English (Secondary PGCE - Graduates only)
University of Wales Trinity Saint David
UCAS Code: 2X5X | Postgraduate Certificate in Education - PGCE
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About this course
PGCE - Secondary English QTS
Unashamedly ambitious the Athrofa English PGCE pathway prepares you to teach across the secondary age range – from the Area of Learning and Experience for Languages, Literacy and Communication to the exam groups for GSCE and A level qualifications
The central aim of the course is to educate confident, expert, competent and professional teachers of English with a secure knowledge of research-based effective approaches to teaching, and the enthusiasm and skill to help all pupils understand, enjoy, and improve their skills and knowledge in English.
Potential candidates will be ambitious and committed, have high expectations, be versatile and resilient, able to expertly engage with their subject, language and literature.
The Athrofa Professional Learning Partnership with its partner schools will support you in becoming a critically reflective practitioner whose practice revolves around a safe, vibrant learning environment with challenging, informed high expectations.
We strive to produce teachers who are resilient lifelong learners, with a passion to do the same for their pupils.
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).
Assessment methods
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.
Award of QTS
Qualified Teacher Status (QTS) is awarded to those student teachers who have fully met the professional teacher standards for QTS.
http://learning.gov.wales/resources/collections/professional-standards?lang=en
This aspect of the programme is assessed through a portfolio of evidence and a professional dialogue with a specialist mentor and tutor.
The Education Workforce Council (the statutory body for teachers in Wales) has a very useful website:
www.ewc.wales
The Uni
SA1 Waterfront Campus, Swansea
Teacher Education
What students say
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
English studies
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This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
English studies (non-specific)
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
English is one of the most popular degree subjects and in 2015, more than 11,000 students graduated with English degrees - although this does represent a fall from recent years. As good communication is so important to modern business, you can find English graduates in all parts of the economy, although obviously, you can't expect to get a job in science or engineering (computing is a different matter - it's not common but good language skills can be useful in the computing industry). There's little difference in outcomes between English language and English literature degrees, so don't worry and choose the one that suits you best. More English grads took another postgraduate course when they finished their degree than grads from any other subject - this is an important option. Teacher training was a common choice of second degree, as was further study of English, and journalism courses. But many English graduates changed course and trained in law, marketing or other languages -or even subjects further afield such as computing, psychology and even nursing. This is a very flexible degree which gives you a lot of options
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
English studies (non-specific)
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£13k
£18k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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