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Masters Degrees (Certificate In Education)

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What does the course involve?. Read more
What does the course involve?

The Certificate in Education (CertEd) and Professional Graduate Certificate in Education (PGCE) are professional qualifications for people teaching in further education colleges, sixth form colleges, adult education, higher education, and a wide range of other training and educational settings that are outside the schools sector.
The courses are available to graduates and to non-graduates with appropriate vocational qualifications. The courses can be studied full-time (Ipswich and Bury Campus only), part-time or on a flexible basis. The two year part-time course will interest teachers and trainers who are already in full or part-time employment. Attendance on this course is one evening or one morning or afternoon per week.

The full-time course will benefit those who wish to obtain a teaching qualification before seeking employment. The full-time mode of study assumes no teaching experience and participants are provided with a supervised teaching placement (subject to availability). The course is designed to develop a range of skills and knowledge required of a professional teacher in a post-compulsory environment. The course places a significant emphasis on participants developing the appropriate skills and knowledge they require to meet the needs of the learner. The fundamental principles of practice are underpinned by reference to theoretical perspectives, thus encouraging participants to effectively link theory to practice. Successful completion of the course is determined by continuous assessment.

The course is designed to encourage students to achieve the aims through engaging in activities which are directly related to their own teaching context. Students are assessed through a mixture of essays, reports, assignments and practical tasks as appropriate for the learning outcomes of each individual module. It is a requirement that all students pass the practical teaching elements of the course. Participants will be observed teaching in the normal teaching context and formally assessed a number of times throughout the programme.

What different entry requirements are there depending on the route I choose to take?

Part-time in-service route
All applicants on the two year part-time route must have access to teaching opportunities in a post-compulsory environment and have sufficient experience on which to be assessed. This must be a minimum of 75 teaching hours per academic year. Students will be asked to identify a mentor from within their organisation to assist the development of subject-specific teaching skills.
Full-time pre-service route
Entry to this course depends upon the areas of work or subject area the candidate intends to teach. Recruitment will depend upon the availability of an appropriate supervised teaching practice placement. Training bursaries may be available to support students in designated shortage subject areas.

What modules will I study?
This programme has been developed to match the Education and Training Foundation standards and meet the DfES requirements for new teachers in this sector.

The programme consists of six modules:

Preparing and Enabling Learning in the Lifelong Learning Sector
Assessment and Guidance
Professional Practice 1
Curriculum Design and Evaluation
Researching and Improving Professional Practice
Professional Practice 2

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The Professional Graduate Certificate in Education (PcET) course is for you if you are a graduate from a relevant subject looking to gain a nationally recognised qualification in order to teach learners aged 16+ in further education and the broader post-compulsory sector. Read more
The Professional Graduate Certificate in Education (PcET) course is for you if you are a graduate from a relevant subject looking to gain a nationally recognised qualification in order to teach learners aged 16+ in further education and the broader post-compulsory sector.

On the course you will develop your skills, knowledge and understanding of successful practice in Post-compulsory Education and your confidence as a professional practitioner. At the University, you will be encouraged to take responsibility for planning and managing your professional experiences and development as the course progresses, with the guidance of your personal tutor and your subject specialist workplace mentor. You will also experience a supported placement in one of our partner colleges enabling you to develop professionally with the support of an experienced subject specialist mentor.

The Professional Graduate Certificate in Education (PcET) offers participants the opportunity to apply their knowledge and skills to helping future generations of students to improve their life chances. The teaching team have a huge range of experience in a variety of post-compulsory settings in the UK and overseas.

The Professional Graduate Certificate in Education (PcET) is one of a range of teaching qualifications offered by the School of Education. This course is designed for teaching in the post-compulsory education sector, with students aged 16+.

See the website http://courses.southwales.ac.uk/courses/1137-professional-graduate-certificate-in-education-pcet

What you will study

The structure of the course corresponds to the learning and teaching cycle, and includes identifying needs, planning for learning, managing learning, assessment and evaluation of learning. Other themes include diversity, equal opportunities, inclusive learning, curriculum and policies in Post-compulsory Education. You will be encouraged and supported in developing your skills and understanding in language, literacy, numeracy and ICT, to the professionally required level, by addressing the minimum core requirements in these areas.

This course, like all teacher education courses, develops a very wide range of skills and aptitudes that can be applied in many different settings, though the focus is on your own personal, professional development as a subject teacher in this sector.

Our trainee teachers are drawn from a wide range of subjects which reflect those currently offered in our partner further education colleges.

Learning and teaching methods

Assessment is very closely connected to your own work activity and learning.

Work Experience and Employment Prospects

The qualification is recognised nationally as the requirement for teachers entering the post-compulsory sector, a very wide field that includes further education, adult and community education, work-based learning, the work of many voluntary organisations and community development.

Assessment methods

Assessments include reports, group tasks, small scale research projects and practical teaching observation. There are no formal written exams. Your professional practice will be assessed by a series of observations, and a professional development portfolio.

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Our postgraduate teacher training programme is one of the largest in the country. You will develop a sound understanding of pedagogical theory and gain extensive practical classroom experience. Read more
Our postgraduate teacher training programme is one of the largest in the country. You will develop a sound understanding of pedagogical theory and gain extensive practical classroom experience.

We offer a range of teacher training subjects and routes, emphasising practical school-based training supported by a thorough introduction to current educational theory.

Upon successful completion of our teacher training courses, you will achieve:

a Postgraduate Certificate in Education (PGCE)
Qualified Teacher Status by meeting Teacher Standards

All our Initial Teacher Training courses are highly rated locally and many of our students go on to work in partner schools each year. Ofsted recently judged the PGCE course to be outstanding, commenting that:

‘Expert teams of tutors, with a blend of professional and academic expertise, work together extremely well to support trainees and provide excellent training in subject and professional studies.’ Ofsted 2010

Courses Available:

Primary - National SCITT
One year full-time
Distance learning, with Study Schools
Based in a school of your choice from a national consortium of around 50 'outstanding' schools

Primary - School Direct
One year full-time
School-based
Based in local partnership school
One day a week at University
Tuition fee loan and bursaries available

Primary - School Direct (salaried)
One year full-time
School-based (salaried)
Based in local partnership school
One day a week at University
Employed by a school with a salary on unqualified teacher scale (grade 1)

Secondary - PGCE
One year full-time
University based
School placements in local partnership schools

Secondary - School Direct
One year full-time
School-based
Based in local partnership school
One day a week at University
Tuition fee loan and bursaries available

Secondary - School Direct (salaried)
One year full-time
School-based (salaried)
Based in local partnership school
One day a week at University
Employed by a school with a salary on unqualified teacher scale (grade 1)

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The MA Education will allow you to develop and enhance your own professional practice in education. It focuses on developing your practice in relation to the needs of your professional setting. Read more
The MA Education will allow you to develop and enhance your own professional practice in education. It focuses on developing your practice in relation to the needs of your professional setting. All of the modules are designed to support your teaching and associated educational leadership practice in a wide range of work-place settings. This might be in a school, college, local authority, public service or community setting. It provides a programme that will inspire you and develop your passion for working in education, whilst extending and enhancing your own educational development. We welcome applications from individuals who wish to enhance their continuing professional development portfolios through engagement with single modules.

This programme may be delivered at other Staffordshire University campus locations (dependent on sufficient demand). If you already have some Masters level credits (from your NPQH, PGCE or other education courses at level 7 for example) you may be able to fast track part of the award.

Our on-campus groups comprise practitioners from a diverse range of educational settings and students are encouraged to share practice and knowledge across different educational settings. Sessions are interactive and employ a range of learning strategies. These include group-discussion and reflection, and student contributions to on-line discussion boards/academic blogs.

Students are supported in their learning and academic development through tutorial support and developmental feedback.

Course content

You will study a variety of modules. Current modules include: Learning and Assessment; Educational Leadership and Management; Collaborative Working in Education and Education, Culture and Society.

We value the knowledge that you have already gained through your prior experience and you are encouraged to contribute your ideas and experiences from practice in class sessions.

Progression through the course.
Stage 1
You will usually complete two 30 credit modules at level 7 during the first stage of study. You will be awarded a Postgraduate Certificate in Education on successful completion of this stage. This stage is usually completed during one academic year. After this, you can progress onto a PGDip or the complete MA.

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This Professional Graduate Certificate in Education is a nationally recognised and established teaching qualification for the sector. Read more

About the course

This Professional Graduate Certificate in Education is a nationally recognised and established teaching qualification for the sector. It will equip you to teach in a variety of environments such as FE colleges, academies and schools (post-14), adult and community education, work based learning, training providers, prisons, and public services.

The course is designed to develop your teaching skills. We’ll help you to reflect on your practice and develop as a teacher. You will also have the opportunity to complete an optional module that suits your own needs and preferences.

In April 2012, Ofsted awarded our initial teacher training FE and skills provision a grade 1 (‘outstanding’) for training and assessment of its trainees. The inspectors reported on our: ‘outstanding training and assessment which results in trainees being highly reflective of their practice and possessing a good understanding of their own professional development needs.’ You will also be taught by an experienced team who have published books and articles relating to teaching in the sector.

What you'll study

During the first semester, you will study two full days a week at the University and will be on teaching placement for two days. This early integration into teaching will help you to apply the theory and skills you’re acquiring in practice. It will also give you a sound grounding in the ethos of working within the sector. You will be assigned a subject mentor on your placement and a teacher training mentor from the University who will guide and advise you throughout the course.

During the second semester you will undertake a six-week block placement to experience the wider role of the teacher and establish and enhance your knowledge and skills from the initial placement. You will also complete a week in a different setting. This is a popular activity and was recognised by Ofsted: ‘A particularly successful and productive feature of the provision is the alternative placement during which trainees visit and observe in an unfamiliar setting.’

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At Worcester we were born to teach. The institution was founded in 1947 as a teacher training college with a mission to ‘win the peace through education’. Read more
At Worcester we were born to teach. The institution was founded in 1947 as a teacher training college with a mission to ‘win the peace through education’.

Few sights are as rewarding as that of the curious young mind in pursuit of knowledge, and few careers combine excellent professional prospects with the opportunity to inspire in others a love of learning that will last a lifetime.

At Worcester, our PGCE in primary education is led by experienced academic staff with extensive research profiles, meaning your learning is shaped by those helping to shape education itself. With a range of career-enhancing subject specialisms for you to choose from, and personalised support that is tailored to meet your needs, you have the ideal environment to hone your skills as an inspiring and innovative teacher.

The Postgraduate Certificate in Education is an internationally respected route in to a career in teaching, but it is also the start of a journey like no other.

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The Tendring Hundred Primary SCITT programme combines the very best of school-centred and academic training to produce confident and competent Newly Qualified Teachers. Read more
The Tendring Hundred Primary SCITT programme combines the very best of school-centred and academic training to produce confident and competent Newly Qualified Teachers. The course specialises in Early Years education (3-7 years) and Primary (5-11 years). On successful completion of the course all Trainees will gain QTS and a Professional Graduate Certificate in Education (PGCE). The course offers a range of opportunities to work within a school environment and be part of the school community.

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The Postgraduate Certificate in Education (International) [PGCEi] is a part-time, distance learning programme of professional enrichment for educators working in countries other than the UK. Read more
The Postgraduate Certificate in Education (International) [PGCEi] is a part-time, distance learning programme of professional enrichment for educators working in countries other than the UK. Our graduates tell us that the PGCEi has been an aid to promotion, and a useful qualification for those wanting to enhance their CV prior to applying for a new position.

The PGCEi is relevant to all curricula. It focuses on the improvement of individual teaching practice through critical reflection and research on practice. It also enables you to compare teaching approaches in different countries and develop a global approach to education.

The course comprises a face-to-face introductory event, where you will meet your Nottingham-based tutor and fellow students. This is followed by online distance learning with individual tutor support.

The PGCEi at The University of Nottingham is one of the leading courses of its type. The programme is offered by a truly international university and runs in 14 locations around the world. It offers the best value for money, with world expert tutors with a range of specialisms. More than 1,100 students have completed the programme, with approximately 700 currently on course.

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This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Read more

This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Due to government changes, if you complete this award you may also be able to gain employment in a secondary school setting, particularly in the post-14 age range - subject to the completion of Qualified Teacher Learning and Skills (QTLS).

Course details

Demand for places on this course is very high, so we encourage you to submit your application as early as possible. The programme is delivered full time and part time. The full-time programme is a pre-service award for those intending to teach in the sector and is offered at Teesside University Middlesbrough campus, Darlington College and Stockton Riverside College. The full-time award, delivered at Stockton Riverside College, is specifically for those wanting to be adult literacy or numeracy specialists. The part-time award is offered at Darlington College, Hartlepool College of Further Education, Redcar & Cleveland College, and Stockton Riverside College. 

If you are an international student, you are eligible to apply for the programme delivered at Teesside University campus only (not the colleges).

The part-time programme is available as an in-service award if you are currently employed in teaching or training in the sector. If you are not in a paid teaching post, a pre-service part-time route is available but you must be able to find your own teaching practice. We promote the values of reflective practice, equality of opportunity, inclusiveness and learner autonomy. Both full-time and part-time routes cover a range of topics including planning and assessment, theories and principles for enabling learning, curriculum design and development plus being a professional in the sector. You study specialist modules if you choose to follow the literacy or numeracy subject-specialist programme. Your award title on qualification will also reflect your chosen specialist route rather than the generic award title. Find out about continued professional development at the Education and Training Foundation.

Professional accreditation

This qualification meets the national units of assessment and overarching professional standards. It also meets the national requirements for practitioners carrying out the full teaching role. 

On completion of the full award, you will have met the national requirements for the Diploma in Education and Training and will be in a position to apply for Qualified Teacher Learning and Skills status (QTLS). Please note this course does not confer Qualified Teacher Status (QTS).

This course is Ofsted inspected.

What you study

You study a range of modules that takes you from preparing to teach through to more advanced practice skills. You also study issues affecting the education and training educational sector, such as educational policy, quality assurance, and your own personal and professional development needs. 

If you are studying a subject-specialist award, there are modules that develop your subject knowledge and understanding as well as modules that focus on how you develop this into subject-specialist pedagogy in your teaching practice. 

All programmes are mapped to the Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation) and are in line with national requirements for Award in Education and Training, Certificate in Education and Training, and Diploma in Education and Training. These are referred to throughout your progression through the programme, as they are the occupational standards used throughout the sector.

Course structure

Core modules (all awards)

  • Educational Theories and Concepts
  • Extending Approaches to Learning and Teaching
  • Introduction to Learning and Teaching
  • Learning and Teaching in the Specialist Subject
  • Theory and Policy in Education

Core modules (Adult Literacy Specialist award only)

  • Concepts and Learning in Literacy
  • Learning and Teaching in Literacy
  • Theories and Frameworks in Literacy

Core modules (Adult Numeracy Specialist award only)

  • Concepts and Learning in Numeracy
  • Learning and Teaching in Numeracy
  • Theories and Frameworks in Numeracy

Modules offered may vary.

Teaching

How you learn

Generally you are taught through seminars, lectures and workshops. A range of specialist tutors contribute to your lecture and seminar sessions – these are supported through our virtual learning environment where you access a range of resources to support course activities.

The course has a substantial element of teaching practice – vital to your learning and development as a practitioner. In addition, you are encouraged to develop your teaching skills by observing experienced practitioners, using simulations and/or training classes, and by watching good practice videos.

Your practice mentor supports your time on placement and helps you develop reflective practice skills as an aid to your learning and professional development. The course also helps develop your employability skills. You develop an individual learning portfolio which holistically tracks your development over the programme with specific reference to your academic and teaching skills.

How you are assessed

Typically you are assessed by a combination of written assessments, reflective teaching journals, teaching portfolios, and observations of your teaching practice.

Within the academic year there is a compulsory (assessed) student conference where you work with fellow subject specialists. If you are already in employment you must make arrangements to attend. The date for the event is identified within induction week.

Employability

Work placement

You must complete a minimum of 100 hours of teaching practice in an appropriate teaching environment. If studying part time these practice hours are split into 40 hours in Year 1 and 60 hours in Year 2. 

At your teaching practice a placement mentor supports you with orientation, with the school/college, and beginning your teaching ideas. This mentor helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.

Career opportunities

Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Our graduate employment record is very good. Students go on to work in a variety of professions including further education colleges and training organisations. 

Some students gain employment in secondary schools or higher education. Other students have taken the opportunity to further their studies on relevant continuing professional development or masters’ courses at the University.



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UEA is one of the top teacher training institutions in the United Kingdom. The degree programme prepares students to teach in the age bands 3-7 or 5-11 years. Read more
UEA is one of the top teacher training institutions in the United Kingdom. The degree programme prepares students to teach in the age bands 3-7 or 5-11 years. UEA offers a range of PGCE primary courses:

PGCE Primary (specialising in Key Stage 2)

PGCE Primary (Key Stage 2 with Primary Languages - French)

PGCE Primary (Key Stage 2 with Primary Languages - German)

PGCE Primary (Key Stage 2 with Primary Languages - Spanish)

PGCE Primary (specilaising in Foundation Stage and Key Stage 1)

PGCE Primary (specialising in Key Stage 1 and Key Stage 2)

PGCE Primary (General Class Teacher with Mathematics Specialism)

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We work in close partnership with schools in designing, delivering and assessing our programme. You have the opportunity to work with tutors who are actively engaged in research and are encouraged to take a critical view of policies and practice. Read more

We work in close partnership with schools in designing, delivering and assessing our programme. You have the opportunity to work with tutors who are actively engaged in research and are encouraged to take a critical view of policies and practice.

Key benefits

The programme at King's is challenging and students are encouraged to take a critical view of policies and practice.

Located in the heart of London.

It is a sociable course where you will be expected to work with others, discussing issues and problems about teaching.

You have the opportunity to work with tutors who are actively engaged in research in their subject and about teaching.

Subject specialisms available in: 

Description

The programme combines the theory and practice of education. We work in close partnership with schools in designing, delivering and assessing our course. 

College based: You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine broad generic issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments. 

School based: For 24 of the 36 weeks the training takes place in schools, mainly in two complementary secondary schools but with two short primary school experiences. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn. Some Modern Languages trainees undertake part of their teaching practice in France, Spain, Austria or Germany, funded by the Erasmus programme.

Course purpose

For those wishing to train as teachers of pupils aged 11-18 in the following subjects: English, Computer Science, IT and Computer Science, Latin with Classics, Mathematics, Modern Foreign Languages (French, German or Spanish), Religious Education or Science (Biology, Chemistry, Physics or Physics with Maths). The programme will lead to the DfE Standards for QTS which are assessed through teaching practice observation, portfolios and written assignments.

Course format and assessment

Course assessment: King's and its partnership schools assess trainees through their work in schools and college, coursework assignments and subject work assignments. To be awarded PGCE trainees must meet the Department for Education standards for Qualified Teacher Status.

Career destinations

The majority of trainees go into teaching or other areas of education: many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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The PGCE Biology provides a clear, thoughtful and critical introduction to teaching Biology, drawing on leading education research carried out at King’s. Read more

The PGCE Biology provides a clear, thoughtful and critical introduction to teaching Biology, drawing on leading education research carried out at King’s. We work in close partnership with schools in designing, delivering and assessing our course in order to develop excellent, reflective classroom practitioners.

Key benefits

  • Our Biology course, judged Outstanding by Ofsted, is taught by one of the strongest teams of science education tutors in the country.
  • One reason that our PGCE was judged Outstanding is the strong research base which informs the course. In the last research assessment exercise, the department was rated as one of the top three in the UK.
  • We work in partnership with a wide range of schools in London and beyond, providing a unique opportunity to learn how to teach a diverse range of students.

Description

During the year you will spend over 50 days at King’s and 120 days in schools. You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of education issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are crosscurricular research tasks and assignments.

There are two blocks of school experience, one starting in the autumn and the other in the spring. You will spend time observing other teachers and their classes before beginning to teach yourself. You will teach more during the second school experience than you will in the first one. During the year you will also complete a short placement in a primary school so that you can see what pupils experience before they arrive in secondary schools.

The course includes residential fieldwork based at the Field Studies Council centre in Surrey. There are many other opportunities for you to develop your abilities to teach beyond the classroom, in the school grounds and beyond.

Course purpose

The aim of our course is to make you an effective teacher of science and to help you develop high professional standards. Our course is designed to prepare science teachers to work in secondary schools as part of a team that teaches science up to Year 11 and biology to Years 12 and 13 (post-16).

Course format and assessment

Teaching

You can typically expect:

  • The equivalent of over 50 days of academic sessions at King’s (typically three hours in the morning and/or afternoon spread throughout the academic year)
  • Approximately 120 days of teaching placement.* This includes a short period of placement in primary schools (typically four days)
  • Five to seven tutorials across the year
  • Two visits from a tutor whilst on placement to observe lessons and monitor progress
  • Regular** meetings with a mentor, who will be a member of staff at your placement school, whilst on placement
  • Written feedback on all credit-bearing assignments within four weeks of the deadline.

* This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.

** Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary. The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement

Assessment

  • The 45-credit honours-level module will be assessed by a combination of a written portfolio (equivalent to 8,000 words) and assessment of your teaching practice against the Teaching Standards as set out by the government’s Department for Education. Progress in meeting the teaching standards will be monitored through three progress reports that will be completed by staff at the placement school.
  • The 30-credit master’s-level modules will each be assessed by a 6,000 word written assignment heavily based on in-school research that trainees undertake.
  • The 15-credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.

Location

Students undertake placements in secondary schools that work in partnership with King’s College London. Partnership schools are located across central London and the Greater London area. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.

Students also organise their own short placement at a state primary school. Further information on this short placement is provided in the offer holder pack and during the course. 

Career prospects

The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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The PGCE Chemistry provides a clear, thoughtful and critical introduction to teaching Chemistry, drawing on leading education research carried out at King’s. Read more

The PGCE Chemistry provides a clear, thoughtful and critical introduction to teaching Chemistry, drawing on leading education research carried out at King’s. We work in close partnership with schools in designing, delivering and assessing our course in order to develop excellent, reflective classroom practitioners.

Key benefits

  • Our chemistry course, judged Outstanding by Ofsted, is taught by one of the strongest team of science education tutors in the country.
  • One reason that the PGCE was judged Outstanding is the strong research base which informs the course. In the last research assessment exercise, the department was rated as one of the top three in the UK.
  • We work in partnership with a wide range of schools in London and beyond, providing a unique opportunity to learn how to teach the full diversity of students.
  • We prepare you to teach outside the classroom: there is a residential field trip and several other opportunities to make best use of what London has to offer the science teacher, from the South Bank to the Natural History Museum.

Description

During the year you will spend over 50 days at King’s and 120 days in schools. You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of educational issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are crosscurricular research tasks and assignments.

There are two blocks of school experience, one starting in the autumn and the other in the spring. You will spend time observing other teachers and their classes before beginning to teach yourself. You will teach more during the second school experience than you will in the first one. During the year you will also spend time in a primary school so that you can see what pupils experience before they arrive in secondary schools.

The course includes residential fieldwork based at the Field Studies Council centre in Surrey. There are many other opportunities for you to develop your abilities to teach beyond the classroom, in the school grounds and beyond.

Course purpose

The aim of our course is to make you an effective teacher of science and to help you develop high professional standards. The course is designed to prepare science teachers to work in secondary schools as part of a team that teaches science up to Year 11 and chemistry to Years 12 and 13 (post-16).

Course format and assessment

Teaching

You can typically expect:

  • the equivalent of over 50 days of academic sessions at King’s (typically three hours in the morning and/or afternoon spread throughout the academic year)
  • approximately 120 days of teaching placement.* This includes a short period of placement in primary schools (typically between five to nine days in length)
  • five to seven tutorials across the year
  • two visits from a tutor whilst on placement to observe lessons and monitor progress
  • regular** meetings with a mentor, who will be a member of staff at your placement school, whilst on placement
  • written feedback on all credit-bearing assignments within four weeks of the deadline.

*This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.

**Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary.

The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement.

Assessment

  • The 45-credit honours-level module will be assessed by a combination of a written portfolio (equivalent to 8,000 words) and assessment of your teaching practice against the Teaching Standards as set out by the government’s Department for Education. Progress in meeting the teaching standards will be monitored through three progress reports that will be completed by staff at the placement school.
  • The 30-credit master’s-level modules will each be assessed by a 6,000 word written assignment heavily based on in-school research that trainees undertakes.
  • The 15-credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.

The study time and assessment methods detailed above are typical and give you a good indication of what to expect.

Location

Students undertake placements in secondary schools that work in partnership with King’s College London. Partnership schools are located across central London and the Greater London area. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.

Students also organise their own short placement at a state primary school. Further information on this short placement is provided in the offer holder pack and during the course.

Career prospects

The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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Our PGCE provides a clear, thoughtful and critical introduction to teaching Latin with Classics, drawing on leading education research carried out at King's. Read more

Our PGCE provides a clear, thoughtful and critical introduction to teaching Latin with Classics, drawing on leading education research carried out at King's. We work in close partnership with schools in designing, delivering and assessing our programme in order to develop excellent, reflective classroom practitioners.

Key benefits

  • King's is one of only two institutions to offer PGCE Latin with Classics and our programme has a national reputation for its quality.
  • All King's PGCE Latin with Classics students who have sought jobs immediately after training have been successful and schools with classics vacancies often contact our PGCE office in advance of advertising posts in the national press.
  • Strong relationships between King’s and the teaching schools that make up the King’s Teacher Training Partnership. The Partnership offers a broad range of schools in London and beyond, providing unique opportunities to learn how to teach a diverse range of students.
  • Located in the heart of London.

Description

Our course combines the theory and practice of education. University based: you will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of educational issues.

During both secondary school placements there are additional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments. School based: for 24 of the 37 weeks the training takes place in schools, mainly in two complementary secondary schools but with one short primary school experience. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn.

School Direct Route offered: The School Direct Non Salaried teacher training route is composed of a partnership between King’s College London and a Lead School. Students apply to the Lead School for admission to the programme. The academic components of the course are delivered by King’s College London whilst the secondary school teaching experience is organised by the Lead School. 

Course purpose

For those wishing to train as teachers of pupils aged 11-18 in Latin with Classics. Our course will lead to the DfE Standards for QTS which are assessed through teaching practice observation, portfolios and written assignments.

Course format and assessment

Teaching

The study time and assessment methods detailed above are typical and give you a good indication of what to expect. You can typically expect:

  • the equivalent of over 50 days of academic sessions at King’s (typically three hours in the morning and/or afternoon spread throughout the academic year)
  • approximately 120 days of teaching placement.* This includes a short primary school observation of four days.
  • five to seven tutorials across the year
  • two visits from a tutor whilst on placement to observe lessons and monitor progress
  • regular** meetings with a mentor, who will be a member of staff at your placement school, whilst on placement
  • written feedback on all credit-bearing assignments within four weeks of the deadline.

* This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.

** Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary.

The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement.

Assessment

  • The 45-credit honours-level module will be assessed by a combination of a written portfolio (equivalent to 8,000 words) and assessment of your teaching practice against the Teaching Standards as set out by the government’s Department for Education. Progress in meeting the teaching standards will be monitored through three progress reports that will be completed by staff at the placement school.
  • The 30-credit master’s-level modules will each be assessed by a written assignment of 6,000 words heavily based on in-school research that trainees undertakes.
  • The 15 credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.

Location

Students undertake placements in secondary schools that work in partnership with King’s College London. Partnership schools are located across central London and the Greater London area. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.

Students also organise their own short placement at a state primary school. Further information on this short placement is provided during the course.

School Direct Route: Students undertake teaching placements in secondary schools selected by their Lead School. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London Area and beyond.

Career prospects

The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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Our PGCE English course gives trainees practical and theoretical ideas on the teaching of English as well as modelling ways in which English can be taught in the classroom. Read more

Our PGCE English course gives trainees practical and theoretical ideas on the teaching of English as well as modelling ways in which English can be taught in the classroom. Trainees benefit from the college’s unique location on the South Bank and are encouraged to visit the nearby Globe Theatre, Tate Modern and the Saison Poetry Library. 

Key Benefits

  • The PGCE courses at King’s are rated Outstanding by Ofsted with excellent and knowledgeable staff on hand to support you through your training.
  • Excellent links to cultural institutions such as the Globe and the National Theatre that expand learning beyond the confines of the classroom
  • A working partnership with a broad range of schools in London and beyond, providing unique opportunities to learn how to teach a diverse mix of students.
  • Located in the heart of London.

Description

Our course combines the theory and practice of education. We work in close partnership with schools in designing, delivering and assessing our course.

University based: You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of educational issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments. School based: For 24 of the 37 weeks the training takes place in schools, mainly in two complementary secondary schools but with one short primary school experience. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn.

School Direct Route offered: The School Direct Non Salaried teacher training route is composed of a partnership between King’s College London and a Lead School. Students apply to the Lead School for admission to the programme. The academic components of the course are delivered by King’s College London whilst the secondary school teaching experience is organised by the Lead School.

Course purpose

For those wishing to train as teachers of pupils aged 11-18 in English. Our course will lead to the DfE Standards for QTS which are assessed through teaching practice observation, portfolios and written assignments.

Course format and assessment

Teaching

You can typically expect:

  • the equivalent of over 50 days of academic sessions at King’s (typically three hours in the morning and/or afternoon spread throughout the academic year)
  • approximately 120 days of teaching placement.* This includes a short period of placement in primary schools (typically four days)
  • a number of one to one tutorials totaling five to seven sessions across the year
  • two visits from a tutor whilst on placement to observe lessons and monitor progress
  • regular** meetings with a mentor, who will be a member of staff at your placement school, whilst on placement
  • written feedback on all credit-bearing assignments within four weeks of the deadline.

*This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.

**Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary.

The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement.

Assessment

  • The 45-credit honours-level module will be assessed by a combination of a written portfolio (equivalent to 8,000 words) and assessment of your teaching practice against the Teaching Standards as set out by the government’s Department for Education. Progress in meeting the teaching standards will be monitored through three progress reports that will be completed by staff at the placement school.
  • The 30-credit master’s-level modules will each be assessed by a written assignment of 6,000 words heavily based on in-school research that trainees undertakes.
  • The 15-credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.

The study time and assessment methods detailed above are typical and give you a good indication of what to expect.

Location

Students undertake placements in secondary schools that work in partnership with King’s College London. Partnership schools are located across central London and the Greater London area. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.

Students also organise their own short placement at a state primary school. Further information on this short placement is provided in the offer holder pack and during the course.

School Direct Route: Students undertake teaching placements in secondary schools selected by their Lead School. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.

Career prospects

The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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