PGCE Secondary Design and Technology

Design and Technology is a nationally recognised shortage subject so employment prospects for teachers in this area are good.

Many of the sessions are delivered as practical 'hands-on' sessions which also offer the chance to enhance your subject knowledge.

In a world where new products and technological innovations appear daily, Design and Technology has never been more relevant. 

Why study PGCE Secondary Design and Technology?

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 the QTS Standards. There are also opportunities to undertake university based education for planning, teaching and assessing the post-16 age range.

Course structure

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

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.

Course assessment

A personalised process of continuous assessment ensures that learning is appropriate and effective. Assessment takes account of both the programme experience and the school or setting and includes researching developing practice through assignment tasks.  Support is provided to develop a rigorous evidence-based account of your educational journey.

Assessment in all of the PGCE programmes is designed to be progressive and to assist you in the provision of evidence to support your achievement against the Standards for QTS.

PGCE programmes are assessed in University, school or other settings. The evidence base includes:

• Formally assessed assignments
• Professional dialogue in progress reviews
• The Professional Learning and Practice portfolio
• School phase reports and observations
• Professional development activities
• Subject knowledge tests and tasks (where appropriate)

PGCE programmes are taught by highly qualified and experienced staff both in University and in partner schools or other settings. Teaching accommodation is located on the Newton Park campus, the Culverhay and Southdown sites and in several partner schools.

University teaching takes place in rooms equipped with relevant texts, equipment, training materials and electronic resources. Open access computer facilities are available. The University’s Virtual Learning Environment (Minerva) provides remote access to a wide range of resources.

Set texts are recommended for readings.

The Library holds a wide collection of teaching and learning resources. 

Teaching methods

Learning and teaching in PGCE programmes takes place through a combination of the following methods:

• tutorials at key points across the year
• lectures, seminars and workshops
• group activities: presentation; group discussion; role play and collaborative working
• independent learning
• peer support
• developing professional learning and practice in schools and settings
• blended learning employing electronic resources, including the University’s Virtual Learning Environment (Minerva)
• observation of teachers’ practice, including other Bath Spa Teachers’ practice
• professional development activities undertaken in University and school or other settings.

Course enquiries

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. 

Career opportunities

All PGCE courses culminate in Qualified Teacher Status (QTS).  This enables qualified BST to apply for a wider range of teaching posts and other education based employment. Good teachers in this subject are always in demand, so employment prospects are excellent.

What students say...

The programme was recommended to me as it covered both Textiles and Food subjects. I found that the balance of time in school and at university worked well. I was taught by a wide variety of teachers in schools and university staff so I was able to learn from a range of teaching styles. The professional studies element of the programme, in a school, gave me a valuable insight into school issues. I was also offered very good schools in which to undertake my teaching experiences. Before I came to study, I was a university lecturer but I wanted to expand my knowledge gained in my Fashion and Textile Design degree. Since finishing the programme, I am working as a Textile and Food teacher at a school in Dorset. I am also a Year 12 tutor and next year I will be starting a new A-level Textiles course at the school. Overall I found that my PGCE year prepared me thoroughly for my NQT year.