Outline of this unit
Where do you start? What do you need to cover? At what stage in the year would it be best to cover particular things? Those were the types of questions that puzzled me when I started piecing together a new History PGCE course. This section aims to address the issues and decisions you need to make when constructing a teacher training course for history. It draws on the experiences of existing providers and explores their thinking behind the courses they organise.
N.B. This unit was produced before the new curriculum and therefore while much of the advice is still useful, there may be some out of date references or links.
1. Planning a course - the context within which we operate
- 1. The context within which we operate
- 1.1 Meeting the Standards
- 1.2 Aims of the course
- 1.3 Integrating school and university work
- 1.4 Working within a timeframe
- 1.5 Expectations and preconceptions of the trainees
- 1.6 OFSTED requirements
2. Possible solutions to the issues created by the context
- 2. Possible solutions to the issues created by the context
- 2.1 Principles guiding course design
- 2.2 An example of integrated work (1)
- 2.2 An example of intergrated work (2)
3. What is considered good practice in running a university session?
- 3. What is considered good practice in running a university session?
- 3.1 Examples of good practice
- 4. Assignments
- 4.1 Assignments
5. Selection of candidates
- 5. Selection of candidates
- 5.1 Selection of candidates
- 5.2 Interview procedures
- 6. References