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Masters Degrees (School Leadership)

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This postgraduate certificate has been designed for those in middle/ senior leadership positions in Catholic schools and also for aspiring Catholic school… Read more

Overview

This postgraduate certificate has been designed for those in middle/ senior leadership positions in Catholic schools and also for aspiring Catholic school leaders, including school governors and other professionals, in order to develop their knowledge and understanding of leadership within Catholic settings and to respond to specific issuesthe development of values-based approaches to leading specific issues facing Church school leaders today. The Postgraduate Certificate comprises of two modules: Educational Leadership in Catholic Schools and Change Management in Catholic Schools.

Progression

If you undertake another elective module and the compulsory Research Methods module, you will gain a Postgraduate Diploma
If you then undertake the final dissertation within a Catholic School Leadership focus you will graduate with an MA Education or MA Education (Catholic School Leadership)

Benefits

- An opportunity to continue your professional development

- Gain a qualification in Catholic School Leadership at masters level

- Supports succession planning, recruitment and retention within Catholic School

- An opportunity to meet others interested in leadership from across other Catholic schools

- Access to University facilities (eg library, IT systems, Student Support Services)

- May gain credits towards the CCRS for those who have not completed this award

- Builds on the CCRS for those who have completed this award, but no requirement to have completed the CCRS to undertake the Postgraduate Certificate in Catholic School Leadership

- Sessions will be delivered by academics who are recognised nationally and internationally within the field of Leadership and Management, Catholic school leaders and members of staff from the Diocesan Education Service.

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This highly regarded postgraduate degree will be of interest to all who hold or are aiming for leadership positions in Catholic schools and colleges. Read more
This highly regarded postgraduate degree will be of interest to all who hold or are aiming for leadership positions in Catholic schools and colleges.

About one-third of the 150-plus students are senior leaders - headteachers and college principals; deputies and assistant heads. The other two-thirds are subject or pastoral leaders, primary curriculum coordinators, classroom leaders or aspiring school leaders.

All are welcome and will enjoy participating. Securing quality leaders committed to modelling leadership on Christ constitutes one of the key challenges for Catholic and indeed all Christian schools.

This course aims to promote a vision that sees the maintenance of a balance between school improvement and Catholic distinctiveness as a feature of the mission of schools and colleges.

Why St Mary's?

Several students have cited the flexibility of this degree as a particular advantage since it is possible to complete the programme within one to five years.

The variety of modes of delivery, including blended and full-distance, also makes the programme especially attractive. The combination of personalised learning and tutorial support - together with the excellent reading materials and online resources - is noted by students as distinctive.

The course helps students understand the core aims and values of a Catholic school while encouraging them to reflect upon the reality of practice within their schools.

Course Content

The aim is to provide a vocationally oriented programme of academic rigour, which enables students to integrate a Catholic philosophy of education with the principles and practice of school leadership. Students should, as a result of following the course, demonstrate greater confidence and competence in articulating and implementing the principal features of Catholic education in their work, and it will provide students with the theological literacy welcomed by appointing bodies.

The modules for the Catholic School Leadership: Principles and Practice have been constructed to ensure that they are relevant to school and college leaders at all levels and in all phases of Catholic education.

The modular course allows students to build credits towards the 60 required for a Postgraduate Certificate, the 120 required for a Postgraduate Diploma or the 180 required for the full MA.

The five modules studied are as follows:
1. Catholic Education
2. Leadership and Management
3. Spiritual and Theological Foundations
4. Leadership and Learning
5. Research Methods and Dissertation

Each of the first four 30 credit modules contains two strands to ensure that principles and practice are addressed in each module.

Please note: All information is correct at the time of publication. However, course content is regularly updated and this may result in some changes, which will be communicated to students before their programme begins.

Career Prospects

The MA in Catholic School Leadership: Principles and Practice is the only postgraduate course of study available in the UK that specifically supports the distinctive leadership development needs of leaders and aspiring leaders at all levels and within all phases of Catholic education. NPQH is no longer a requirement for headship, so aspiring headteachers will find that this course offers the ideal alternative qualification.

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Gain the skills you need to become a principal. Learn to lead a secondary school and raise student achievement through effective management, curriculum analysis and research-based decision making. Read more

Gain the skills you need to become a principal. Learn to lead a secondary school and raise student achievement through effective management, curriculum analysis and research-based decision making.

You'll benefit from the research and teaching strengths of the Faculty of Education and the management acumen of the Victoria Business School. By combining educational and business thinking, you'll gain the tools you need to develop innovative solutions to issues you'll face in the management of a secondary school.

Learn to use sophisticated data-analysis techniques to make sound, evidence-based decisions about school organisation and management. Examine the role of leadership and how to foster leadership in others. You'll develop techniques for planning and goal-setting and explore the different strategies for building strong relationships with community and stakeholders.

Research project

You'll complete a 60-point dissertation with the support of an academic supervisor. This will be either a research project on a contemporary issue in secondary school leadership or an evaluation of the implementation of a new initiative in a secondary school.

To qualify for entry into this programme, you'll need to be in a middle or senior manager position in a secondary school and have the support of your principal. You'll also need to hold a Bachelor's degree with a B average, or have completed a postgraduate qualification.

How you'll study

Designed so you can continue working while you study, the courses are delivered through a mix of block format and online. Block courses are held on weekends and during school holidays. You'll need a computer with access to the internet as you'll use online conferencing during your study.

Valuable mentoring

Throughout the programme you'll have the opportunity to complete three, one week placements at secondary schools other than your own. During your placements, you'll shadow and be mentored by experienced senior staff in the school.

Workload

You'll most likely study part time, studying two courses per trimester which will take you around 20–23 hours of work a week. You can estimate your workload by adding up the number of points you'll be doing. One point is roughly equal to 10–12 hours work.



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This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. Read more
This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. The concept of leadership is treated as problematic and examined as it applies to pupils, teachers and support staff as well as those with formal leadership responsibilities. The route is underpinned by the values and principles of "Leadership for Learning: the Cambridge Network" these beliefs include a democratic concept of leadership rather than a hierarchical one, and a view of learning as a shared enterprise crossing the traditional divisions between 'teachers' and 'learners'.

The route is aimed at a wide audience including practitioners studying part-time as well as full time students. It is of relevance and interest to teachers, middle leaders, headteachers/principals, advisers and others as well as to graduate students interested in the area of leadership and school improvement. We draw on participants' experiences, and students pursue their particular interest by undertaking an individual empirical research project.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmpels

Course detail

The overall aims of this specialist route are to enable participants to develop:

- An advanced knowledge and understanding of educational leadership and school improvement
- A set of skills for analysing educational leadership and school improvement issues and practices
- The ability to bring together theoretical perspectives on educational leadership and school improvement and apply an informed critique of their inter-relationship
- The ability to contribute to informed development of policy and practice in educational contexts
- Familiarity with a range of frameworks for understanding pupil, professional and organisational learning

The route content is covered through eight interrelated themes:

1. Leadership for Learning
2. Policy, Structures and Change
3. School Effectiveness and School Improvement
4. Issues and Dilemmas
5. Perspectives on Leadership
6. Perspectives on Learning
7. Schools, Cultures and Communities
8. Education Evaluation

Learning Outcomes

By the end of the Educational Leadership and School Improvment route, students are expected to be able to:

- demonstrate knowledge and understanding of literature and concepts relating to educational leadership, school improvement, and learning; 
- show abilities in the critical analysis of educational leadership and school improvement issues and practices; 
- apply knowledge and understanding of educational research to plan and implement enquiry into an issue related to the route; 
- communicate the outcomes of their study and research through extended writing conforming to stipulated academic expectations and conventions.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Educational Leadership and School Improvement' thematic route. Teaching time is split between both elements, with 32 hours of teaching being provided in research methods and 64 hours in the thematic route. The elements are taught through a mixture of lectures, smaller group seminars and individual supervisions.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.

Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

Read less
This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. Read more
This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. The concept of leadership is treated as problematic and examined as it applies to pupils, teachers and support staff as well as those with formal leadership responsibilities. The route is underpinned by the values and principles of "Leadership for Learning: the Cambridge Network" these beliefs include a democratic concept of leadership rather than a hierarchical one, and a view of learning as a shared enterprise crossing the traditional divisions between 'teachers' and 'learners'.

The route is aimed at a wide audience including practitioners studying part-time as well as full time students. It is of relevance and interest to teachers, middle leaders, headteachers/principals, advisers and others as well as to graduate students interested in the area of leadership and school improvement. We draw on participants' experiences, and students pursue their particular interest by undertaking an individual empirical research project.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeels

Course detail

The overall aims of this specialist route are to enable participants to develop:

- An advanced knowledge and understanding of educational leadership and school improvement
- A set of skills for analysing educational leadership and school improvement issues and practices
- The ability to bring together theoretical perspectives on educational leadership and school improvement and apply an informed critique of their inter-relationship
- The ability to contribute to informed development of policy and practice in educational contexts
- Familiarity with a range of frameworks for understanding pupil, professional and organisational learning

The route content is covered through eight interrelated themes:

1. Leadership for Learning
2. Policy, Structures and Change
3. School Effectiveness and School Improvement
4. Issues and Dilemmas
5. Perspectives on Leadership
6. Perspectives on Learning
7. Schools, Cultures and Communities
8. Education Evaluation.

Learning Outcomes

By the end of the Educational Leadership and School Improvment route, students are expected to be able to:

- demonstrate knowledge and understanding of literature and concepts relating to educational leadership, school improvement, and learning; 
- show abilities in the critical analysis of educational leadership and school improvement issues and practices; 
- apply knowledge and understanding of educational research to plan and implement enquiry into an issue related to the route; 
- communicate the outcomes of their study and research through extended writing conforming to stipulated academic expectations and conventions.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Educational Leadership and School Improvement' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MEd in Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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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.

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Train to teach English with media to 11 to 16-year-olds with our National College for Teaching and Leadership (NCTL)-accredited course and begin your fulfilling career as a secondary school teacher. Read more
Train to teach English with media to 11 to 16-year-olds with our National College for Teaching and Leadership (NCTL)-accredited course and begin your fulfilling career as a secondary school teacher. You’ll learn the principles of effective English teaching and how to develop school pupils’ love of literature. A dedicated tutor will provide you with support throughout your training, while school placements will provide you with hands-on practical experience in the classroom. Successful graduates 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 obtain employment, often with one of their placement schools.

More about this course

This NCTL-accredited PGCE Secondary English with Media course leads to Qualified Teacher Status and prepares you to teach 11 to 16-year-olds, while also giving you the opportunity to teach at a college level.

You’ll learn to equip pupils with a strong command of the spoken and written word, and to promote high standards of language and literacy. This will also help develop school pupils’ love of literature and reading for their own enjoyment.

We run this course in collaboration with the English and Media Centre (EMC), an award-winning educational charity. EMC tutors will provide you with support throughout the course, drawing on their extensive experience of consultancy for schools and running Continuing Professional Development (CPD) for teachers. You’ll continue to receive support from a dedicated EMC tutor throughout your school experience.

This PGCE course benefits from our London location and will broaden your understanding of teaching in multicultural and diverse urban environments. Through study, discussion and teaching you’ll develop an understanding of how children learn and the methods you can use to help them to effectively develop their English and media skills.

We place great emphasis on sharing feedback with your peers and colleagues. 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.

Although this PGCE course is directed at teaching 11 to 16-year-olds, we seek to provide opportunities for teaching older children wherever possible.

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 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 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 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 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 spread across two 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 support your development of purposeful educational enquiry, preparing effective teaching resources and ensure your subject knowledge is up-to-date.

After the course

This intensive PGCE School Direct course leads to Qualified Teacher Status (QTS), which enables you to teach 11 to 16-year-olds. Our trainees have gone on to secure secondary teacher roles at schools including Ark Academy, East Barnet School, Kingsford Community 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.

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School Direct is a route into teaching which involves schools working in partnership with accredited teacher training institutions, such as the University of Greenwich, to devise a training programme. Read more
School Direct is a route into teaching which involves schools working in partnership with accredited teacher training institutions, such as the University of Greenwich, to devise a training programme. The programme is a combination of school based training and university-based courses. This route allows candidates to apply to a lead school with an expectation of employment in either the school in which they trained or within the School Direct provision on successful completion.

School Direct offers two types of training places; the School Direct Training programme and the School Direct Training programme (Salaried). The School Direct Training programme places are open to all graduates and funded by tuition fees paid by the trainee. Home and EU students may be eligible for a tuition fee loan to cover the cost of tuition fees charged available through Student Finance England. In addition, a bursary may be available from the National College for Teaching and Leadership (NCTL).

The School Direct Training Programme (salaried) is open to graduates with three or more years' career experience. Trainees will be employed as an unqualified teacher with a salary subsidised by the National College for Teaching and Leadership. This programme replaces the Graduate Teacher Programme (GTP).

School Direct places are offered by a school or group of schools in partnership with an accredited teacher training institution.

The University of Greenwich is currently working in partnership with the following schools for primary School Direct training places: Bensham Manor School; Heronsgate Primary School; Saint Mary Magdalene Church of England Primary School.

All School Direct places will lead to recommendation for qualified teacher status (QTS) and in the case of the School Direct Training programme a PGCE.

For more details visit http://www.education.gov.uk/teachschooldirect.

The aims of the programme are:

- To train you to teach in two consecutive phases, i.e. FS/KS1 or KS1/KS2 or KS2. NB: KS2 is comprised of two consecutive age phases (Years 3-4 and Years 5-6)

- To develop the practical knowledge and theoretical understanding you will need to work with primary school children

- To give you an understanding of the National Curriculum and the learning needs of children

- To develop the professional values and practice that you will require to meet the broad demands of teaching.

Visit the website http://www2.gre.ac.uk/study/courses/pg/edupr/sdtp

Education - Primary

This programme enables graduates to develop the knowledge, understanding and skills needed to teach in primary schools. We work in partnership with schools in London, Kent, Essex and the south east of England and can offer a varied teaching experience to students ranging from the inner city to the rural and suburban context.

What you'll study

Full time
- Year 1:
Students are required to study the following compulsory courses.

Primary Professional Enhancement (15 credits)
The Child, the School and the Community (15 credits)
Initial School Experience (15 credits)
Final School Experience (30 credits)
Children's Learning and Development (30 credits)
Creativity in Learning and Teaching (Inspiration, Motivation and Challenge) (30 credits)
Professional Development (15 credits)

Part time
- Year 1:
Students are required to study the following compulsory courses.

Primary Professional Enhancement (15 credits)
The Child, the School and the Community (15 credits)
Initial School Experience (15 credits)
Children's Learning and Development (30 credits)
Professional Development (15 credits)

- Year 2:
Students are required to study the following compulsory courses.

Final School Experience (30 credits)
Creativity in Learning and Teaching (Inspiration, Motivation and Challenge) (30 credits)
Professional Development (15 credits)

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

Trainees are assessed on a continuous basis for the award of Qualified Teacher Status. School Direct Training programme students will also complete assignments for the academic award of the PGCE.

Professional recognition

The programme leads to the recommendation for Qualified Teacher Status.

Career options

Graduates for this programme can pursue a teaching career in primary schools.

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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In the current climate there are structural and political pressures to improve educational performance and opportunities within educational institutions and with this the quality of leadership comes under scrutiny. Read more

In the current climate there are structural and political pressures to improve educational performance and opportunities within educational institutions and with this the quality of leadership comes under scrutiny. This MSc recognises that a high-quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in the educational system: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post-primary school sectors.

The programme aspires to equip you with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. We will challenge traditional notions of 'leaders' and 'leadership' pointing to new, more collaborative and more organic models of leading.

It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately ensure quality outcomes which are tailored to contextual needs. We seek to develop in students the ability to critique current leadership practices and to enact changes that will improve education for all.

Why Educational Leadership at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;

◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);

◦We provide a CPD opportunity for teachers and other educational professionals who work, or aspire to work, in a leadership capacity at different levels within their organisations;

◦We seek to develop in students the ability to critique current leadership practices and to enact changes that will improve education for all;

◦The content is delivered in a mixture of face-to-face and online formats (blended learning) creating flexibility for part-time working students, while providing for a range of learning styles.

◦Belfast is a growing cosmopolitan city, offering a good quality of life and one of the lowest costs of living in the UK; this makes it an attractive destination for EU/international applicants who want to undertake full-time study.

◦If you don’t want, or need, to study for the research dissertation, flexible exit awards are available (PG Diploma/ PG Certificate);

◦You may also undertake individual course modules without completing a full degree.

Programme Structure and Modules

Core Modules (all 20 CATS points):

An Introduction to Research Methods: Children, Young People and Education (compulsory)

This module will provide you with an understanding of differing perspectives that underpin quantitative and qualitative methodologies and is required preparation for your dissertation.

Leadership for Change (compulsory)

You will develop theoretical and practical knowledge of change in complex educational environments. Topics covered include: the nature and types of change; the process of organisational change covering phases from inception to institutionalisation; factors affecting the success of change at different levels; creativity and change; resistance to change; and the subtle ways in which culture influences the implementation of reform. Attention is paid to the role of different stakeholders in the school change process and on developing constructive dialogue for change by shifting the focus from the identification of problems to exploring possibilities.

Leadership Theory and Practice: an Overview (compulsory)

This compulsory module introduces leadership and organisational theories as they pertain to education. You are expected to develop understanding of the complex nature of leadership in educational institutions and appreciate the idea that ‘good leadership’ is always contingent upon the situation and context. Leadership practice is examined through different thematic lenses such as: human motivation theories; social systems theory; the concept of emotional intelligence; organisational culture and politics; partnership and collaboration; as well as equity and ethics.

School Effectiveness and School Improvement (compulsory)

We will examine current debates on what constitutes an effective school, the factors affecting school outcomes, and the implications for those assuming leadership roles. Attention is paid to the impact of inter- and intra-school collaboration on educational outcomes and the challenges posed by existing competitive structures internationally. You will learn how to use data critically in measuring school effectiveness and planning for improvement. We will look into how such data can be used to challenge inequities and promote a socially just education.

Two optional modules may be chosen from the Educational Studies (MEd) programme.

Assessment

There are no written examinations. Modules are assessed by coursework, which includes written assignments and group presentation projects.

Career Opportunities

Graduates have found this degree beneficial for developing leadership practice in their workplace. Others have found it beneficial in gaining employment or promotion. Some progress to Doctoral-level studies and research.



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School Direct programmes offer on-the-job training in schools and university-based courses. Successful School Direct graduates frequently find employment within their training school or in another school that is part of the scheme. Read more
School Direct programmes offer on-the-job training in schools and university-based courses.

Successful School Direct graduates frequently find employment within their training school or in another school that is part of the scheme. Job prospects are excellent with 9 out of 10 newly qualified teachers gaining employment within six months of completing training.

School Direct offers two types of training place:

The School Direct Training programme leads to a PGCE and qualified teacher status (QTS). The university supports mathematics, physics, chemistry, biology, music, physical education and French subjects. A bursary may be available from the Department for Education and trainees can apply for financial support, such as tuition fee loans and student loans.

School Direct Training (Salaried) places are open to graduates with three years or more work experience (not necessarily in education). Trainees are employed as unqualified teachers with a salary subsidised by the National College for Teaching and Leadership. The university can support the following subjects: maths, physics, biology, chemistry, MFL, music and PE.

The University of Greenwich is currently working in partnership with the following schools and providers for secondary School Direct training places:

- The Royal Greenwich Teaching Schools Alliance (St Ursula's Convent School, Greenwich, Plumstead Manor School, Thomas Tallis School, John Roan School, Eltham Hill School)

- Dunraven School, Streatham

- Trinity Church of England School, Belvedere

- Valentines School, Ilford

- St Angela's Ursuline Convent School, Forest Gate

- Brockhill Park Performing Arts College, Saltwood

- Forest Hill School, Lewisham

- Northgate School, Edgware

- The Leigh Technology College, Dartford

- Woolwich Polytechnic School, Thamesmead.

All successful School Direct graduates will receive recommendation for Qualified Teacher Status (QTS) and in the case of the School Direct Training programme a PGCE.

For more details of the programme and funding, visit https://getintoteaching.education.gov.uk/explore-my-options/school-led-training.

The aims of the programme are:

- To develop the practical knowledge and theoretical understanding required to work with secondary school pupils

- To develop the professional values and practice needed to meet the broad demands of teaching.

Visit the website http://www2.gre.ac.uk/study/courses/pg/seced/sdtp

Education - Secondary

Our secondary education programme is for students who want to train to teach young people in secondary schools. The programme is a mixture of learning at the university together with periods of practical teaching experience in our partner schools and colleges.

What you'll study

- Professional E-Portfolio
- Professional Studies and School-Based Research
- School Experience
- Subject Knowledge and Pedagogy 1 and 2

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

Continuous assessment of classroom skills and teaching effectiveness builds towards a professional development portfolio. There are also academic assignments for the PGCE.

Professional recognition

The programme leads to Qualified Teacher Status.

Career options

Graduates for this programme can pursue a teaching career in secondary schools.

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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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
The following course content is subject to validation Do you want to become a primary or secondary school teacher and help children and young adults make… Read more
The following course content is subject to validation Do you want to become a primary or secondary school teacher and help children and young adults make the best possible start in life? Do you prefer a work based route? This initial teacher training course covers the knowledge and skills that are required for Qualified Teacher Status (QTS) with training led by your host school supported by the University of Sunderland.

Course overview

PGCE School Direct is a unique school led route that provides exciting opportunities for you to train though work based learning, as a teacher, in a school. There are two routes available within School Direct:
Salaried Route
The salaried route is available to those candidates who have three or more years experience in schools and settings. Trainees apply direct to the school for a salaried position and are trained by the school in partnership with the University. You may also be eligible for a salaried route if you are a ‘career changer’ with transferrable skills.

Tuition Fee Route
This route is designed for trainees who prefer an apprenticeship approach to training. Trainees apply direct to the school via UCAS Sunderland codes and are trained by the school in partnership with the University.

How to Apply
In order to apply you should choose the school, or group of schools, in which you train and apply to them against the relevant University of Sunderland code. School Direct is run as a partnership between a Lead School, other schools in their Alliance and the University of Sunderland as the accredited teacher training provider.

Course content

Your training will blend academic study provided by the University of Sunderland with hands-on placements organised by the school that employs you.

PGCE Secondary Course content:
-School placement (with some experience in another secondary setting);
-Master's Module 1: Development of Learning: A Case Study – you will identify an educational intervention and explore its use, impact and influence upon the learning of one or more pupils;
-Subject Studies module (developed in school placement);
-Master's Module 2: Negotiated Individual Study in Education – you will undertake a piece of action research into an educational issue.

PGCE Primary 3-11 Course content:
-School placements in 3-7 or 7-11 Key Stages
-Master's Module 1: Development of Learning: A Case Study – you will identify an educational intervention and explore its use, impact and influence upon the learning of one or more pupils;
-Subject Studies module (developed in school placement);
-Master's Module 2: Negotiated Individual Study in Education – you will undertake a piece of action research into an educational issue.

Teaching and assessment

School Direct Trainees will receive academic input during University return days timetabled throughout the year.

All University Modules are designed to support Trainees in developing their knowledge and confidence in teaching. University input is delivered by both expert Tutors and excellent Practitioners from Partnership Schools, in a wide variety of ways including, lectures, tutorials and practical workshops as well as online discussions.

All aspects of the Programme are designed to enable you to meet and demonstrate the National College for Teaching (NCTL) and Leadership Standards for Qualified Teacher Status (QTS).

Students will compile evidence against the Standards throughout the Programme in their online e-Portfolio.

The PGCE Primary School Direct Tutor Team is committed to providing the best experiences for our Trainees. Our Personal Tutor system ensures all Trainees are allocated an individual Tutor and are nurtured and developed both academically and professionally throughout the Programme.

Assessment is continuous throughout the course. Subject knowledge is monitored through the use of subject audits which enable students to identify their strengths and areas of development and to then action plan with Subject Specialist Tutors support to increase their knowledge and confidence in identified areas.

Modules are assessed through a variety of assessment methods including, Assignments, Portfolio and Practice Based Tasks.

Assessed Placements are assessed by Partnership schools/settings in liaison with the University.

Facilities & location

Your training will be based in the school that employs you. Academic studies will be delivered by the University of Sunderland.

Course location
Your studies at the University of Sunderland will be based at the Forster Building on City Campus and at the Sir Tom Cowie Campus at St Peter’s. Sunderland is a very vibrant and supportive environment with excellent resources for teaching and learning.

University Library Services
We’ve got thousands of books and e-books on education topics, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals. Resources include the EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals.

Employment & careers

By joining this programme you will also be taking a big step towards sorting your first post-qualification teaching job. That’s because the school will select you and customise your training to suit their needs as well as yours. One of the goals of the programme is for schools to be able to grow their own teachers and future leaders – so there is every reason for the school to continue to employ you after the award of QTS.

With QTS you will be qualified to teach in any state-maintained school in England and Wales. This gives you flexibility in case your plans change or you decide to work elsewhere.

The starting salary of a newly qualified teacher is over £21,000, with extra if you work in London. Teachers see their salaries rise by an average of 30 per cent after their first four years in the job.

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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 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.

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