Our PGCE Secondary course will equip you with the necessary skills and knowledge to teach history across the secondary age range, including some opportunities to know more about 16-19 teaching. Candidates should note that the majority of schools in the Southampton partnership serve 11-6 cohorts and access to post-16 experience is limited to guest speakers, independent inquiries and observations in the main. Our PGCE trainees have successfully secured posts teaching across the 11-19 age range.
There is a strong working relationship between the university and partner schools to develop your ability to teach history effectively. This involves not just understanding how to teach but why; the emphasis on the latter explores both why the subject matters as well as exploring the benefits of a range of teaching approaches. The course is very practical but underpinned by an emphasis on developing your own theoretical and philosophical position towards history teaching. It is a challenging course but highly effective. The course enjoys a very strong local and national reputation and has high completion and employment rates.
View the programme specification document for this course
The course is designed to create history teachers that have a clear and well-founded philosophy towards the subject and how to teach history. We aim for reflective and dynamic practitioners willing to use a variety of teaching strategies to inspire all the youngsters in their classes. They will have a clear understanding of the problems pupils encounter in history, be prepared to find ways to overcome these difficulties and help pupils make progress.
This will be achieved by:
- discussion to develop your own philosophy towards the importance of the subject, what should be taught and how it should be taught
- discussion of different approaches to teaching topics or ideas that you reflect upon critically
- planning of lessons and sequence of lessons that engage pupils, challenge them to progress in their knowledge and understanding of history
- planning of lessons and sequences of lessons that are evaluated critically using feedback from experienced teachers and your own views, underpinned by reading
- justifying the selection of teaching strategies appropriate to pupils' needs
- using assessment data to inform your own planning and target setting for pupils using a variety of techniques that match pupils' needs
- knowledge of current developments within education and how they can be utilised for history
- input from a variety of sources that you reflect upon critically, including a wide range of literature to inform your thinking
- assignments that make you link theory and practice in history teaching
- working creatively and professionally with curriculum/professional tutors and curriculum/professional mentors to enhance your understanding of teaching and in particular the demands of history teaching.
Applications are made centrally online through UCAS Teacher Training (UTT), rather than direct to the University. You can also monitor the progress of your application from this site.
Before applying, you should read the National Curriculum for History and the Standards for the award of Qualified Teacher Status. You should also ensure that you will meet the criteria set out under Entry Requirements.
On successful completion, you will have gained not only your PGCE, but have attained Qualified Teacher Status. This is the accreditation that enables you to teach in state-maintained and special schools in England and Wales
For further information on this programme, email the ITE office or telephone: 023 8059 2413. You can find general information on teaching as a career, including the criteria for QTS, on the Department for Education website.
Programme tutor: Rachele Morse
The Southampton Education School works in partnership with a total of over 100 local schools and colleges across the region.
The Southampton PGCE provides you with a very firm foundation for your teaching career. We have high employment rates from the course and many trainees are actually employed in our partnership schools.
Typical entry requirements
|GCSE||GCSE in Mathematics and in English Language at grade C or above (or the equivalent qualifications). This is a government requirement, and ‘equivalent qualifications’ are as designated by the PGCE admissions team (IELTS qualifications are not considered equivalent)|
Degree and background
Prospective candidates will have good knowledge of the subject, usually gained from first degree award. The normal expectation is that students will have at least 50% of their first degree in history, though related subjects such as archaeology, politics, sociology and so forth are seriously considered.
Trainees starting an initial teacher training (ITT) course from September 2013 will be required to pass the skills tests before starting their course. Anyone applying for an initial teacher training (ITT) course which starts after 1 July 2013 will be required to have passed the skills tests before starting the course. The registration and booking system will be available from 17 September 2012.
For further information visit the Department for Education site here.
You will be selected for interview based on the following basis:
- your application shows good prior knowledge from study and/or
- it shows good experience has been gained in a school or college or from working with young people and/or
- it is well written and persuasive.
Prior to interview candidates are asked to undertake at least 2 days of observation in secondary history classrooms and discussion with current teachers. At interview candidates are asked to:
- present a lesson outline on a Key Stage 3 National Curriculum topic (maximum 5 minutes)
- complete a written task
- participate in a discussion task.
At interview, we will be looking for your:
- sound subject knowledge and/or ability to learn further
- good knowledge of educational issues and a strong sense of the professional demands
- strong interpersonal skills and an ability to communicate effectively (oral and written).
A good academic reference must also be provided from your most recent university or college or in some cases an employer (where you have been away from studying for some time). All places offered will be conditional on enhanced CRB and health checks.
Please note, applicants cannot be registered on any other course from September of the year of entry (this includes PhDs and Masters degrees).
This page contains specific entry requirements for this course. Find out about
entry requirements and qualifications for your country.
Typical course content
The full-time, one year, course starts in early September and continues through to the end of June, with breaks over Christmas and Easter. The course itself is designed to cover all aspects of teaching History, from issues of classroom management to effective ways of getting pupils to understand historical skills like cause and effect.
There are three main university phases and two school placements during the year. Prior to the first placement the emphasis is on understanding how to teach the key concepts and processes that underpin history, as well as more generic issues about planning, classroom management, use of ICT, development of literacy and numeracy within the subject. The second block of university sessions revisits much of what has been covered but looks to deepen your understanding of history teaching by exploring issues such as teaching diversity, controversial topics, the 14-19 curriculum, and inclusion.
During the course you will work in two different schools, closely with a designated mentor in the History department. You will be assessed during the course in a number of ways. This will be based on your teaching, ICT skills, presentations and written assignments. You will receive thorough preparation for all these, and they are all designed to develop your knowledge and understanding of the why and how of effective History teaching.
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical
student might reasonably be expected to achieve and demonstrate if s/he takes full advantage
of the learning opportunities that are provided.
More detailed information can be found in the programme handbook (or other appropriate guide
View the full list of course fees
Fees for postgraduate taught courses vary across the University. All fees are
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Scholarships, bursaries, sponsorships or grants may be available to support you through your course. Funding opportunities available to you are linked to your subject area and/or your country of origin. These can be from the University of Southampton or other sources.Explore funding opportunities
Costs associated with this course
Students are responsible for meeting the cost of essential textbooks, and of producing such
essays, assignments, laboratory reports and dissertations as are required to fulfil the
academic requirements for each programme of study.
In some cases you'll be able to choose modules (which may have different costs associated
with that module) which will change the overall cost of a programme to you. Please also
ensure you read the section on additional costs in the University’s Fees, Charges and
Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.