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Masters Degrees (Science Education)

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The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Read more
The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.

Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.

The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).

Why come to York?

The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.

As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.

Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.

The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.

Programme Aims

The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:
-To enhance knowledge and understanding in science education
-To develop educational research capabilities and skills in the fields of education and science education
-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice

Programme Content

Term 1
-Science, Education and Society (20 credits)
-Research methods in education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:
-Bilingualism
-Citizenship education
-Cross-linguistic influences in second language acquisition
-Discourse Analysis
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and teaching second/foreign language reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition

Term 2
-Recent research and innovation in science education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:
-Approaches to English teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Developmental Psycholinguistics
-Learning and teaching grammar in a second language
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-The practice of English language teaching
-Testing and assessment in English language teaching

Term 3
Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.

Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.

Assessment

Students will complete:
-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)
-An exam in Research Methods in Education
-An assessed presentation + dissertation outline + ethics audit
-A dissertation of 12,000 words in length

Careers

Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.

Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.

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The Science Education MA aims to reflect contemporary theory in all aspects of practice in science education. international, formal and informal. Read more
The Science Education MA aims to reflect contemporary theory in all aspects of practice in science education: international, formal and informal. Participants study with an international group and tutors are leaders in their research fields.

Degree information

The Science Education MA will increase understanding of the academic theory of science education. It enables students to critically evaluate research and development in the field, apply scientific ideas to the practice of science education in formal and informal contexts and give insights into contemporary developments in science education.

Students undertake modules to the value of 180 credits.

The programme comprises three core modules (90 credits), and either one optional module (30 credits) and a dissertation (60 credits), or two optional modules (60 credits) and a report (30 credits).

Core modules
-Foundations of Science Education
-Understanding Research
-What is Education?

Optional modules - Students take either one or two recommended optional modules from a range.

Dissertation/report
All students undertake either a dissertation or a report in either science education or in integrated research.

Teaching and learning
The programme is taught face-to-face and online. The core module, Foundations of Science Education, is studied with seven sessions face-to-face and three involving online tasks. The recommended modules can be studied face-to-face, online, or through a short intensive summer programme.

Careers

Graduates of this programme are currently working across a broad range of areas: teachers and lecturers in all phases of formal education, primary, secondary and tertiary; researchers; policymakers; the informal education sector such as museums, field study centres and science centres.

Top career destinations for this degree:
-Secondary School Teacher (A level Chemistry), Unspecified High School
-Secondary School Teacher (Deputy Curriculum Leader for Science, Unspecified School and Sports College
-Sixth Form Teacher (Chemistry), Brunei

Why study this degree at UCL?

The Department of Curriculum, Pedagogy and Assessment at UCL Institute of Education (IOE) is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education.

The department provides an impressive range of cutting-edge programmes. In addition we offer a first-class PhD programme and staff are actively involved in an extensive range of innovative, nationally and internationally acclaimed research and development projects

The Science Education MA is one of the few science-specific education Master's degrees in the UK. It covers contemporary practice in all sectors of science education and offers opportunities to study throughout the programme with world leaders in their field.

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For those who teach, lecture or organise science provision in educational settings. This dynamic programme is constantly redesigned in line with changing ideas and practice. Read more
For those who teach, lecture or organise science provision in educational settings. This dynamic programme is constantly redesigned in line with changing ideas and practice. Taught from one of the leading research institutions in science education, it offers students excellent opportunities in a supportive environment.

Key benefits

• Opportunities to explore and discuss current science education research.

• Consider education within differing contexts.

• Develop relevant research knowledge and skills.

• Located in the heart of London.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/science-education-ma.aspx

Course detail

- Description -

This is a dynamic programme constantly redesigned to keep up with changing ideas and practice. Being one of the leading research institutions in science education it offers students excellent opportunities in a close knit, supportive environment. It forms part of our department's successful modular MA education programme which has been running for over 10 years. Although rooted in practical experience the programme emphasises the theoretical study of education.

It will offer the opportunity to reflect on current provision in the light of past and present policy decisions and to evaluate current research and curricular innovations. It will provide up-to-date knowledge and evidence-based information about science education practice and pedagogical developments.

- Course purpose -

For all those who teach, lecture or organise educational provision at any level. The programme enables professionals concerned with education to reflect on their practice and to inform such reflection by extending their knowledge. Students will be made aware of significant current developments in contemporary pedagogical policy and practice.

- Course format and assessment -

In order to gain the MA Science Education, students must complete and pass four modules (30 credits each) and a dissertation (60 credits). There are no examinations - all modules are assessed by written work.

The programme may be taken over one year (full time) or two years (part time). A serving teacher would normally complete the MA on a part time basis and complete one module in each of the autumn and spring terms in year 1, and two further taught modules and the dissertation in year 2.

Students who have gained 60 master's level credits as part of their PGCE can normally transfer these in, and would then only have to complete two 30 credit taught modules instead of four, plus the dissertation. Please note that the period between first registration on the previous programme of study and the date of the College award will not normally exceed ten years. For example, if you are intending to start the MA as a part time student in September 2015 and you would like to transfer in master’s level credits from your PGCE, you must have started your PGCE in 2007 or later.

Career prospects

Senior and middle management in schools, informal science education or science education research.

How to apply: http://www.kcl.ac.uk/study/postgraduate/apply/taught-courses.aspx

About Postgraduate Study at King’s College London:

To study for a postgraduate degree at King’s College London is to study at the city’s most central university and at one of the top 20 universities worldwide (2015/16 QS World Rankings). Graduates will benefit from close connections with the UK’s professional, political, legal, commercial, scientific and cultural life, while the excellent reputation of our MA and MRes programmes ensures our postgraduate alumni are highly sought after by some of the world’s most prestigious employers. We provide graduates with skills that are highly valued in business, government, academia and the professions.

Scholarships & Funding:

All current PGT offer-holders and new PGT applicants are welcome to apply for the scholarships. For more information and to learn how to apply visit: http://www.kcl.ac.uk/study/pg/funding/sources

Free language tuition with the Modern Language Centre:

If you are studying for any postgraduate taught degree at King’s you can take a module from a choice of over 25 languages without any additional cost. Visit: http://www.kcl.ac.uk/mlc

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This specialisation is of interest to teachers of science in second level schools, and others with a professional interest in science education. Read more
This specialisation is of interest to teachers of science in second level schools, and others with a professional interest in science education. The course is designed to: (i) extend participants knowledge and understanding of the principles and practice of science education in Ireland, and internationally; (ii) update participants' knowledge of their subject specialism.

Components Include:

The contexts of science education
Learning theories in science education
The student in science education
Research issues in science education

The course has a taught component and a dissertation. The duration will normally be two years part-time or one year full time.

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For enquiries relating to the programme please contact the Pathway Leader. Dr Vanessa Kind For enquiries relating to admission, including entry requirements and how to apply, please contact our Admissions Team. Read more
For enquiries relating to the programme please contact the Pathway Leader: Dr Vanessa Kind For enquiries relating to admission, including entry requirements and how to apply, please contact our Admissions Team

This programme aims to promote critical understanding of and reflection on aspects of teaching and learning in science education generally as well as within specialist subject areas of chemistry, physics, and primary science and biology/outdoor education. It will develop knowledge at subject, pedagogical and theoretical levels and support participants in understanding issues within extant literature.

This programme is linked explicitly to Science Learning Centre North East as well as an extensive body of published and funded research funded within the School of Education. In addition the programme has been designed to meet the demand to focus on teachers' professional learning in Science, Technology, Engineering and Maths subject areas, particularly enhancing subject knowledge and pedagogical skills for science teachers working outside their specialist subjects. Thus the programme offers an opportunity for collaboration between CPD activity and higher degree provision.

Structure

The course has four taught modules (each of 30 credits): two specialised core modules in science education, a research method module, and an optional module. In addition there is a supervised dissertation (60 credits).

Students will take Teaching and Learning in Science as a specialised core module and then choose either Physics as an Additional Subject Specialism (PASS) or Chemistry as an Additional Subject Specialism (CASS).

The course can be taken on a part time basis over three years or full time over one year.

Specialised Core Modules

Teaching and Learning in Science Education
The module analyses the many challenges and implications of science education. Students will learn about key current issues in science education, such as assessment, conceptual change, engagement, the role of practical work, learning progressions and threshold concepts. The content of the module changes regularly to ensure the content is kept current.

Physics as an Additional Subject Specialism (PASS) or Chemistry as an Additional Subject Specialism (CASS)
These modules aim to provide physics/ chemistry subject matter knowledge for non-specialist secondary science teachers. They develop teaching skills in physics/ chemistry among non-specialist secondary science teachers and focus on better understanding of current issues in physics / chemistry education research.

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The Master of Arts - Science Education is a research degree that offers a wide range of opportunities to pursue interests in STEM Education with the emphasis on science education. Read more

Program Overview

The Master of Arts - Science Education is a research degree that offers a wide range of opportunities to pursue interests in STEM Education with the emphasis on science education. The program is ideal for those seeking leadership roles in order to make a difference in teacher education; learning and teaching at the elementary, secondary, and post-secondary levels; industry; teaching and research institutions; government and private sectors; museums; outdoor settings and other science-based organizations. The degree prepares graduates to pursue doctoral studies.

The program’s philosophy is that advances in educational theory influence practice to improve the quality of education. Educators are empowered by research collaboration across disciplines, countries, and contexts. Accordingly, this program values diverse expertise, experience, research collaborations, mentorship, and innovative ideas. Through individual and collective research, graduate students will develop and enhance their knowledge, theoretical understandings, and practice of Science Education. Graduate students will be mentored by experienced faculty members to conduct independent research studies driven by their own interests and contemporary issues and problems in the field.

The Program will prepare graduates to advance the quality of education at their institutions and is offered on-line with on-campus options to accommodate working professionals in British Columbia and worldwide.

Part-time and full-time study options are available.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Science Education
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

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A minimum undergraduate GPA of 2.75 in the science major. A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Read more
• A minimum undergraduate GPA of 2.75 in the science major.
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Teaching Adolescence Education program in Science is designed in accordance with the New York State Education Department’s certification regulations, the National Council of Accreditation for Teacher Education (NCATE) standards, and the National Science Teachers Association (NSTA) standards, along with Advisory Board recommendations and alumni feedback. This program leads to Initial/Professional certification in Adolescence Education, Science (biology, chemistry, earth science, or physics). Program start date: Summer.

Required Program Courses
Minimum of 47 credit hours
(Prerequisite coursework may be required prior to, or concurrent with, program studies.)

GRED 501, Seminar: Teaching Science in the Sec School ...........3 credits
GRED 502, Issues in Science, Technology, and Society ...............3 credits
GRED 555, Classroom Mgmt/Leadership, Middle/Sec Schools .....3 credits
GRED 556, Reading in the Middle/Secondary School ...............3 credits
GRED 557, Writing in the Middle/Secondary School ...............3 credits
GRED 571, Science Education Instruction in Sec Schools ...........3 credits
GRED 670, Culminating Experience ...................................3 credits
GRED 672, Science, Curricula, Programs and Standards ...........3 credits
GRED 673, Secondary Science Field Work ............................3 credits
GRED 675, Secondary Science Teaching Research ....................3 credits
SPED 505, Introduction to Special Education .........................3 credits

HLTH 530, School Health (certification requirement) ..............3 credits

GRED 676, Student Teaching Seminar ................................2 credits
GRED 692, Student Teaching in Jr High School (7-9) ..............6 credits
GRED 697, Student Teaching in Sr High School (10-12) ..........6 credits

GRED 677 is required if the candidate’s undergraduate work does not include a course in developmental, adolescent, or educational psychology. This course may count as the education elective, with permission of the advisor.

Full or conditional admission is available.

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Testimonials

“I chose to enroll in SUNY Potsdam in 2007 because I wanted to become a high school Physics teacher. Potsdam’s MST program meant that I could get my Master’s degree in record time, while I was still in school and not working full-time. To top it off, the teaching principles I learned in the program have shaped me into the educator I am today.” —Brendan Burkhart

“The MST program allowed me to achieve my Bachelor’s degree in Biology, as well as my Master’s in Secondary Science Education, in 5 years. The program not only saved time, but money as well! The classes gave me practical knowledge that allowed me to be more successful in the classroom after graduation in 2012. I am now in my third year of teaching biology full-time!” —Jennifer Shimaitis

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If you are broadly interested in science, and feel an urge to understand the social significance of your field of expertise, then it is worth looking at the details of this programme. Read more

Science Education and Communication

If you are broadly interested in science, and feel an urge to understand the social significance of your field of expertise, then it is worth looking at the details of this programme.

Specializations
After a joint first semester, you will specialize in one of the programme tracks:
-Teacher Degree (in Biology, Chemistry, Physics, Mathematics, or Computer Science)
-Research and Development in Science Education and Communication

If you want to obtain a teacher degree, your internship will be at school. For other students, the internship could also be in informal educational settings, such as a science museum.

As a graduate of this programme, your job perspectives may include science and mathematics teacher, educational researcher, staff member at a science museum, or communication adviser at a public health institution. There is a strong need in society for such professionals who can bridge the gap between science and the public, both in formal education, and in informal settings.

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The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment. Read more
The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment.

Highly flexible, it caters for educators with a diverse range of experience, development needs, and study requirements. It is suitable for teachers, those in leadership or policy-making roles, and other practitioners working in education or related settings.

Science Education

Students with good scientific knowledge and related skills such as problem-solving, are not only equipped to better understand the world around them but also to excel in the jobs market. So why is it so difficult to get some students engaged? This specialism will help you develop strategies to get learners excited by science, and to improve your teaching techniques to get better results in the classroom.

The syllabus may include:

* Diversity – explaining how factors such as gender, ethnicity, disability, culture and social background influence students’ interest in science. Designing lessons which account for diversity and get everyone engaged

* Student involvement – giving students a voice in the way they are taught to get them interested and motivated to learn about science

* Overcoming challenges – applying current learning theories to overcome particular challenges in teaching science - such as practical work, numeracy and literacy - to help learners achieve

* Subject knowledge – expanding your knowledge of science teaching including the latest innovations and best practice

* Lesson planning – learn how to plan and sequence your science lessons to achieve maximum impact

Modules

The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand, please see the website for a current list of modules available http://www.exeter.ac.uk/postgraduate/taught/education/educationma/modules/

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Through dynamic and innovative teaching methods, we can encourage you to develop all the skills you need to become an effective science teacher and inspire a new generation of world-changers- http://www.gold.ac.uk/pgce/secondary-science/. Read more

Through dynamic and innovative teaching methods, we can encourage you to develop all the skills you need to become an effective science teacher and inspire a new generation of world-changers- http://www.gold.ac.uk/pgce/secondary-science/

This programme focuses on giving you the environment you need to develop personally and professionally, as well as teaching you to help students from a variety of cultures and backgrounds.

A professional network of school and College-based supporters will assist you throughout the entire course and engage you in both practical and theoretical enquiry in College and on a school placement.

We are committed to educating you in the highest quality of science teaching, and you will benefit from Goldsmiths’ close proximity to a number of significant science centres, museums, exhibitions and organisations.

College-based work

In College, we focus on the ideas and principles underlying teaching. You look at how children learn and develop, and the role of language in learning. You consider factors to be taken into account when developing lessons that are interesting, balanced and relevant to pupils’ needs.

You have opportunities to explore the different ways in which pupils can develop understanding in science, and become familiar with a variety of resources that can be used to support these.

A particular focus is on how to manage pupils’ behaviour using a wide range of techniques; the programme also covers the assessment of pupils’ knowledge and progress.

Prospective science teachers need to be familiar with debates about the nature of science to allow them to play a full part in decisions about the ways in which school science courses should change. The impact of the National Curriculum on what science is taught, and how, is covered in depth.

You can expect to cover topics like:

school science courses at Key Stages 3 and 4

computing, data logging, safety

how children learn science

assessment

A-levels and Vocational A-levels

language and science education

We look at techniques for helping slow and fast learners, and give guidance on topics for teaching practice.

School-based work

During the first term, you observe, participate in and take responsibility for lessons in local schools. A school-based tutor, working in close co-operation with College staff, gives you advice and support; you receive visits from a College-based tutor. You observe experienced teachers at work, and discuss their methods and any difficulties.

We ease you into teaching with plenty of support, and you take increasing responsibility for the work of particular classes under the supervision of the regular teacher.

Science teachers need to be able to teach all science up to and including GCSE level. Therefore, on this course we will integrate aspects of chemistry, biology and physics into sessions as well as providing sessions on specific topics within the sciences.

Institute of Physics Scholarships

The Institute of Physics (IOP) has teacher training scholarships available to physics trainees. To be an IOP Scholar you will need to have outstanding knowledge of school-level physics and the potential to become an inspirational physics teacher. Each scholarship also includes a package of benefits including membership and early career mentoring. Go to the bursaries and scholarships page for more information.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact the Department of Educational Studies.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field.

We see education as a window through which to view the world, and as something with the power to define who we are and how we live.

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions

• Taught General Professional Study sessions

• Practical workshops

• Core lectures

• Group tutorials/seminars

• Individual tutorials

• Individual and group presentations

• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.



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Sunderland has offered teacher training since 1908. This course is for people who need to improve their science subject understanding before starting a one-year Postgraduate Certificate in Education (PGCE) course. Read more
Sunderland has offered teacher training since 1908.

Course overview

This course is for people who need to improve their science subject understanding before starting a one-year Postgraduate Certificate in Education (PGCE) course.

The structure of the course will vary according to whether you want to teach chemistry, physics or another science. You should have at least an A Level in the science subject that you intend to teach, and, you should have already received a conditional offer for initial teacher training (ITT). You will complete this preparatory course ready for starting ITT in September.

When you successfully complete your ITT, your career prospects will be very good. There is a national shortage of science teachers, particularly in physics and chemistry. So there are excellent job opportunities both in the North East and throughout the country.

Sunderland has a heritage of teacher training which dates back to 1908. What’s more, we’re one of only a small number of teacher-training institutions in the UK offering a broad range of science.

There is no tuition fee for this course, and you will be paid a bursary while you are studying.

Course content

This course enhances your skills and knowledge in science education, preparing you for teacher training.

You will complete a series of units which will equip you with essential subject knowledge, ahead of a one-year initial teacher training (ITT) course. This course runs for up to 36 weeks and will complete in time to ensure that you are ready to start your ITT in September.

Teaching and assessment

We use a wide variety of teaching and learning methods that include lectures, independent work, distance learning, directed tasks, written assignments and presentations. We encourage you to undertake voluntary work experience in a school.

Facilities & location

The University of Sunderland has excellent facilities that help you realise your full potential.

Course location
The course is a blend of on campus and distance learning. When on Campus you will be based in Forster Building on City Campus, just a few minutes from the main Murray Library and close to Sunderland city centre. It’s 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.

Learning Environment
Sunderland has a rich heritage in scientific studies. We are fully plugged into relevant industry bodies, with strong links and an exchange of ideas and people. Our vibrant learning environment helps ensure a steady stream of scientists who are well-trained and ready to contribute in a variety of fields.

Employment & careers

There is currently a shortage of science teachers, and so there are excellent career opportunities both in the North East and nationwide, once you have Qualified Teacher Status (QTS).

This course enhances your subject knowledge, making it easier to complete a PGCE and achieve QTS. The starting salary of an NQT is over £22,000, 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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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is a M-level course with 60 credits that can contribute to further Master's level study in Education, subject to approval.

The course will equip you with the knowledge, understanding and skills necessary to teach science and the ability to:

Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people

Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status

Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people

Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners

Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area

Apply a thorough knowledge and understanding of science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school

Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression

Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses

Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum

Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils

Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics

Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons

Use a wide range of class management strategies to maximise pupil learning

Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area

Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning

Raise the status of the subject area by demonstrating high standards of professionalism at all times

Understand the crucial role of professional learning for the teacher, the pupils and schools.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:

Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.

You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II
This module covers the following GPE themes:

Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III
This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:

Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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Data science combines computer science and statistics to solve exciting data-intensive problems in industry and in many fields of science. Read more
Data science combines computer science and statistics to solve exciting data-intensive problems in industry and in many fields of science. Data scientists help organisations make sense of their data. As data is collected and analysed in all areas of society, demand for professional data scientists is high and will grow higher. The emerging Internet of Things, for instance, will produce a whole new range of problems and opportunities in data analysis.

In the Data Science master’s programme, you will gain a solid understanding of the methods used in data science. You will learn not only to apply data science: you will acquire insight into how and why methods work so you will be able to construct solutions to new challenges in data science. In the Data Science master’s programme, you will also be able to work on problems specific to a scientific discipline and to combine domain knowledge with the latest data analysis methods and tools. The teachers of the programme are themselves active data science researchers, and the programme is heavily based on first-hand research experience.

Upon graduating from the Data Science MSc programme, you will have solid knowledge of the central concepts, theories, and research methods of data science as well as applied skills. In particular, you will be able to:
-Understand the general computational and probabilistic principles underlying modern machine learning and data mining algorithms.
-Apply various computational and statistical methods to analyse scientific and business data.
-Assess the suitability of each method for the purpose of data collection and use.
-Implement state-of-the-art machine learning solutions efficiently using high-performance computing platforms.
-Undertake creative work, making systematic use of investigation or experimentation, to discover new knowledge.
-Report results in a clear and understandable manner.
-Analyse scientific and industrial data to devise new applications and support decision making.

The MSc programme is offered jointly by the Department of Computer Science, the Department of Mathematics and Statistics, and the Department of Physics, with support from the Helsinki Institute for Information Technology (HIIT) and the Helsinki Institute of Physics (HIP), all located on the Kumpula Science campus. In your applied data science studies you can also include multidisciplinary studies from other master's programmes, such as digital humanities, and natural and medical sciences.

The University of Helsinki will introduce annual tuition fees to foreign-language Master’s programmes starting on August 1, 2017 or later. The fee ranges from 13 000-18 000 euros. Citizens of non-EU/EEA countries, who do not have a permanent residence status in the area, are liable to these fees. You can check this FAQ at the Studyinfo website whether or not you are required to pay tuition fees: https://studyinfo.fi/wp2/en/higher-education/higher-education-institutions-will-introduce-tuition-fees-in-autumn-2017/am-i-required-to-pay-tuition-fees/

Programme Contents

The Data Science MSc programme combines elements from computer science and mathematical sciences to provide you with skills in topics such as machine learning, distributed systems and statistical methods. You might also find that knowledge in a particular scientific field is useful for your future career. You can obtain this through minor studies in the MSc programme, or it might already be part of your bachelor-level degree.

Studies in the Data Science MSc programme include both theoretical and practical components, including a variety of study methods (lectures, exercises, projects, seminars; done both individually and in groups). Especially in applied data science, we also use problem-based learning methods, so that you can address real-world issues. You will also practise academic skills such as scientific writing and oral presentation throughout your studies. You are encouraged to include an internship in your degree in order to obtain practical experience in the field.

Minor studies give you a wider perspective of Data Science. Your minor subject can be an application area of Data Science (such as physics or the humanities), a discipline that supports application of Data Science (such as language technology), or a methodological subject needed for the development of new Data Science methods and models (such as computer science, statistics, or mathematics).

Selection of the Major

You can specialise either in the core areas of data science -- algorithms, infrastructure and statistics -- or in its applications. This means that you can focus on the development of new models and methods in data science, supported by the data science research carried out at the University of Helsinki; or you can become a data science specialist in an application field by incorporating studies in another subject. In addition to mainstream data science topics, the programme offers two largely unique opportunities for specialisation: the data science computing environment and infrastructure, and data science in natural sciences, especially physics.

Programme Structure

You should be able to complete the MSc Programme in Data Science of 120 credits (ECTS) in two years of full-time study. The programme consists of:
-Common core studies of basic data science courses.
-Several modules on specific topics within data science algorithms, data science infrastructures and statistical data science, and on data science tools.
-Seminars and colloquia.
-Courses on academic skills and tools.
-Possibly an internship in a research group or company.
-Studies in an application domain.
-Master’s thesis (30 credits).

Career Prospects

Industry and science are flooded with data and are struggling to make sense of it. There is urgent demand for individuals trained to analyse data, including massive and heterogeneous data. For this reason, the opportunities are expected to grow dramatically. The interdisciplinary Data Science MSc programme will train you to work in data-intensive areas of industry and science, with the skills and knowledge needed to construct solutions to complex data analysis problems.

If you are focusing on the core areas of data science, you will typically find employment as a researcher or consultant, sometimes after taking a PhD in Computer Science or Statistics to deepen your knowledge of the field and research methods. If your focus is on the use of data science for specific applications, you will typically find work in industry or in other fields of science such as physics, digital humanities, biology or medicine.

Internationalization

The Data Science MSc is an international programme, with students from around the world and an international research environment. All of the departments taking part in the programme are internationally recognised for their research and a significant fraction of the teaching and research staff come from abroad.

The departments participate in international student exchange programmes and offer you the chance to include international experience as part of your degree. Data Science itself is an international field, so once you graduate you can apply for jobs in any country.

In the programme, all courses are in English. Although the Helsinki area is quite cosmopolitan and English is widely spoken, you can also take courses to learn Finnish at the University of Helsinki Language Centre. The Language Centre also offers an extensive programme of foreign language courses for those interested in learning other languages.

Research Focus

The MSc programme in Data Science is offered jointly by three departments and two research institutes. Their research covers a wide spectrum of the many aspects of data science. At a very general level, the focal areas are:
-Machine learning and data mining
-Distributed computation and computational infrastructures
-Statistical modelling and analysis
-Studies in the programme are tightly connected to research carried out in the participating departments and institutes.

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This two-year master’s programme Computer Science offers stimulating, significant and innovative research at an internationally renowned institute and combines theoretical, experimental and applied approaches. Read more

This two-year master’s programme Computer Science offers stimulating, significant and innovative research at an internationally renowned institute and combines theoretical, experimental and applied approaches.

What does this master’s programme entail?

The two-year master’s programme in Computer Science offers six specialisations which combine excellent theoretical teaching with possibilities for applied work with industrial relevance. This is achieved by intensive collaboration with companies at the Leiden Centre of Data Science. Course themes include topics such as Evolutionary Algorithms, Neural Networks, Databases and Data Mining, Swarm-Based Computation, Bayesian Networks, Multimedia Systems, Embedded Systems and Software, Advanced Compilers and Architectures, Bio-Modeling and Petri Nets.

Read more about our Computer Science programme.

Why study Computer Science at Leiden University?

  • Interdisciplinary research opportunities as well as industrial applications provide you with exciting possibilities. The industrial application areas and interdisciplinary activities include, among others: Bioinformatics and Life Sciences, Medicine, Pharma, Physics, Engineering Applications, Logistics Applications, Energy and Utility related Applications and Financial Applications.
  • You will benefit from our diverse collaborations and the possibilities for internships and projects with our partners such as BMW, ING and Strukton.
  • You have ample of opportunities to assemble your own study path: an individually tailored programme will be designed for each student.

Find more reasons to choose Computer Science at Leiden University.

Computer Science: the right master’s programme for you?

The programme is open for students with an internationally recognized bachelor’s degree in computer science or equivalent. You will be trained as an independent researcher, equipped with the necessary skills to advance your career as a computer scientist.

Read more about the entry requirements for Computer Science.

Specialisations



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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post:
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Learning and Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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