The Brunel PGCert (Secondary) course in ICT equips you with the skills to teach this specialist subject. It includes a focus on implementing and improving the recently developed National Strategy for ICT at Key Stage 3. It also allows you to gain an understanding of teachers' work in Special Educational Needs and includes a varied strand of General Professional Studies.
Throughout the main ICT programme, theory and practice are integrated and full use of practical school experience is made.
See Secondary PGCert Admissions Criteria for Initial Screening Process for full details.
The Brunel PGCert (Secondary) course in ICT equips you with the skills of subject specialist teaching. It includes a focus on implementing and improving the recently developed National Strategy for ICT at Key Stage 3. It also allows you to gain an understanding of teachers' work in Special Educational Needs (Inclusive Education) and includes a varied strand of General Professional Studies.
Throughout the main ICT programme, theory and practice are integrated and full use of practical school experience is made. The ICT programme enables you to: teach and use ICT applications in a variety of educational context; understand the nature and role of ICT in the National Curriculum; develop the ability to plan, teach and evaluate ICT lessons and to assess pupils' work in KS3; appreciate schools' management and co-ordination of ICT; work collaboratively with other teachers using ICT; know the range and requirements of ICT courses at KS4 and post-16, with a particular emphasis on the 11-16 age range for the purpose of QTS assessment; develop your own special interest and skills in ICT; develop as a reflective, committed professional educator, able to handle the problems and challenges of teaching and of educational change.
Modules (all core) General Professional Education
Main topics of study: professionalism; reflection; the reflective practitioner; education; pedagogy; action research and evidence based practice; schools and their learning communities; the curriculum and the hidden curriculum; teaching and learning; continuing professional development
Planning, Teaching and Assessment
Main topics of study: philosophical rationales underpinning different assessment strategies; the deployment of a range of strategies for assessment relevant and applicable within trainees’ subject areas (En, Ma, MFL, PE, ICT, SC, SBi, SCh, SPh); how assessment data can be recorded, analysed and reported; how assessment outcomes can be used for planning future learning and teaching.
Subject Knowledge ands Understanding: Inclusive Practice
Main topics of study: pedagogical, sociological and psychological theories related to the construction and learning of their subject (En, Ma, MFL, PE, ICT, SC, SBi, SCh, SPh as appropriate); official policies and sources of guidance materials for the teaching of their subject (En, Ma, MFL, PE, ICT, SC, SBi, SCh, SPh as appropriate); teaching strategies relevant to their subject (En, Ma, MFL, PE, ICT, SC, SBi, SCh, SPh as appropriate).
QTS Skills Test
In order to gain the award of Qualified Teacher Status, all trainees are required to pass the skills tests in ICT, Numeracy and Literacy.
School Experience (two modules)
Trainees normally spend eight weeks in school for the first School Experience module and the final synoptic module is compulsory for all trainees (usually of eight weeks).
Note: This course may involve regular access to children and/or vulnerable adults, also known as regulated activity. Where this is the case, students will be legally required to register with the Vetting and Barring Scheme (VBS) which is administered by the Independent Safeguarding Authority. The Independent Safeguarding Authority has recently been established as a single agency to monitor all individuals who want to work or volunteer with vulnerable people. Registration with the scheme will cost £64, as a one off payment, which will cover both the cost of registration and a Criminal Records Bureau (CRB) check. Following successful registration you will be issued with an ISA Registration Number which will stay with you for the rest of your career. The University will send further instructions on registering with the VBS as part of the admissions process. For further guidance please email firstname.lastname@example.org.
Teaching and Learning
A variety of teaching and learning methods is used: visits to particular types of schools, for instance primary schools, special school; fieldwork with pupils, and other visits to relevant places to do with the school curriculum; you will be taught in groups of different sizes and compositions to provide as much variety of experience as possible; good practical examples are set out so that you learn from direct teaching experience; lectures, seminars and workshops; group-work, independent learning and investigation, and guided discovery; observation, portfolio preparation, and self-analysis and reflection on teaching practice; guest speakers from experts in your subject fields.
Coursework is designed to enable the trainee to reflect upon and synthesise the underpinning knowledge about ICT teaching that they develop during the PGCert year. In order to gain the PGCert qualification and be recommended for Qualified Teacher Status, trainees must meet the Standards set out in TTA publication 'Qualifying to Teach', including three national online skills tests in Numeracy, Literacy and ICT skills. Successful candidates develop a Career Entry Profile, which provides the basis of the trainee's induction year as a Newly Qualified Teacher
Information and Communication Technology has been taught under various names in secondary schools since the late 1970s, originally as Computer Studies - with a strong emphasis on programming and technical knowledge - then with more and more focus on computer applications, and their uses in most subjects in the curriculum. In 1989 Information Technology (IT) became part of the Design Technology subject area in the National Curriculum but in 1995, after the Dearing Report, IT was given foundation subject status in its own right, its basics being seen as core skills and an integral part of good practice in most subjects. For some years it has been known as Information and Communication Technology (ICT). ICT is a GCSE and A level as well as a vocational examination subject. ICT is a designated shortage subject because schools find it difficult to recruit well qualified specialist ICT teachers.
The course is planned and taught in partnership with Heads of ICT and a Professional Tutor in local schools. Serial and block school experience take place in partnership schools selected for the quality of teaching and learning and the support offered to trainees by experienced subject mentors.