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The MA in Roman History and Archaeology is designed for students who wish to adopt a twin-tracked approach to the past by using both historical and archaeological evidence. Read more
The MA in Roman History and Archaeology is designed for students who wish to adopt a twin-tracked approach to the past by using both historical and archaeological evidence.

*This course will be taught at the Canterbury campus*, but is also available with a term in Rome: https://www.kent.ac.uk/courses/postgraduate/308/roman-history-and-archaeology-with-a-term-in-rome

Visit the website: https://www.kent.ac.uk/courses/postgraduate/307/roman-history-and-archaeology#!overview

Course detail

Roman civilisation produced one of the largest empires of the ancient world. The Roman Empire had one of the most advanced technologies of the ancient world, producing major architectural, cultural and artistic achievements. The extensive remnants left behind enable us to recreate and understand Roman culture thousands of years later.

The Department of Classical and Archaeological Studies contains one of the largest concentrations of experts in Roman History and Archaeology with experts in Pompeii, Rome, Egypt, as well as in the study of artefacts and of ancient medicine. You spend your first term at our beautiful campus overlooking the Roman and Medieval city of Canterbury, just one hour from London. While in Canterbury, you gain training in research skills in both Roman History and in Archaeology.

Purpose

This is an ideal programme for graduates of history, ancient history, classics or the wider humanities, wanting to gain practical experience in applying their expertise.

Format and assessment

In your first term, the focus is on research skills in both Roman history and in archaeology to provide the foundation from which you may develop as a postgraduate researcher. Your second term is focussed on specialist modules that directly engage with research conducted in the Department. You also have the opportunity to engage with our postgraduate community that comes together with our staff at our research seminar series to which we invite leading speakers from across the UK and Europe.

In the summer, you write a dissertation of up to 15,000 words with advice from one of our experts to demonstrate the skills that you will have gained during your MA.

The programme is assessed by coursework for each of the modules and by the dissertation.

Careers

Our MA programmes include much scope for vocational training, skills acquisition and guided project work, often with use of our extensive facilities. These aspects of our programmes have been praised by external assessors in recent years. Recent graduates have progressed to careers in a wide range of related professional and leadership areas, including national and local museums, teaching and senior roles with archaeological organisations (national government institutions, contracting units and trusts). A large proportion of completing Master’s students have progressed onto PhD study.

How to apply: https://www.kent.ac.uk/courses/postgraduate/apply/

Why study at The University of Kent?

- Shortlisted for University of the Year 2015
- Kent has been ranked fifth out of 120 UK universities in a mock Teaching Excellence Framework (TEF) exercise modelled by Times Higher Education (THE).
- In the Research Excellence Framework (REF) 2014, classics was ranked 2nd for research impact and in the top 20 for research intensity, research power, research quality and research output in the UK.
- An impressive 97% of our research was judged to be of international quality and the School’s environment was judged to be conducive to supporting the development of world-leading research.

Postgraduate scholarships and funding

We have a scholarship fund of over £9 million to support our taught and research students with their tuition fees and living costs. Find out more: https://www.kent.ac.uk/scholarships/postgraduate/

English language learning

If you need to improve your English before and during your postgraduate studies, Kent offers a range of modules and programmes in English for Academic Purposes (EAP). Find out more here: https://www.kent.ac.uk/courses/postgraduate/international/english.html

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This unique MA is designed for students who wish to adopt a twin-tracked approach to the past by using both historical and archaeological evidence. Read more
This unique MA is designed for students who wish to adopt a twin-tracked approach to the past by using both historical and archaeological evidence. A key focus of the MA is on the cities of the Roman Empire, especially the capital, Rome. A term is spent in Rome, in which you study the monuments and artefacts of the ancient city at first hand, visiting relevant sites and museums, with options to study site conservation and museum presentation as well as the history and archaeology of Rome.

Roman civilisation produced one of the largest empires of the ancient world. The Roman Empire had one of the most advanced technologies of the ancient world, producing major architectural, cultural and artistic achievements. The extensive remnants left behind enable us to recreate and understand Roman culture thousands of years later.

Our Department of Classical & Archaeological Studies contains one of the largest concentrations of experts in Roman History and Archaeology with experts in Pompeii, Rome, Egypt, as well as in the study of artefacts and of ancient medicine. You spend your first term at our beautiful campus overlooking the Roman and Medieval city of Canterbury, just one hour from London. While in Canterbury, you gain training in research skills in both Roman History and in Archaeology.

The second term is based in Rome, at the campus of the American University of Rome, where you study the sites and museums of ancient Rome. All teaching is in English. The experience of staying in Rome and studying the city brings into focus new ideas and a new perspective of the ‘Eternal City’.

Each week is structured around a series of site visits, so that you gain an in-depth knowledge of the ancient city. In the final term, you complete your MA by writing a dissertation of up to 15,000 words on a research topic defined in collaboration with your supervisor. The programme can also be studied at Canterbury only.

Course Structure

During the first term at Canterbury you take two core modules. Your second term is in Rome and you take one core module and one optional module. Over the course of these two terms you discuss with the course director your ideas and plans for your 15,000-word dissertation. The writing of the dissertation takes place in the summer with completion in August.

The programme is assessed by coursework for each of the modules, an examination in Latin or ancient Greek, if these modules are taken, and by the dissertation.

Programme Aims

This programme aims to:
•provide research training in the subject area of Roman history and archaeology
•expand your depth of knowledge of key subject areas in Roman history and archaeology
•attract outstanding students, irrespective of race, background, gender or physical disability from both within the UK, and EU, and also from overseas
•develop new areas of postgraduate teaching in response to the advance of scholarship
•provide you with skills to equip you for a further career either for doctoral research in Roman history and archaeology, or in employment, with the use of these transferable skills
•develop your competence in applying skills to analysis of a diverse body of ancient evidence
•develop your critical and analytical powers in relation to the ancient material
•provide you with the skills to adapt and respond positively to change
•develop critical, analytical problem-based learning skills and the transferable skills to prepare you for graduate employment
•enhance the development of your interpersonal skills
•provide you with opportunities for shared multidisciplinary learning with religious studies and philosophy
•assist you to develop the skills required for both autonomous practice and team-working.

Careers

Our MA programmes include much scope for vocational training, skills acquisition and guided project work, often with use of our extensive facilities. These aspects of our programmes have been praised by external assessors in recent years.

Recent graduates have progressed to careers in a wide range of related professional and leadership areas, including national and local museums, teaching and senior roles with archaeological organisations (national government institutions, contracting units and trusts). A large proportion of completing Master’s students have progressed onto PhD study.

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Kent’s MA in Roman History and Archaeology is designed for students who wish to adopt a twin-tracked approach to the past by using both historical and archaeological evidence. Read more
Kent’s MA in Roman History and Archaeology is designed for students who wish to adopt a twin-tracked approach to the past by using both historical and archaeological evidence.

Roman civilisation produced one of the largest empires of the ancient world. The Roman Empire had one of the most advanced technologies of the ancient world, producing major architectural, cultural and artistic achievements. The extensive remnants left behind enable us to recreate and understand Roman culture thousands of years later.

Our Department of Classical & Archaeological Studies (http://www.kent.ac.uk/secl/classics/index.html) contains one of the largest concentrations of experts in Roman History and Archaeology with experts in Pompeii, Rome, Egypt, as well as in the study of artefacts and of ancient medicine. You spend your first term at our beautiful campus overlooking the Roman and Medieval city of Canterbury, just one hour from London. While in Canterbury, you gain training in research skills in both Roman History and in Archaeology.

The second term is based in Rome, at the campus of the American University of Rome (http://www.aur.edu), where you study the sites and museums of ancient Rome. All teaching is in English. The experience of staying in Rome and studying the city alters brings into focus new ideas and a new perspective of the ‘Eternal City’.

Each week is structured around a series of site visits, so that you gain an in-depth knowledge of the ancient city. In the final term, you complete your MA by writing a dissertation of up to 15,000 words on a research topic defined in collaboration with your supervisor. The programme can also be studied at Canterbury only.

This is an ideal programme for graduates of history, ancient history, classics or the wider humanities, wanting to gain practical experience in applying their expertise and benefit from the experience and confidence gained from living and studying overseas.

Course structure

During the first term at Canterbury you take two core modules. Your second term is in Rome and you take one core module and one optional module. Over the course of these two terms you discuss with the course director your ideas and plans for your 15,000-word dissertation. The writing of the dissertation takes place in the summer with completion in August.

Modules

Term 1 (Canterbury):
Compulsory modules:

CL900 - Research Skills in Ancient History
CL805 - Contemporary Archaeology: Theories, Methods and Issues

Term 2 (Rome):
Compulsory Module:

CL828 - Rome: The Imperial City

One option from:

Optional modules in Rome are taken through the American University in Rome and change each year. Past options have included:

Rome: Writing the city

This upper level Classics course will examine depictions of the city of Rome in classical literature. It will examine the fabric of the city and the idea of Rome as a symbol of civilization. The buildings and public spaces of Rome were the backdrop for performance, spectacle, ceremony and daily and these activities generated meaning and symbolism. For the Romans specific locations were connected to history, myth and collective memory and were protected by the genius loci. Amongst others, the following authors will be studied: Cicero, Livy, Lucan, Ovid, Propertius, Tacitus, Virgil. All texts will be studied in translation.

Etruscan Art and Archaeology

This is an upper level course studying the art and archaeology of the Etruscans from their emergence at the beginning of the first millennium BCE until their absorption by the Romans. The course will take full advantage of the rich museum collections of Etruscan material in Rome and will include a field trip to the sites of Cerveterii and Tarquinia. The course will look at the origins of the Etruscans, their art and material culture, their interactions with other groups and their eventual absorption by the Romans.

Global Heritage

This upper level seminar course examines global heritage concerns looking in particular at how the past conditions the present and influences identity. Lectures and seminars will be built around four topics: the role of international organizations, heritage and memory, heritage and economic development and contemporary issues in global heritage. Each topic unit will be completed by a seminar where students will present case studies that illustrate the issues raised.

Term 3: Dissertation

CL897 - Dissertation
CL805 - Contemporary Archaeology: Theories, Methods and Issues (30 credits)
CL828 - Rome-The Imperial City (30 credits)
CL829 - Rome Optional Module (30 credits)
CL900 - Research Skills in Ancient History - Understanding the City in Antiquit (30 credits)
CL897 - CL Dissertation (60 credits)

Assessment

The programme is assessed by coursework for each of the modules, an examination in Latin or ancient Greek, if these modules are taken, and by the dissertation.

This programme is also available at Canterbury only.
https://www.kent.ac.uk/secl/postgraduate/taught.html

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The University of Calgary is one of Canada's leading research universities, serving over 25,000 full-time undergraduates and 6,000 graduate students. Read more
The University of Calgary is one of Canada's leading research universities, serving over 25,000 full-time undergraduates and 6,000 graduate students. Calgary is a modern city of over one million people with a wide range of cultural activities, and is close to Banff and the Rocky Mountains. The university occupies a suburban campus and has excellent residence and recreational facilities.

The Department of Greek & Roman Studies teaches over two thousand students in its courses each year, and has several strong undergraduate programs and a growing graduate program. Most graduate students participate in undergraduate teaching. Resources include a departmental reference library and extensive computer and database support. The Nickle Collection of some 15,000 ancient coins is available for study in the Nickle Arts Museum.

The Department has a strong international outlook, with five nationalities represented amongst its academic staff. There are particular strengths in the areas of Greek and Roman poetry, medieval Latin, cultural and social history, Hellenistic history, late Roman history, and Greek and Roman material culture.

Degree Programs

Master of Arts (MA), thesis-based (full-time)
-Greek and Roman Studies 603 Language Study and Research Techniques (first year).
-Four other seminar half-courses, normally taken in the first year of the program; these may include up to two half courses outside the department if appropriate to the area of specialization.
-Four quarter courses of directed studies in Greek and Latin Texts (GREK or LATI 607), normally taken in the Fall and Winter terms of the first and second year.
-An examination in translation, with dictionary, from French or German or Italian into English (normally to be attempted within the first twelve months of registration).
-A thesis of about 20,000 words, with oral examination.

Master of Arts (MA), course-based (full-time or part-time)
-Greek and Roman Studies 603 Language Study and Research Techniques (first year).
-Eight other seminar half-courses; these may include up to two half courses outside the department if appropriate to the area of specialization.
-Four quarter courses of directed studies in Greek and Latin Texts (GREK or LATI 607), normally taken in the Fall and Winter terms of the first and second year.
-An examination in translation, with dictionary, from French or German or Italian into English (normally to be attempted within the first twelve months of registration).

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The Roman Frontier Studies MA inspires you to think about the human past from a variety of thematic and analytical perspectives. We make full use of the rich archaeological North East landscape with regular study trips and fieldwork. Read more

Course Overview

The Roman Frontier Studies MA inspires you to think about the human past from a variety of thematic and analytical perspectives. We make full use of the rich archaeological North East landscape with regular study trips and fieldwork. You also carry out field studies in Rome and the Lower Rhine.

Through period-based, practical and theoretical modules students will develop an understanding of the interpretive approaches that Roman archaeologists adopt and the methodologies and sources available during investigation.

You'll develop a range of advanced practical skills and be exposed to innovative research and encouraged to engage with new research agendas. Exposure to cutting-edge research skills in archaeology will prepare you to continue your academic career with a PhD in Roman Frontier Studies, or enter professions requiring high-level skills in literacy, research and project management.

Modules

For detailed module information see http://www.ncl.ac.uk/postgraduate/courses/degrees/roman-frontier-studies-ma/#modules

How to apply

For course application information see http://www.ncl.ac.uk/postgraduate/courses/degrees/roman-frontier-studies-ma/#howtoapply

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In Classics at Newcastle we have a long and distinguished international reputation for our research and teaching. Latin and Greek have been taught here since 1874, and Classical Archaeology since 1931. Read more

Course overview

In Classics at Newcastle we have a long and distinguished international reputation for our research and teaching. Latin and Greek have been taught here since 1874, and Classical Archaeology since 1931. Our staff include scholars of outstanding international reputation, and our research covers all major aspects of the study of the ancient world.

We welcome postgraduate students in any of our areas of research expertise. We cover a vast range of classical subjects, from material culture and history, through language and literature, to philosophy and the history of science and medicine. We also have strong links with related disciplines such as History, Archaeology, and Modern Languages.

MLitt supervision is normally available in the following areas: Ancient history and classical archaeology (the history and archaeology of pre-Roman and Roman Italy, the late Roman Republic, Greco–Roman religion, the social and cultural history of the Roman Empire, Roman Greece, Ptolemaic and Roman Egypt, history of the Jews, Greek art and archaeology, the history and archaeology of the ancient Near East); Classical language and literature (Latin language and literature, ancient oratory and rhetoric, Latin poetry, ancient historiography, Greek tragedy, Greek influence on later literature, Greek and Roman music); Philosophy and science (ancient and early Christian philosophy, the history of Greek and Roman medicine, Greek and Roman music, the exact sciences in Graeco-Roman antiquity)

There is a lively research culture in the School of History, Classics and Archaeology, with a seminar programme to which academic staff, graduate students, and distinguished visiting speakers contribute. Our graduate students run an enthusiastic and energetic Postgraduate Forum. Their activities chiefly include publishing an online peer-reviewed journal, and organising bi-monthly seminars, at which students deliver papers to their peers and academic staff. There is also an annual postgraduate conference, at which you will present your research to other postgraduates and academics from around the region and nationally.

Training and Skills

For detailed information about modules, training, and skills see http://www.ncl.ac.uk/postgraduate/courses/degrees/classics-mlitt/#training&skills

How to apply

For course application information see http://www.ncl.ac.uk/postgraduate/courses/degrees/classics-mlitt/#howtoapply

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The MRes Ancient History offers students whose interests centre on the study of ancient history the opportunity to take a specialist research-intensive degree tailored to those interests and to pursue their own independent research to a further extent than in an MA. Read more
The MRes Ancient History offers students whose interests centre on the study of ancient history the opportunity to take a specialist research-intensive degree tailored to those interests and to pursue their own independent research to a further extent than in an MA.

Course Overview

The MRes is a degree best suited to students with a proven penchant for independent research. The MRes includes 60 credits (3 modules) of taught modules, but the main focus of the degree is on a longer piece of individual research (30,000 words). Applicants are required to discuss their proposed research with the School before application, and the proposed research must be in one of the areas of supervision offered by the School of Classics.

The MRes in Ancient History begins with a specialist Research Methodology module introducing students to the multiple sources, materials, theories and methodologies for the study of ancient Greek and Roman civilisations. Students then have the opportunity to choose two modules according to their own interests in the ancient world, with the option to specialise in a particular aspect of ancient history, whether in chronological terms, such as Greek or Roman history, or in terms of themes, such as the ancient economy. The choice of taught modules gives students not only the opportunity to explore areas that they might not have had the opportunity to study before, but also to specialise in a specific aspect of the ancient world in preparation for the MRes dissertation.

The dissertation is the greater part of the MRes in Ancient History, as students have the opportunity to conceive and research a topic of their own design of greater length and depth than the MA dissertation.

This will enable those students with a greater preference for independent research, and perhaps with a clearer sense at the start of the programme of what they would like to base their research upon, to undertake in-depth research within a structured programme of study. It will also provide students with an excellent introductory pathway into further study at MPhil or PhD level.

Modules

-Julius Caesar and his Times:
-Pagans, Jews, and Christians in Late Antiquity
-History and Historians in the Ancient World
-Power and Culture in the Hellenistic East
-Ancient Medicine: Myth and Practice
-Women in ancient Myth and Society

Key Features

The MRes in Ancient History is designed to provide students with a penchant for independent research the opportunity to pursue research into a subject of their own choice. The subject of the dissertation is discussed and agreed in advance, and it is expected that the choice of taught modules will relate to the research subject chosen.

The main general areas of research supervision in the School are:
-Greek and Roman epic
-Latin poetry of the late Republican and Imperial periods
-Literary uses of mythology
-Greek and Roman Africa
-Hellenistic Asia Minor and the Near East
-Identity, ethnicity and ethnogenesis in the Roman empire
-Roman religion
-Ancient Economy, particularly of the Greek Classical period and of the Roman empire
-Greek and Roman historiography
-Sex and Gender in the ancient world
-Health and healing in the ancient world
-Graeco-Roman relations with India

The above are general subject areas. Please contact us to discuss your specific ideas and interests.

Providing our students with a range of learning opportunities and excellent teaching is the primary aim of the School of Classics. We employ innovative methods and approaches that enhance our students’ learning throughout their studies.

All our modules are taught by specialists and active researchers. The influence of our research on our teaching offers our students the opportunity to learn from the best in the subject and follow the latest scholarly trends and discoveries, whilst our independent study modules allow you to explore your passion in its entirety.

Our programme is designed to help learners both on campus and at a distance. Our Virtual Learning Environment (VLE) is a live forum through which students and staff can interact, through which students are able better to revise and explore difficult topics and through which students are better able to access the electronic resources available in the virtual world.

Studying Ancient History with us here at Trinity Saint David means research-led teaching and research-active learning in an environment that allows for both full use of the virtual world and the personal approach of expert tuition.

Assessment

An MRes degree in Ancient History involves a wide range of assessment methods. In addition to traditional essays, you will be assessed through bibliographic exercises, presentations – oral and powerpoint based, creation of abstracts, in-house conference papers, article reviews, creation of project plans and, of course, the dissertation. This variety of assessment helps develop skills in presenting material in clear, professional and a lucid manner, whether orally or in writing.

This breadth of assessment type creates variety in the student experience, allowing you to explore the subject in different ways, and also embeds within the Ancient History programme the specific employability skills desired, indeed required, by employers today.

Career Opportunities

The programme provides a broad foundation for postgraduate work, by laying particular stress on the methodologies and research tools needed for independent advanced study, thus acting as training for students who intend to undertake an MPhil or PhD.

The course also provides a professional qualification for teachers or others seeking Continuing Professional Development.

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In this interdisciplinary course, you will explore the history and archaeology of the Greek and Roman World. Read more
In this interdisciplinary course, you will explore the history and archaeology of the Greek and Roman World.

It is designed to develop your skills in interpreting literary, artistic and archaeological evidence from the ancient world, building on your first degree in Ancient History, Classics, Archaeology, or another relevant subject.

The course, which consists of taught modules and individual research, is designed to be flexible, enabling you to pursue your own interests whilst gaining a solid foundation of research skills.

It can serve as a basis for doctoral research, but it also provides transferable skills, which will be valuable for a career in any field.

Distinctive features

Strong interdisciplinary ethic.
Training in research methods and skills, including writing and public speaking.
The course allows you to pursue your special interests.
The possibility of a residential course at the British School in Athens or the British School in Rome (subject to admission by the appropriate British School).

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This is a programme geared towards preparing students for higher research into the interaction of the classical world with the Near East - partly through direct research training, and partly through modules taught by experts in their field in small-group seminars. Read more
This is a programme geared towards preparing students for higher research into the interaction of the classical world with the Near East - partly through direct research training, and partly through modules taught by experts in their field in small-group seminars.

The relationship between the classical world and neighbouring civilisations is among the most important and most rapidly expanding areas of classical scholarship, and we have particular strength in this field: we offer tuition in Akkadian, and can draw on the resources of the Oriental Museum in Durham and the expertise pooled in the recently inaugurated Centre for the Study of the Ancient Mediterranean and the Near East. The programme lasts for one year (two years part-time), and centres around a core module on cultural contact in the Ancient World.

Other key elements of the course include a core research training module, a 15,000 word dissertation, and one elective module, which is offered in the areas of current research interests of members of staff.

Course Structure

Information on the structure of the course.
Core Modules:
-Dissertation
-Classical Research Methods and Resources
-Compulsory language module (Latin for research/Ancient Greek for research/another ancient language/modern language)
-Religious Life in the Roman Near East or Akkadian

Optional Modules:
In previous years, optional modules available included:
-Forms After Plato
-Latin Text Seminar
-Greek Text Seminar
-Akkadian
-Latin Love Elegy
-Religious Life in The Roman Near East
-Monumental Architecture of The Roman East
-Vitruvius, On Architecture: The First Treatise On Architecture, Its Significance and Legacy
-Greek Sacred Regulations
-Ancient Philosophers On Necessity, Fate and Free Will
-The Classical Tradition: Art, Literature, Thought
-Comparative Approaches to Homeric Epic
-Greek Text Seminar On Homeric Epic
-Latin Text Seminar On Roman Epic
-Life and Death On Roman Sarcophagi
-Juvenal's Satires in Context
-Ancient Philosophers On Origins
-Animals in Graeco-roman Antiquity
-The Queen of The Desert: Rise and Decline of Palmyra's Civilization
-The Roman Republic: Debates and Approaches
-Rewriting empire: Eusebius of Caesarea and the First Christian History

Not all modules will be offered every year, and new modules (both elective and core) are added regularly. Students may also substitute modules offered in other departments, such as Theology, Philosophy, English, Archaeology, or History.

Learning and Teaching

The MA in Greece, Rome and the Near East is principally conceived as a research training programme which aims to build on the skills in independent learning acquired in the course of the student’s first degree and enable them to undertake fully independent research at a higher level. Contact time with tutors for taught modules is typically a total of 5 hours per week (rising to 7 for someone beginning Latin or ancient Greek at this level), with an emphasis on small group teaching, and a structure that maximises the value of this time, and best encourages and focuses the student’s own independent study and preparation. On average, around 2 hours a week of other relevant academic contact (research seminars, dissertation supervision) is also available.

At the heart of the course is a module focused on the range of research methods and resources available to someone working in the field of Classics. This is run as a weekly class, with a mixture of lectures and student-led discussions. Four further elective modules deal with particular specialised subjects. Students must choose one module involving work with a relevant foreign language (ancient or modern), and one dealing directly with research on interaction between the ancient Mediterranean and the ancient Near East. All those offered will form part of the current research activity of the tutor taking the module. Numbers for each module are typically very small (there are rarely more than five in a class). Typically, classes are two hours long and held fortnightly, and discussion is based on student presentations. (Modules for those beginning ancient Latin or Greek are typically more heavily subscribed, but their classes also meet more often: 3 hours per week.) All students write a 15,000-word dissertation, for which they receive an additional five hours of supervisory contact with an expert in their field of interest.

All staff teaching on the MA are available for consultation by students, and advertise office hours when their presence can be guaranteed. The MA Director acts as academic adviser to MA students, and is available as an additional point of contact, especially for matters concerning academic progress. MA students are strongly encouraged to attend the Department’s two research seminar series. Although not a formal (assessed) part of the MA, we aim to instil the message that engagement with these seminars across a range of subjects is part of the students’ development as researchers and ought to be viewed as essential to their programme. In addition, MA students are welcomed to attend and present at the ‘Junior Work-in-Progress’ seminar series organised by the PhD students in the Department. Finally, the student-run Classics Society regularly organises guest speakers – often very high-profile scholars from outside Durham.

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If you want to train as a teacher of three to seven-year-olds, this PGCE Early Years partnership between London Met and our partnership schools is an exciting opportunity to launch your teaching career. Read more
If you want to train as a teacher of three to seven-year-olds, this PGCE Early Years partnership between London Met and our partnership schools is an exciting opportunity to launch your teaching career. Addressing issues of multiculturalism, diversity and more, this National College of Teaching and Leadership (NCTL) accredited course combines your theoretical training with practical placements in local schools. With both a diverse teacher and student population, this is the ideal setting if you want to teach in urban environments. Attendees of our PGCE Early Years courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools.

More about this course

This NCTL accredited PGCE Early Years course at London Met and our lead schools prepares you for teaching three to seven-year-olds (Key Stage 1) and leads to Qualified Teacher Status.

The course consists of theoretical study at London Met and two practical school placements of 11 and 13 weeks. We’ll extend your knowledge, develop your classroom practice and help you examine the underlying principles and values that inform current debates around educational issues.

At London Met, you’ll learn about teaching in urban, multicultural and multilingual schools and will address the issues of language, diversity and equality across the curriculum. Training within the framework and principles of the United Nations Convention on the Rights of the Child (UNCRC) and the unique London context, you’ll be well equipped to help maximise every child's’ development.

During your school placements you will be supported by school-based mentors and university-linked tutors. The tutors will also deliver your university sessions, ensuring continuity of support throughout the PGCE.

Overall, the purpose of the course is to develop you into a teacher of the highest quality. One who is reflective, creative, imaginative and responsive to all children’s needs. This approach has led to the course being highly rated by Ofsted:

"The recent Ofsted on-line trainee survey now indicates very high confidence rates…trainees are therefore pushed to reach the highest standards."
Ofsted, 2016

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio which is compiled across the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

Professional accreditation

This PGCE course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you'll implement in the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well-structured lessons in the Early Years curriculum
-Sessions on pedagogy, English language and literature, mathematics, science and foundation subjects
-Training to assess school pupils’ progress in each of these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for your wider professional development as a teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding the different aspects of inclusive education
-Introduction to the school structure and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in two London placements learning to teach with a mentor in primary schools

After the course

This PGCE leads to Qualified Teacher Status (QTS) which enables you to teach either 3 to 7 year olds. Our trainees from this course have gone on to become teachers at schools like Grafton Primary, Tudor Primary and Willow Tree Primary. Whether you have applied through London Met or School Direct, you’ll have the same opportunities for employment upon successful completion of the course.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
Learn to teach five to 11-year-olds on this National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Primary course. Read more
Learn to teach five to 11-year-olds on this National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Primary course. You’ll address the issues around multiculturalism and diversity in the classroom and gain hands-on practical experience during school placements. With both a diverse teacher and student population, London is an ideal setting if you want to teach in urban environments. Trainees on our PGCE Primary courses achieve high results, with 95% receiving an Ofsted good or outstanding grade by the end of the course and 96% going on to gain employment, often in one of their placement schools.

More about this course

This exciting NCTL-accredited PGCE School Direct Primary course leads to Qualified Teacher Status and will prepare you to teach five to 11-year-olds (Key Stage 1 and Key Stage 2) at a primary level. You’ll also be equipped to work in early years settings.

The structure of the course gives you room to develop your skills in the classroom as well as examining the underlying principles and values around educational issues.

The Curriculum Studies module introduces you to the issues of teaching within urban, multicultural and multilingual schools. You’ll address the challenges of language, diversity and equality across the curriculum and learn how to teach core subjects including English, mathematics and science.

The Professionalism and Inclusive Practice (PIP) module includes your two extended school placements of 11 and 13 weeks. With its clear links to the United Nations Convention on the Rights of the Child (UNCRC), you’ll have a responsible framework for meeting the needs of every child you teach.

Throughout your school placements you'll be supported by school-based mentors and university tutors. The latter will also teach your university sessions, providing you with continued guidance throughout your training. By working in both environments, you’ll have the chance to reflect on the links between teaching theory and practice.

Our emphasis on educational support and high-quality teaching has resulted in this course being highly rated by Ofsted:

"…almost all aspects of the partnership’s work is good with some that is outstanding."
Ofsted, 2016.

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio, which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you'll take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the Primary curriculum
-Sessions on pedagogy, English language and literature, mathematics, science and foundation subjects
-Training to assess school pupils’ progress in each of the these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP) includes:
-Support for your wider professional development as a teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in two London placements learning to teach with a mentor in primary schools

In both university and classroom contexts, your self-directed study is extremely important in order to support your development of purposeful educational enquiry, preparing effective teaching resources and ensuring up-to-date subject knowledge.

After the course

This intensive PGCE School Direct leads to Qualified Teacher Status (QTS), which enables you to teach five to 11-year-olds. Our trainees have gone on to secure primary teacher roles at schools including Whitings Hill Primary School, Stanford Primary School, Godwin Primary School and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. Read more
This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. London Metropolitan University’s partnership with local schools ensures you’ll have a continuity of support throughout both your theoretical learning and practical placements. Attendees of our PGCE Secondary courses pass with high results, with 95% achieving an Ofsted good or outstanding grade and 96% going on to obtain employment, usually with one of their placement schools. You also have access to Department of Education (DfE) bursaries as well as the Subject Knowledge Enhancement (SKE) in Mathematics if needed.

More about this course

Our PGCE School Direct Secondary Mathematics course teaches you the skills and knowledge needed for teaching mathematics to 11 to 16-year-olds (Key Stage 3 and 4) and leads to Qualified Teacher Status. This NCTL-accredited course also offers you the opportunity to develop your A level teaching where possible.

We’ll introduce you to current debates in mathematics and a wide variety of interactive teaching styles including group work and computer presentations. If you need help improving your own mathematics knowledge, we run a Subject Knowledge Enhancement course to help your training.

With our teaching placements in London, you'll improve your ability to teach in multicultural urban environments. By combining your studies at London Met with practical teaching placements, you’ll increase your understanding of the ways children learn and how your teaching style can help develop their mathematics skills.

We place great emphasis on sharing feedback between your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a Secondary teacher.

The high quality of our training has led to positive feedback from Ofsted:

"Trainees and newly qualified teachers are enthusiastic about their subject, and plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted, 2015

To help you in your application, Department of Education (DfE) bursaries are available for this course.

This PGCE course has three assessment elements:
-Practical teaching experience is assessed in relation to the Standards for Qualified Teacher Status
-A reflective portfolio is compiled across the year, detailing personal experiences and reflections on your development as a teacher
-A research assignment at the end of the year which focuses on the implementation of a key area of educational policy in the area of mathematics

There are no examinations.

Professional accreditation

This PGCE course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you will take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Considering all aspects of the mathematics curriculum
-Training to assess school pupils’ progress in each of these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for your wider professional development as a teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in London placements, learning to teach with a mentor in secondary schools

In both university and classroom contexts your self-directed study is extremely important in order to help develop your own purposeful educational enquiry, prepare effective teaching resources and ensure up-to-date subject knowledge.

What our students say

“Choosing to complete my teacher training at London Met was the best career decision I ever made. Studying in the heart of London while being surrounded by a diverse body of staff and students was exactly the preparation I needed for teaching at inner-London secondary schools. London Met’s commitment to tackling the challenging issues surrounding modern urban education was, I believe, a key factor in my rapid progression to the position of head of department after just four years of teaching.

Having gained a unique insight into the value of teacher education throughout my undergraduate studies, I then embarked on a master’s in Education, again with London Met. After successfully completing this, I am now in my eighth year in the profession and currently considering application for a Doctorate in Education.” Rosie Walsh, former PGCE Secondary Mathematics student

After the course

This PGCE leads to Qualified Teacher Status (QTS), which enables you to teach mathematics to 11 to 16-year-olds. Our trainees have gone on to secure mathematics teacher roles at schools including Langdon Academy, Islamia Girls School and Stoke Newington School and Sixth Form.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
Accredited by the National College for Teaching and Leadership (NCTL), this PGCE in Secondary Modern Languages trains you to teach 11 to 16-year-olds. Read more
Accredited by the National College for Teaching and Leadership (NCTL), this PGCE in Secondary Modern Languages trains you to teach 11 to 16-year-olds. You’ll learn the principles of effective modern languages teaching alongside hands-on practical experience in a school setting. If you need help with your French, then you can attend our intensive French Subject Knowledge Enhancement course that will help equip you with the skills needed to teach this language in schools. London is also an ideal location if you want to learn how to teach in an urban environment. Attendees of our PGCE Secondary courses achieve high results, with 95% receiving an Ofsted good or outstanding grade by the end of the course and 96% going on to gain employment, often with their placement schools.

More about this course

This NCTL-accredited PGCE Secondary Modern Languages course leads to Qualified Teacher Status (QTS) and will help you develop the skills to teach 11 to 16-year-olds. It also gives you the chance to work in A-level settings.

The languages you’ll focus on are French, Spanish and German. You'll develop pupils’ skills in speaking, reading, listening and writing in the language they choose to learn.
If you only speak German or Spanish, you can attend our 12-week Subject Knowledge Enhancement (SKE) in French, which will enable you to teach French up to Key Stage 3. The SKE is fully funded and bursaries are available to eligible applicants.

At the University, you’ll study teaching methodology, pupil assessment and the ways children learn. Your sessions will include collaborative and school-based projects with other trainees. Through two school placements, you’ll learn how to help these 11 to 16-year-olds develop their foreign language skills.

Sharing feedback with other trainees undertaking school placements is encouraged, and these weekly reflections and contributions to online discussions will develop your understanding of the secondary teacher role. Our commitment to high standards has rewarded us with positive reviews from Ofsted:

"Trainees and newly qualified teachers are enthusiastic about their subject and [they] plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted 2015.

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio, which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that students take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well-structured lessons in the secondary curriculum
-Sessions on Modern Languages
-Training to assess pupils’ progress in each of these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for the wider professional development of each student teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in a London placement learning to teach with a mentor in secondary schools

In both university and classroom contexts, your self-directed study is extremely important in order to help you develop a purposeful educational enquiry, prepare effective teaching resources and ensure your subject knowledge is up-to-date.

What our students say

“London Met was very proactive in providing support and guidance for my new teaching post. The team educated me on everything necessary to prepare me for my forthcoming role; they are highly skilled professionals who were able to support me through my interview process as well as answer any queries regarding the teaching industry. With regards to course content, I felt everything covered during lectures and the professional studies sessions was relevant to my development and future prospects as a teacher.”
Jatinder Chohan, London Met trainee and Year 5 teacher at Rosedale Hewens Academy, Harlington.

“I really enjoyed my course at London Metropolitan University. There was a lot to learn, but the support and guidance from my tutor and mentors was excellent throughout and by the end of the course I really felt prepared to take on my first mainstream teaching assignment. The tutors and lecturers helped me set the right goals for my development as a teacher as well as giving me the tools to succeed. I had two great school placements arranged by the University and I feel these were key to building my confidence. I was really happy to be offered a job by one of these schools – my PGCE year couldn’t have ended better.”
Maira Rodrigues, London Met trainee and Year 4 teacher at Lloyd Williamson Primary School, Kensington.

After the course

This intensive PGCE leads to Qualified Teacher Status (QTS), which enables you to teach modern languages to 11 to 16-year-olds. Our trainees have gone on to secure secondary teacher roles at schools including Ark Academy, Ralph Allen School, Bushey Academy and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL) accredited PGCE School Direct course. Read more
Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL) accredited PGCE School Direct course. You’ll learn the principles of teaching chemistry and get the vital hands-on experience necessary for later employment. Those already on our PGCE School Direct Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools.

More about this course

Successfully complete this this NCTL accredited PGCE Secondary Science with Chemistry course to achieve Qualified Teacher Status (QTS) and become a teacher of science for students up to 14 years old and chemistry for 15 to 16-year-olds. There’s also the opportunity to teach at the 16 to 18 age range.

You’ll develop your teaching strategies and pedagogical techniques at London Met and learn the fundamentals of how children learn. These study sessions will include collaborative projects and school-based work with other trainees, as well as how to implement teaching and pupil assessment.

Our PGCE School Direct course uses its London location to widen your experience of teaching in multicultural urban environments. Through your two placements you’ll help develop lesson plans and contribute to the development of pupils’ scientific skills and knowledge. London Met also provides you with the opportunity for post-16 teaching experience wherever possible.

Our commitment to your development has lead to high quality reviews from Ofsted:

"Trainees and NQTs are enthusiastic about their subject, and plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted, 2015

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

We place great emphasis on feedback from your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a Secondary teacher.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you'll take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Sessions on Chemistry
-Training to assess school pupils’ progress in each of the these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for the wider professional development of each student teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in a London placement learning to teach with a mentor in secondary schools

In both University and classroom contexts, your self-directed study is extremely important in order to support your development of purposeful educational enquiry, preparing effective teaching resources and ensuring up-to-date subject knowledge.

What our students say

“The course is well-structured and gives a solid grounding in the pedagogical disciplines needed for a career in teaching. The highlight for me has been the quality of the subject tutors. All the tutors I’ve worked with have been highly knowledgeable, approachable and more than capable of pushing students to reach their potential as future teachers.” Martin Gadgill, trainee of our PGCE Secondary Science with Chemistry

After the course

On successful completion of the course you will achieve Qualified Teacher Status (QTS) for teaching science at Key Stage 3 (ages 11-14) and Key Stage 4 (ages 14-16) and your chemistry specialism at Key Stage 4. London Met's students have an excellent rate of gaining Qualified Teacher Status and finding teaching positions within six months of graduating. Our trainees have gone on to become chemistry teachers at schools including Cardinal Pole Catholic School, South Hampstead High School, Platanos College and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct model aligns the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years, Primary and Secondary levels teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students. The placements of 120 days will be planned to take place within the school or consortium of schools with the School Direct allocation. This time could be divided between two schools with some flexibility.

The consortium is part of the much larger family of nearly 100 schools partnered with London Met and School Direct. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
Learn how to teach science and physics to 11 to 16-year-olds with this PGCE School Direct course. Accredited by the National College for Teaching and Leadership (NCTL), the course trains you in the principles of teaching physics and getting the vital hands-on experience necessary for later employment. Read more
Learn how to teach science and physics to 11 to 16-year-olds with this PGCE School Direct course. Accredited by the National College for Teaching and Leadership (NCTL), the course trains you in the principles of teaching physics and getting the vital hands-on experience necessary for later employment. Those already on our PGCE School Direct Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools.

More about this course

Successfully complete this PGCE Secondary Science with Physics course to achieve Qualified Teacher Status (QTS) and become a teacher of science for students up to 14 years old and chemistry for 15 to 16-year-olds. Accredited by the NCTL, there’s also the opportunity to teach at the 16 to 18 age range.

You’ll develop your teaching strategies and pedagogical techniques at London Met as well as exploring the fundamentals of how children learn. These study sessions will include collaborative projects and school-based work with other trainees, as well as how to implement teaching and pupil assessment.

Our PGCE School Direct course uses its London location to widen your experience of teaching in multicultural urban environments. Through your two placements you’ll develop lesson plans and contribute to the development of pupils’ scientific skills and knowledge. London Met also provides you with the opportunity for post-16 year old teaching experience where possible.

Our commitment to your development has lead to high quality reviews from Ofsted:
"School placements are planned very well, providing trainees with contrasting experiences and opportunities.”
Ofsted 2015

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio which is compiled across the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment which allows you to explore an educational issue

There are no examinations.

We place great emphasis on feedback from your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a secondary teacher.

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that students take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well-structured lessons in the Secondary curriculum
-Sessions on physics
-Training to assess pupils’ progress in each of these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for the wider professional development of each student teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in a London placement learning to teach with a mentor in secondary schools

In both university and classroom contexts, your self-directed study is extremely important in order to support your development of purposeful educational enquiry, preparing effective teaching resources and ensuring up-to-date subject knowledge.

What our students say

"London Metropolitan University not only teaches you 'what teaching is' but it also demonstrates and facilitates a way for you to become a great teacher."
Former trainee from our PGCE Secondary Science with Physics

After the course

On successful completion of the course you will achieve Qualified Teacher Status (QTS) for teaching science at Key Stage 3 (ages 11-14) and Key Stage 4 (ages 14-16) and your chemistry specialism at Key Stage 4. London Met's students have an excellent rate of gaining Qualified Teacher Status and finding teaching positions within six months of graduating. Our trainees have gone on to become physics teachers at schools such as Brentside High School in the London Borough of Ealing.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less

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