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:
Entry Requirements
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
Any Questions?
If you have any queries about the content of this page please call the Mid Essex ITT office on 01376 556 398 or email us on
Lead Subject Tutor
Paddy Sadler
Paddy graduated from the University of Cambridge in 2013 with a degree in Politics, Psychology and Sociology, before completing an MPhil in Modern Societies and Global Transformations and starting his career with four years teaching Social Sciences in the independent sector.
In 2018 Paddy enrolled on the Teach First Leadership Development Programme, based at Stewards Academy in Harlow, and received his PGDE qualification from UCL in 2020. Following the completion of his third year at Stewards, Paddy moved to Hedingham School and Sixth Form in the summer of 2021 and was appointed Head of Social Sciences.
He is currently Deputy Head of Sixth Form and teaches Psychology, Sociology and Criminology to year 12 and 13, as well as English at KS4.
Paddy is a member of the Association of Teaching Psychology.
