The Secondary PGCE programme currently provides initial teacher education for student teachers in Art and Design, English, Geography, History, Mathematics, Modern Languages, Music, Physical Education, Religious Education and Science. The partnership between the College and schools sets out to ensure that student teachers experience an integrated programme in which the 60 days spent in College and the 120 days spent in school complement each other effectively. While there may be more emphasis in College on the exploration of theory, and in school, on the implementation of ideas and strategies through teaching practice, the partnership has broken down the barriers between theory and practice, College and school, in many ways. There is an expectation that student teachers will know, understand and reflect on the theory that underlies effective practice, and keep evidence of such reflection on their own practice in their teaching files. College teaching sessions are supported by school-based tasks which student teachers share the results of with their peers in College.
Schools provide theoretically informed teaching on numerous topics.
The assessment criteria for assignments require student teachers to relate theory to their own practice. A fundamental aim of this integrated programme is for the partnership to produce teachers who have the professional competence to meet, and in many cases to exceed, the Standards for Qualified Teacher Status, but also the quality of thinking, the creativity, criticality and academic skills, worthy of the award of a post graduate certificate, which will enable them to operate as independent, innovative and reflective professionals who can enquire into, analyse and change both their own practice and that of others. A successfully integrated programme also relies on effective communication between the College and schools, and especially on shared understanding of the programme s structure and its procedures. The Handbook should be read in conjunction with the School Experience Journal, the Professional Studies Handbook and Subject Handbooks. There is also a Mentor Handbook which provides detailed guidance for Mentors on their roles and on strategies for implementing course procedures.