summer term)

Phase VI

Week 36(Summer term)

Phase contents

An induction weekfollowed by five one-dayvisits to School 1 and a

focus on the FoundationStage curriculum.

Phase contents

Four-week block in School 1. Two weeks

in the Universityundertaking evaluation

and preparation formedium-term planning.

One-day visit to School 2.

Phase contents

One-day visit to School 2 followed by a block of

six weeks in School 2 and an evaluation

period of one week in the University.

Phase contentsFocus on professionaland cross-curricular

issues in the University.

Phase contentsOne week’s preparation

in School 3 followed by two weeks in theUniversity, then a

seven-week placement in school.

Phase contentsSpecial programme

preparing trainees fortheir first teaching

posts.

Early Years PGCE: illustrative outline


Postgraduate Certificate in Education 12


Primary PGCE programmeHull Campus

This programme is designed to prepare trainees forteaching children in the 5–11 age range. Only around80 places are available for this very popularprogramme, so you are advised to apply early and toput Hull first on the application form. Please see thesection headed ‘Application Procedure’ on page 27.

We are particularly interested in applicants who havegood Honours degrees. Preference is given to applicantswho can show experience of work with children –especially recent work in primary schools – and candemonstrate a commitment to primary education. Allcourses of initial teacher training for primary teachers aredesigned to enable trainees to meet the ProfessionalStandards for Qualified Teacher Status.

The University enjoys a close and well-establishedpartnership with schools in the region, and practisingteachers are significantly involved in the training process.The programme involves an interplay of work in schoolsand at the University. A foundation is given in the fullrange of subjects comprising the primary schoolcurriculum. Particular emphasis is placed on the coresubjects, but all National Curriculum subjects andreligious education are covered in separate methodcourses.

The main components of the programme are

• methodology courses in the subjects of the primarycurriculum, emphasising particularly the core subjects

• a professional studies course concerned with generalprofessional issues

• tutorial studies related to the course• a subject specialist course – we are one of the few

higher education institutions to offer French andGerman in addition to other National Curriculumsubjects, and some trainees undertake a teachingpractice in France or Germany

• practical classroom experience, closely supervised bytutors and mentors

• placements in three different schools

These components are detailed on the following pages.

‘I started thinking about a change of career to teachingafter 15 years in public libraries, where I had foundworking with children a very rewarding experience. Whenmy daughter went to pre-school, I decided to work as avolunteer in a reception class and take a job in a localhomework club to help me make up my mind if teachingcould be the new career I was looking for. As I loved bothexperiences, I took the plunge and applied for entry to thePGCE in Hull.

‘As a mature student with a young child who needed mytime and attention as well, I found it a hard year andneeded to be well organised and focused in order to keepon top of the very demanding workload. However, I had avery positive and happy experience of the classroomenvironment on teaching practice and worked withwonderfully supportive classroom teachers whomotivated and inspired me. The taught element of thePGCE strikes a good balance between academic work,providing subject knowledge across the curriculum, andlots of practical advice on how to develop teaching skills.The teaching in the core subjects was excellent. Inmathematics, in particular, I developed the knowledgeand confidence to enjoy teaching a subject which I hadhardly thought about since leaving school over 25 yearsago.’

Louise Tullock

Core subject components

EnglishThe course equips trainees to show competence andconfidence in teaching English in primary schools, takinginto account different stages of children’s developmentand types of school. Particular emphasis is placed on theneed to fulfil the requirements of the Early YearsFoundation Stage curriculum, the National Curriculumand other national strategies.

Some of the weekly English sessions take place in localschools and include small-group work with children,which involves putting the theoretical elements of thecourse into practice .

The teaching and learning of reading is central. Traineesstudy strategies for developing children’s reading skillsand put those into practice in their school experiences.

Trainees examine theories and teaching methods relatingto early reading and writing and to the teaching ofsystematic synthetic phonics, spelling, grammar andpunctuation, and they look at ways of encouraging theongoing development of children’s reading and writingskills. Attention is also given to developing essential skillsin speaking and listening.

In their teaching practice schools, trainees undertaketasks related to reading, writing, speaking and listening.Coursework includes consideration of methodology andteaching theories. Trainees also consider English acrossthe curriculum, the use of ICT and creativity in Englishteaching, with time spent investigating the range andvalue of children’s literature.

MathematicsThe course has two main aims: to increase trainees’ levelsof confidence with regard to their own mathematicalability and to provide them with the necessaryknowledge, skills and understanding to teachmathematics effectively in the primary school. Both ofthese aims are addressed by adopting a very practical‘hands-on’ approach to mathematics: trainees will spendmuch of their time engaged in a wide range ofmathematical activities. These cover all areas of thesubject, but there will be a particular emphasis onnumeracy. There is also an examination of the theoreticalbasis on which the various aspects of mathematicsteaching are based, and there is constant reference toresearch findings and recent HMI/Ofsted reports on theteaching of the subject. Contemporary developments,such as the effective use of ICT, are also looked at in somedetail.

Trainees are required to complete a number ofcoursework assignments. These are largely school-basedand involve the designing, planning, preparation andteaching of various mathematical activities as well assome reflection on and analysis of the adoptedapproaches.

ScienceScience stimulates children’s curiosity about phenomenaand events in the world around them. The courseemphasises cooperative and ‘creative’ practical work inorder to develop your own knowledge and understandingof science, and the pedagogical skills best suited tofacilitating children’s learning of science in theclassroom.

Discussion, study and the completion of assignments areseen as important in structuring reflective and reflexiveapproaches to the nature of science, the principal aimbeing to facilitate children’s active learning andprogression.

The course also applies more general theories of learningand education and considers various assessmentmethodologies, stressing the importance of assessmentfor learning (AfL).

A thematic – or, as it is often called, cross-curricular –approach involves teaching subjects not in isolation butwith and through a topic-based programme of study. Thescience course exemplifies this approach, with emphasison the vital relationship between science and citizenship(in both local and global terms) and on education forsustainable development (ESD).

‘I studied the Primary PGCE course at the University ofHull six years after graduating, and I wish I had done itsooner! The course was superb. The balance of academicresearch, practical-based workshops and variousteaching practices fully equipped me for teaching.

‘The PGCE has allowed me to go into the most wonderfulcareer there is – teaching! Every day in teaching ischallenging, rewarding and different, which I do notbelieve could be the case in any other job.

‘I was so inspired by the University and the study Iundertook that I went on to study for a Masters degree inEducational Studies.’

Kerry James


Foundation subjects

ArtThe purpose of the art methodology part of the 5–11Primary programme is to increase awareness of, andresponse to, our own surroundings, the wider world andall aspects of art, craft and design.

By asking the basic question ‘Why art?’ and throughpractical activities, participants explore the developmentof children’s and our own innate creative abilities. Theyalso study some aspects of art and artists through theages from various cultures.

By increasing our powers of observation, we canstimulate our curiosity, explore and learn the visuallanguage and express our feelings and emotions, therebylearning to value our own judgement and gaining inconfidence.

Opportunity is provided for experimentation with a widerange of techniques. A working environment is createdwhere trainees feel free to try out ideas and methods, andwhere they can enjoy participating in an activity whichhelps them to develop the skills and confidence needed totransfer this philosophy and methodology to the primaryclassroom.

Design and technologyThe aim is to provide participants with the skills,knowledge and understanding necessary to ensuredelivery of design and technology as required by theNational Curriculum. The course dovetails with scienceand adopts a similarly topic-based, thematic approach.

Trainees are encouraged to develop their own skillsthrough practical workshops concerned withconstruction, textiles and food. Attention is given toorganisational issues particular to design and technology,such as the need to ensure safe working conditions andways of providing suitable resources. The objectives ofdesign and technology are considered in the context ofdeveloping suitable approaches to planning lessons,assessing pupils’ work and keeping appropriate records.

Geography The course introduces National Curriculum requirementsand offers suggestions for practical work in schools.Current primary practice usually places geography withinbroad-based approaches to the curriculum, so there issome consideration of ‘topics’. Statutory Orders requirepupils to be introduced to a range of themes and places.By means of first-hand experience and the use ofsecondary sources, the skills of field work and mapunderstanding have to be integrated with these studies.

The course consists of half-day sessions within whichthere is usually lecture input followed by practical workin groups.

HistoryThe aim of the course is to enable both history specialistsand non-specialist primary trainees to understand therequirements of the National Curriculum at Key Stages 1and 2. Statutory Orders require pupils to work onhistorical material drawn from a range of periods and todevelop historical skills through the study of evidence,differing interpretations and major concepts such assimilarity, continuity and difference. The course focuseson enhancing subject knowledge, developing teachingapproaches and designing resources. Sessions arepractically based.

Information and communications technologyICT is one of the foundation subjects but – because of itsimportance across the primary curriculum – is affordedgreater time on the course than history, geography,music, art, and so on. Trainees are provided with sessionsfocusing on the development of their own ICT skills aswell as the pedagogical issues associated with theteaching of ICT in the primary school and the use of ICTby teachers and pupils across the curriculum. There is astrong emphasis on practical activities involving the useof computers, interactive whiteboards, data-loggingequipment and digital media.

Modern foreign languagesMFL is a relatively new, yet exciting, subject in theprimary classroom. We aim to show all our trainees howeven non-linguists can plan creative and enjoyablelessons which lead to all children making progress in amodern foreign language.

The course imparts an understanding of the pedagogyunderpinning modern languages teaching in the primaryschool. Trainees also learn about teaching oracy, literacyand intercultural understanding through engaging in thesort of activities that they could use in the primaryclassroom. They are also encouraged to improve theirown language skills through the use of resources and up-skilling on campus.

Each year about 20 MFL specialists get to undertake afour-week placement in a school in France or Germany.These trainees also have five additional day-longworkshops at which they learn in more depth aboutteaching in the target language, phonics and writing andabout the roles of subject leader and internationalcoordinator. Applicants for this specialist route must haveat least an A level (or equivalent) qualification in Frenchor German, or good experience of one of the languages.


MusicThe course aims to involve all trainees in the musicalactivities that they can develop with children. Theunderlying philosophy is that we, as adults, all use andneed music, and that music education should fosterenjoyment and understanding in all of us – althoughsome children will go further, learning to playinstruments or even compose.

Trainees are encouraged to perceive sound as the start ofmusic and to use it as a creative medium, developingskills and insights through a variety of activities andgames. Songs and simple instruments also provide afoundation, and trainees should find opportunities todevelop their enthusiasms and interests.

As trainees develop their practice in the classroomcontext, music from a range of cultures is used forperforming and listening and as a stimulus for children’scompositions.

Physical educationThe course examines all aspects of the NationalCurriculum for PE. Activity areas include gymnastics,games, dance, athletics, and outdoor and adventureactivities. Teaching approaches, teaching skills and ideasfor cross-curricular links are covered during the course,particularly in the area of health and physical education.Trainees are expected to take part in the practical aspectsof the course.

Religious educationReligious education is a fascinating subject to teach,comprising the study and exploration of the six worldfaiths (Judaism, Christianity, Islam, Hinduism, Sikhismand Buddhism) and of cultures, rites of passage andrituals. It can be taught in a highly engaging way, utilisinga range of pedagogical skills and opportunities forreflection and encouraging the development of respectfor diversity and inclusion. These days, teaching RE instate schools is definitely not about religious instruction,and proselytising is strongly discouraged.

In relation to current statutory requirements relating toRE and collective worship in schools, taught sessions alsofocus on the legal underpinnings and on spiritual, moral,social and cultural development.

As well as exploring the range of creative pedagogies forthis foundation subject, taught sessions significantlyenhance subject knowledge development and includevisits to local places of worship.

Professional Studies CoursePrimary teachers need an understanding of a wide rangeof general issues related to the profession, to children andto the world beyond the classroom. These are consideredin a lecture course and its associated tutorial sessions.Topics covered include child development; the schooland the community; classroom organisation andmanagement; assessment; recording and reporting; andcross-curricular issues such as multicultural educationand environmental education.

Subject specialist courseFrench and German are offered as specialist subjects.Trainees who have at least A level (or equivalent)qualifications in French or German, or who have an MFLdegree, undertake a course which develops their skillsand their ability to teach French or German. Part of thecourse involves a four-week placement in a French orGerman school with a link to a French or Germanuniversity. Trainees’ travel and accommodation costs aremet by the University.

School experienceThe programme gives classroom experience throughout.The first block period in school takes place early in theprogramme, when you are involved with Key Stage 1children (5–7). Later, two further block periods inseparate schools complement your initial classroompractice by enabling you to come into contact with thecomplete primary age range.

Each of the main teaching practices is preceded by serialvisits to schools on a weekly basis so that you becomefamiliar with the classes you will teach and have theopportunity to be involved in core-subject lessons. In all,more than 100 days are spent in schools, supported byschool mentors and University tutors.

Programme assessmentThe programme is assessed in both its theoretical and itspractical aspects. Assessment of theory is based on aseries of coursework assignments. There are threeseparate methodology assignments: one for each coresubject. The last piece of assessed work is related tothemes presented in the Professional Studies Course.Trainees are also assessed on their achievement of thestandards for Qualified Teacher Status (QTS) provided bythe Government.

Assessment of teaching ability is based on the trainee’sperformance as a teacher in the classroom. Traineesshould regard teaching practice as a period ofprofessional development rather than as a test to bepassed, but certain requirements must be satisfied for theaward of QTS. Schools, mentors, University tutors and anexternal examiner are involved in making this decision.

A trainee who fails to satisfy the examiners in practicalteaching may have to bear the cost of re-examination,including the cost of an additional school placement andsupervision.


Primary PG

CE: illustrative outline


Phase I

Weeks 1–8(Beginning inSeptember)

Phase II

Weeks 9–12(October/November)

Phase III

Weeks 13–16(Late November toearly December)

Phase IV

Weeks 17–22(Beginning in

January)

Phase V

Weeks 23–29(Mid February

to Easter)

Phase VI

Weeks 30–38(April to June)

Phase contentsAn induction week

followed by seven weeksin the University,

including four days ofobservation in School 1.

Phase contentsFour weeks in school

at Key Stage 1.

Phase contentsFour weeks in the

University, with one dayeach week spent in

School 2 undertakingschool-based

assignments andpreparing for school

practice.

Phase contents

Six weeks of schoolpractice in School 2.

For MFL specialists thiswill be in France or

Germany.

Phase contents

Seven weeks in theUniversity, with one day

each week spent in School 3 preparing for

school practice.

Phase contents

Eight weeks of school practice in

School 3.

The Secondary PGCE programme, based at the HullCampus, is intended for those who wish to teach inthe 11–18 age range and is delivered by the Universitytogether with a group of partner schools. At presentthere are more than 70 such schools.

Trainees spend one-third of their training time at theUniversity and the other two-thirds in two partnerschools. At Hull we have always worked with a group ofschools spread over a wide geographical area and inseveral local authorities. This offers opportunities fortrainee placements in a wide variety of school types:urban or rural; large or small; comprehensive or selective,denominational, county, grant-maintained orindependent.

Tutors have constructed the training programme in veryclose collaboration with colleagues in schools. In eachpartner school, trainees are supported by a seniormember of the school staff – the coordinator – and intheir subject work by a mentor, as well as being visitedand supported by tutors from the University. Trainees areexpected to consider carefully the links between thedifferent elements of the course:

• principles and contexts of teaching and learning• subject-based work• practical classroom experience

These core components are detailed below.

Principles and contexts of teaching and learningThe Professional Studies Course is the core element of thePGCE programme, with a weekly focus on a theme whichunderpins the trainee’s work, both in school and at theUniversity. Each week the theme is introduced in lectures,workshops or seminars which are attended by alltrainees. The same theme is echoed in subject work andin school later the same week. Thus links are madebetween theory and practice throughout the programme.

This professional studies element of the programmeassists trainees to develop their professional knowledgeof key issues affecting pupils’ learning and the school.This includes cognition and learning, emotional andsocial development, communication and buildingrelationships, and managing learning and behaviour.

A significant strength of the course is the way it allowstrainees from varying subject backgrounds to developand share their knowledge through group activities suchas research, presentations and context-based casestudies.

Subject-based work

EnglishThe course prepares trainees to be English subjectspecialists across the 11–18 ability range and assumesthat applicants have a high degree of vocationalmotivation as well as strengths in the academic fields ofEnglish language and literature.

Trainees are given a thorough grounding in therequirements of the National Curriculum, and in thepractical classroom strategies essential for turning it intoa stimulating and developmental experience. There is astrong emphasis on trainees’ individual creativity indeveloping learning resources – and scope for additionalspecialisation in areas where trainees have personalinterests such as drama, media studies or teenage fiction.

The two teaching practice placements offer experience ofworking in different kinds of schools: urban and rural;11–16 and 11–18; mixed-ability and setted. At the end ofthe course, trainees are able to make informedjudgements as a result of working to a distinct Englishdepartment ethos in each school. The schools themselvesare enthusiastic about welcoming new colleagues andcommitted to offering structured and supportiveprofessional development to trainees.

Assessment is mainly based on teaching performance inthe placement schools. Written assignments areclassroom-related tasks which are relevant to work inpractice: preparing learning materials and working withindividuals to develop writing skills, for example.

The course places a heavy emphasis on the requirementsof GCSE course planning and assessment and onincreasing trainees’ grammatical confidence andawareness. Work on Shakespeare involves collaborativepractical sessions and an approach to play texts asenjoyable, popular performance material needinginteractive classroom activities.

The record of employment from the course is excellent,both locally and nationally. Typically, trainees find thePGCE year much more demanding than the degree finalsyear – but also more rewarding, as knowledge,experience, energy, humour and sheer willpower cometogether to make small parts of the world, for a short timeat least, into better places.

Secondary PGCE programmeHull Campus


GeographyThe main aim of this course is to help prepare you tobecome a competent and engaging teacher of geographyat secondary level, a process that will continuethroughout your career as a teacher. In short, theexperiences of the year will help convert geographers intogeography teachers. The course concentrates on theteaching of 11- to 16-year-olds, but part of it extends yourstudies and experience to cover preparation for post-16teaching. The core areas of the course concentrate on

• learning theories in a geographical context• geography in 21st-century schools• teaching and supporting children of all abilities• monitoring and assessing progress• planning, preparing and evaluating geography lessons• the importance and value of field work

Sessions involve practical work, identify the linksbetween theory and practice and suggest a wide range ofteaching methodologies. The external examinercommented: ‘The Geography programme continues toprovide a coherent and well-considered experience. Thisis strengthened by the high level of care provided by theUniversity tutor, who not only knows the studentsextremely well but also has very good workingrelationships with school-based mentors.’

HistoryThe aim of the history course is to provide acomprehensive and supportive programme of initialteacher training for the secondary phase as a sound basisfor future career development. The intention is not to beprescriptive but rather to allow you to make informedjudgments and to develop your self-confidence inapproaching the teaching of history. Learning is by meansof small informal groups, with an emphasis on teamworkand practical participation.

The content of each session reflects the overall weeklytheme of the PGCE programme, aspects of the teaching ofhistory and the needs of individual trainees. Sessiontopics include

• the National Curriculum, focusing on issues ofhistorical knowledge, understanding and skills

• assessment• examinations• teaching and learning styles• information technology

A visit to Auschwitz–Birkenau is undertaken to enablestudents to develop a rationale for teaching theHolocaust. Trainees also visit Ypres and the Somme toexplore the educational opportunities offered by suchsites. Visiting speakers further enrich the course.

MathematicsWe aim to encourage trainees to reflect on the role of themathematics teacher and the place of mathematics in theschool curriculum by seeking to develop

• confidence in their own mathematical powers, togetherwith a good knowledge and understanding of schoolmathematics

• an awareness of how children learn and the need foractive involvement through discussion, practical work,problem solving and investigative approaches

• familiarity with a wide range of resources, includingcalculators and computers

• the ability to plan and use a variety of classroomapproaches, taking into account the varying needs ofdifferent children, links with other subjects, and theimportance of good classroom management

• a knowledge of the requirements of the NationalCurriculum, GCSE and A level, and familiarity withvarious modes of assessment

Further details can be found at www.hull.ac.uk/ces.

Mathematics Enhancement CourseA six-month Mathematics Enhancement Course, runningfrom January to June, is available for graduates with adegree in a subject other than mathematics who wish totrain as a secondary school mathematics teacher.Applicants should have an A level (or equivalent) inmathematics. This course is open to those wishing toapply for a place on our one-year PGCE course. It is alsoopen to others who are accepted for an initial teachertraining course elsewhere and who are referred to ourenhancement course.

A course to prepare trainees for the MathematicsEnhancement Course, running from September toDecember, is also available for those without a firstdegree.

Further details can be found at www.hull.ac.uk/ces.


‘I really enjoyed the PGCE programme. The SecondaryPGCE group as a whole and the Mathematics elementincluded newly graduated people, middle-aged peopleand people like myself, who were somewhere in themiddle. This resulted in many varied views on teachingand styles of teaching, with each member of the grouphaving their own role.

‘I thoroughly enjoyed all aspects of the course and havemade some extremely close friends from it.

‘I’m teaching now and there is no doubt it’s hard work,but it’s also the best decision I could have made. No twodays are the same, each posing its own new challenges.

‘The pupils are challenging and at the same timerewarding. They are constantly surprising you. Making aconnection with a teenager is such a buzz; I can’t seemyself having any other kind of career before I retire.’

Scott Eastwood

Modern foreign languagesWe welcome trainees from the UK, Europe and furtherafield. From the outset, work centres on the practicalskills and techniques necessary for successful languageteaching. The course seeks to establish what is involvedin second-language learning and to review critically thevarious approaches, methods, techniques and materialsused in the teaching of foreign languages within thecontext of secondary schools, curricula andexaminations. Examples of methodology range fromlively oral practice – supported by interactive whiteboard,overhead projector, flashcards and games for beginners –to the exploitation of topic-based and literary texts atsixth-form level.

In a friendly and cooperative environment, we aim toprovide a stimulating, practical preparation for traineeteachers wishing to become effective and reflectivepractitioners. Small-groups practical work equipstrainees to prepare their own teaching materials and touse a variety of teaching aids, including the interactivewhiteboard, computers, the overhead projector, DVD andreprographics. These tasks are followed up in school-based work under the direction of a mentor andsupported by the resources and facilities available in ourmodern languages studio and the Language LearningCentre in the University’s Language Institute.

Extensive MFL-specific interactive whiteboard trainingallows trainees to develop their skills and leads to anaccredited award, which has helped trainees to gain postsin schools.

Trainee learning experiences, both in the University andin partnership schools, are planned to form a coherentwhole, with University tutors and school mentorsworking in close liaison.

We prepare trainees to teach their main language to Alevel standard and often a second language to a lowerstandard. We also have places for single linguists.

French, German and Spanish are offered as both mainand subsidiary languages. Early application is advised forSpanish places, which are highly oversubscribed. ForSpanish or German trainees unable to offer French to atleast beginners, we offer a 15-week intensive FrenchExtension Course prior to the PGCE on behalf of theTraining and Development Agency. This enables singlelinguists in German and Spanish to learn French and isfunded in terms of course fees and a weekly bursary.

For further information, visit www.hull.ac.uk/ces.

What Ofsted and external examiners say Ofsted reported that the MFL training ‘forms a coherentwhole’ and found the University-based course to be ‘avery good example of what can be provided, in the timeavailable, to turn foreign language graduates intoteachers of modern foreign languages in schools’. Coursedocumentation provided for trainees was found to be‘particularly stimulating and informative’. Schoolmentors, it was reported, ‘all feel very well supported bythe University tutors, with whom they plainly enjoy anexcellent professional relationship’.

In 2003 the external examiner found the course ‘from allperspectives … well conceived and managed’. In 2006 theexternal examiner found the MFL PGCE to be a ‘very goodcourse’, with the trainees ‘well taught and well supported’.The quality of student support was highlighted as a realstrength, along with a very high-quality handbook.Feedback on written work was described as ‘a model ofgood practice’. Concerning the French Extension Course,the examiner commented: ‘Trainees who have taken part… continue to benefit from the positive impact that threemonths’ intensive language learning modelled on goodpractice in secondary education has on beginningteachers. Their peers also benefit via the sharing of theirknowledge and experiences.’ The external examiner alsonoted ‘rave reviews’ from trainees from the extensioncourse and remarked on its being ‘invaluable in relationto job opportunities’.


About the courseThe University was selected by the Teacher TrainingAgency to offer a French extension course for applicantsto MFL teacher training, based on our highly successfulnational pilot. This course provides an excellentopportunity for graduate linguists with little or no Frenchto undertake a tailor-made intensive course in Frenchbefore beginning teacher training. Those who completethe course are able to teach French to children in thesecondary phase to Key Stage 3 and beyond, significantlyincreasing their employment potential.

The course runs between June and the end of August,with a two-week ab initio course in May for those with no(or virtually no) French.

There are four hours of taught sessions in the mornings,followed by directed and self-directed study with a highlevel of individual support. Tutors have experience ofteaching French in secondary schools and utilisestimulating material written specifically for adult learnerson this course. Participants are taught using aninteractive whiteboard and have access to excellentfacilities in the Language Learning Centre.

AssessmentParticipants must complete the course satisfactorilybefore they can proceed to teacher training. This includesattendance at all sessions, the study visit, completion ofwork and a portfolio.

FundingParticipants will receive a weekly bursary and funding fora compulsory two-week tailor-made study visit to France,hosted in July by the La Rochelle Tourist Office with theassistance of a tutor from Hull.

ApplicationsParticipants should first gain a place on an MFL teachertraining course via the Graduate Teacher TrainingRegistry (GTTR). They should indicate their request to beconsidered for the French Extension Course in theirsupporting statement. Applicants for the Hull PGCE whoare interested in the extension course are interviewed forboth courses at the same time. Places are limited to 20.

What the students say‘The course was well planned, well executed and brilliantlytaught. The study visit was also invaluable to my learningand confidence. Thank you!’

‘This course has opened my eyes to French culture and theFrench way of life. This is mainly thanks to the La Rochellevisit. I am confident that I can teach French to Key Stage 4.’

The following comments were made by participants aftertheir return from La Rochelle:

‘Thanks for giving us the opportunity to study French insuch a great and unique way’; ‘It was an amazingexperience and we all gained so much’; ‘It was two of thebest weeks of my life – we really appreciate it!’

Comments from the course examiner‘Whilst a lot of ground is covered in the lessons, and theyare always purposeful in tone, it should be noted that theyare also extremely enjoyable. The unthreatening, good-humoured atmosphere of the lessons encourages allparticipants to take part, whatever their prior level ofattainment, and makes a significant contribution to theprogress they make.

‘The course continues to be a successful, high-qualityprogramme that is making an important contributiontowards increasing the available pool of well-qualifiedmodern language teachers. It is by now a smoothlyorganised programme that has developed well. Evidencegained from follow-up visits to see former participantsteaching confirms the success of the course and the factthat even participants who had been virtually completebeginners can become successful and confident teachers ofFrench to at least Key Stage 3 level – and in some cases tolevels beyond this.’

Chris Clark, External Examiner and former HMI

For further information, visit www.hull.ac.uk/ces.


French Extension Course

Religious educationThis course develops trainees’ understanding of religiouseducation and supports their development as teachers.RE itself aims to develop a critical understanding of thereligious and moral dimensions of human experience anda deeper understanding of religion, as opposed touninformed bias and prejudice. A great deal of workfocuses on Buddhism, Christianity, Hinduism,humanism, Islam, Judaism and Sikhism. Topics cover theworld’s history and culture, ranging from issues ofmeaning (when does a mundane object become regardedas special or even sacred?) through issues of justice (whyshould teachers – or politicians – be fair?) to life anddeath issues (what do pupils think happens when theydie?).

RE is therefore a dynamic subject within the schoolcurriculum, and it is taught with tremendous skill andenthusiasm in this region. Pupils encounter the beliefsand practices of individuals and communities, and theyare challenged to reflect on moral issues and questions ofmeaning and purpose. Such encounters and challengesare crucial in a multifaith and multicultural world, andare essential to the development of every individualperson.

RE does not seek to impose religious beliefs on pupils orcompromise the integrity of their own beliefs bypromoting one religion or world-view over another. Thesame goes for RE teachers. The subject is enjoyable andfulfilling, again for both pupils and teachers.

The RE programme enables you to

• consider the principles, issues and controversiesrelated to RE in the school curriculum

• relate RE to moral, personal and social education andto spiritual development

• become skilled in using a range of resources for goodRE teaching (videos, books, artefacts, music andinformation technology)

• develop the practice of planning, delivering andassessing RE lessons

• explore the implications of recent legislation for REteaching

• investigate GCSE and A level teaching in the subject• visit and use religious centres (communities and sacred

places) in the region and beyond • work closely in a supportive, friendly team with other

trainee teachers, and past and future trainees

Science (with biology, chemistry or physics)The course equips trainees to teach science in the 11–16age range and a science specialism post-16. During theautumn term, it focuses on the structure and content ofscience in the National Curriculum. Method work in theScience Education Centre deals with lesson planning;resourcing lessons; organising safe, investigativeteaching; matching work to different abilities; andmanagement and assessment of pupils. Experience in theprinciples and practice of science teaching is extended byexploring some of the main areas of the programmes ofstudy of the National Curriculum. Workshop activities,seminars and laboratory practical work are designed toidentify key ideas, to decide how these may beapproached in school, and to consider some of theconceptual and organisational barriers which may beencountered.

The programme also deals with teaching a specialistscience post-16. There are opportunities to explore topicsin the post-16 curriculum and to review assessment.

Practical classroom experienceAll trainees have two school placements and teach in twoschools. Each teaching block is 8–9 weeks in length andis preceded by a developmental phase of structuredpreparation. In Phase II this involves observingexperienced teachers working with individual pupils;working with groups of pupils; team teaching; andeventually taking responsibility for whole lessons.Trainees are advised and guided by their subject mentorsin schools and observed teaching by University methodtutors. Each trainee has a teaching profile document inwhich they and their mentors record their developingcompetencies. This document is formative in that traineesuse it throughout their training. It also contains twosummative sections for completion at the end of eachmajor period of teaching.

AssessmentTo qualify for a Postgraduate Certificate, the candidatemust satisfy the examiners in the practice of teaching andthe professional elements of the course. Assessment ofpractical teaching is based on evaluations by Universitystaff, by teachers in partner schools and – for a sample oftrainees – by external examiners. As well as beingrequired to demonstrate practical proficiency, trainees areassessed by essays, projects and the preparation ofteaching materials. Candidates completing theprogramme successfully will be awarded 60 credits atMasters level.


Phase I

Weeks 1–3

Phase II

Weeks 4–11

Phase III

Weeks 12–19

Phase IV

Weeks 20–25

Phase V

Weeks 26–36

Phase contentsInduction. Ten days in

University plus five daysin School 1.

Phase contentsEight weeks of joint

preparation for teaching.Trainees spend three

days per week inUniversity plus two inschools. Each week

activity is underpinned by a focus theme.

Phase contentsFour weeks in the

University, with one dayeach week spent in

School 2 undertakingschool-based

assignments andpreparing for school

practice.

Phase contentsSix weeks spent in

University, with threedays in School 2 in

each of Weeks 23–25.

Phase contentsFinal teaching experience

in School 2, with twoweeks’ break at Easter.

Secondary PGCE: illustrative outline


Hull Campus

Head of Centre for Educational StudiesAngela Shaw, BA (OU), MPhil (Sheffield), PGCE (CNAA), NNEB

Programme Director, Secondary PGCEAnne Bore, BSc, PhD (Bristol), PGDip (Hull)

Programme Director, Primary PGCERichard English, BSc, MPhil (Hull)

LecturersJohn Bennett, BEd (Chester/Humberside), DipPSE (Humberside), PGCE (Hull), PhD (Hull)Stewart Bennett, BEd (Nottingham), MA (Loughborough), PhD (CNAA), FIWM(Holocaust Education)Kim Bower, BA (Nottingham), DipEd (Sheffield), MEd (Hull)Janet Gibbs, BSc (Manchester), MSc (Manchester Met), PGCE (Northumbria)Paul Hopkins, BSc (Portsmouth), BTh (Nottingham), MA (OU), PGCE (Hull)Sarah James, BSc (UCL), MA (Hull)Amanda Naylor, BA (Manchester), PGCE (London), MA (York)Keith Porteous, BA, MA (Cambridge), PhD (Newcastle)John T Smith, BA (Nottingham), MPhil (Leeds), MEd, PhD (Hull), FRHistSCharlotte Whittingham, BA, PhD (Lampeter)Justin Wolliscroft, BEd (Southampton), FRGS, FCIEA, CGeog (Teacher)

Academic Admissions Tutor and Programme Director, MA in EducationalStudiesTina Page, BA (RQC), PGCE (Hull), MA (Hull)

Scarborough Campus

Acting Head of the School of EducationPeter Williams, MA, PGCE, MA(Eds), MA ODE, EdD, FHEA

Programme Director, Early Years PGCEClaire Head, BA (Leeds), MEd (Bradford)

LecturersKelly Dockerty, BSc (Northumbria), PGCE (Leeds)Kay Fraser, MA (Edinburgh), PGCE (Manchester)Gillian Gresswell, NDD (Hull), ATC, MA (Leeds)Peter Harrison, MA (York)William P Holmes, BSc (Leicester)David Overton, MEd (Hull)Susan Pierce, BA (Liverpool), PGCE (Birmingham), MEd (Newcastle)Sue Rolfe, BEd (Liverpool), MEd (Hull)Cecily Simpson, MEd (Hull)Chris Trala, BSc (Delaware, USA), MA (Columbia, New York)

Admissions (PGCE)Debbie Malton

Mem

bers

of s

taff


Gen

eral

info

rmat

ion Admission requirements

‘The University is committed to ensuring equality of opportunity in every aspect of itsprovision and seeks to apply the principle of equality of opportunity in relation to allaspects of its admission process.’ (University Code of Practice for the Admission ofStudents.)

We are part of a Northern Universities consortium whose members jointly andindividually encourage applications from minority ethnic groups.

Further details of our entry requirements and selection procedures – including whatyou may expect at interview – can be found in our profile on the GTTR course searchwebsite: www.gttr.ac.uk.

Early Years (3–7) programmeApplicants must normally possess a recognised good Honours degree from a Britishuniversity, or an equivalent qualification, and meet the selection requirements laidout by the Department for Children, Schools and Families (DCSF)* in ProfessionalStandards for Qualified Teacher Status and Requirements for Initial Teacher Training.

Applicants should make clear their qualifications, competence and experience intheir GTTR application.

Prior to interview, candidates must possess

• GCSE passes at grade C or above, or equivalent qualifications, in English,mathematics and a science subject

• a broad academic profile that reflects subject knowledge and competence in thefoundation subjects of the primary curriculum and RE

• a level of competence in, and familiarity with, ICT that can realistically ensure thetrainee’s required development under the terms of DCSF regulations currently inforce

• relevant evidence of experience related to working with children and teachers

During the interview process, candidates will be required to demonstrate theirsuitability to meet the requirements laid down in Professional Standards for QualifiedTeacher Status and Requirements for Initial Teacher Training, and the selectionprocedures will include a written element to assess standards in English andmathematics.

Primary (5–11) programmeApplicants must normally possess a recognised good Honours degree of a Britishuniversity, or an equivalent qualification, and meet the selection requirements laiddown by the Department for Children, Schools and Families (DCSF)*.

In addition, candidates must possess

• GCSE passes at grade C or above, or equivalent qualifications, in English,mathematics and a science subject

• relevant evidence of experience related to working with children and teachers

Secondary (11–18) programmeApplicants must possess an appropriate degree from a British university, or anequivalent qualification, and meet the selection requirements laid out by theDepartment for Children, Schools and Families (DCSF)* in Professional Standards forQualified Teacher Status and Requirements for Initial Teacher Training.

In addition, candidates must possess GCSE passes at grade C or above, or equivalentqualifications, in English and mathematics.

We can consider you if you do not have these qualifications at the time you apply, butyou must obtain them before the programme starts.

* A new UK Government took office on 11 May 2010. The Department for Education was formed on 12

May and is now responsible for education and children’s services.


Application procedureApplications to all university education programmes are made on a standard formthrough the GTTR. All applications are made online via the GTTR website atwww.gttr.ac.uk.

If you need help with your application, call the GTTR Customer Service Unit on0871 468 0469.

Applications should be made as early as possible after 1 September of the academicyear immediately preceding the proposed date of entry.

Suitable applicants will be called for interview. Those who are offered places willbe required by the Department for Education to complete a medical questionnaireand may be required to undergo a medical examination.

International studentsInternational students should apply online via the GTTR.

Financial incentivesFor the most up-to-date information see www.tda.gov.uk.

Qualified Teacher Status skills testsAll teacher trainees will be required to take National Skills Tests in Literacy,Numeracy and ICT during the course and can be granted QTS only when they havepassed the tests.

Protection of childrenAdmission to all initial teacher training programmes will be subject to the relevantcriminal record checks. Entrants also have to show ‘physical and mental fitness’ toteach and will be asked to provide evidence in both respects. At present this meansthat you will have to complete a self-disclosure form if offered a place on theprogramme. This self-disclosure form is an interim measure – all successfulcandidates must obtain a satisfactory Enhanced Disclosure from the CriminalRecords Bureau (CRB).

Fees and grantsAll PGCE trainees will be required to pay variable fees. If you are a permanentresident of the UK or an EU country, you may be entitled to assistance. Paymentwill not be ‘up front’: fees will be added to your student loan. For furtherinformation on fees and financial support visit www.directgov.uk/studentfinance.

If you are an international student from a non-EU country you will be charged thestandard overseas student fee. You should also visitwww.directgov.uk/studentfinance and follow the link for international students.

AccommodationThe University does not provide accommodation for PGCE students, but assistancewill be given to those seeking private accommodation.

The Accommodation Office at Scarborough offers assistance to PGCE studentsseeking private accommodation and can also help students who wish to shareaccommodation by putting them in touch with each other.


Advanced programmesThe Masters in Teaching and Learning (MTL) is the natural progression route forNewly Qualified Teachers, who are allowed to take into account credits previouslygained on the PGCE. A maximum of 30 credits from the PGCE can be granted for theMTL, which allows for exemption from Module 1 of that programme (‘Reflecting onProfessional Practice’). Currently the MTL is an entitlement for NQTs and is fullyfunded by the Training and Development Agency for Schools (TDA).

We also offer access to other Masters degrees in Education (MEd) for which PGCEgraduates can claim advanced standing to a maximum of 60 credits. Successfulcompletion of an MEd degree requires a further 120 credits, including the module‘Research Methods in Education’ (or equivalent).

PGCE graduates may also take other advanced programmes, including advancedcertificates and diplomas, Master of Philosophy (MPhil), Doctor of Education (EdD)and Doctor of Philosophy (PhD). Currently the TDA is offering sponsorship for thePostgraduate Certificate in Continuing Professional Development, which, whencombined with your credits from the PGCE, would take you to the final stage of theMEd degree (i.e. 120 credits would be accumulated).

Further details of these programmes and their entry requirements may be obtainedfrom

Admissions OfficeCentre for Educational StudiesUniversity of HullHull, HU6 7RX01482 466216

The University sessionThe dates of the terms for PGCE students depend largely on those for North Yorkshireand Humberside schools. At the time of writing not all the dates of terms had beendecided, but it is anticipated that they will largely correspond to any dates given inthe illustrative year outlines.

Changes to coursesThe accreditation of all courses of initial teacher training is subject to review by theSecretary of State for Education. The University therefore has the right to withdraw oramend parts of these courses.


Hull

London

Manchester

Paris

Brussels

Lille

Rotterdam

Luxembourg

Scarborough

Admissions ServiceUniversity of HullHull, HU6 7RXT 01482 466850F 01482 442290E [email protected]

This publication is intended principally as a guide for prospective

students. The matters covered by it – academic and otherwise –

are subject to change from time to time, both before and after

students are admitted, and the information contained in it does

not form part of any contract. While every reasonable precaution

was taken in the production of this brochure, the University does

not accept liability for any inaccuracies.

The contents of this publication are available online at

www.hull.ac.uk/pgdocs or in other formats on request.

Picture creditsFront cover © iStockphoto.com/SteveStone

Inside front cover © iStockphoto.com/monkeybusinessimages

Page 12 © iStockphoto.com/matka_Wariata

Page 25 © iStockphoto.com/SteveStone

Page 27 © iStockphoto.com/track5

Page 28 © iStockphoto.com/ktaylorg

Hands up if you want afulfilling career.

One hundred percent ofsecondary geography PGCEtrainees who completed ourcourse successfully in 2008

gained teaching employment.* So if your aim is to become an

outstanding NQT with excellentcareer prospects, talk to us.

Change the way you think.

www.hull.ac.uk

* Higher Education Statistics Agency, 2007/08.

PGCE PGBrochure 2011

Documents

Transcript of PGCE PGBrochure 2011