|Course Length:||1 Year Full-Time|
|Start Dates:||September 2019, September 2020|
|Department:||Faculty of Education|
|Location:||Edge Hill University|
- Excellent quality teaching and learning opportunities on a popular programme carefully designed to meet the latest curriculum requirements in computing;
- Individually-tailored support.
Successful completion of the programme leads to recommendation for Qualified Teacher Status.
With a new focus on the subject in schools and a resurgent interest in computer technology like the Raspberry Pi and Codebug, it is an ideal time to train as a teacher of computing.
This PGCE will equip you with the range of academic, professional and vocational knowledge, understanding, skills and values necessary to become a high quality and skilled teacher of the subject. You will learn to teach all aspects of computing, including computer science, digital literacy and information technology.
The programme aims to develop reflective and analytical skills as well as providing practical experience in planning effective lessons and learning strategies, hands-on classroom experience, and opportunities to further your own subject knowledge.
You will have the opportunity to interact with the latest specialist computer science and computing software and tools in schools in order to both increase trainees’ knowledge of computer science, digital literacy and information technology, and support and enhance other aspects of teaching and learning in secondary schools.
If you are a graduate with a degree in computer science, information technology or a related subject (or if you work in an IT environment) and you are passionate about developing the technical creativity and computing skills of secondary school pupils, this PGCE in Computer Science and Information Technology is for you.
Student and Alumni Profiles
With all the hard work comes the rewards and each milestone gives you such a real sense of achievement.
What will I study?
You will start with an extensive subject knowledge and understanding audit, to identify your main strengths and weaknesses, and enable your tutor to focus on your individual development needs.
During 12 weeks of study on campus, you will develop:
- Knowledge of essential educational theory;
- Awareness of appropriate and innovative teaching and assessment methods;
- Strategies to encourage students’ practical skills development;
- Understanding of the computing curriculum, including a range of software used in schools from Key Stage 3 to post-16 qualifications;
- Ability to plan lessons effectively;
- Excellent working knowledge of the latest software tools used in schools, and the ability to assist other teaching colleagues in the use of them;
- Enhanced subject knowledge in a range of areas, including programming, computational thinking, applications and database design, multimedia, spreadsheet modelling, web authoring, desktop publishing and aspects of computer control;
- Wider awareness of your role within the teaching profession through study of professional roles and responsibilities.
How will I study?
A combination of academic and technical study, group discussion and reflection, and practical, work-based learning in the classroom will give you all the knowledge and skills you need to become a creative and innovative teacher. The programme aims to develop a reflective and critically analytical approach to education.
You will spend 26 weeks on placement in schools, colleges and other educational settings, putting your training into practice through assisting in and taking responsibility for classes, and working alongside mentors and peers to further your professional development. The focus initially is on observation and supporting teaching and learning. Your teaching timetable will increase as your training progresses and you become more confident and competent in the classroom.
How will I be assessed?
A balanced combination of coursework and observed classroom experience will be assessed against academic criteria at Level 7 and the QTS Standards. Various other tasks will enable you to show your competence in computer science and information technology, including creating an interactive teaching pack and undertaking action-based research.
Before the end of your PGCE you will need to complete a Career Entry and Development Profile (CEDP) which acts as a useful bridge between your initial teacher training programme and your Induction Year as a Newly Qualified Teacher.
Who will be teaching me?
The programme is managed and developed by a team of experienced tutors all of whom have experience of teaching in schools.
A Great Study Environment
The Faculty of Education has been at the forefront of teacher education for more than 130 years and today enjoys the enviable position of being one of the country’s leading providers of education, training and research for the children’s workforce.
Housed in a state-of-the-art £9m building, the Faculty of Education’s facilities include a 300-seat lecture theatre, five well-equipped ICT suites, and 18 teaching rooms complete with the latest technology.
The Faculty has a strong commitment to practice-based learning and has developed partnerships with over 2,000 schools and colleges, local authorities and professional associations.
SIT4010Developing Subject Knowledge and Pedagogy in Information Technology and Computing (30 credits)
Developing Subject Knowledge and Pedagogy in Information Technology and Computing prepares you to become an outstanding teacher with the desire and capability to continually improve your subject knowledge and pedagogy in order to enhance the learning of pupils throughout your future teaching career. The module has a joint academic and professional focus and is centred on strands such as enhancing your subject knowledge, developing curriculum knowledge, examining subject pedagogy and its application to practice, linking your training to school improvement via dissemination in placement settings, and critically reflecting on practice.
Assessment: Coursework: 100%.
SIT4011Planning for Effective Teaching and Learning in Information Technology and Computing (30 credits)
Planning for Effective Teaching and Learning in Information Technology and Computing enables you to consider effective teaching in information technology and computing through the discussion and evaluation of alternative approaches. In addition, the module will analyse the role of information technology and computing in the curriculum and examine how it contributes to a range of whole-school issues. There will be a clear focus on the planning, teaching and assessment cycle, which lies at the heart of the most effective professional practice, and on evaluation and review, which provides the focus for on-going professional development.
Assessment: Coursework: 100%.
SIT4012Research and Practice in Information Technology and Computing (30 credits)
Research and Practice in Information Technology and Computing provides an opportunity to individualise and extend your learning through engagement with areas of particular interest, expertise and/or identified areas for development within information technology and computing education. The module will enable you to engage in relevant classroom-based research in order to make informed judgements and decisions which impact on teaching and learning. These research outcomes will not only improve your individual practice but will also benefit the educational settings in which the research is conducted. The module presents the scope for this research to take place in a variety of educational settings and to reflect current and emerging educational policies and initiatives.
Assessment: Coursework: 100%.
SRP4001Reflective Professional Practice (30 credits)
Reflective Professional Practice clearly links reflective based practice with theory to engage you with the main areas of debate within the evolving policies and practices of the educational world and enable you to apply what you learn from this to your practice. The aim is for you to become a reflective practitioner in line with the Teachers’ Standards (2012). The module will encourage you to apply and develop your understanding of the links between professional development and theory while also consolidating within you the holistic professionalism of a training teacher.
Assessment: Coursework: 100%.
SRP4002Professional Practice 1 (30 credits)
Professional Practice 1 is a school-based module which introduces you to practical aspects of the role of a teacher. The focus initially is on observation and supporting teaching and learning as you engage in teaching commitments in line with your individual training needs. You will progress to undertake approximately 50% of a full teaching timetable and develop responsibilities for planning, teaching and assessing learners. Regular self-target setting and reflection, supported by practice-based mentors, are key features of the module.
Assessment: Coursework: 100%.
SRP4003Professional Practice 2 (30 credits)
Professional Practice 2 provides a final phase to your professional practice in a different educational setting to that of your previous placement. The module takes place in a school which will provide the necessary progression and consolidation of your skills as you undertake approximately 70% of a full teaching timetable. The aim is for you to become autonomous in your needs and targets, ready to graduate as a Newly Qualified Teacher.
Assessment: Coursework: 100%.
120 academic credits are studied on the programme in total, in addition to 60 ungraded credits for the Professional Practice modules.
Timetables for your induction week are normally available in August prior to enrolment. You can expect to receive your timetable for the rest of the academic year during your induction week. While we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week.
Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
To join this PGCE, you will be expected to have:
- A first or second class Honours degree from a UK university (or equivalent qualification);
- GCSE English Language and Mathematics at Grade C or Grade 4 or above (or equivalent qualification);
- Satisfactory levels of Information and Communications Technology competence;
- A commitment to, and understanding of, secondary education, demonstrating the personal attributes, values and motivation required to train as a teacher.
Please note, for the purposes of initial teacher training, level 2 literacy and numeracy qualifications are not considered as equivalent to GCSE Grade C or Grade 4 in English Language and Mathematics.
EU students can get country-specific information about the University’s entry requirements and equivalent national qualifications at www.edgehill.ac.uk/eu.
You are required to undertake Professional Skills Tests in Literacy and Numeracy prior to entry to this programme. Successful completion of the Professional Skills Tests will form part of the conditions of any offer of a place. Further details can be found at www.edgehill.ac.uk/skillstests.
If you accept a formal offer from Edge Hill University you will be required to meet the Department for Education’s standards for physical and mental fitness to teach and clearance to work with children. Further information, including a Declaration of Health questionnaire and details of how to apply for a Disclosure and Barring Service (DBS) Enhanced Disclosure will be sent to you after you have firmly accepted an offer.
English Language Requirements
International students require IELTS 6.5, with a score no lower than 6.0 in each individual component, or an equivalent English language qualification.
If your current level of English is half a band lower, either overall or in one or two elements, you may want to consider our Pre-Sessional English course.
Are there any alternative ways to meet the entry requirements?
If you want to teach Computer Science and Information Technology but have an insufficient level of the subject in your degree to access the course, then our subject knowledge enhancement course in Computer Science could help prepare you to train to teach the subject effectively.
Some offers will be conditional upon completing a subject knowledge enhancement course but the enhancement programme does not necessarily qualify you for a place on the PGCE Secondary Computer Science and Information Technology Education (Age Phase 11-16) with QTS unless this is made clear at the time the offer is made. This will be discussed with you if you are called for an interview.
Recognition of Prior Learning
Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’).
Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.
What are my career prospects?
Successful completion of this programme will allow you to gain QTS status and progress onto employment as a Newly Qualified Teacher (NQT) of computing at secondary school level.
Our proactive careers service can help you to find job vacancies and offers in-depth advice on teacher job applications and interviews, to help you secure work.
Teaching is a rewarding job and there are many ways in which you could progress in your career, either in the classroom or in a leadership role. For more information, see www.education.gov.uk.
If you are a prospective UK or EU student who will be joining this PGCE in academic year 2019/20, the tuition fee will be £9,250. Tuition fees for international students enrolling on the programme in academic year 2019/20 are £13,000.
If you are a prospective UK or EU student who will be joining this PGCE in academic year 2020/21, tuition fees are still to be announced.Tuition fees for international students enrolling on the programme in academic year 2020/21 are £13,250.
Subject to eligibility, UK and EU students joining this PGCE in academic year 2019/20 can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees. UK and EU students enrolling on the programme in academic year 2019/20 may also be eligible to apply for additional funding to help with living costs.
If you are a prospective UK or EU student who will be joining this PGCE in academic year 2019/20, you may be eligible to receive a bursary worth £26,000 if you have a first class, 2:1 or 2:2 honours degree, or if you have successfully completed a PhD or Masters award.
For comprehensive information about the financial support available to eligible UK and EU students joining this programme in academic year 2019/20, together with details of how to apply for funding, please view our Money Matters 2019/20 guide at www.edgehill.ac.uk/pgcefinance2019.
Financial support arrangements for eligible UK and EU students joining this programme in academic year 2020/21 are still to be announced.
Financial support information for international students can be found at www.edgehill.ac.uk/international/fees.
Edge Hill University offers a range of scholarships with a competitive application process for prospective full-time PGCE students. These scholarships aren’t linked to academic success and celebrate determination, talent and achievement beyond your coursework, for instance in creativity, enterprise, ICT, performance, sport or volunteering.
To find out more about scholarships, to assess your eligibility, and to meet some of our dedicated scholarship winners, visit www.edgehill.ac.uk/scholarships.
How to Apply
Apply online through UCAS Teacher Training at www.ucas.com/apply/teacher-training.
Visit www.edgehill.ac.uk/applyucasteachertraining to find out more about the application process.
Further information for international students about how to apply is available at www.edgehill.ac.uk/applyinternational.
Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.
If you are considering applying to study at Edge Hill University, the best way to gain an insight into student life is to discover our stunning campus for yourself by attending an open day. You can view dates and book your place at www.edgehill.ac.uk/opendays.
Alternatively, if you are unable to attend an open day, you can find out more about all of our events for prospective students, including monthly campus tours, at www.edgehill.ac.uk/visitus.
Request a Prospectus
If you would like to explore our full range of PGCEs before you apply, you can order a PGCE prospectus at www.edgehill.ac.uk/pgceprospectus.
Get in Touch
If you have any questions about this programme or what it’s like to study at Edge Hill University, please contact:
- Course Enquiries
- Tel: 01695 657000
- Email: firstname.lastname@example.org
If you would like to talk to the programme leader about the course in more detail, please contact:
- Dawn Hewitson
- Tel: 01695 650979
- Email: Dawn.Hewitson@edgehill.ac.uk
Course ChangesExpand All This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented in the past two years.
28th March 2018 - Change to Entry Requirements
The wording of the entry criteria around demonstrating an interest in teaching has been revised to remove reference to time spent in schools. The revised wording states that applicants are expected to have a commitment to, and understanding of, secondary education, demonstrating the personal attributes, values and motivation required to train as a teacher.