St. Mary’s University has been graded “Outstanding” by OFSTED
Come and meet us. The university runs ‘Getting into Teaching’ open events every month, where you can often chat with the subject tutor. Book a place via https://www.stmarys.ac.uk/open-events/pgce.aspx
Some course details are below, and further information is available via https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-history
The PGCE Secondary History course is designed to help you become a history teacher who will ‘inspire pupils’ curiosity to know more about the past.’ (DfE 2013) It will provide you with a PGCE (including 60 credits at Masters level) and Qualified Teacher Status (QTS).
The course combines an understanding of the place of history in society and the school curriculum, with an emphasis on subject knowledge development through sharing good practice. You will learn how history pedagogy underpins your classroom practice - in the decisions you make about teaching and learning.
The course prepares you to teach history at key stages 3 and 4 in contrasting schools, with opportunities for you to explore provision at key stage 5 and key stage 2. The university tutor and link tutors work closely with you and your mentor whilst you are on school placement offering a dual model of support.
It is an engaging and robust programme covering all aspects of history pedagogy, including debate on teaching the very recent past. Subject specific sessions follow a seminar based approach where you will have the opportunity to model your own practice and experiences. Time is given for reflection, discussion and evaluation of shared teaching strategies, and trialling of teaching activities within the group.
Furthermore, the course considers current research in history education to support you in school. We welcome experienced visiting speakers on a variety of diverse and important issues such as teaching emotive and controversial history. The course fosters a collaborative approach with local schools and links with external history organisations such as Strawberry Hill House, the National Archives and the Holocaust Educational Trust.
A key component of the course is to help you develop skills to become an effective reflective practitioner; and is developed through the university assignments and teaching practice.
Assessment is completed through formative and summative assignments in university, and through an assessment profile on school placement which measures your progression against the Teachers’ Standards. In addition you will complete a portfolio of evidence to exemplify your best practice and which complements the assessment profile.