PGCE Secondary Geography with Lead Programme Partners / Course details

Compared with Core PGCE teacher trainees, you will benefit from additional time in school before the PGCE starts and follow a modified version of the course. Throughout, you will focus on the 11 to 16, 11 to 18, or 14 to 19 age ranges to gain Qualified Teacher Status (QTS), learning to teach the National Curriculum and related national strategies surrounding GCSE, AS and A2-level study.

The majority of the course focuses upon practical training in teaching and learning-related skills. You will enjoy extended periods of school experience, which will provide opportunities to work in a primary setting and to teach in at least two different secondary schools. In total, 25 weeks of your PGCE will be spent experiencing and working in different types of school.

This practical training is underpinned by the development of your knowledge and understanding of educational theories, ideas and concepts, including current issues and developments.

We work with numerous schools in Greater Manchester to offer the Lead Programme Partner route into teaching.

Lead Programme Partner allows schools to recruit and select their own trainees, with the expectation that they will go on to work within the school, or group of schools, in which they were trained (although there is no guarantee of employment).

Lead Programme Partner closely follows the PGCE course structure but on a modified timetable including increased contact with the School Direct school.

Trainees who complete their course will be recommended for the qualification of PGCE School Direct and recommended for qualified teacher status (QTS).

The PGCE Geography course is designed to provide trainees with a balanced approach to learning how to teach Geography in the secondary school, drawing on a range of expertise from The University of Manchester tutor team, teachers within partnership schools and experts within the field of Geography education.

Trainees will gain experience teaching KS3, KS4 and KS5 Geography and are awarded the 11 to 18 PGCE with QTS at the end of the course. The PGCE Geography course focuses on many diverse aspects of Geography teaching, such as:

• Developing subject and curriculum knowledge in Geography;
• Developing planning and pedagogy in the classroom;
• Teaching inclusive and representative Geography;
• Understanding how to address barriers to learning in Geography;
• Understanding how students learn inGeography;
• Assessing progress in Geography and understanding how to check what students know, think and understand;
• Engaging and creative Geography teaching;
• Securing your first job as a Geography teacher;

You will spend around 130 days in your Lead Programme Partner placement schools, guided by trained mentors who will support your progress and give advice on all aspects of the role.

All our PGCE courses aim to provide contrasting placementstogive trainees a rich and diverse experience.

• We have links with more than 200 schools, academies and colleges, and you will benefit from significant school-based teaching experience.
• Our leading experts in education have trained more than 5,000 teachers in the last 15 years.
• Our students come from all over the globe and a variety of backgrounds - from recent graduates to mature learners.
• Our Ofsted (2024) inspection report noted that “through exceptional centre-and school-based training experiences, trainees are fully equipped with the knowledge and skills that they need to successfully develop and refine their classroom practice. Trainees across all routes thrive.
• Contribute to the UN Sustainable Development Goal for Quality Education by helping to expand access to high-quality learning and inspire future generations.

Important notice: factors affecting fieldwork and placements

The School of Environment, Education and Development (SEED) recognises the value of fieldwork and placements. However, the safety and wellbeing of our students and staff remains our priority.

The School will assess on a regular basis the viability of any travel and fieldwork and communicate any significant changes to our students at the earliest possible opportunity. SEED will consider:

• changes to the rules and guidance on travel and activities implemented and published by the UK and overseas governments;
• a risk assessment conducted by or on behalf of the University identifying unmanageable risk;
• changes that enhance the educational value and student experience of the activity;
• changes to the situation of a placement provider (for example, which cause them to be unable to accept students);
• the unavailability of appropriate insurance cover;
• the unavailability of appropriate travel and accommodation and any significant changes to their financial costs;
• where fieldwork and placements are a compulsory element of the Programme, they will be replaced with something academically similar;
• where a trip or placement is not a compulsory element of the Programme, it may not be replaced.

We will consult with affected students at the earliest possible opportunity and explore the options available to them.

The duty of students

Preparation, attendance and conduct

Attendance at preparatory classes is a compulsory pre-requisite of the fieldwork and placements to ensure safety and learning outcomes are met. Students who do not attend the compulsory preparatory classes may be prevented from participating in the fieldwork or placement.

It is the duty of students to discuss any attendance issues with the field course or placement convenor. Students are representatives of the university during their fieldwork or placement. Behaviour deemed by the convenor to be unacceptable may result in students being sent home.

Where a student is unable to attend or complete the fieldwork or placement (e.g. due to mitigating circumstances), is prevented from attending due to absence from compulsory preparatory classes, or due to poor conduct, a suitable alternative assessment will be offered (as appropriate) to ensure that the programme ILOs are met, and that the student is not academically disadvantaged.

The University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Your school and University experiences are formally assessed. Both your mentors and tutors will help you to record your achievements and set targets from week to week and from placement to placement.

During each placement, a University tutor will observe you teach and discuss your progress with you and your mentor.

At the end of each school experience, you will receive a progress report from your mentor. The report will provide clear feedback and targets in the following areas:

• subject and curriculum knowledge;
• planning and teaching;
• assessment;
• wider professional responsibilities.

These reports, together with your record of achievement and development (RoAD), facilitate your progression as a teacher.

The written assignments will allow you to gain a maximum of 60 master's-level credits, and guidance and support to complete these assignments will be available from your University tutors.

The course is taught by the Manchester Institute of Education (MIE), with most PGCE University days based there in University's Ellen Wilkinson building, centrally located on the University's Oxford Road campus, close to the Main Library, Alan Gilbert Learning Commons and the Students Union.