Social Sciences
Course Overview
The Social Sciences ITT programme seeks to provide a firm and in-depth grasp of the subject content required to thrive while teaching KS4 and KS5 Social Sciences. A bespoke programme aims to fully equip subject specialist Social Sciences teachers to demonstrate their expertise, share their enthusiasm for their specialism and act upon their commitment to the overall development of the subject. Throughout the year we will focus on the practical application of pedagogy and techniques specific to the teaching and assessment of Social Sciences, combining the optimism of trainee teachers with a research-engaged approach to ensuring effective classroom practice.
As a result, it is intended that Social Sciences trainee teachers will be able to:
- Develop their subject knowledge to a depth and breadth that enables them to teach their subject at KS3-KS4 with confidence and competence.
- Understand the pedagogy of their subject and be both deliberate and judicious in their choice of methods and approaches.
- Be able of the curriculum requirements for the age range they teach and have awareness of how content is chosen to be broad, balanced and deliberately sequenced.
- Understand how learning happens in their subject and be able to use a range of approaches to ensure that knowledge is more likely to be retained.
- Learn about the statutory assessment arrangements for Social Sciences and be able to guide and prepare students for both internal and external assessment.
- Anticipate and address common misconceptions within planning and lesson delivery.
- Develop students’ hinterland knowledge and intellectual curiosity.
- Use a wide range of subject terminology and be aware of strategies to help students use these terms for themselves.
- Provide learners with actionable, motivational and manageable subject specific feedback in order for them to make progress in their learning.
- Create classroom climates that are inclusive for all learners regardless of ability or background through an awareness of potential barriers to learning and how to overcome these.
- Learn how to activate hard thinking in their subject as a result of a deliberate approach to structuring, explaining, questioning, interacting and embedding knowledge.
Useful Websites
Online Articles and Resources:
10 Pros and Cons of a Flipped Classroom
Flipped Learning: Benefits, Challenges and Best Practice
Subject Associations:
The Association for the Teaching of Psychology
BPS British Psychological society
Entry Requirements
Mandatory
A degree in Social Sciences or a related subject, at class 2:2 or above
Maths and English GCSE at grade 4/C or above
Recommended
Involvement with young people in some capacity
An awareness of issues in Social Sciences Education
Reading List
Reading List: Subject Knowledge
Psychology
Banyard, P. (2010). Teaching the personal science: From impeccable trivia to the blooming
buzzing confusion. Psychology Teaching Review, 16(2) 38–44.
Jarvis, M. (2011a). Teaching 14–19 psychology: Issues and techniques. London: Routledge.
Jarvis, M. (2011b). Defending the honour of Psychology A-level. The Psychologist, 24(9),
674–75. Retrieved 5 August 2012 from http://www.thepsychologist.org.uk/archive/
archive_home.cfm?volumeID=24&editionID=205&ArticleID=1913.
Sternberg, R.J. (1999). A comparison of three models for teaching psychology. Psychology
Teaching Review, 8, 37–43.
Morgan, N. S. (2009). Quick, Easy and Effective Behaviour Management Ideas for the Classroom, London, Jessica Kingsley Publishers
Dixie, G. (2011) The Ultimate Teaching Manual: A route to success for beginning teachers, London, Continuum Publishing Corporation
Lombardi, T. P. and Savage, L. (1994) Higher order thinking skills for students with special needs, Preventing School Failure. Summer94, Vol. 38 Issue 4, p27. 5p. 3
Tikhonova, E., & Kudinova, N. (2015). Sophisticated Thinking: Higher Order Thinking Skills. Journal of Language and Education, 1(3), 12-23.
Karabulut, U.S. (2012). How to teach critical thinking in social studies education: an examination of three NCSS journals. Egitim Arastirmalarui – Eurasian Journal of Educational Research, 49, 197-212
Sociology
The following list is recommended by AQA and is very useful: AQA | GCSE | Sociology | Appendix B: texts and summaries
Please do not think you have to read everything on the reading list – we will look at extracts during SET sessions and there may be elements you would like to read about further throughout the year.
Course Funding
There is currently no funding for this subject. To find out more about financing your teacher training, click here
Course Codes
QTS with PGCE, full time or part time - H776
Social Sciences Lead Subject Tutor
Sarah Claydon-Cressey
Sarah is Head of Sociology for KS4 and KS5 within the Social Sciences Faculty at Plume Academy, where she also serves on the Quality of Education Team. With experience across both pastoral and curriculum roles, she completed the NPQLTD with the Best Practice Network in 2024, further strengthening her leadership in teaching and learning development.
For the past five years, Sarah has been an ECT Induction Tutor and a more recently a mentor for Mid-Essex ITT. Her enthusiasm for working with trainees and Early Career Teachers is evident in her supportive, developmental approach and commitment to nurturing emerging talent in education.
In 2025, Sarah stepped into the role of Lead Subject Tutor at Mid-Essex ITT, and she is excited to continue championing the growth and success of trainee teachers through high-quality mentoring and professional guidance.
