The Heath Teaching School Design Technology PGCE course, offered in collaboration with Liverpool John Moores University, is taught by experienced and friendly staff, who were all successful teachers and maintain strong links with schools. You will join a community of students at Education Building, Maryland St, L1 9DE for University – based sessions, which begin with a Summer School during the last week of August.
Our student teachers normally spend 4 days in school and Fridays at the University. Throughout the year 10 days of training take place, delivered by The Heath Teaching school with some additional days at LJMU. Student teachers spend the majority of time (at least 120 days) in schools.
The Design Technology programme will focus predominantly on developing your subject knowledge and subject pedagogy so that you have the knowledge, understanding and skills needed to become a confident Design Technology teacher. School – led sessions will develop your understanding in key areas related to our school context.University lead lectures and seminars will develop your confidence in a range of relevant issues; classroom and behaviour management; meeting individual needs and inclusion; planning and assessment etc. There is a strong emphasis on social justice issues in education and on mental health and well-being. We want you to develop into an inclusive and reflective teacher, with the skills, energy and resilience needed to make a real difference in schools.
In order to achieve Qualified Teacher Status, you will demonstrate that you are able to meet all the requirements of the Teachers’ Standards. This aspect of assessment is largely undertaken by our school-based mentors. School mentors and LJMU colleagues are in regular contact with all trainees on placement, undertake co-observations of their teaching and Quality Assure the school-based training across the Partnership.
The Postgraduate Certificate is assessed through 2 Modules. The Award of QTS is integral to one of these academic Modules. You will also complete one essay, in two parts which asks you to reflect on your practice,