COURSE CURRICULUM

The structure of the PGCE Secondary History program at UEA is designed to develop confident, reflective and skilled history teachers through a balanced blend of academic study and practical experience. Over the course of a year, trainees spend at least 120 days on placement in two contrasting secondary schools, gaining a breadth of classroom experience and insight into different educational settings. These placements are carefully chosen to reflect trainees' individual circumstances and to offer valuable professional opportunities. Trainees also complete 60 university-based study days on UEA’s Norwich campus, where they participate in interactive lectures, seminars and workshops. During campus sessions, students spend most of their time within their subject-specific history cohort, engaging with current debates and research-informed approaches to teaching. Supported by experienced Subject Leads, trainees explore how to teach both the substantive content of history and the critical disciplinary concepts that underpin it. A strong emphasis is placed on developing pupils’ critical thinking and historical literacy, particularly in the context of interpreting sources and understanding diverse perspectives. Trainees also learn how to create inclusive learning environments and support pupils with special educational needs and disabilities. The course includes four compulsory modules: Secondary Years QTS, which focuses on school-based experience and the Teachers’ Standards; Curriculum, which encourages reflection and analysis of first placement teaching; Reflective Project in Education, which promotes independent investigation into an area of educational interest; and Learning, which examines pedagogy in practice. Between placements, trainees reconnect with peers to reflect on their experiences and further develop their understanding of learning theories. The program not only prepares students to teach effectively but also encourages them to contribute to school life beyond their subject, fostering a professional identity within a broader educational community.