History, according to the current national curriculum, “should inspire pupils’ curiosity to know more about the past”. Our aim is to equip students to do just that, developing their ability to plan meaningful historical experiences for pupils in the 11–16 age range, to teach effectively and to assess their own and their pupils’ achievements. This programme is suited to those wishing to gain Qualified Teaching Status (QTS) for teaching in a UK maintained (state-funded) school and who have fulfilled the appropriate entry requirements.
There are five key themes underpinning the UCL PGCE History programme: ‘historical thinking’, ‘diverse histories’, ‘history for all’, ‘engaging with history’ and ‘ becoming a professional history teacher’. These themes reflect our location in the capital, the wide range of schools and students that we work with and our ambition to engage, challenge and enlighten all learners. Students will understand why history is taught in schools, how pupils learn and make sense of the past, and how to teach history in an exciting way that develops learners.
The UCL Institute of Education History PGCE course explores a number of aspects of diverse multicultural histories, and our tutors and alumni are regularly involved in presenting such hidden histories in local and national forums. We also offer students unique London-based opportunities at museums or other historical sites.
UCL also hosts the Centre for Holocaust Education and the First World War Centenary Battlefield Tours Programme and we provide the opportunity to complete a full two-day teachers’ programme in Holocaust Education as part of the PGCE.
The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.
Teaching at UCL Institute of Education is mostly through seminars and workshops in your teaching base group of about twenty trainee teachers, along with a programme of ‘Debates in Education’, subject lectures, tutorials and directed study days, as well as time spent in placements. Assessment is by practical teaching, assignments and portfolio tasks.
Students spend most of their time (120) days in schools, working with history mentors who support them through two school placements. We are fortunate to work with an excellent range of placement schools within the London Orbital Motorway (M25). The Professional Practice module is assessed through these placements, associated tasks and a portfolio.