PGCE Secondary Modern Foreign Languages with recommendation for QTS

This module provides opportunities for you as a trainee teacher to develop your ability to reflect on your practice in school understanding how the taught content, underpinned by research, has informed and influenced your practice in school. Education is an ever-changing environment and the desire for improvement is strong from all stakeholders. This module helps you to understand that engaging in professional development can positively impact the learning experience of your pupils. Implicit in this will be the development of your understanding of your personal teacher identity and the impact on pupil outcomes. You will also have the opportunity to develop an understanding of how children learn and how this is organised, within your subject area. This module is informed by classroom-based evidence, the use of subject research literature and underpinned by pedagogy.

This module provides opportunities for you as a trainee teacher to develop your ability to reflect on your practice in school understanding how the taught content, underpinned by research, has informed and influenced your practice in school. Education is an ever-changing environment and the desire for improvement is strong from all stakeholders. This module helps you to understand that engaging in professional development can positively impact the learning experience of your pupils. Implicit in this will be the development of your understanding of your personal teacher identity and the impact on pupil outcomes. You will also have the opportunity to develop an understanding of how children learn and how this is organised, within your subject area. This module is informed by classroom-based evidence, the use of subject research literature and underpinned by pedagogy.

This module provides opportunities for you as a trainee teacher to develop your ability to reflect on your practice in school understanding how the taught content, underpinned by research, has informed and influenced your practice in school. Education is an ever-changing environment and the desire for improvement is strong from all stakeholders. This module helps you to understand that engaging in professional development can positively impact the learning experience of your pupils. Implicit in this will be the development of your understanding of your personal teacher identity and the impact on pupil outcomes. You will also have the opportunity to develop an understanding of how children learn and how this is organised, within your subject area. This module is informed by classroom-based evidence, the use of subject research literature and underpinned by pedagogy.

This is one of two academic modules to be completed alongside school experience during the PGCE training year. This module is designed to align with university taught content and school-based placement.. The Module is assessed by successful completion of a 4,000-word written assignment. You will understand the holistic and positive role of a teacher and the practices and policies of the education framework in which you operate. Implicit in this will be the development of your understanding of your personal teacher identity and the impact on pupil outcomes. You will also have the opportunity to develop an understanding of how children learn and behave.

This is one of two academic modules to be completed alongside school experience during the PGCE training year. This module is designed to align with university taught content and school-based placement.. The Module is assessed by successful completion of a 4,000-word written assignment. You will understand the holistic and positive role of a teacher and the practices and policies of the education framework in which you operate. Implicit in this will be the development of your understanding of your personal teacher identity and the impact on pupil outcomes. You will also have the opportunity to develop an understanding of how children learn and behave.

This is one of two academic modules to be completed alongside school experience during the PGCE training year. This module is designed to align with university taught content and school-based placement.. The Module is assessed by successful completion of a 4,000-word written assignment. You will understand the holistic and positive role of a teacher and the practices and policies of the education framework in which you operate. Implicit in this will be the development of your understanding of your personal teacher identity and the impact on pupil outcomes. You will also have the opportunity to develop an understanding of how children learn and behave.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications, the ITT Core Content Framework (2019), the Intensive Training and Practice (ITAP) Policy Paper (December 2023) and the Initial Teacher Training (ITT): Criteria and Supporting Advice Academic Year 2024/25. University-based training sessions introduce the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. School-based training in a placement setting provides the opportunity to apply these in practice. School-based training includes School experience placements and ITAP weeks, which allow for intensive training and practice in specific areas of the Birmingham Newman Themes. Successful completion of all module elements is required for recommendation for Qualified Teacher Status.

Where appropriate, students are placed in pairs in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning in both KS3 and 4. They are supported by a School-Based Tutor from the setting and a University Subject Tutor/Lead Mentor from the university.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications, the ITT Core Content Framework (2019), the Intensive Training and Practice (ITAP) Policy Paper (December 2023) and the Initial Teacher Training (ITT): Criteria and Supporting Advice Academic Year 2024/25. University-based training sessions introduce the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. School-based training in a placement setting provides the opportunity to apply these in practice. School-based training includes School experience placements and ITAP weeks, which allow for intensive training and practice in specific areas of the Birmingham Newman Themes. Successful completion of all module elements is required for recommendation for Qualified Teacher Status.

Where appropriate, students are placed in pairs in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning in both KS3 and 4. They are supported by a School-Based Tutor from the setting and a University Subject Tutor/Lead Mentor from the university.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training sessions introduce the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. School-based training, undertaken in a placement setting, provides the opportunity to apply these in practice. Successful completion of all elements of the module are required for recommendation for Qualified Teacher Status.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training sessions introduce the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. School-based training, undertaken in a placement setting, provides the opportunity to apply these in practice. Successful completion of all elements of the module are required for recommendation for Qualified Teacher Status.