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This three module course is designed to help you provide an effective and supportive learning environment for children who are learning in a second language classroom. Read more
This three module course is designed to help you provide an effective and supportive learning environment for children who are learning in a second language classroom.

It offers you the opportunity to gain the knowledge and skills to make informed decisions both about the learning and development of a child with English as an Additional Language and best practice pedagogy and policies to support them.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-teaching-english-as-an-additional-language/

Why choose this course?

- It has a strong focus on applied classroom practice

- You will be taught by an experienced team of colleagues delivering the suite of TESOL courses at The School of Education.

This course in detail

There are three modules, outlined as follows:

- English as an additional language
You will focus on children in English-speaking schools, whose first language is not English (the EAL child). The module aims to draw on current practice, research, case studies, websites and professional networks, enabling you to:
- analyse the development of children in second languages settings

- identify theories of bilingualism, trans-languaging and dynamic language

- appreciate the links between first and second language, identity and self-esteem: the emotional experiences of the EAL child

- evaluate teacher, teacher assistant, parent, and whole school responses to the EAL child

- theorise practice and pedagogy: what beliefs, theories and attitudes to language and the EAL learner underpin teacher choices?

- evaluate and critically compare policies connected with the teaching, learning and integration of the EAL child into the mainstream school

- evaluate, adapt and create resources and materials for their fit with the needs of the EAL child.

- Language acquisition
You will deal with theoretical and practical approaches to language acquisition and focus on second language acquisition, with priority given to approaches of special relevance to language learning and education. Key themes that you will cover throughout the session include: linguistic variation, codeswitching, sociopolitics and language policy, and language teacher training.

- Investigative practice
You will have the opportunity to apply knowledge and skills from the core modules to a specific work-based setting involving EAL children, and to reflect on how these work in practice to enhance the child's learning experience.

Please note: as our courses are reviewed regularly the list of modules you choose from may vary from that shown here.

Teaching and learning

The course will be offered through a range of methods, including:
- face to face workshops, 5.00pm - 7.30pm on Wednesday evenings

- follow-up sessions, with readings, online discussion forum, shared assignment tasks and online tutorials

- work-based investigation within your own working context.

Attendance pattern

The course will be offered through a range of methods, including face to face workshops, 5.00 - 7.30pm on Wednesday evenings.

How this course helps you develop

The PGCertificate aims to develop reflective practitioners at master's level.

Careers

Your learning on the course may lead to better prospects for career advancement and students may change role / direction as a function of developing new understandings and skills from their work on the course.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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The Primary PGCE with EAL is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. Read more
The Primary PGCE with EAL is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. The programme will do this in the context of east London schools where it is paramount that teachers have the ability to support learning in a multicultural, multilingual urban environment. The Primary PGCE with EAL aims to equip trainees with additional expertise in supporting pupils with EAL and with the confidence and competence to take on a leadership role in this field in the future.

In order to fulfil these aims you will:

• develop your knowledge, skills and understanding of what it means to be a professional in school;
• engage in practical and theoretical enquiry as a key element in your development as a teacher;
• reflect on and take responsibility for your own professional development;
• have the necessary experiences to meet the Teachers’ Standards;
• acquire the skills, knowledge and understanding to develop additional expertise in supporting pupils with EAL;
• be able to respond proactively and positively to change and thus enabled to make informed contributions to education;
• develop your ability to read and write critically at Masters Level.


Primary PGCE at UEL

The Primary PGCE with EAL is a partnership programme, written and developed in collaboration with schools. Much of your time will be spent in schools, observing learning and teaching, exploring the interface between theory and practice and working with pupils in a range of classroom settings. You will be an active participant in a diverse community of students. Inclusion, personalisation, and pupil voice are some of the key themes and values underpinning the programme. You will engage with research at Masters level.

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School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Languages PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance. Read more
School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Languages PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance.

Degree information

This programme enables students to engage critically with a number of approaches and issues relating to languages education, such as the teaching of grammar, the incorporation of literature into lessons, target language use and the monitoring and assessment of pupils' learning. It incorporates a range of approaches to effective, inclusive learning, and develops a student’s professionalism and critical awareness to a high level. Wherever possible, we provide opportunities for trainees to gain experience at Key Stage 5 (post-16 age range).

Students undertake two Master’s-level (level 7) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).

Four pathways are available: European languages, European language with EAL (English as an Additional Language) enhancement, Mandarin Chinese with a European Language, and Mandarin Chinese with EAL enhancement. There are no optional modules for this programme.

EAL is primarily intended for those students who can offer only one language.

Core modules
-Learning, Teaching and Assessing Languages (30 Master's-level credits)
-Languages in a Wider Context (30 Master's-level credits)
-Professional Practice

Placement
You will spend most of your time (120 days) in schools, working with subject specialist mentors who support you through your school placements.

Teaching and learning
The programme is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placement at the host school or alliance. Assessment is by the observation of practical teaching, assignments and a portfolio (which links into continuing professional development in the induction year).

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as languages teachers and heads of department in schools, while others have jobs using the skills they have developed on the programme. Graduates in this area can also be found working as senior leaders in schools.

Top career destinations for this degree:
-French and Spanish Teacher, Unspecified Secondary School
-Spanish Teacher, Unspecified Secondary School
-French and Spanish Teacher, Unspecified Academy

Employability
A PGCE from the IOE carries considerable currency in schools, which alongside the quality of training you receive, puts you in a strong position in the employment market. Last year, all those students who sought employment in a school were successful. We expect 100% success rate in gaining a post in a school by the end of the year.

Why study this degree at UCL?

The Languages PGCE programme places a strong emphasis on cultural knowledge, use of literature in the languages classroom, pupils' use of target language and broader aspects of language learning. This includes issues related to bilingual learners and English as an additional language and other areas such as information and communications technology and digital, video and multimedia production.

The IOE has well-established partnerships with cultural and educational institutions across London, as well as European and Chinese universities and teacher training institutions. Our partnership with over 200 secondary schools and colleges in Greater London and beyond enables each of our students to become a skilled and confident teacher in their chosen subject specialism.

The PGCE is informed by research, including research carried out by PGCE tutors into target language use, the teaching of literature and the storyline approach. The programme includes a number of innovative projects, such as the British Film Institute Film Project and our own Literature Project, which supports the development of materials for classroom practice.

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The Languages PGCE explores languages teaching and learning by combining theory and practice in innovative, inspiring and effective ways. Read more
The Languages PGCE explores languages teaching and learning by combining theory and practice in innovative, inspiring and effective ways. This helps students develop a critical awareness and strong classroom skills to enable them to become a principled professional and educational thinker.

Degree information

This programme enables students to engage critically with a number of approaches and issues relating to languages education, such as the teaching of grammar, the incorporation of literature into lessons, target language use and the monitoring and assessment of pupils' learning. It incorporates a range of approaches to effective, inclusive learning, and develops a student’s professionalism and critical awareness to a high level. Wherever possible, we provide opportunities for trainees to gain experience at Key Stage 5 (post-16 age range).

Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).

Four pathways are available: European languages, European language with EAL (English as an Additional Language) enhancement, Mandarin Chinese with a European Language, and Mandarin Chinese with EAL enhancement. There are no optional modules for this programme.

Core modules
-Languages in a Wider Context (30 Master's-level credits)
-Learning, Teaching and Assessing Languages (30 Master's-level credits)
-Professional Practice

Placement
You will spend most of your time (120 days) in schools, working with subject specialist mentors who support you through your two school placements. We are fortunate to have a good choice of schools with whom we work, with many outstanding mentors and strong Languages departments.

Teaching and learning
The programme is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placements. Assessment is by practical teaching, assignments and portfolio tasks.

Students will also record their progress in a Career Entry and Development Profile statement. This will form part of an ongoing portfolio charting the student's continuing professional development.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as languages teachers and heads of department in schools, while others have jobs using the skills they have developed on the programme. Graduates in this area can also be found working as senior leaders in schools.

Top career destinations for this degree:
-Secondary School French Teacher, Unspecified Academy
-French and Spanish Teacher, Unspecified Secondary School
-Mandarin Teacher, Unspecified Academy
-Head of German, Unspecified School
-Spanish Teacher, Unspecified College

Employability
A PGCE from the IOE carries considerable currency in schools which, alongside the quality of training you receive, puts you in a strong position in the employment market. Last year, all those students who sought employment in a school were successful. We expect 100% success rate in gaining a post in a school by the end of the year.

Why study this degree at UCL?

The Languages PGCE programme is informed by research and places a strong emphasis on cultural knowledge, use of literature in the languages classroom, pupils' use of target language and broader aspects of language learning including issues related to bilingual learners and English as an additional language.

The IOE has well-established partnerships with cultural and educational institutions across London, as well as European and Chinese universities and teacher training institutions. Our partnership with over 200 secondary schools and colleges in Greater London and beyond enables our students to become skilled and confident teachers in their chosen subject specialism.

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The MA Education (Flexible) is a unique modular programme of study designed to support your professional development. Read more
The MA Education (Flexible) is a unique modular programme of study designed to support your professional development.

While each module has its own particular focus, all are concerned with investigating contemporary educational issues in the light of economic and social contexts, appropriate literature and the shared experience of course members.

The overall purpose of the Masters programmes is to deepen and refine your capacity for critical reflection on your practice as well as on the mental models which inform your work. Systematic inquiry is therefore an organising principle that underpins all modules on the programme, and you will be encouraged to identify issues that are significant to you and your professional context.

A hallmark of the MA Education (Flexible) is its commitment to equity and diversity, and its flexibility to meet the needs of individuals and organisations. Flexibility is evident in terms of offering you:

- a range of exit points en-route to a full Masters programme
- a range of module options to create a personally and professionally meaningful qualification
- a range of modes of delivery to take account of individual needs and professional contexts

The MA Education (Flexible) has been designed to be largely part-time and online, although there is the opportunity to take one face-to-face module. Please be aware that you must have day-to-day access to a broadband (or equivalent) internet connection in order to follow the programme.

Course Content

The following 30-credit module is compulsory:

- Planning Practice-Based Inquiry

Further modules can be chosen from the following list:

- The Social Contexts of Education Technology
- The Nature and Practice of Mentoring and Coaching
- Specific Reading Difficulties/Dyslexia
- Theory and Practice of Learning with Technology
- Understanding Curriculum, Learning and Assessment
- Learning through an Additional Language (EAL/CLIL)
- Understanding Individual and Organisational Development
- Issues in Educational Leadership

Assessment

Assessment varies and is broadly based on a 5,000-6,000 word essay (or portfolio equivalent).

The dissertation is an original piece of work and should be 12,000 to 15,000 words (or their equivalent), focussing on a topic related to what you have learned and of particular significance for you and your professional and academic interests.

Academic Support

You will be allocated an academic tutor to supervise your study. Our staff have a wide range of international expertise and research backgrounds in Education. Your supervisor will work with you via Skype and/or email to support and manage a programme of research and writing.

Course Structure

You will be required to commit 10-15 hours per week, all year round. You will need to work collaboratively, for example by contribution to online discussions within a specified time frame. Each module and its assessment is spread over a period of almost 6 months and then the next module commences. The dissertation takes 8-12 months normally. The overall programme (for those without credit) has a normal duration of 24 months and is normally expected to be completed in 28 months maximum.

It may be possible to study a face-to-face module in block study in Kuala Lumpur or Summer School in Nottingham.

There are also Postgraduate Diploma and Certificate exit points.

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This course is for teachers already working in a range of language related fields in primary and secondary education, who wish to develop their expertise in areas such as; teaching bilingual learners, English as first language and modern foreign languages. Read more
This course is for teachers already working in a range of language related fields in primary and secondary education, who wish to develop their expertise in areas such as; teaching bilingual learners, English as first language and modern foreign languages.

The PgCert/PgDip in Teaching Bilingual Learners responds to the diversity of background in children in primary and secondary schools and to the increasing governmental focus on the learning of English as an additional language (EAL).

Students who enrol on the MA Language Education can exit with PgCert/Dips in Language Education, Teaching Bilingual learners and Teaching of Reading depending on their combination of unit choices.

This course is intended to:

Support those wishing to become co-ordinators, consultants, advanced skills teachers, heads of department and mentors of trainees and NQTs.

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Overview. If you would like to study for a PGCE and have less than three years of experience working with children, UCB’s PGCE Primary QTS course will provide you with the necessary skills to teach in a primary school environment. Read more
Overview

If you would like to study for a PGCE and have less than three years of experience working with children, UCB’s PGCE Primary QTS course will provide you with the necessary skills to teach in a primary school environment.

There are two pathways available on this course. If you would like to teach 3-7 year olds, you will focus your studies on the Foundation Stage (pre-school) and Key Stage 1 (years 1 and 2). If you would like to teach 5-11 year olds, you will focus on Key Stage 1 (years 1 and 2) and Key Stage 2 (years 3 to 6).

These course pathways will concentrate on themes related to primary education that address key government priorities such as curriculum management, working with children with Special Educational Needs and Disabilities (SEND) and working with children who use English as an Additional Language (EAL).

On completion of this course, you will be a Newly Qualified Teacher (NQT) and will have the knowledge, skills and training to work in a mainstream school or in a school for children with special needs.


Why should I choose this course?

Past students rate it very highly, commenting that the content is intellectually stimulating and the teaching methods are very effective.
You will develop your professional career in education as you specialise in the rewarding area of teaching and learning and receive high quality support from your lecturers.
You will increase your career prospects and employment opportunities through working in one of our partnership schools.
You will be able to efficiently manage a curriculum, how to deal with a range of professional issues and critically evaluate the principles of teaching.
By studying both the theoretical and practical elements of teaching, you will develop a deeper understanding of the skills necessary to teach in a primary school environment.

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The TESOL (Teaching English to Speakers of Other Languages) pathway through the MA in Education involves six taught modules and a dissertation on a research topic of your choice. Read more
The TESOL (Teaching English to Speakers of Other Languages) pathway through the MA in Education involves six taught modules and a dissertation on a research topic of your choice. The programme accommodates both early career teachers seeking a grounding in the core disciplines of TESOL, and those with considerable experience hoping to consolidate or progress into specialist areas of expertise.

In addition, for students who are 'early career' or who have not studied beyond degree level for some years, Developing MA Literacies has been designed to support transition towards MA level teacher-researcher. It can be taken either as a fully assessed option, or as a support module to run alongside MA studies.

See the website http://www.brookes.ac.uk/courses/postgraduate/ma-in-education-tesol/

Why choose this course?

- Course content is tailored to your own professional context, with practical as well as scholarly tasks and assignments, and discussion with fellow TESOL practitioners worldwide on cutting edge practice and research.

- The generic research module gives you a skills and research base that involves you in wider educational debates nationally and internationally.

- The programme builds in explicit support for the academic literacies and skills needed to be successful as an MA teacher-researcher.

- The programme accommodates both the early career TESOL specialist as well as the experienced practitioner seeking career consolidation or development.

- Options allow for a range of professional specialisms, including English as an Additional Language, ELT Materials Development and English for Specific Purposes.

- The programme can be taken fully online at a distance, fully on campus, or a combination of the two. The programme offers the unique opportunity for campus and distance-based students to work interactively with one another online.

- You are also part of the Learning, Culture and Identity research community which includes talks, conferences, guest speakers and the opportunity to hear former MA students in their current work contexts.

- There are opportunities for campus-based students to participate in a volunteer placement scheme teaching Oxford-based asylum seekers. This experience can be built into coursework and assessment.

- The programme is taught by a highly research-active team that is well published and highly visible in the TESOL world. Students will find themselves part of an active research community.

- Because Oxford is one of the world's great academic cities, it is a key centre of debate, and alongside our own excellent libraries and resource centres, our postgraduate students have access to the world-renowned Bodleian Library, the Bodleian Law Library and the Radcliffe Science Library.

- Oxford is a centre of multiple language schools such as St Joseph's School and St Clare's College. This makes it a thriving environment for foreign students and the practice of TESOL.

- We offer a wide range of Postgraduate Certificates, specifically designed for part time students who are working full time. Sessions typically run in the evenings, with some online discussions. On completion of a postgraduate certificate you can then choose to go onto study a further three modules and the successful completion of a dissertation will complete your MA Education.

Teaching and learning

Learning methods include lectures, directed reading, workshops, student and staff-led seminars, and project work. Teaching, learning and assessment draw on the different backgrounds, experience and knowledge of participants, and encourage critical reflection.

Teaching style is highly participatory, and engages you in workshop activities, online discussion, peer evaluation, presentations and research projects, with students drawing on their professional experience, home culture and language.

Campus students are encouraged to meet fortnightly in self-run sessions to follow up class readings and tasks and involve their online peers in these discussions through Skype, Facebook or online discussion.

The programme is supported by a full online ‘virtual learning environment’ which includes readings, discussions, session materials, peer support for assignments, and opportunities for students on campus and online to share professional concerns and debates.

Each course module is assessed separately and is based on coursework such as individual essays, seminar presentations, reports, portfolios, investigative research and group work.

How this course helps you develop

Students on the TESOL programme have been able to make links, develop skills, and identify opportunities which have led to the following career changes:
- setting up a language school
- writing coursebooks for an international publisher
- becoming an editor for a TESOL publisher
- teaching at a university language centre for international students
- teaching mother tongue (eg Mandarin) in the UK
- becoming an English as an Additional Language (EAL) coordinator in a UK school.

- Postgraduate certificates
Alternatively, you can develop your professional practice in specialist areas through our range of Postgraduate Certificate Awards.

Careers

Recent students graduating with an MA Education (TESOL) have moved from teaching into teacher professional development, management of language schools and language businesses, materials and test writing.

Others have gone from school to university teaching and from general English to specific English teaching for academic purposes, business and law.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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Aims. The PGCE. Secondary English programme is designed to meet the Standards required for Qualified Teacher Status (QTS) and to develop specialist secondary teachers in English. Read more
Aims
The PGCE: Secondary English programme is designed to meet the Standards required for Qualified Teacher Status (QTS) and to develop specialist secondary teachers in English.
It aims to do this in the context of our Secondary Partnership Schools many of which are situated in east London where skills of educating children in a multi-cultural, multi-lingual urban environment are paramount.

Overall the programme aims to produce effective teachers who are able to operate as reflective practitioners. To fit this description you should:
• develop your knowledge, skills and understanding of what it means to be a professional in school;
• engage in practical and theoretical enquiry as a key element in your development as a teacher;
• reflect on and take responsibility for your own professional development;
• have the necessary experiences to meet the Teachers’ Standards;
• acquire the skills, knowledge and understanding to develop additional expertise in supporting pupils with EAL;
• be able to respond proactively and positively to change and thus enabled to make informed contributions to education;
• develop your ability to read and write critically at Masters Level.



PGCE: Secondary English at UEL
The PGCE:Secondary English is a partnership programme. This means that it has been written and developed in collaboration with Local Authorities and local schools. The majority of your time will be spent in schools observing, planning and teaching lessons, considering how the theory and the practice link together and, of course, working with children in classroom settings.

You will be studying in a diverse community of trainees from a range of different subjects as well as studying alongside fellow English trainees.You will take part in the Virtual Schools project which involves working as a team with fellow trainees from different subject areas to address real life issues and challenges which may arise in schools. Many themes such as equal opportunities, bilingualism, meeting the needs for children with special educational needs etc. underpin the taught programme.The subject studies elements of the programme focus on teaching English as a curriculum subject.

These sessions aim to:
• Provide and introduction to the broad scope of English, including Media and Drama, as a curriculum subject
• Enable you to develop high levels of teaching skills and classroom management, as well as the capacity for reflection and further professional development
• Offer theoretical perspectives on the role of language in learning, the teaching of literacies and literature, the principles of syllabus design and evaluation, and the assessment and recording of children's progress in both classroom and workshop situations
• Provide knowledge and understanding of the National Curriculum and the framework of statutory requirements.



You will be engaging with research at Masters Level in two of the three available modules, one on Reflective Practice one on the potential uses of new and emerging technologies in secondary education and the third on developing subject expertise and subject pedagogy.

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The PGCE Secondary Computer Science programme is designed to meet the Standards required for Qualified Teacher Status (QTS) and to develop secondary teachers with a specialism in Computer Science. Read more
The PGCE Secondary Computer Science programme is designed to meet the Standards required for Qualified Teacher Status (QTS) and to develop secondary teachers with a specialism in Computer Science.

It aims to do this in the context of our Secondary Partnership schools many of which are situated in east London where skills of educating children in a multi-cultural, multi-lingual urban environment are paramount.

The PGCE: Secondary Computer Science is a partnership programme, written and developed in collaboration with local schools. The majority of your time will be spent in schools observing teaching and learning, considering how the theory of education and the practice link together and, of course, working with children in classroom settings.

You will be studying in a diverse community of trainees from a range of different subjects as well as studying alongside fellow trainees. Overall the programme aims to produce effective teachers who are able to operate as reflective practitioners.
Aims


Overall the programme aims to produce effective teachers who are able to operate as reflective practitioners. If you choose to study Secondary Computer Science at UEL you will:

• develop your knowledge, skills and understanding of what it means to be a professional in school;
• engage in practical and theoretical enquiry as a key element in your development as a teacher;
• reflect on and take responsibility for your own professional development;
• have the necessary experiences to meet the Teachers’ Standards;
• acquire the skills, knowledge and understanding to develop additional expertise in supporting pupils with EAL;
• be able to respond proactively and positively to change and thus enabled to make informed contributions to education;
• develop your ability to read and write critically at Masters Level.

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The Primary PGCE with SEN. Inclusion is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. Read more
The Primary PGCE with SEN: Inclusion is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. The programme will do this in the context of east London schools where it is paramount that teachers have the ability to support learning in a multicultural, multilingual urban environment. The Primary PGCE with SEN: Inclusion aims to equip trainees with additional expertise in developing inclusive practice in mainstream settings and with the confidence and competence to take on a leadership role in this field in the future.

If you choose to study Primary with Special Educational Needs: Inclusion at UEL you will:
• develop your knowledge, skills and understanding of what it means to be a professional in school;
• engage in practical and theoretical enquiry as a key element in your development as a teacher;
• reflect on and take responsibility for your own professional development;
• have the necessary experiences to meet the Teachers’ Standards;
• acquire the skills, knowledge and understanding to develop additional expertise in supporting pupils with EAL;
• be able to respond proactively and positively to change and thus enabled to make informed contributions to education;
• develop your ability to read and write critically at Masters Level.

Primary PGCE at UEL

The Primary PGCE with SEN: Inclusion is a partnership programme, written and developed in collaboration with schools. Much of your time will be spent in schools, observing learning and teaching, exploring the interface between theory and practice and working with pupils in a range of classroom settings. You will be an active participant in a diverse community of students. Inclusion, personalisation, and pupil voice are some of the key themes and values underpinning the programme. You will engage with research at Masters level.

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The Primary PGCE with SEN. Special Schools is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. Read more
The Primary PGCE with SEN: Special Schools is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. The programme will do this in the context of east London schools where it is paramount that teachers have the ability to support learning in a multicultural, multilingual urban environment. The Primary PGCE with SEN: Special Schools aims to equip trainees with additional expertise in working and developing practice in special schools.

If you choose to study Primary with Special Educational Needs: Special Schools at UEL you will:
• develop your knowledge, skills and understanding of what it means to be a professional in school;
• engage in practical and theoretical enquiry as a key element in your development as a teacher;
• reflect on and take responsibility for your own professional development;
• have the necessary experiences to meet the Teachers’ Standards;
• acquire the skills, knowledge and understanding to develop additional expertise in supporting pupils with EAL;
• be able to respond proactively and positively to change and thus enabled to make informed contributions to education;
• develop your ability to read and write critically at Masters Level.


Primary PGCE at UEL
The Primary PGCE with SEN: Special Schools is a partnership programme, written and developed in collaboration with schools. Much of your time will be spent in schools, observing learning and teaching, exploring the interface between theory and practice and working with pupils in a range of classroom settings. You will be an active participant in a diverse community of students. Inclusion, personalisation, and pupil voice are some of the key themes and values underpinning the programme. You will engage with research at Masters level.

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The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills. Read more
The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills.

This distance learning masters level programme is essential for practitioners seeking to become specialist practitioners, employable to assess and teach learners with dyslexia and literacy difficulties of school age or in further/higher education. Successful completion of modules 1-3 which meet the British Dyslexia Association (BDA) criteria in practical assessments, allows students to apply for the BDA professional qualification.

The University of Birmingham offers three awards at masters level.

Postgraduate Certificate (3 modules, 12 months of part-time study, Sept – end of August)
Postgraduate Diploma (6 modules, 24 months part-time study, Sept – August)
MEd (6 modules+ dissertation, 36 months part-time study, Sept – August)
You can register for the first year’s study and half way through the year you will be invited to consider if you to wish extend your registration to a further award.

The programme provides a broad and critical perspective of language literacies and literacy difficulties/dyslexia through sociocultural and cognitive research, as well as education policies. It embraces school and further educational demands of literacy skills, the demands of family and social literacy practices, and peer demands of new literacies, such as digital literacies. The programme establishes the fundamental relationship between language and literacy in typical and atypical development. Students study literacy difficulties/dyslexia in contexts of monolingual, multilingual and multimodal (eg digital literacies).

Studying at a distance means you can work from anywhere, such as in your home or workplace in the UK or overseas. All your studies will be in English and it is a requirement that you practice in an educational context of monolingual or additional English (EAL/ESL/EFL). Reference would be made to contexts that are multilingual and multimodal.

Specialist professional practice in dyslexia/specific learning difficulties

All students follow the same programme and module requirements for study and assessment that develop knowledge and practice in specialist assessment and teaching for learners with literacy needs and difficulties.

Successful completion of the Postgraduate Certificate (PGCert) award, meets the specialist professional practice competencies required by the Joint Qualifications Council UK, and the British Dyslexia Association’s AMBDA accreditation, in diagnostic assessment, and intervention/ specialist teaching with learners with literacy difficulties/ specific learning difficulties at school and FE/HE levels of provision.

The PGCert award allows practitioners, who wish, to apply for the BDA’s accreditation (ATS/APS, AMBDA, AMBDA FE/HE) depending on their professional qualification – please visit the BDA website http://www.bdadyslexia.org.uk for further information.

The Department of Disability Inclusion and Special Needs (DISN) in the School of Education, has a very strong profile in professional development, regionally, nationally and internationally. The tutors who run this programme have strong national and international profiles in the field of research and practice in language and literacy difficulties and dyslexia. The department also runs a number of other courses in special education which may interest you.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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A high standard of oral proficiency, grammatical accuracy and a sound knowledge of the countries are looked for at interview. Your second language should ideally be at least at or near A-level. Read more
A high standard of oral proficiency, grammatical accuracy and a sound knowledge of the countries are looked for at interview. Your second language should ideally be at least at or near A-level. A lower level may be acceptable, so long as you work at raising your competence before entry and during the course; please enquire. If you do not have a second language to offer you may still be considered.

A Disclosure and Barring Service Check and DfE Fitness to Teach test are also required.

The Faculty of Education has a national reputation for high quality initial teacher training which was rated 'outstanding' by Ofsted in their last inspection. We work with over 1,500 schools, colleges and educational organisations and offer a wide range of of secondary specialisms.

MFL is a national shortage subject and government priority with training bursaries available and this course has an excellent reputation. There is a growing need for high calibre language teachers and as such our trainees are very employable. Where appropriate, sessions are conducted in the relevant target language.

Trainees take a course of supporting study, including English as an additional language (EAL) and special educational needs (SEN). We also provide subject knowledge enhancement (SKE) courses to support graduates who would benefit from intensive MFL tuition before joining a PGCE MFL initial teacher training programme.

This course will be based at our £139 million new academic building at Birley Fields, All Saints campus, Manchester.

In addition to your main language, you will take one of the other two languages as your second language. You will be prepared to teach your main language throughout the 11-18 age range. In your second language, you will be prepared to teach up to either key stage 3 or key stage 4/GCSE, according to qualifications and linguistic competence. Where possible, we take into consideration other languages you may have.

This course enables you to acquire and develop language teaching skills. You will become aware of the needs of pupils of different abilities and of the goals and methods appropriate to them. You will be prepared for a wide variety of teaching situations by observing good practice in schools, by the use of DVDs, through discussions, peer teaching and practical workshops and through intensive practical teaching to a range of abilities. Feedback from experienced teachers and tutors facilitates your professional development.

Classroom management skills are given high priority both at the University and during school placements. Equally, an emphasis is placed upon careful planning, and you will develop the skills of linguistic analysis and sequencing.

You will learn how to teach both the spoken and written language, how to approach teaching grammar and how to plan for using the target language in the classroom. The course aims to develop a thoughtful and critical approach to the relationship between teaching strategies and the pupils' language learning in the classroom. You will learn how to assess and evaluate pupils' learning and how to use this in future planning. Other issues that form part of the course include language acquisition, cultural background, global citizenship and equal opportunities.

In addition to preparation for Key Stages 3-5, we also include provision for Key Stage 2 and you will compile a Primary Languages Portfolio. Methodology sessions in the university are conducted in your main foreign language where appropriate foreign language tutors and assistants will help you develop or maintain your language skills in your second foreign language.

We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.

Trainees will engage with current educational issues and recent and relevant research in order to further develop their understanding and to generate challenging and lively debate. There will be a focus on:

Promoting an inclusive learning and teaching environment:
Working in multi-professional teams
Creating a climate for learning in the classroom
Learning and teaching strategies
Managing students' behaviour
Planning and evaluating students' learning
Developing knowledge and understanding of teachers' professional responsibilities

Trainees will be prepared to teach in a range of different schools, varied in social context, size, philosophy and intake. Posts now also offer scope for Modern Foreign Language teaching in primary schools, to support the 2010 introduction of languages for all primary school children. Many graduates also take up mentoring of new trainee teachers.

There are also opportunities for further study. The PGCE MFL course includes 60 Masters Level CAT ponts which can be credited to our MA Language Education for teachers wishing to develop expertise teaching bilingual learners, English as first language and MFL. We also offer MAs in Education, Educational Leadership and Management and opportunities to study to PhD level at the Education and Social Research Institute, ranked in the UK top 10.

School placements are central to the course and 24 of the 36 weeks will be spent in school. As an intending teacher, you will begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. You will begin to understand the inter-relationship between the school and its community. Your placements will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges.

Special Features

. Programme rated Ofsted 'outstanding'
. European Award for Languages 2010: Teacher Training Toolkit for COLT (Community and Lesser Taught Language Project)
. National reputation in secondary teacher education
. Practice placements available in a diverse range of schools and colleges
. SKE courses available where required (on confirmation of PGCE place)
. Community languages considered
. Course includes 60 Masters Level CAT points which can be credited to our MA Language Education for teachers wishing to develop expertise teaching bilingual learners, English as a first language and MFL
. Access to NQT alumni support in your first year of teaching

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All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. Read more
All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. We advise applicants to monitor http://www.education.gov.uk/get-into-teaching for updates.

Other requirements:

Candidates will normally be expected to engage in at least two weeks of experience in relevant school setting(s) prior to application to the course to develop an appropriate understanding of the role of the teacher in the classroom and at school.

An ability to communicate effectively in spoken and written English.

Excellent inter-personal skills.An informed and realistic understanding of the complexities and challenge of teaching in a Secondary school.

An understanding of how learning develops within an engaging rich and broad context, with recognition of the contribution made by parents and carers.

Personal qualities and abilities appropriate to becoming an effective teacher, including a strong motivation to teach young students, an ability to express personal views with clarity and conviction, to listen and respond appropriately to the views of others, awareness of, and commitment to, issues relating to Equal Opportunities and providing all students with an inclusive learning environment.

Intellectual capacity to critically reflect upon experience and personal challenges.

A Disclosure and Barring Service Check and DfE Fitness to Teach test are also required.

Overseas candidates should have Cambridge Proficiency in English, IELTS Band 7, or Pitmans Advanced.

The Faculty of Education has a national reputation for high quality initial teacher training which was rated 'outstanding' by Ofsted in their last inspection. We work with over 1,500 schools, colleges and educational organisations and offer a wide range of of secondary specialisms.

Our PGCE Social Science aimed at trainees wishing to teach one or more of the social sciences (sociology, psychology and politics) in secondary schools and/or post-16 colleges. We also offer a PGCE Psychology (see separate course entry).

Trainees will be given the opportunity to study and teach areas of the Social Sciences (Psychology, Sociology, Politics, Law, Health and Social Care and PSHE) at key stages 3, 4 and 5. Many of these subjects are exceptionally popular choices at GCSE and 16-19 levels.

This course will be based at our £139 million new academic building at Birley Fields, All Saints in Manchester. Further details at http://www.mmu.ac.uk/education/birleyfields

You will examine the nature of academic and vocational provision within the social sciences in schools and colleges and become familar with teaching resources, including ICT and practice a variety of classroom skills at university and in schools and colleges.

The subject strand is at the core of these courses, representing approximately 90% of the total course time, both in school and in the university. This strand deals with both methodology and with the educational theory relevant to teaching the social science subjects.

Also considered are the role of language in teaching, teaching pupils with special educational needs and pupils with English as an additional language (EAL) and teaching classes with a wide range of ability.

We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.

Trainees will engage with current educational issues and recent and relevant research in order to further develop their understanding and to generate challenging and lively debate. There will be a focus on:

Promoting an inclusive learning and teaching environment
Working in multi-professional teams
Creating a climate for learning in the classroom
Learning and teaching strategies
Managing students' behaviour
Planning and evaluating students' learning
Developing knowledge and understanding of teachers' professional responsibilities

In recent years there has been 100% employment in teaching achieved by trainees on this course. There are a significant number of teaching vacancies in the social science disciplines.

Graduates in the social sciences have highly developed relevant skills which are both flexible and broad. They are aware of the evolving nature of the societies we live in and are able to offer academic, practical and personal attributes which are particularly suited to teaching the secondary and college age range. Trainees receive sustained support in their attempts to secure employment and many of our graduates how hold positions of responsibility in our partnership schools.

The Faculty of Education offers an extensive and flexible programme of continuing professional development opportunities to Masters level, including Educational Leadership and Management, Education and Inclusive Education and SEN. Our Education and Social Research Institute, ranked in the UK top 10, offers an MRes Education and Society and Doctor of Education.

24 weeks of the 36 week programme are spent in schools and placements are central to the course. They will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges. The Enrichment phase also offers placements in settings other than schools.

Special Features

. Programme rated 'outstanding' by Ofsted
. World class teaching and learning facilities at our new academic building
. National reputation in secondary teacher education
. Practice placements available in a diverse range of schools and colleges
. Course include 60 Masters Level CAT points
. Access to NQT Alumni Support in your first year of teaching

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