Adult education has been recognised in Europe as a critical element in addressing challenges pertaining to employment, research and innovation, climate change and energy, education and combatting poverty. A concern about social inequality and a belief that adult educators can contribute to social change based on smart, sustainable and inclusive growth is the driving force behind the creation of the programme.
You will take nine core courses and submit a dissertation. Courses are delivered in Glasgow, Malta and Tallinn. Open University of Cyprus courses will be delivered online at Tallinn and Malta. The programme includes three credit-bearing adult learning placements. There is also the opportunity to attend a summer school in Penang at Universiti Sains Malaysia or undertake an internship at UNESCO in Hamburg, Germany as part of the summer mobility period.
The programme has been designed so that you benefit from the specific expertise of each of the partners and have a short placement built into each of the mobility periods. The programme combines expertise of adult education in the following context and mobility periods
If you have an interest in all aspects of science; but in particular the physical sciences associated with forces, energy, electrical effects and enjoy investigating this in a practical setting, then our physics course will suit you.
Our Postgraduate Certificate in Education (PGCE) in Secondary Education provides a high standard of training for those preparing to take up a teaching post in the secondary school sector. The course complies with the statutory guidance from the National College for Teaching and Leadership for Initial Teacher Training courses.
This course looks at the key ideas which underpin the teaching of science in schools today and the way children's understanding of concepts develops. As a trainee you will learn how to teach physics to pupils in the 11-16 age range within the secondary age phase, with additional primary and post-16 enhancements. You will learn how to develop skills, knowledge and understanding for teaching physics through a combination of university-led and school-led training.
This course is designed to meet the NCTL Teaching Standards which assesses all trainees working towards Qualified Teacher Status (QTS).
This postgraduate qualification offers 60 Masters-level credits that can be used towards our Masters degrees in the field of education.
This Physics route sits within an exciting range of Secondary Education subjects we offer within the Institute of Education.
This is NOT an appropriate training course for applicants who wish to teach in Primary schools or Post Compulsory Education establishments.
Over the one year course, you will undertake learning at University and other educational settings. You will spend 120 days divided between at least two different school placements across the 11-16 age range within the Secondary age phase.
Your University tutor team is available to assist you throughout your training, supporting development of reflection. Every effort is made to ensure that high-quality school placements are provided to you, facilitating learning through observing, co-teaching and being observed by experienced teachers in the classroom.
All course modules provide examples of good practice in pedagogy which you will reflect upon as you develop your own teaching style - you will be expected to actively participate in your own learning and development.
Teaching on the course comprises a variety of methodologies that will prepare you for life in the classroom including teacher-led discussions, pupil-led exploration, peer-group discovery, problem based learning, e-learning and the provision of individual targets.
You will be assessed in a variety of ways including written assignments; classroom based investigation and other school-based activities, and appraisal of practical teaching skills.
Typical activities may include:
PGCE: Programme Structure
The PGCE course takes place over 180 days, and 120 of those days are spent in a school. You will have one school attachment during the autumn term and another (in a different school) in the spring/summer terms.
One of our strengths is that we have a vast network of high quality partnership schools in which to place you for the extended school placements. We ensure that you receive high quality school-based training by selecting schools with highly trained mentors and a proven track record of excellent trainee outcomes. We will also take other factors into consideration when placing you, such as your geographical location and transportation, to provide you with the best possible experience in a convenient and suitable setting.
The University-led elements of the course take place at our Walsall Campus. Our PGCE starts in early September and ends in June, and it is an intensive academic and professional training course that effectively prepares you for your first teaching post and beyond.
The course comprises of a two day professional placement in mixed subject groups, two extended school placements in your subject specialism and two periods of University-based teaching – September to October and January to February. The programme also includes a short Primary school placement and additional opportunities for a range of enhancements to your course; for example, experience of teaching pupils with special educational needs, teaching pupils at post-16 level or teaching pupils for whom English is an additional language.
Profile of a successful student
Russell completed his PGCE in secondary science last year at University of Wolverhampton, following a number of years working as an avionic technician working on aircraft with the RAF. He had always enjoyed all aspects right from his time at school largely due to the impact of a motivational physics teacher. He completed a part time degree with the Open University following on from a BTEC in Engineering. After a few visits to a secondary school he realised that following the example of the teachers that had inspired him was the way to feel true fulfilment in his career. The PGCE motivated him immediately, with time to discuss his needs and development while given the independence to feel a proper teacher. He learned a lot from the contrasting schools available to him during his PGCE and the committed colleagues who willingly offered advice and guidance during the programme.
Russell easily secured a post teaching in a school close to his home well before the end of the programme. He is now enjoying the challenge of motivating the next generation of scientists.