PGDE Professional Graduate Diploma in Education (Chemistry)

In this module you will be introduced to the theories, policy, legislation and issues relevant to Secondary education in Scotland. Through attending lectures and seminars, you will build a critical understanding of the purposes of education, theories of how learning takes place, the complex and sometimes challenging influences that can impact on learning, and the policies and legislation that frame this learning. Using reading, discussion and reflection, you will be encouraged and supported in developing the professional values and qualities expected of student teachers by the GTCS in their Standards for Provisional Registration.

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Learning and Teaching 1 is designed to explore the professional values, personal commitment, complex pedagogical approaches and subject knowledge required in curricular specialisms. There will be a focus on the Senior Phase of secondary school to allow you to develop your confidence in working with pupils who are working towards external qualifications. You will develop your skills in planning and delivering lessons, or portions of lessons, which are relevant, challenging and engaging, using research and evidence-informed teaching strategies.

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This module builds on Learning & Teaching 1. Through this module you will further develop your understanding of your subject area within the secondary curriculum and strengthen your confidence with a range of pedagogical approaches and assessment strategies. You will also continue to develop your personal understanding of the professional values and personal commitment expected of student teachers set out in the GTCS Standards for Provisional Registration. You will also develop an appreciation of how your role as a subject teacher contributes to whole school/system commitments to broader educational policy areas.

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This module is focussed on building your skills in practitioner-based enquiry in schools. It will help you develop this skill through focusing on an area of your own teaching practice and focussing on building your skills in this area through reflective practice. Practitioner enquiry is one of the key elements in the GTCS Professional Standards and in Scottish Education policy2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry, 3.4.1 Read and critically engage with professional literature, educational research and policy.After completing this module, you will have an understanding of how practitioner enquiry can be an integral aspect of the day-to-day practice of teachers. You will gain an appreciation that successful teaching requires regular engagement in practitioner enquiry, recognising how to use enquiry to drive forward an aspect of your teaching. Indicative ContentThe module content will allow you to explore all the features of professional enquiry and provide a useful toolkit for you to undertake your own enquiry in a school setting. These will include introduction to professional enquiry and how it can support teachers? professional development throughout their careers We will then introduce models of enquiry to allow you to move from a hunch about your teaching, to developing a clear enquiry question that will form the basis of your enquiry. All of these activities will be grounded in the British Education Research Association ethical guidelines relating to educational research.

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This module on School Experience articulates with the development of professional skills and abilities in Teaching and Learning. It represents the 18 weeks when you will be in school and developing your skills to enable you to take responsibility for your timetabled classes. You will have opportunities to demonstrate increasing confidence in your abilities and to inspire the pupils with subject knowledge and use of effective learning and teaching strategies.

During this period you will also be required to gather evidence for future professional recognition by the General Teaching Council Scotland’s Standards for Provisional Registration. This detailed matrix is both aspirational and achievable for you by the end of the 10-month PGDE programme, and as an audit towards the probation (NQT) year ahead.

The assessment at all stages is holistic in nature and will involve both university curricular specialists and school based mentors working with you. This partnership is essential to ensure that professional standards are maintained and that support is offered at every stage of the three school experience placements that you will undertake.

As part of the process you participate in developing three personal development plans that will clearly determine your professional needs and advice on how to realistically achieve these targets. It will also be relevant for engaging in professional discussion with colleagues to gauge how the placement is progressing rather than waiting until the end of each placement for purely summative report.

In preparation for your school experience placements you will also explore professional values and generic aspects of curriculum, pedagogy and assessment, as well as facilitating understanding of the schools as inclusive learning communities in which you will teach and your professional responsibilities within them.

You will know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing, and the methods and underlying theories for effective teaching of these cross curricular priorities. A variety of strategies to build relationships with learners, promote positive behaviour and celebrate success will be explored and the importance of applying the school’s behaviour management policy, including strategies for inclusion, emphasised.

Learning activities will encourage reflection and engagement in self-evaluation using the Standard for Registration and relevant educational theory. You will maintain a record of their own professional learning and development, and use the reflective journal as a method of capturing this.

• Education systems and professional responsibilities: You will develop an understanding of the sector and schools in which they will be working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development, and how these connect to teachers’ professional practice. The module will provide a working knowledge of the teacher’s contractual, pastoral and legal responsibilities and enable students to develop an understanding of the legal and professional aspects of a teacher’s position of trust in relation to learners. The roles and responsibilities of various members of staff within learning communities will be explored, including interprofessional practice and child protection.

• Pedagogy: The module will support student understanding of theories of learning and the importance of these in planning, teaching and learning. You will also consider how to plan and provide an inclusive, safe and secure, well organised learning environment; make appropriate use of available space to accommodate whole class lessons, group and individual work and promote independent learning including the use of digital technologies where appropriate. You will also learn to apply health and safety regulations as appropriate to your role and the diverse learners you teach.

• Professional qualities and capabilities: The module will enable students to engage in professional dialogue with peers and university staff and to work collaboratively, at times taking a leading role, in a culture of trust and respect, to share their professional learning and development with others.

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