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PGCE Secondary - Design and Technology
Course closed for 2010 entry!
In a world where new products and technological innovations appear daily, Design and Technology has never been more relevant.
This programme will prepare you to become a successful and valued member of a secondary school department and develop your ability to teach pupils aged 11 -16 to meet DCSF Standards. You will also receive University based education for planning, teaching and assessing the post-16 age range.
Good teachers in this subject are always in demand, so employment prospects are excellent.
Course Structure and Content
The National Curriculum requires all pupils to study Design and Technology to the age of 14 with the option to continue their studies to GCSE level. Most schools employ a range of specialists to deliver the curriculum so prospective teachers need to be able to teach in two of the four specialisms:
- Textiles Technology;
- Resistant Materials (wood, metal and plastics);
- ECT (electronics and communications technology);
- Food Technology.
The programme aims to enable you to meet the DCSF Standards in respect of pupils aged 11 -16 . The QTS recommendation is for Key Stages 3 and 4 and there are opportunities to undertake post-16 enhancement work.
Design and Technology teachers share a common understanding of the philosophy of designing and making. This coherent approach is what makes the Design and Technology experience for pupils and teachers so exciting and rewarding. The PGCE programme develops this approach through working together, irrespective of specialism, for many components of the University programme.
Through this approach the programme provides you with the opportunity to enhance your own expertise whilst exploring a range of approaches to teaching, learning and assessment within your specialist areas.
The other major element of the programme is the Professional Studies component. This offers a mix of experiences both in school, at the university and other settings. It positions you in the broader context of professional practice and considers key issues which take you beyond the confines of the traditional curriculum. All professional studies themes are developed further in the subject specialist context.
Teaching Methods and Resources
The programme has two key components, study based at the University and teaching phases based in school. The work undertaken at the University consists of taught sessions that explore approaches to teaching and learning in the different aspects of Design and Technology. By their very nature many of these sessions are delivered as practical ‘hands on’ sessions which also offer the chance to enhance your subject knowledge. For some sessions on issues such as assessment, maintaining a safe learning environment or lesson planning, the whole group works together. For the remainder of the time you will work with tutors within your own chosen specialism. School phases provide the opportunity to put this into practice with all the support and guidance that you need.
We have specialist rooms and facilities and the programme emphasises the use of the latest materials, components and approaches, enabling you to experience the work first hand. In addition our excellent links with local schools and colleges mean that you experience using the latest ICT applications, CAD/CAM (such as laser cutting), interactive whiteboards and PIC technology in electronics.
Entry Requirements
In addition to the General Entry Requirements you will need a degree which relates closely to one of the four specialisms within the subject. A degree that relates reasonably well might also be acceptable if you already have good practical skills that cover the types of processes used in school. If you have a Food Technology degree you need to also have expertise in one of the other specialisms. It is very important that you have seen Design and Technology recently in at least one good department as the subject has changed a great deal in the last ten years. GCSE equivalence tests are offered for English language and mathematics.